Viewpoints Level 5.indd

Transcripción

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A Before you watch
1 What do you know about the city of Rome? Discuss in groups.
2 Work in pairs. Circle the word that does not belong in each group. What does it mean?
1 church
basilica converge
temple
2 magnificent
amazing impressive
seating
3 ruin
slaughter monument
historic site
4 gladiator
dome
altar
crypt
5 Renaissance
Baroque
masterpiece
Gothic
B While you watch
1 Underline the correct information in Facts 1 and 2.
Site
Fact 1
Fact 2
Colosseum
It was completed in the year 80 BC / AD.
It seated 15,000 / 50,000 people.
Trevi fountain
The word Trevi refers to the three
roads / monuments that converge
at the fountain.
The custom is to toss rice / a coin over
your shoulder.
Pantheon
It was dedicated to the planetary / Roman gods.
The Romans left a hole in the ceiling for
the gods / sun to come in.
Vatican City
It is the smallest independent state /
country in existence.
It has its own newspaper and radio station / TV channel.
Basilica
St. Peter’s Basilica took over 115 / 150 years to build.
It is generally held that Michelangelo
designed the dome / altar.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V. 2010
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2
2 Complete this text about the Colosseum.
The 1
was arranged by class structure. The 2
class would be seated
at the top of the Colosseum, and the highest class would be seated at the 3
would last for more than a 4
days, and more than 5
fight to the death. During these festivities, more than 6,000 beasts
Colosseum wasn’t just a place for
. The games
7
gladiators would
be slaughtered. The
6
and fighting, but was also a
8
for
Greek mythology.
C After you watch
Role-play a conversation between two friends. Follow these instructions.
Student A: You are thinking of visiting Rome and would like to know about interesting sites.
Student B:
ou have just returned from a vacation in Rome.
Y
Take turns asking and answering questions. Then change roles.
D Language points
1 Match the two halves of the sentences. Then practice saying them.
1 The word Trevi refers to the three roads that
a architecture.
2 The custom is to toss a coin b some ancient ruin to be found.
3 The Romans were way ahead of their time in c it is the smallest state in existence.
4 One thing Romans love to eat the most is
d over your shoulder.
5 Everywhere you go, there’s
e pizza.
6 What most people don’t realize is that f converge at the fountain.
2 Use the underlined expressions in Exercise 1 to describe a place you know.
E Your viewpoint
Work in groups and discuss these questions.
1 Would you like to visit Rome? Which sights would you most like to see? Why?
2 Are there any interesting archaeological ruins and architectural sites in your country?
What makes then unique?
3 Can you think of any disadvantages of living in a city like Rome?
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1 Synopsis
A man takes us on a walking tour of the sights of
Rome, Italy. First, we visit the Colosseum, where 50,000
people used to gather to watch the gladiators fight.
The next stops on the tour are the Trevi fountain and
the Pantheon. Dedicated to the planetary gods, the
Pantheon has an extraordinary dome with a hole in it.
What is it for? After a brief pizza break, we learn about
Vatican City, the smallest independent state in the world.
Finally, we visit St. Peter’s Basilica, which took over 150
years to build, and we admire Michelangelo’s designs.
Then it’s time for a glass of wine!
Length of video: 4:50 min
2 Target Language
Grammar: would for repeated actions and events
in the past
Vocabulary: tourist sites, architecture, history, the
Romans
Language points: the word ... refers to, the custom is
to, way ahead of their time, One thing ... love to ... the
most is ..., everywhere you go, what most people don’t
realize is that ...
3 Procedural Notes
A Before you watch
1 In groups/As a class. Set the scene. Tell students they
are going to go on a tour of ancient Rome. If available,
show the class a map of Europe or of the world, and
invite some students to come up and point to where
Rome is located. Draw attention to the photos of places
students will see in the video. Have students work in
small groups and share what they know. Encourage
them to discuss information they are not entirely
sure about as well. Then, elicit some ideas from the
class. Alternatively, if you don´t think your students
already know much about the city of Rome, begin by
playing the first minute of the video with the sound
off. Have students watch and note down what they
see. Encourage them to list as many things as possible.
Then, elicit some answers and write them on the board
(sculptures, ruins, pasta, traffic, cathedral, statues,
paintings, fountain, monuments, tourists, etc.).
Teacher’s Notes
Cultural background: Rome is the capital of Italy,
possibly founded as early as 753 BC. In former times,
it was the seat of power for kings and emperors. The
Roman civilization became one of the largest empires
in the ancient world (it was said that “all roads lead
to Rome”). A common type of entertainment was to
watch gladiators in an arena, where they would fight
animals, criminals, and other slaves. Rome’s history
continues to have a major influence on the world
today. Ancient Rome contributed to the development
of art, war, law, literature, architecture, religion, and
language in the Western world.
2 As a class. Focus on the first group of words. Elicit the
one that doesn’t belong (converge): first, have students
tell you what the other three words describe (types
of religious buildings). Invite them to tell you other
types of religious buildings they know (e.g., synagogue,
cathedral, mosque, etc.). Then, elicit the meaning of the
word that does not belong to the category (meet, e.g.,
three roads converge at this point).
In pairs. Have students complete the exercise. Encourage
them to use their dictionaries to help them. Circulate and
give help as necessary.
As a class. Check answers as a class by nominating
different pairs. For each group of words, invite one
student in the pair to tell you what three of the words
have in common. Then, elicit the meaning of the word
that does not belong from the other student.
Answer key:
1 converge = meet (the rest are religious buildings)
2 seating = how the seats are arranged (the rest are
positive adjectives for describing places)
3 slaughter = kill an animal (the rest are
archaeological or historical places)
4 gladiator = Roman solider (the rest are parts of a
church)
5 masterpiece = magnificent work of art (the rest are
architectural styles)
Viewpoints D.R. © Macmillan Publishers, S.A. de C.V. 2010
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B While you watch
1 As a class. Nominate students to read aloud the facts.
Elicit or pre-teach the meaning of these words:
seat (v.) – to have places for a particular number of
people to sit
toss (v.) – to throw
over (prep.) – 1 moving across the space above
someone or something; 2 more than
hold (v.) – believe
Individuals. Play the entire video. Have students
complete the exercise individually, then compare
answers in pairs.
As a class. If necessary, play the video again. Encourage
students to check and, if necessary, correct their work.
Then, check answers as a class by nominating students
to read aloud the correct sentences.
Answer key:
Colosseum: It was completed in the year 80 AD; It
seated 50,000 people.
Trevi fountain: The word Trevi refers to the three roads
that converge at the fountain; The custom is to toss a
coin over your shoulder.
Pantheon: It was dedicated to the planetary gods;
The Romans left a hole in the ceiling for the gods
to come in.
Vatican: It is the smallest independent state in
existence; It has its own newspaper and radio station.
Basilica: St. Peter’s Basilica took over 150 years to
build; It is generally held that Michelangelo designed
the dome.
2 Individuals. Explain to students that they are going
to watch the section about the Colosseum again.
First, have them look at the text and ask them to fill
in as many of the blanks as they can from what they
remember of the video (they should do this in pencil).
Then, play the relevant section of the video [00:43–
01:09]. Have students check and, if necessary, correct
their answers, as well as fill in any remaining blanks.
As a class. Check answers by nominating students to
read aloud the completed text one sentence at a time.
Answer key: 1 seating 2 lowest 3 bottom
4 hundred 5 10,000 6 would 7 gladiators
8 theater
As a class. Ask students to find and highlight all the
examples of the modal verb would in the paragraph
(would be seated; would last; would fight; would be
slaughtered). Elicit or explain the meaning and use of
this verb (would has the same meaning as used to here.
It refers to repeated actions and events in the past).
Individuals. If you have time, practice the Dictogloss
technique (see Techniques for teaching with video in
the DVD booklet). Show the scene where the guide is in
Vatican City [03:06–04:25] several times. Tell students to
note down the main words and phrases the guide uses.
In pairs. Ask students to recreate the complete script for
the scene from memory. Encourage them to use their
imagination to fill in any gaps. Circulate and help with
language as necessary.
As a class. Nominate a few pairs to share their script
with the class. Finally, have students compare their
version with the original script by playing the scene
again or by handing out copies of the video script.
C After you watch
In pairs. Tell students to decide who is Student A and
who is Student B. Ensure students understand the task.
After five minutes, have them change roles and repeat.
If there is time, nominate a few pairs to act out their
role-play for the class.
D Language points
1 Individuals. Point out that all these expressions come
from the video. Have students complete the exercise by
themselves and then compare their answers in pairs.
As a class. Nominate different students to read aloud
the complete sentences. For each sentence, draw
attention to the underlined words and elicit or provide
further examples of sentences which use them.
For sentence 3, explain or elicit the meaning of to be
(way) ahead of their time (very advanced compared to
others living in the same period). Elicit or give further
examples of sentences using this expression and write
them on the board (e.g., The Mayan people were way
ahead of their time in astronomy; The Greeks were
ahead of their time in science and technology, etc.).
Point out that the expression (way) ahead of can also be
used to describe physical distance, e.g., David finished
way ahead of the other runners in the race.
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For sentence 4, highlight that different verbs can be used
in this structure, not just eat. Provide or elicit some other
examples, e.g., One place New Yorkers love to visit the
most is Central Park; One thing Americans love to drink
the most is coffee, etc.
For sentence 5, elicit or provide other ways of saying
everywhere you go (e.g., wherever you go, no matter
where you go, etc.).
Answer key: 1 f 2 d 3 a 4 e 5 b 6 c
In pairs. Have students practice saying the expressions
aloud as if they were the tour guide. Circulate, helping
with intonation and stress as necessary. Alternatively,
if there is time and you think it would be helpful, play
the video again, pausing after each expression so
students can repeat it, focusing on stress and intonation.
If possible, replay and have students repeat each
expression several times.
2 In pairs. Have students complete this exercise orally.
Point out that the sentences should be about the
students’ own city or a place they know. Circulate and
help with ideas and language as necessary.
As a class. Nominate students to say some sentences.
Encourage the rest of the class to listen carefully and
suggest any corrections, if necessary.
Individuals. If there is time, or as a homework exercise,
have students write a paragraph about a place they
know using all six expressions. Then, have them read
their paragraph to a partner.
E Your viewpoint
In groups. Nominate three students to read the
questions aloud (one question each). Give students time
to discuss the questions in small groups. Circulate and
help with vocabulary as necessary.
As a class. Invite some groups to share their answers
with the class and have a class discussion.
For question 1, once you have listened to some ideas,
hold a class vote to see which of the sights from the
video the class would most like to see.
For question 2, hold a class vote for the best ruins
and/or the best architectural site in the students’ own
country.
For question 3, encourage students to think of negative
aspects of living in a large tourist city like Rome (e.g.,
there is a lot of traffic, you have to wait in line to do
many things, it is noisy, it is expensive, there is air
pollution, etc.).
4 Video Script
Guide:Now we’re at the magnificent Colosseum,
one of Rome’s greatest ruins. Completed in
the year 80 AD, the Colosseum seated 50,000
people. The seating was arranged by class
structure. The lowest class would be seated
at the top of the Colosseum, and the highest
class would be seated at the bottom. The
games would last for more than a hundred
days, and more than 10,000 gladiators would
fight to the death. During these festivities,
more than 6,000 beasts would be slaughtered.
The Colosseum wasn’t just a place for
gladiators and fighting, but was also a theater
for Greek mythology.
The Trevi fountain is one of Rome’s most
famous monuments, and is where Marcello
Mastroianni and Anita Ekberg frolicked in
Fellini’s film La Dolce Vita. The word Trevi
refers to the three roads that converge at the
fountain. The custom is to toss a coin over
your shoulder, to ensure that you will return
to Rome.
This is the Pantheon, the most well-preserved
building of ancient Rome. It was originally
dedicated to the planetary gods.
The Romans were way ahead of their time
in architecture. They left a hole in the ceiling
because this building was built for the gods.
They left the hole in order for the ... the gods
to come in and out. There’s another reason
that they left the hole, so that heat could rise
and the room would stay cool, just like it is
now.
One thing Romans love to eat the most is
pizza. Delizioso!
It’s not just the Pantheon or the Colosseum
here in Rome, it seems like everywhere you
go, there’s some ancient ruin to be found.
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Isn’t it amazing?
Behind me is Vatican City. It’s the seat of the
Roman Catholic Church. But what most people
don’t realize is that the Vatican is the smallest
independent state in existence. Let’s go take a
look at it.
Vatican City has its own currency, newspaper,
radio station, train station, and postal service.
St. Peter’s Basilica took over 150 years to build.
Many of the greatest artists of the Renaissance
contributed to the building of the Basilica. But
it is generally held that St. Peter’s owes most
to Michelangelo, who was responsible for the
design of the dome. He began the project at
the age of 72, and died before the church was
completed. Now let’s go see Michelangelo’s
extraordinary Pietà.
Michelangelo created this masterpiece at the
young age of 27. It’s the only piece that he
ever signed.
Written by Kate Cory-Wright and Joanne Welling
Design: Wild Apple Design Ltd.
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A Before you watch
1 Read the definition of cuisine. What types of cuisine do you know?
cuisine /kwɪˈzi:n/ noun [count or uncount]
a particular style of cooking food, especially
the style of a particular country or region
2 What popular dishes from modern American cuisine do you know? Write five more.
Caesar salad
B While you watch
1 Complete the table.
Sal
Kyle
In the video, he/she
is eating …
Favorite meal
Favorite place
to eat
2 Circle the topics that Robin Gustafsson talks about. Which two topics does she not talk about?
the food the music the guests the importance of service
opening times the staff location reviews
size and interior design the chef her job
3 Match the adjective phrases 1–10 with the nouns a–j.
1
2
3
4
5
6
7
8
9
10
the really high
there’s wonderful
one of the finest
a very airy
provide consistently excellent
a wide
have a really good
a very, very dear
a three-star
great, delicious
a
b
c
d
e
f
g
h
i
j
restaurants
guest of ours
food
guests
range of personalities
dinner
feeling
energy level
service
restaurant
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C After you watch
1 Complete the mind map with as much information as you can remember from the video.
Food and chef
Location
Gotham
Bar and Grill
Types of guests
Size and interior
2 Now imagine you are a restaurant critic from the New York Times who recently ate at the Gotham Bar
and Grill. Write a review of this restaurant for the newspaper.
D Language points
1 How much do you know about your partner? Predict his/her answers by circling one option in each sentence.
1 I usually know / never know what I’m going to eat from day to day.
2 My favorite fast food is pizza / burgers / hotdogs, hands down!
3 I’ve been known to cook really delicious meals / really terrible meals.
4 My favorite restaurant has live music / paintings / funny waiters to liven up the place.
5 If a waiter was rude to me, I’d complain to the manager / I’d say “Hey, what’s with the attitude?”
/ I wouldn’t do anything.
2 Now work with your partner. How many of your predictions were correct?
E Your viewpoint
Work in groups. Discuss these questions.
1 What’s your idea of comfort food?
2 If you could go anywhere at all and eat anything you wanted, where would you go, and what would you have?
3 In your opinion, what makes a restaurant truly exceptional?
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1 Synopsis
Sal and Kyle are in New York, eating at a restaurant that
Sal recommended. Over lunch, they agree it’s not a very
good restaurant. They discuss where they would go if
they could eat anywhere in the world. Kyle would eat
his mom’s cooking. Sal says she would go to the Gotham
Bar and Grill Restaurant in Greenwich Village, New York.
She loves it for special occasions. The video takes us to
the Gotham Bar and Grill, where we meet the Service
Director. In an interview, she explains why the restaurant
is so popular with visitors.
2 Target Language
Grammar: adjective phrases, order of adjectives
Vocabulary: adjectives, types of cuisine and food,
restaurants
Language points: hands down, has been known to ...,
from day to day, which makes it fun, livens up the place,
What was with that waiter’s attitude?
3 Procedural Notes
A Before you watch
As a class. Write the word cuisine on the board. Practice
the correct pronunciation (/kwɪˈzin/) and stress (this falls
on the second syllable). Alternatively, if your students
are familiar with phonemic script, write the phonemic
transcription on the board instead of the word, and elicit
first how to pronounce, and then how to spell the word.
Finally, ask students which language they think this word
comes from (French).
1 In groups. Focus on the dictionary definition for
cuisine on the worksheet. Point out that cuisine is
used to refer to good food which can sometimes be
expensive. Ask students to work in small groups, and to
note down as many different types of cuisine as they can
in two minutes. If necessary, provide or elicit one or two
examples to get them started (e.g., French cuisine; local
cuisine, etc.).
As a class. Nominate different groups to share their ideas
with the class, and make a list on the board. Then, hold
a class vote to find out which type(s) of cuisine most
students prefer.
Teacher’s Notes
Possible answers: French cuisine, Italian cuisine,
international cuisine, haute cuisine (cooking of a
very high standard, often French), nouvelle cuisine (a
modern style of cooking that involves lightly cooked
food served very attractively in small quantities),
traditional cuisine, regional cuisine, etc.
2 As a class. Highlight that, in this activity, the adjective
American is used to refer to people from the U.S.A. only,
and not to people from Canada, Mexico, or Central/
South America. Check students understand the meaning
of dishes (food prepared and cooked in a particular
way) and that they know what a Caesar salad is (a salad
typically consisting of romaine lettuce, olive oil, lemon
juice, raw egg, croutons, and parmesan cheese. It can
also contain other ingredients such as grilled chicken).
In groups. Have students work in the same small
groups to complete the exercise. Circulate and help
with vocabulary as necessary. Check they are writing
down specific dishes (e.g., lasagne, steak, French fries)
rather than general food groups (e.g., chicken, cheese,
vegetables).
As a class. Invite a representative from each group to
come up and write two or three of their best ideas on
the board. Check that everybody understands all of the
dishes. If not, encourage the group who thought of that
dish to explain it to the rest of the class. Finally, hold a
class vote to find out which dish(es) most students in the
class prefer or would most like to try, and which dish(es)
is/are least popular.
Possible answers: lasagne, steak, French fries, pizza,
apple pie, pancakes and maple syrup, macaroni and
cheese, sushi, hot dogs, hamburgers, etc.
B While you watch
Individuals. Write the following questions on the board:
1 What is the relationship between these two people?
2 Are they both happy with their meals?
Play the first segment of the video, in which Sal and Kyle
are in a restaurant having a meal [00:00–01:25]. Have
students answer the questions individually.
As a class. Check the answers as a class (1 They might
be friends, or they could be a dating couple; 2 Kyle isn’t
happy with his meal. He says his burger is overdone,
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practically cremated. Sal is happy with her meal. She
loves their Caesar salad). Check students understand
the meaning of overdone (cooked too much) and
cremated (cremate (v.) means to burn the body of a
dead person. Kyle is using this term in a humorous way to say his burger is cooked far too much).
1 Individuals. Play the first segment of the video again
and have students complete the exercise. You will
probably need to play the segment again one or more
times, pausing the video after the part containing each answer.
In pairs. Have students compare answers, discussing
any differences.
As a class. Check answers as a class. As you go, explain
or elicit the meaning of the following words:
honey-roasted (adj.) – covered with honey and cooked
in an oven
buttery (adj.) – containing lots of butter
seared (adj.) – cooked on both sides for a very short
time with very high heat
mashed potatoes (n.) – potatoes that have been boiled
and are then crushed with milk and butter until they are smooth
whipped cream (n.) – a food that is whipped has had
air mixed into it, so it is very light
root vegetable (n.) – a vegetable, such as a carrot,
whose root is the part that is eaten
Answer key:
Sal: In the video, she is eating Caesar salad; Her
favorite meal is seared tuna with (root) vegetables
followed by crème brûlée (for dessert); Her favorite
place to eat is the Gotham Bar and Grill on 12th Street
(New York City).
Kyle: In the video, he is eating a burger (with French
fries and a salad); His favorite meal is (his mom’s)
honey-roasted chicken with (buttery) mashed potatoes
followed by hot apple pie and (fresh whipped) cream;
His favorite place to eat is at his parents’/mom’s house.
2 As a class. Set the scene. Tell students that they
are now going to listen to Robin Gustafsson, Service
Director at the Gotham Bar and Grill in New York City
(the restaurant Sal mentioned in the previous segment),
talking about her work. Check students understand that
they need to identify the two topics in the list that Robin
does not mention. Explain or elicit the meaning of guests
(people who are paying to eat in a restaurant) and
review (an article in which someone gives their opinion).
Individuals. Play the rest of the video [01:26–05:14] and
have students complete the exercise individually. Then,
have them compare answers in pairs, discussing any
differences.
As a class. Check the answers as a class. If there is any
disagreement, play the entire segment again, pausing
it each time Robin changes topic and eliciting from the
class each topic she covers.
Answer key: Robin doesn’t mention the opening times
or the music (everything else should be circled).
3 In pairs. Begin by explaining or eliciting the meaning
of airy (with a lot of fresh air and space) and consistently
(always). Before playing the video again, have students
work in pairs to predict which adjectives combine with
which nouns. Tell them to write a letter (a–j) alongside
each adjective (1–10) in pencil. Do not check answers as
a class at this stage.
Individuals. Play the second part of the video [01:25–
05:14] again. Have students check, and if necessary,
correct their answers.
As a class. Check answers as a class. Find out if any pairs
predicted all the answers correctly. Elicit other adjective
+ noun combinations not heard in the segment which
are also possible and meaningful (e.g., great, delicious
dinner; one of the finest guests; there’s wonderful food;
etc.).
Answer key: 1 h 2 d 3 a 4 g 5 i 6 e 7 f
8 b 9 j 10 c
In pairs. If there is time, practice the Dubbing in teams
technique (see Techniques for teaching with video in
the DVD booklet). Play a short segment from Robin’s
monologue, for example [01:55–02:12], pausing after
every two or three lines. In pairs, students write down as
much of what Robin says as they can. Play the segment
again one or more times if necessary.
As a class. Nominate different pairs to come up to the
front and dub over Robin, i.e., say what she says instead
of her. Play the same segment again with the sound off.
Encourage the pairs to help each other remember the
language.
C After you watch
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C After you watch
1 As a class. Copy the mind map from the worksheet
onto the board. Tell the students to think back to
what they saw in the video about the Gotham Bar and
Grill, and to complete the mind map with as much
information as they can. You may want to elicit a couple
of examples to get them started (e.g., in the Location
circle write Greenwich Village).
In pairs. Have students complete the mind map in pairs.
Set a time limit of eight minutes. Circulate and help with
ideas and vocabulary as necessary.
As a class. Nominate different pairs to share their ideas
and add them to the mind map on the board. Encourage
the other students to check all the information is correct
and to add further details where possible.
2 Individuals. Ensure students understand what a
critic is (someone whose job is to write opinions about
something, e.g., restaurants, books, etc.). Have students
write a paragraph about the Gotham Bar and Grill.
Encourage them to use their imaginations (for example,
maybe they did not like the restaurant), and to use a
range of different adjectives, both from section B While
you watch and from their dictionaries.
In pairs/As a class. Have students read their reviews
to each other in pairs. Then, nominate some students
to read their reviews aloud to the rest of the class.
Alternatively, display all the reviews on the walls around
the room. Have students stand up, walk around, and
read them all. Finally, hold a class vote for the best
review.
D Language points
1 As a class. Focus on the underlined expressions
in sentences 1–5 first. Highlight that all of these
expressions were used in the video. Check students
understand them all and elicit further examples of
sentences.
For sentence 1, explain that from day to day means
from one day to the next (e.g., My job is unpredictable.
I don’t know what will happen from day to day). In
sentence 2, hands down means without any doubt (e.g.,
My favorite country is Italy, hands down). Explain that,
as in sentence 3, we use the expression I’ve been known
to to refer to things that we did in the past, but only
occasionally (e.g., I’ve been known to get up at 6:00
a.m. on Saturdays). In sentence 4, to liven up means
to make more interesting (e.g., Susie always livens up
parties). Explain that, in sentence 5, the expression,
What’s with the ...? is used in spoken American English
only, to ask for an explanation about something (e.g.,
What’s with the sad face?).
Individuals. Assign each student a partner who is not
sitting next to them, but tell them not to work together
yet. Check students understand that they have to predict
their partner’s answers. Have them complete the task
individually without speaking to anyone. Encourage
students to answer all the questions, even if they have
to guess.
2 In pairs. Have students move to sit with their partner.
Tell them to ask a question for each sentence in order
to find out if their predictions were correct (e.g., for
sentence 1: Do you usually know what you are going
to eat from day to day?; for sentence 2, What’s your
favorite food, hands down?, etc.).
As a class. Find out if any students predicted all of their
partner’s answers correctly and, if not, who had the most
correct predictions. Encourage students to share with
the class anything interesting they learned about their
partner. Elicit the questions students asked in order to
check their partner’s predictions, making any corrections
as necessary.
E Your viewpoint
As a class. Nominate three students to read one question
aloud each, and check everybody understands them.
Explain or elicit the meaning of comfort food (food that
you enjoy very much and often eat when you feel sad).
In groups. Give students time to discuss the questions
in small groups. Circulate and help with vocabulary as
necessary.
As a class. Discuss the answers to the questions. For
question 1, hold a class vote to find out the most
popular comfort food in the class. For question 2,
nominate some students to describe their perfect
meal. Encourage the rest of the class to ask follow-up
questions to get more information. For question 3,
brainstorm a list of characteristics of an exceptional
restaurant on the board. If there is time, have students
choose and note down the three most important
characteristics, then share ideas as a class.
Viewpoints D.R. © Macmillan Publishers, S.A. de C.V 2010
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2 Taste
Individuals. If there is time or as a homework activity,
have students write a short description (50–100 words)
of their perfect meal. Encourage them to use strings of
adjectives and give a lot of detail (e.g., not just chicken
pie, but piping hot, creamy chicken and vegetable
pie with buttery, golden pastry, etc.). If students are
working in class, circulate and help with vocabulary as
required. Students could then share their work with a
partner or display it on the classroom walls for the rest of
the class to read.
4 Video Script
Kyle: I’m not really sure about this place. Are you? My
burger was so overdone, practically cremated.
And what was with that waiter’s attitude?
Sal: I know. I love their Caesar salad, though. That’s
why I suggested lunch here. I’m sorry it was
such a letdown.
Kyle: It doesn’t matter, Sal. It’s the company that
counts.
Sal: Thank you.
Kyle: It’s not my favorite, but it’s not awful.
Sal: So, Kyle, what is your favorite? If you could go
anywhere, what would you eat, your ultimate
meal?
Kyle: My mom’s honey-roasted chicken, hands down.
Whenever I’m home, she serves it with the
most buttery mashed potatoes you can imagine.
Then, she finishes it off with hot apple pie and
fresh whipped cream. Total comfort food.
Sal: I’d like to meet your mom someday.
Kyle: What about you? What would you have?
Sal: It would have to be the seared tuna at the
Gotham Bar and Grill on 12th Street. It is not
only delicious, but it looks like a work of art,
beautifully stacked around a tower of root
vegetables. And for dessert, their crème brûlée
is world-class. I mean, the Gotham is very
expensive, but for special occasions, birthdays,
etc., it is worth every penny. No doubt my
favorite restaurant.
Kyle: I get the impression I should be taking notes.
Sal: Taking notes is never a bad idea.
Robin:What I love about working in restaurants is
the really high energy level, the spontaneity.
You come to work, you have no idea what
could possibly happen from day to day. It’s
always something new. And especially at
this restaurant, Gotham, working ... there’s
wonderful guests that come here. The food and
the service is so wonderful that you’re proud
to be a part of it. And my husband says that I
love my job because I get paid to talk. Gotham
Bar and Grill is located here in Greenwich
Village, New York City. It’s been open for 19½
years and it’s highly acclaimed in the city, if
not around the world. It’s one of the finest
restaurants in New York, for both great food
and very good service. The restaurant is a very
big restaurant with a very airy feeling to it. It’s
got different levels to the restaurant, which
makes it fun to sit comfortably and peoplewatch. Um, there’s these great parachutes that
are hanging up from the ceiling. As the Service
Director for Gotham Bar and Grill, my role here
is to work with our dining room management
staff, our front waiter staff, bartenders, food
runners, busboys, reservationists, coat checks,
to provide consistently excellent service. Our
guests are a wide range of ... of personalities
and type of people. Uh, we’ve got Greenwich
Village neighbors, residents, who are regulars,
come in once a week. We’ve got tourists from
around the world that have read about the
restaurant, seen it on television, or read about
it in magazines, that now they’re planning their
big New York City trip and they’ve got to come
to Gotham. Uh, families who come to celebrate
birthdays and anniversaries and graduations,
special, uh, events in their, in their lives that they
want to have a really good dinner with. And,
of course, the occasional recognizable celebrity
we get ... sometimes. Well, Mel Brooks is a very,
very dear guest of ours and he livens up the
place every time he comes. Uh, Tony Bennett
has actually been known on Thanksgiving to
sing to a woman here at the restaurant. The
food here at Gotham Bar and Grill is modern
American cuisine, so it’s very fresh, um, fish and
meat and produce from our local Greenmarket
farmers from upstate New York and New Jersey.
Alfred Portale, our chef, has been influenced
from around the world, travels that he’s made,
most recently to Morocco. He came back and
he was inspired and on the, uh, the menu is a
Moroccan spiced lamb. The seared yellowfin
tuna is one of Alfred’s signature dishes. It’s been
on the menu for ... for many years, and it’s a
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2 Taste
great sushi-quality of fish that’s coated with,
uh, crushed white peppercorns. For dessert,
the Gotham chocolate cake. It’s got a little bit
of brewed coffee in with the mix, and it’s just
decadent. Gotham Bar and Grill is proud to say
that it’s been reviewed four times by the New
York Times, and each time awarded three stars.
Really a compliment to the restaurant and how
consistently excellent the restaurant is that each
time the New York Times came here, they felt
that it was still a three-star restaurant. Service is
important at a restaurant at this level because
people have come to expect. They know that
they’re getting great, delicious food and they
want to have it backed up with quality service,
consistently, all the time.
16/12/2010 11:45
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3 Say what?
1 of 2
A Before you watch
1 Complete the chart with appropriate expressions.
Context
Greetings
Goodbyes
Apologies
Informal speech
Sorry!
It was a pleasure
to meet you.
Formal speech
Informal writing
how r u?
I sincerely
apologize for ...
Formal writing
2 What might happen if you used these expressions in the wrong context?
B While you watch
1 Number these topics in the order in which they are first mentioned.
Common expressions used in rap
The origins of rap language
How dictionaries are compiled
The importance of using the appropriate style
Early influences on English and how it has grown
Rap’s influence on the way people talk
2 Who expresses each view? Write S (Sara), D (Daniel), or B (both).
1 Rap was created to exclude others from the group.
2 Slang is important in rap.
3 Not everyone can understand rap language.
4 Rap may influence people to speak badly.
5 Some people don’t use appropriate language for the situation.
6 Language changes constantly.
3 Complete the text with the expressions like, you know, or I mean.
“And, 1
, you know, no one even really said that. 2
said, “Gettin’ jiggy wit it,” and,
3
, he just
, people started saying, “I’m gettin’ jiggy wit
it.” Started dancing. It was, like, come on. 4
grandfather says “I’m gettin’ jiggy wit it” and starts dancing, 6
,5
, once your
, you know it’s time
to move forward.”
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3 Say what?
2 of 2
C After you watch
1 Imagine you are a reporter. You are going to meet with and interview Daniel Laurent, or a famous
rapper you know. Write some questions to ask her/him.
How did you become a rapper?
2 Give a short talk about rap language. How did it start? Who uses it? Why?
Why do rappers change expressions? Use these prompts.
start out as express themselves go against the system like the rhythm of go against the norm
be a part of something influence the way people talk time to move forward
D Language points
1 Can you remember what these rap expressions mean? Match them with their meanings a–d.
1 I’m gonna cop a whip. a I’m really motivated.
2 Your kicks are fly.
b I can generate income.
3 My energy level is stupid right now.
c I’m going to buy a car.
4 I’m gonna bring mad cheese.
d Your shoes are nice.
2 Rewrite this email in formal writing.
hey u! i can’t make class tonite cuz i’m sick. c u next time ;) lynn E Your viewpoint
Work in groups. Do you agree or disagree with these statements? Give reasons to justify your opinion.
1
2
3
4
Rap language is meaningless.
Email and text messages influence people to write badly.
It’s easy to know what style to use when speaking to different people in your native language.
You should only use slang with your close friends.
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3 Say what?
1 Synopsis
In the language of rap, what does “cop a whip” mean?
(Buy a car.) How about “your kicks are fly”? (I like your
shoes.) Is the word “fresh” still used by rap artists?
(No.) The two interviewees, Sara Campbell (a linguistics
professor from Boston University) and rap artist Daniel
Laurent, give us their perspectives on language. They
discuss the history of the English language, the styles we
use for different occasions and people, how language
changes, and why. Although they have very different
views on language, they agree on many things.
2 Target Language
Grammar: informal and formal language, discourse
markers
Vocabulary: the English language, style, rap, written vs.
spoken language
Language points: cop a whip, your kicks are fly, my
energy is stupid, mad cheese
3 Procedural Notes
A Before you watch
1 As a class. Draw students’ attention to the worksheet
heading Say what? Explain or elicit its meaning (Excuse/
Pardon me?), and whether this expression is formal or
informal (very informal). Focus on the four different
contexts in the chart (Informal/Formal speech/writing).
Elicit situations in which you might use each context
(e.g., informal speech: with a friend or sibling; formal
speech: in a talk/presentation, an interview, or with
people you don’t know very well; informal writing:
in emails and text messages; formal writing: in essays
and formal letters). Elicit the meaning of greetings
(something you say when you meet someone) and
apologies (a statement that tells someone you are sorry).
In pairs. Point out the examples in the chart and check
students understand the task. Tell them to work in
pairs and write down as many different expressions as
they can think of in five minutes. While students are
brainstorming, copy the chart onto the board.
As a class. Invite different students to come up to the
board and write their ideas in the chart. Encourage the
rest of the class to help with spelling and punctuation.
Point out that the words hello, goodbye, and sorry can
be used in both formal and informal contexts.
Teacher’s Notes
Possible answers:
Informal speech – Greetings: Hi! Hi there! Hey! Howdy!
What’s up? How you doin’? How’s it goin’?; Goodbyes:
Bye! See you later!; Apologies: I’m sorry, Sorry.
Formal speech – Greetings: Hello, How are you? Good
morning, Good afternoon; Goodbyes: It was nice to
meet you, Have a nice day, Goodbye; Apologies: I’m
so/really/very sorry.
Informal writing – Greetings: how r u? hi! sup?
Goodbyes: c u 2moro, c u l8r; Apologies: :(, soz
Formal writing – Greetings: Dear Sir/Madam;
Goodbyes: Sincerely (yours), Yours truly, Best wishes,
(Kind/Best) regards; Apologies: I (sincerely) apologize
for ..., I hope you will forgive me for ..., I regret ...
2 As a class. Ask students what would happen if you said
Hey! to greet someone who was going to interview you
for a job (the person would probably feel surprised; they
might feel insulted; they might not choose you for the
job). Elicit further examples of using the wrong language
in a specific situation and what might happen. Point out
that it would sound equally odd if a person used very
formal expressions in an informal context (e.g., saying It is with regret that I sincerely apologize ... to apologize
aloud to a close friend). Encourage the students to share
any personal anecdotes of times when they used the
wrong type of language in a given situation.
B While you watch
1 Individuals. Tell students they are going to listen to
two people talking about language. Check students
understand that they must listen carefully for the first
time each of the topics in the list are mentioned in the
video and number them in order. Explain or elicit the
meaning of compile (v., to make a book by bringing
together information from different places). Play the
entire video and have students complete the exercise.
As a class. Check answers as a class. If there is time
and you think it is necessary, play the video again. Ask
students to shout stop each time they first hear one of
the topics mentioned. Elicit key words which helped them
identify the new topic.
Answer key: 1 Early influences on English and how it
has grown 2 The origins of rap language
3 Common expressions used in rap 4 The importance
of using the appropriate style 5 Rap’s influence on the
way people talk 6 How dictionaries are compiled
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3 Say what?
2 As a class. Nominate different students to read the
sentences aloud. Check students understand that they
should write only one letter (S, D, or B) next to each
statement. Explain or elicit the meaning of slang (very
informal words or expressions that are not considered
appropriate for more formal situations). Point out that
some slang is used only by a particular group, e.g.,
rappers, teenagers, computer experts, etc.
Individuals. Play the entire video. Encourage students
to listen carefully and use inference to figure out who is
expressing which views.
Answer key: 1 D (It was created to go against the
norm and something that your parents couldn’t be a
part of.) 2 D (Language is different in rap. It’s the,
you know, the whole slang factor.) 3 D (So, if you’re
not a part of hip-hop, if someone says, like, “Yeah,
your kicks are fly,” people are gonna think you’re
talking about karate or something.) 4 D (I think rap
influences the way people talk and I don’t know if it’s
in a negative way.) 5 B (D: You know, people don’t
know how to turn it off and on; S: Sometimes students
will email me and say, “Hey, you.” And I’ll send an
email back and say, “No. That isn’t the right style to
use when you’re addressing a professor.”) 6 B (D:
The hip-hop dictionary is ... it’s so outdated because
the language changes so fast; S: We add words to the
language every day.)
As a class. Check answers as a class. If there is
disagreement, play the video again, pausing after the
part(s) containing the relevant answer(s). Then hold a
brief class discussion by asking students if they expected
Sara and Daniel to share some views, and why or why
not (they will probably answer no, because Sara is older
than Daniel, she is a college professor and he is a rap
artist, she is more serious than he is, etc.). You could
also discuss the final part of the video, in which Sara and
Daniel talk about dictionaries, and ask whether students
also think their own dictionary is outdated.
In groups. If there is time, do a Multi-listening task
(see the Techniques for teaching with video in the DVD
booklet). Divide the class into three groups: A, B, and
C. Tell Group A to make notes on the history of English
and dictionaries, tell Group B to make notes on language
styles, and tell Group C to make notes on rap.
3 As a class. Have students read the text silently and
circle any words they don’t understand. Elicit that gettin’
is a short form of the gerund, getting, and wit is short
for with. Explain or elicit that “Gettin’ Jiggy wit It” is
the title of a song by the actor and rap artist Will Smith,
which was released in 1998. Jiggy is a slang word that,
through this well-known song, came to be associated
with dancing. Focus on the expression, it’s time to move
forward. Ask students to explain what Daniel means
when he says this (Rap purposely uses words that other
people don’t know. If your grandfather understands it,
you have to create other new words he doesn’t know).
Focus on the three expressions like, you know, and
I mean. Explain that these are examples of discourse
markers and these expressions are common in informal
spoken English.
Explain or elicit that both like and you know are used
when you pause to think what to say next, e.g., He
hasn’t called me in, like/you know, three weeks. I
mean is used for adding a comment or explaining what
you have just said, e.g., We couldn’t live in that small
apartment, I mean, it’s tiny! Point out that I mean can
also be used to correct a mistake in something you have
just said, e.g., Let’s ask Mark, I mean, Marco. Point out
that these expressions can be used at the beginning of a
sentence or within a sentence.
Individuals. Play the relevant segment of the video
[05:06–end] and have students complete the exercise.
Then, have students compare answers in pairs.
As a class. Check answers as a class. Elicit which of
the three expressions Daniel uses most in the text
(like). Then have students practice reading aloud the
completed text in pairs.
Answer key: 1 like 2 I mean 3 like 4 you know
5 like 6 like
C After you watch
1 Individuals. Elicit the names of some famous rappers
that students know, and write them on the board.
Ensure students understand the task and give them time
to prepare their questions individually. Circulate, helping
with ideas and vocabulary as necessary.
In pairs. Have students compare their questions and
choose the best five to ask.
As a class. Nominate different pairs to read aloud
their questions. Encourage the class to speculate what
answers they might receive from their chosen rapper.
Alternatively, have students prepare a role-play of the
16/12/2010 11:45
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3 Say what?
interview in pairs. One student plays the role of the
rapper and the other plays the role of the reporter. Then,
invite some pairs to present their role-play to the rest of
the class.
2 Individuals. Tell students to imagine that they are a
college professor and they need to prepare a short talk
about the origin and use of rap language for their class.
Point out the questions that students should answer in
their talk, using their memory (if students feel they need
help, you could play the video again). Encourage them
to use the phrases in the box.
In pairs. Have students practice their talk about rap
language. Invite one or two to tell the class what they
discussed.
D Language points
1 As a class. Ask students if the expressions (1–4) are
formal or informal (they are very informal – slang). Point
out that these expressions are used in rap and hip-hop,
but not in most people’s everyday informal conversation.
Individuals. Have students complete the exercise
individually, then compare answers in pairs.
As a class. Check answers as a class. Ask students to
tell you the equivalents of the different slang words in
standard English (cop = buy; whip = car; kicks = shoes;
fly = nice; stupid = incredible; mad cheese = a lot of
money).
Answer key: 1 c 2 d 3 a 4 b
2 As a class. Begin by asking some questions about the
email, e.g., Who received this email? Why wasn’t she
happy when she received it? How did she respond?
Who is this type of email appropriate/inappropriate for?
Elicit the following aspects of the email that make it
inappropriate for a formal situation: incorrect spelling
(e.g., tonite instead of tonight), missing punctuation
(no periods or commas used), no capitalization (e.g.,
i’m instead of I’m), unclear layout (it is all written on the
same line), style (e.g., hey u! instead of Dear Professor
Campbell,), use of the emoticon/smiley-face, etc.
In pairs. Have students compare their email with a
partner. Alternatively, have students “send” their email
to their partner. This can be done either on paper
or electronically. Encourage students to check their
partner’s work carefully and make any corrections or
improvements to punctuation, spelling, and grammar in
order to make the email as appropriate as possible.
Possible answer:
Dear Professor/Mrs. Campbell,
I’m very sorry, but, unfortunately, I won’t be able to
attend your class this evening because I am not feeling
very well.
I hope to be well enough to attend your next class.
Sincerely,
Lynn McDonnell
E Your viewpoint
In groups. Nominate different students to read the
statements aloud, and check everybody understands
them. Explain or elicit the meaning of meaningless
(without a clear meaning). Give students time to discuss
the questions in small groups. Encourage them to
use discourse markers (like, you know, I mean) when
pausing to think of what to say next. Circulate and help
with vocabulary as necessary.
As a class. For each statement, nominate a few
students from different groups to report the opinions
of the people in their group. Find out which statements
caused most and least disagreement, and if there are
any statements that the whole class agrees with. For
question 3, you may wish to point out that even native
speakers can sometimes use the wrong style when
writing or speaking to different groups of people.
Learning the correct style to use is an ongoing process
for both native and non-native speakers of a language.
Alternatively, use the Onion-ring approach to complete
this discussion exercise. Half of the students in the class
form a circle in the center of the room, facing outwards.
The other half makes another circle around the first
circle, facing inwards, like an onion ring:
Individuals. Have students complete the task
individually. Remind them to use the table at the top
of the worksheet in Before you watch to help them.
Circulate, providing help with language as necessary.
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3 Say what?
Tell students in the onion ring to face each other and
discuss the first statement. After 60 seconds, tell the
students in the outer ring only to move two places to
their right to stand facing a different student. Students
should then discuss the second statement with their new
partner. Repeat the process until all the statements have
been discussed one or more times.
4 Video Script
Sara:English is, is, is an especially interesting and
rich language because it has such deep roots
and so many, um, influences.
Daniel:Rap, or hip-hop in general, was kind of
formed to go against the system.
Sara:When, um ... English ... primarily the English,
but also French, came to the United States,
uh, the language began to change even more
because immigrants flooded to America.
Daniel:It was created to go against the norm and
something that your parents couldn’t be a part of.
Sara:And all their languages were mixed in with
English and it’s just become richer and richer.
Daniel:My life, my life, my life, my life, my life ...
Yeah, yeah. OK. This is “Better Days”. Yeah.
Sara:Rap is a wonderful example of how the
English language is growing and, um, is so
alive.
Daniel:Language is different in rap. It’s the, you
know, the whole slang factor. “I’m gonna cop
a whip.” You know, instead of saying, “I’m
gonna buy a car — I’m gonna purchase a
car.”
Sara:It started out somewhere as one group’s way
of expressing themselves, trying to be ...
trying to be themselves, and be different or
distinctive from other groups. And then other
people would hear it and say, “You know, I
really like the sound of that. I like the beat
of that. I like the ... the rhythm. I like what
they’re saying.”
Daniel:So, if you’re not a part of hip-hop, if someone
says, like, “Yeah, your kicks are fly,” people
are gonna think you’re talking about karate
or something. You know, when you’re really
saying, “Your shoes are nice. Your shoes are
hot.”
Sara:And if something has a lot of value that
people like, like rap, then it will just get bigger
and bigger and bigger and, um, it’s very,
it’s one of the really exciting things about
language.
Daniel:Listen to me, I’m one of the realest, yeah ...
Yeah, I’m on my way, follow me, yeah ...
Sara:We have many different styles to express
ourselves and say the same thing, but to
different groups of people. So, for example,
if you just want to greet your friends and see
how you are, you say, “Hey, guys. How you
doin’?” But if you want to go into your boss’s
office and see how your boss is, you say,
“Oh, hello, Mrs. Smith. How are ... How are
you today?” And it’s a very different style.
Daniel:I think rap influences the way people talk and
I don’t know if it’s in a negative way.
Sara:It can be a problem if you use the wrong style
with the wrong group of people.
Daniel:You know, people don’t know how to turn
it off and on. If you go to a job interview,
and someone’s like, yeah, you know, “What
would you bring to our company?” “Yeah,
man, you know, I’m ... my attitude’s crazy.
You know what I’m saying? And, you know,
my energy level is stupid right now. You know
what I mean? I’ll definitely, you know, I’ll
make this company mad cheese.”
Sara:If you’re at a job interview, you’re going to
use, um, completely different words.
Daniel: “My energy is stupid right now,” which
means, you know, my energy’s high. I have a
lot of energy. I’m, you know, motivated. “I’m
gonna bring the company mad cheese, yo”
— you know, I can generate more income for
the company.
Sara:Sometimes students will email me and say,
“Hey, you.” And I’ll send an email back and
say, “No. That isn’t the right style to use
when you’re addressing a professor. But it is
fine if you want to use it for your friends or
your siblings.”
Daniel:People just have to learn how to decipher,
you know, what is appropriate and when it’s
not.
Sara:So, it really depends on who you’re with and
what you’re trying to say, what words you
choose and how you choose to say it.
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3 Say what?
Daniel:Daniel Laurent addressing issues, play mob
like, give you a rose, turn and kissed you ...
Sarah:We add ... add words to the language every
day, and that means when the dictionary is
published, maybe every ten years or so, uh,
the dictionary-makers have to make choices
of what words are going to be dropped and
what words are going to be included, and
what words have different meanings.
Daniel:The hip-hop dictionary is ... it’s so outdated
because the language changes so fast. So,
they have stuff in there like, um ... “fresh”
when no one really says “fresh” since, you
know, like, ‘85, ‘88.
Sarah:They follow the words in print, um, and also,
um, in the media, television, um, movies,
whatever. And, uh, they, they count how
many times a word is used, and when it
reaches a certain level, it’s included in the
dictionary.
Daniel: They have stuff in there like “jiggy,” which
Will Smith, “Gettin’ Jiggy wit It”. And, like,
you know, no one even really said that. I
mean, he just said, “Gettin’ jiggy wit it,” and,
like, people started saying, “I’m gettin’ jiggy
wit it.” Started dancing. It was, like, come on.
You know, like, once your grandfather says,
“I’m gettin’ jiggy wit it” and starts dancing,
like, you know it’s time to move forward.
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4 Scrabble®
1 of 2
A Before you watch
What do you know about the board game, Scrabble®? Circle True or False.
1 Scrabble was invented by Alfred Butts, who
was actually not very good at it.
True False
2 Since it was first manufactured in 1948,
10 million games have been sold.
True False
3 If all the Scrabble tiles ever produced were placed
in a line, they would stretch halfway around the world.
True False
4 Only two letter tiles are worth 10 points: Q and Z.
True False
B While you watch
1 Choose the correct answer.
1 Matt Graham works as a ...
a professional Scrabble player.
b stand-up comedian.
c radio comedian.
2 He is one of the best players in ...
a New York City.
b Washington Square Park.
c the world.
3 He comes to Washington Square Park to ...
a practice playing a sport.
b practice playing Scrabble.
c watch world champions.
4 Matt ... some top players to show up.
a wants
b doesn’t want
c expects
2 Answer the questions.
1 What are hotspots, and what advantage do they offer?
2 Write six reasons why Scrabble is considered to be a good educational tool.
3 What happens every Wednesday at Ridgewood High School in New Jersey?
4 Do any of the Ridgewood students interviewed say anything negative about Scrabble?
5 Who has the chance to win $25,000?
6 What strategy can you use to make words magically appear from your Scrabble tiles?
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4 Scrabble®
2 of 2
C After you watch
1 Match the two halves of the sentences. Write the name of each conditional form (real or unreal).
1 If I’m lucky,
a if I wasn’t here to win? 2 If you’re gonna be the champ,
b if you play your tiles onto these squares.
3 You’re gonna get more points
c maybe some top players will show up.
4 Why would I be here
d you got to stay in shape.
2 Complete the sentences.
1 If I met Matt Graham,
.
.
2 If you play Scrabble regularly,
.
3 If we’re lucky, maybe
, I would be very surprised.
4
D Language points
1 Read the sentences. Circle the correct meaning of the underlined words.
1
2
3
4
I’m on a mission to be the next world champion.
a My goal is to b My job is to
Everybody seems to take a shot at the Scrabble Challenge.
a lose b try to do
It’s the coolest thing on the street.
a It’s the fashion right now. b It was the fashion before.
We’re just gonna do what comes naturally and play a little Scrabble.
a do something without thinking or trying very hard b do something that is difficult for you
2 Answer the questions. Write complete sentences.
1 What are you on a mission to do right now?
2 What new thing would you like to take a shot at doing over the next two or three years?
3 What’s the coolest thing on the street right now in your city?
4 What skill or ability comes naturally to you or someone you know?
E Your viewpoint
1
2
3
4
“Scrabble is a really fun game to play.” Do you agree or disagree? Explain.
Why do you think Scrabble has remained popular over the years among both young and old people?
In your opinion, why do people play games?
Do you think people will continue to buy and play board games in the future? Why or why not?
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4 Scrabble®
1 Synopsis
When stand-up comedian Matt Graham isn’t giving
shows, he’s practicing for a World Championship in
Scrabble, his favorite board game. But just how popular
is Scrabble? Matt insists that the game is becoming
increasingly more popular in the U.S.A. He takes us to
a Massachusetts town where kids take part in annual
Scrabble competitions, and a school in New Jersey where
the weekly “Scrabble Challenge” is now on a cable TV
station. What do teachers think about the game? What
about teenagers? We find out their opinions on the
latest craze.
2 Target Language
Grammar: real and unreal conditionals
Vocabulary: education, board games
Language points: be on a mission to, It’s the coolest
thing on the street, do what comes naturally, take a
shot at
3 Procedural Notes
A Before you watch
Cultural background: Scrabble is a board game played
by making words intersect with other words on a grid,
like a crossword. Players use letter tiles. Each letter of
the alphabet is worth a different amount of points. The
winner is the player with the highest score. It is played
all over the world in 29 different languages. The game’s
inventor, Alfred Butts, died in 1993.
As a class. Draw a circle in the center of the board and
write the word Scrabble inside it. Draw six lines coming
out of the circle. Ask students to tell you anything they
already know about Scrabble and write it on the mind
map (e.g., It’s a board game, You have to form words,
Players use letter tiles, Two or more people can play,
The winner is the person with the highest score, It is
an old game but it’s still popular, etc.). Ensure students
understand what a tile is (a flat, square piece of plastic).
Explain or elicit the meaning of manufacture (to make
goods in large quantities in a factory).
In pairs. Have students complete the exercise in pairs.
Tell them to discuss each statement before answering
and to correct any statements they think are false. After
3–4 minutes, tell students that two of the statements are
true. This will prompt them to reconsider their answers.
Teacher’s Notes
As a class. Check answers as a class. Tell students to
give themselves one point for each correct answer, plus
one bonus point if they guessed the correction to a false
statement.
Answer Key: 1 True 2 False (Over 100 million games
have been sold.) 3 False (They would stretch twice
around the world.) 4 True
B While you watch
1 As a class. Have students read the questions and
answer options. Explain or elicit the meaning of these
words from the recording:
stand-up comedian (n.) – a person who stands up in
front of an audience alone and entertains them by
telling jokes
make a living (as a …) (v.) – earn money to live
champ (n.) – short for champion (informal)
stay in shape (v.) – remain in good (physical) condition
show up (v.) – arrive at a place
Individuals. Tell students they are going to watch the
introductory part of the video. Warn them that the
speaker, Matt Graham, speaks quickly, so they will have
to listen very carefully to catch all the answers. Play the
introduction until the point where we see the Scrabble
board [00:32]. Have students complete the exercise
individually. You may need to play the video again
one or more times to enable students to answer all the
questions.
As a class. Check answers as a class. For each question,
give students some further language and pronunciation
practice by encouraging them to recall the exact words
Matt used in the video. If necessary, play the video
again one or more times, pausing after the relevant
phrases and having students repeat them. Encourage
students to use the same intonation, rhythm, and stress
as Matt uses.
Answer key: 1 b (I make my living as a stand-up
comedian.) 2 c (I’m one of the best players in the
world right now.) 3 b (I got to get my practice.)
4 a (If I’m lucky, maybe some top players will
show up.)
2 As a class. Nominate students to read the questions
aloud, and check everyone understands them. Don’t
explain the meaning of hotspots at this stage.
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4 Scrabble®
Individuals. Play the video from the point where you
paused it [00:32] to the end. Students complete the
exercise individually. Encourage them to note down as
much information as they can. If necessary, play the
section again, pausing after the parts containing the
answers.
In pairs. Have students compare their answers in pairs,
discussing any differences.
As a class. Check answers as a class. For question 1,
elicit or explain that, in the video, Matt also uses the
word hotspots with a second meaning (to refer to
places where lots of people play Scrabble at the same
time, such as in Washington Square and at Ridgewood
High School). For question 6, ask students if they can
remember the other two Scrabble playing tips shown on
the blackboard towards the end of the video (learning
uncommon words that use high-value letters; making
two words on the same play if you have a letter s).
Answer key: 1 Hotspots are the colored squares on the
Scrabble board. You get more points if you play your
tiles onto these squares. 2 (any six of the following:)
Scrabble practices language skills, vocabulary, spelling,
mathematical skills, cooperative learning/working in
groups. It gives experience of winning and losing. It
gives kids confidence. Kids learn a lot of new words.
They play with words. 3 There is a Scrabble Challenge
which is broadcast on the school’s television channel,
BFBN. 4 No. They all say positive things. 5 Players
from 30 countries in the World Scrabble Championship.
6 Look for common letter combinations, such as –ing,
–ion, and th–.
C After you watch
1 As a class. Write these two sentence beginnings on
the board:
1 If you learn some Scrabble techniques, ...
2 If I were Matt Graham, …
Elicit some possible ways to complete them, and write
them on the board (e.g., 1: ... you will obtain a higher
score; ... you will become a better player; 2: … I would
win the World Scrabble Championship; ... I would travel
around the world playing Scrabble with top players,
etc.).
Explain or elicit that the sentences on the board are
examples of conditional sentences. Ask students which
sentence describes a probable situation — something
that is likely to happen (e.g., If you learn some Scrabble
techniques, you will obtain a higher score). Elicit
that this is an example of a real (or first) conditional.
Elicit the verb tenses used (If + present tense + future
tense). Point out that you can make these situations
less probable by using modal verbs (e.g., might, could,
may) or words like maybe and perhaps (e.g., If you learn
some Scrabble techniques, you might obtain a higher
score). Then ask students which sentence describes a
situation that is imaginary or unlikely to happen (e.g., If
I were Matt Graham, I would win the World Scrabble
Championship). Elicit that this is an example of an
unreal (or second) conditional. Elicit the verb tenses
used (If + simple past tense + would).
Individuals. Have students complete the matching
exercise individually.
different students to read the completed sentences
aloud. Elicit the type of conditional used in each case.
For question 4, draw attention to the inversion of the
subject and would after the question word, i.e., Why
would I be here …? and not Why I would be here …?
Elicit the equivalent statement (If I wasn’t here to win, I
wouldn’t be here).
Answer key: 1 c (real) 2 d (real) 3 b (real)
4 a (unreal)
2 Individuals. First demonstrate this exercise by eliciting
some possible ways to complete sentence 1 (see
possible answers below). Then, have students complete
the exercise individually. Encourage them to use their
imagination.
In pairs. Have students compare answers in pairs.
Encourage them to check their partner has used the
correct verb tenses. Finally, nominate some students to
read aloud their best sentence.
Possible answers:
1… I would ask him how he got into playing Scrabble. /
I would challenge him to a game of Scrabble.
2… you will expand your vocabulary. / you will
improve your spelling.
3… the teacher will let us leave early today. / … it
won’t rain for the barbecue.
4If I saw Matt Graham in my street … / If I won the
World Scrabble Championship …
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4 Scrabble®
D Language points
1 Individuals. Give students a minute or so to do the
exercise. Then, check the answers as a class.
Answer key: 1 a 2 b 3 a 4 a
2 As a class. On the board, write: be on a mission
to do something. Highlight that this expression is
always followed by the infinitive with to. Say or elicit a
couple of sentences using this expression (e.g., We’re
on a mission to improve our listening skills; I’m on a
mission to do more exercise). Then write take a shot at
(doing) something on the board. Highlight the use of
the preposition at. Explain that this expression can be
followed by a noun, but it is also commonly followed
by a gerund. Say or elicit some examples (e.g., Lots of
people these days take a shot at winning the lottery;
You should take a shot at the poetry-writing contest).
Highlight that, in question 3, on the street is used in
a non-literal way to describe something that is very
popular right now. Elicit some examples from the class.
Finally, write comes naturally to someone on the board.
Explain that if a particular skill or ability comes naturally
to you, you are able to do it easily without having to
make much effort or study a lot. Say or elicit a few
examples (e.g., Speaking English comes naturally to her;
Painting doesn’t come naturally to me).
Individuals. Nominate different students to read aloud
the questions, and ensure everyone understands them.
Have students complete the exercise individually and
then share their answers in pairs.
As a class. Nominate students to tell the class one
interesting thing they learned from their partner. Correct
any incorrect usage of the target expressions.
E Your viewpoint
questions aloud, and ensure everybody understands
them. Give students time to discuss the questions in
small groups. While the groups are working, circulate
and help with vocabulary.
As a class. Discuss the answers with the class. For
question 1, ask the students who think Scrabble is a
fun game to raise their hands. Nominate a few of these
students to explain why they like it. Then, repeat the
process for students who disagree with the statement.
For questions 2–4, nominate students from different
groups to share the opinions and arguments their group
brought forward.
4 Video Script
Matt:Hey, my name is Matt Graham. I’m here in New
York City, in Washington Square Park. I make
my living as a stand-up comedian. But when
I’m not doing comedy, I’m thinking nothing but
Scrabble. And I’m one of the best players in the
world right now and I’m coming here because
I’m on a mission to be the next world champion.
I got to get my practice. Let’s head on over
there and get a table before things fill up too
much. If I’m lucky, maybe some top players will
show up. If you’re gonna be the champ, you
got to stay in shape, right? So, let’s go. See, a
lot of the board doesn’t have anything going
on on these gray squares. Well, the stuff with
the bright colors that look so hot, these are the
hotspots, and you’re gonna get more points if
you play your tiles onto these squares.
P1: I got a double word. Double word.
Matt:But Washington Square isn’t the only Scrabble
hotspot around. There are hotspots springing up
at schools all around the country. In Springfield,
Massachusetts, more than 100 kids from a half
a dozen schools compete in an annual Scrabble
tournament.
P2: We come to win. We come to win.
Matt:Scrabble gives them an opportunity to practice
their language skills, to practice spelling. It gives
them an opportunity to practice cooperative
learning, working in groups. It also gives them
experience of winning and losing.
P3: Why would I be here if I wasn’t here to win?
JM: Scrabble gives the kids confidence.
P4: That’s a win.
T1:Scrabble is an excellent tool to improve
students’ vocabulary, spelling, mathematical,
and cooperative learning skills, all tied into
one game.
Matt:And in Ridgewood, New Jersey, there is a
middle school where everybody is completely
Scrabble-crazy.
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4 Scrabble®
PF:We started the Scrabble Challenge. Every
Wednesday, we put out a board, we give
everybody the same seven letters, and we
challenge the school and the community to see
who can score the most. The Scrabble Challenge
is seen every Wednesday morning on BFBN,
which is our school television station, and we’re
on cable. And we’re seen in the school and in
19 communities.
S1: Thank you, Rachel, for that great pop quiz.
PF:Everybody seems to take a shot at the Scrabble
Challenge. You guys just tied for the lead. Kids
are learning a lot of new words and they’re
playing with words. (Hello.) That’s really the
excitement of it.
P5:I love to play Scrabble because I like to read
and write.
P6: It’s a really fun game to play.
P7: I learned how to do math real quick in my head.
P8: It’s the coolest thing on the street.
P9: I’m the Scrabble king. I’m going to Springfield.
Matt:Playing in the World Championship, they’re
gonna feature players from 30 countries playing
for a top prize of $25,000. That is not bad
money for doing something you love, right? So,
we’re just gonna do what comes naturally here
and, uh, play a little Scrabble.
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5 Sixth Sense
1 of 2
A Before you watch
1 Write the five senses. Then discuss what the “sixth sense” might be.
2 Match the words 1–10 with their definitions a–h.
1
2
3
4
5
6
7
8
consciousness (n.)
counselor (n.)
intuitive (adj.)
empathic (adj.)
Extra Sensory Perception (ESP) (n.)
enhancement (n.)
psychic (adj.)
beyond (adv.)
a
b
c
d
e
f
g
h
outside the limits of
able to understand and share someone else’s feelings
connected with mysterious mental powers
the state of being awake and able to think
someone who gives advice to people with problems
the ability to know what someone else is thinking
an improvement to something
based on feelings instead of on facts or evidence
B While you watch
1 Check (3) the things Tony mentions.
1
his experiences in childhood and adolescence
2
a professor who taught him at college
3
the research he is currently doing into ESP
4
what the sixth sense is
5
how he conducts a typical psychic counseling session
6
the job satisfaction he gets from working as a psychic counselor
7
what he wants to do in the future
2 Write definitions for these expressions.
1 sixth sense
2 clairvoyance
3 clairaudience
4 clairsentience
3 Number the activities 1–9 in the order in which Tony does them during his sessions.
The cards tell Tony what situation the client is experiencing.
He closes his eyes and tunes in.
The client selects three cards.
Tony asks the client to write down his/her name.
He uses the tarot cards.
He does a drawing of the client.
Depending on the situation, Tony might ask the client to hold a crystal or stone.
He describes the drawing and explains what it means.
He spreads the cards out in front of the client.
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2 of 2
C After you watch
1 Look at these sentences. Are the underlined clauses restrictive or non-restrictive?
Write R (restrictive) or NR (non-restrictive).
1 The work that psychic counselors do helps people feel better.
2 College professors, who possess in-depth knowledge of their field, can have a big
influence on their students.
3 People who claim that they see or hear what others don’t are crazy.
4 Stones and crystals, which are used by many psychics, have beneficial effects on a person’s
health and wellbeing.
5 People who have empathic or intuitive abilities suffer enormously as teenagers.
6 Tony LeRoy, whom I’ve never met, seems like a really knowledgeable and friendly guy.
2 Do you agree or disagree with the statements in Exercise 1?
Discuss in groups. Use the expressions in the box.
I don’t agree at all. I agree to some extent, but … I totally agree.
In a way, I think that’s true. I know what you mean, but … No way!
D Language points
Read the sentences and circle the correct meaning.
1 Early in my life, I had certain experiences.
a When I was young, I experienced certain things.
b When I was at high school, I had certain experiences.
2 When I got into high school, it kicked in a little stronger.
a When I started high school, it began
to have an even stronger effect.
b When I started high school, it stopped
having such a strong effect.
3 It took over. It was overwhelming.
a It took me a while to get used to it. It was so strong.
b It took control of my life. It was very strong indeed.
4 The more I do the work, the more I feel like I grow also.
a I think I need to work more in order to grow more.
b I think I’m constantly growing as I do this job.
E Your viewpoint
1 Would you ever visit a psychic? Why or why not?
2 Was there anything about Tony or his counseling session that surprised you? Explain.
3 Do you tend to base important decisions on information and facts, or on your feelings and instincts? Give examples.
4 A psychic is an unusual job. What other unusual jobs have you heard of?
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5 Sixth Sense
1 Synopsis
Tony LeRoy is a psychic. He sees beyond what other
people see (clairvoyance) and he can hear what others
cannot hear (clairaudience). In other words, he has a
“sixth sense”. Tony explains how, as a young man, he
was very confused by his ability until he met a professor
at college who explained that he wasn’t crazy. The
professor taught him about ESP and other psychic
phenomena. Nowadays, Tony works as a professional
psychic, using tarot cards and his own techniques. We
learn about his fascinating job as a psychic and hear why
he loves it so much.
2 Target Language
Grammar: restrictive and non-restrictive relative clauses
Vocabulary: psychology, the senses, psychic counseling
Language points: Early in my life, It took over, The more
I ... the more I …, It kicked in
3 Procedural Notes
A Before you watch
1 In pairs. Tell students to note down the five senses.
Remind them to write nouns, not verbs. Then have them
discuss what the “sixth sense” might be.
different students to tell you one sense each. List them
on the board. Elicit some ideas of what the “sixth sense”
might be, and write these on the board, too. Then, hold
a class vote to find out which idea most students think is
correct. Do not tell the class the answer at this stage.
Answer key: sight, hearing, taste, touch, smell
2 In pairs. Tell students to read the definitions (a–h) and
circle any words they do not understand. You might
need to explain the meaning of limit(s) (the greatest
amount(s)/level(s) of something that is possible/
allowed) and powers (abilities). Have students complete
the exercise in pairs. Allow them to use dictionaries if
necessary (and if available).
elicit the related verb (to counsel). For question 7,
highlight that the word psychic can also act as a noun
(e.g., She claims to be a psychic. She says she knows
what will happen in the future).
Teacher’s Notes
Answer key: 1 d 2 e 3 h 4 b 5 f 6 g 7 c 8 a
B While you watch
1 Individuals. Set the scene. Tell students they are
going to listen to Tony LeRoy, who works as a psychic
counselor. Have students read the sentences and check
they understand them. Elicit or explain the meaning of
conduct (do; carry out) in question 5. Ensure students
understand that they should check all the topics they
hear Tony mention in the video. Play the entire video.
In pairs. Have students compare their answers,
As a class. Check answers as a class. If there is any
disagreement, play the entire video again. Have students
raise their hands each time they hear Tony mention one
of the topics in the list.
Answer key: Tony mentions topics 1, 2, 4, 5, and 6.
He does not mention topics 3 or 7.
2 Individuals. This exercise practices listening for
and noting down specific details from the video. Tell
students they are going to listen to the part of the video
in which Tony explains what the sixth sense is again
[01:06–01:44]. Encourage them to write down as much
information as they can about each of the four terms on
their worksheet. Tell students that one way of doing this
more effectively is to listen for the relevant information,
and then to repeat it back to themselves silently several
times as they write it down. This technique should help
them remember more details. You will probably need
to play this section more than once, pausing after each
answer to give students time to note down the complete
definitions which Tony provides.
In pairs. Have students compare their answers, and
make any necessary corrections or additions to their
definitions.
As a class. Finally, check answers as a class by
nominating different students to read one definition
aloud each, or by inviting different students to come up
to the board and write up their definition. If there is any
disagreement, play the part of the video containing the
answer as many times as necessary for students to be
able to hear and repeat the entire definition.
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5 Sixth Sense
Answer key:
sixth sense: an enhancement of the five senses
clairvoyance: clear vision; the ability to see beyond
what other people see
clairaudience: the ability to hear beyond what other
people hear
clairsentience: the (empathic) ability to feel in a deeper
way than most people feel (to taste something deeper
than most people do, and smell things in ways that
other people don’t)
As a class. Take a moment to recall students’ ideas
about the meaning of the “sixth sense” from Exercise 1
Before you watch. Draw attention to the ideas you listed
on the board at the beginning of class. Ask students
which, if any, of their definitions were closest to Tony’s.
Recall the outcome of the class vote: did most students
choose the correct definition?
3 Individuals. Ask students to recall the last part of
the video in which Tony describes and shows how
he conducts his psychic sessions. Elicit or explain the
meaning of tune in (to understand something such as a
situation or other people’s feelings). Have students use
what they can remember from the video to order the
sentences from 1–9 in pencil. If they can’t remember,
encourage them to take a good guess.
In pairs. Have students compare their ideas, discussing
any differences and modifying their order if they think it
is necessary.
Individuals. Play the video from the place where you
paused it [01:44] to the end. Have students check their
work, making any necessary corrections. You may need
to play the video again one or more times but, if possible,
avoid pausing it in order to challenge students more.
As a class. Check answers by nominating different
students to read the sentences aloud in the correct
order, one at a time. Then find out if anyone in the class
ordered all of the sentences correctly in pencil before
checking the video.
Answer key:
8 The cards tell Tony what situation the client is
experiencing.
2 He closes his eyes and tunes in.
7 The client selects three cards.
1 Tony asks the client to write down his/her name.
5 He uses the tarot cards.
3 He does a drawing of the client.
9 Depending on the situation, Tony might ask the client
to hold a crystal or stone.
4 He describes the drawing and explains what it means.
6 He spreads the cards out in front of the client.
As a class. If there is time, practice the Freeze frame:
thoughts and emotions technique (see Techniques
for teaching with video in the DVD booklet). Pause
the video towards the end, at the point where Tony
is talking and laughing with his client [03:13]. Focus
students’ attention on the characters’ feelings and
emotions by asking questions like these: How does
Tony feel right now? (e.g., happy, relaxed, comfortable,
satisfied); How do you know? Look at his facial
expressions and body posture (e.g., he has a big smile,
he has lots of eye contact with his client, he’s sitting in a
relaxed way with the chair the wrong way around, he’s
leaning forward, his arms are relaxed and down by his
side, etc.); Do you think this is the beginning, middle,
or end of the session? How do you know? (It could be
the beginning or the end of the session. Tony could
be breaking the ice with his client to put him at ease
before they get started, or wrapping up the session in
a friendly, informal way). You might also want to elicit
what students think Tony is saying to his client in this
scene (note: we don’t actually hear what he says).
C After you watch
As a class. Write the following sentences from the video
on the board:
1 You have clairaudience, which is the ability to
hear beyond what other people hear.
2 I use the tarot cards as TV screens,
which helps me to focus.
3 I might ask the person to hold on to a crystal or a
stone, which might help ease their energy field.
Elicit or explain that the underlined words are examples
of relative clauses. Review the two types of relative
clauses: a restrictive clause identifies or restricts the
noun it modifies (i.e., it tells us which person or thing is
being referred to). In contrast, a non-restrictive clause
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5 Sixth Sense
simply adds more information about a person or thing
that is already identified. Non-restrictive clauses are
introduced by a comma. Tell students that if they are
unsure as to whether a particular sentence contains a
restrictive or a non-restrictive clause, they should try
saying the sentence without the clause. If the sentence
still makes complete sense without the clause, then the
clause is non-restrictive. In contrast, if the sentence no
longer makes complete sense and feels like it is missing
important information, then the clause is restrictive.
Have them practice doing this with the sentences on
the board.
Elicit which of the sentences on the board contain
a restrictive clause (none of them) and which of the
sentences contain a non-restrictive clause (all of them).
Point out that the relative pronoun, which, can refer
not only to a noun (as in sentence 1, where it refers
to clairaudience), but also to the whole of a previous
clause (as in sentences 2 and 3). To give the students
an example of a restrictive cause, add the following
sentence to the board: The sentence which is restrictive
is this one. Point out that without the clause which is
restrictive, the sentence would lose its meaning.
1 As a class. Before students complete this exercise,
elicit or explain the meaning of these words:
in-depth (adj.) – detailed
claim (v.) – to say that something is true
beneficial (adj.) – has a good effect or influence on
someone or something
well-being (n.) – the state of being happy and healthy
knowledgeable (adj.) – knowing a lot about his/her
subject
Ensure students understand the exercise. Remind them
to focus on the words in italics in each sentence.
individually, and then compare answers in pairs.
elicit what the relative pronoun which refers to (the
nouns stones and crystals). Elicit what happens when a
non-restrictive clause comes in the middle of a sentence,
as in questions 2, 4, and 6 (it is separated from the main
sentence by commas).
Answer key: 1 R 2 NR 3 R 4 NR 5 R 6 NR
2 In groups. Have students work in groups of three
or four. Point out the expressions in the box on their
worksheet and encourage students to use them in their
discussion to agree and disagree. Explain that they
should discuss each statement in Exercise 1 in turn,
listening to everyone’s point of view in their group
before moving on to discuss the next statement. Give
students time to discuss all of the statements.
As a class. For each statement, nominate students from
different groups to report the opinions of the people in
their group. Find out which of the statements provoked
the liveliest discussion overall in each group.
D Language points
Individuals. Explain that Tony said sentences 1–4 in the
video. Nominate different students to read them aloud.
Then, have students complete the exercise individually
and compare answers in pairs.
As a class. Check the answers as a class. For sentence
1, elicit the opposite of early in my life (late in my life,
or later on in my life). Highlight the use of the comma
after this expression. Say or elicit some more sentences
containing this expression (e.g., Early in my life, I knew I
wanted to be a musician).
For sentence 2, explain that the verb kick in is informal.
Say the sentence: The medicine kicked in immediately,
and ask students what it means (The medicine had an
immediate effect).
For sentence 3, to check students understand the
meaning of take over, ask them: Is it good to let work
take over your life? (No. Work shouldn’t control your
life. You need to rest and enjoy your free time, too).
Point out that take over does not always have a negative
meaning, for example, in the world of business, a large
company can take over a smaller company.
For sentence 4, write the expression The more + subject
... the more + subject … on the board. Ask the students
how they say this in their own language. Draw attention
to the use of the in both parts of the English structure.
Highlight that you can use any noun or pronoun subjects
in this structure, not just I; e.g., The more Tony talks
about his job, the more she wants to visit a psychic!
Answer key: 1 a 2 a 3 b 4 b
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5 Sixth Sense
E Your viewpoint
In groups. Nominate four students to read the questions
aloud, and ensure that everybody understands them.
You may need to explain the meaning of tend to (usually
do a particular thing). Give students time to discuss the
questions in small groups. While the groups are working,
circulate and help with vocabulary as necessary.
As a class. Have a class discussion. For question 1,
ask students to raise their hands if they would like to
visit a psychic. Invite some of these students to explain
why. Then, repeat the process for those students who
would never visit a psychic. For question 2, discuss
the stereotype of a psychic and whether or not
Tony conformed to that. For question 3, discuss the
advantages and disadvantages of basing important
decisions on either factual information or on personal
feelings. Encourage students to share their personal
experiences of each type of decision-making and the
outcome with the rest of the class. For question 4, elicit
ideas of other unusual occupations from students and list
them on the board. Then, hold a class vote for the most
unusual occupation of all.
4 Video Script
Tony:Hi, my name is Tony LeRoy. I’m a psychic
intuitive counselor. The work I do helps a lot
of people to find out who they are and what
they’re doing with their lives. Early in my life, I
had certain experiences and everyone always
thought I was a little strange or a little weird.
When I got into high school, it kicked in a ... a
little stronger with the teenage angst and, you
know, hormones and growth and all that. It ...
It was very strong. It took ... It took over. It was
overwhelming. It was when I was in college that
I met a professor that, uh, taught altered states
of consciousness. And he explained about the
different brain processes and dream states and
ESP, and I ... I spoke to him and he ... he said,
“Oh, you’re not crazy. You’re just very, very
intuitive.” There’s the five senses, and the sixth
sense is kind of like the enhancement of those
five senses, you know? You have clairvoyance,
which is kind of like clear vision, you know? You
have clairaudience, which is the ability to hear
beyond what, you know, other people hear. Um
... You have clairsentience, or, um, empathic
ability, and that’s the ability to feel in a deeper
way than most people feel. Some people have
the ability to taste something deeper than most
other people do, and smell things in ways that
other people don’t. The first thing I do during
a session is I ask that the client write his or her
name down. I close my eyes and I tune in. And
what I do is I ask to see the person’s soul, then
I ask that the person’s soul come into their
physical body, and then I see how the person’s
physical body reacts to it. And after that I just
... I do a drawing. It’s like a stick figure. It tells
me what’s going on with the person physically,
spiritually, emotionally. I use the drawing as a
tool to get a little bit more focused. I describe the
drawing. There are certain things that happen in
the drawing. If the person is missing a body part,
I’ll explain why that is. Um ... The left side of the
drawing typically tells me what’s going on with
the past. The right side shows me what’s going
on into the future. Most people are always upset
because they’re missing one side of the neck,
which means that, on a certain level, they’re not
expressing themselves to their outside world.
I then use the tarot cards. The tarot cards, uh,
help me to get more specific. I use them as TV
screens, which helps me to focus. I’ll spread the
cards out in front of them and ask them to pull
three cards and that’ll explain what’s going on
with that given situation. If there is a physical
situation or a health situation, I might ask the
person to hold on to a crystal or a stone, which
might help ease their energy field so I can detect
it a little bit more. Very rarely a person comes
in and I don’t feel something immediately from
them. It’s always an education. You know, it’s
always great. I mean, I love doing the work
because every session is different, you know?
And I really get to see so much about so many
different people and so much about myself, you
know? The more I do the work, the more I feel
like I grow also.
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6 Territory
1 of 2
A Before you watch
1 Work in groups. Look at the picture and discuss the questions.
1 Who do you think they are?
2 Where do you think they are?
3 What do you think they are doing?
2 Match the words 1–8 with their definitions a–h.
1
2
3
4
5
6
7
8
sovereign place (adj.)
border (n.)
confederacy (n.)
policy (n.)
federal (adj.)
jurisdiction (n.)
law (n.)
leadership (n.)
a
b
c
d
e
f
g
h
a group of states that are united
connected with the national rather than the state government
an official rule that people must obey
a place that rules itself
the right or power to make legal decisions
the official line separating two countries or states
the position of being in charge of a country, etc.
a set of plans or actions agreed on by a government
B While you watch
1 Underline the incorrect facts in these statements. Then correct them.
1 Tonya Gonnella Frichner is an elder of the Onondaga Nation.
2 The Onondaga’s territory is located southeast of New York City. 3 The U.S. Government won back a reservation for the indigenous peoples.
4 Tonya views land reserved for the indigenous peoples as a positive thing. 5 Indigenous peoples in the United States prefer to refer to their land as territories, sovereign places, or reservations.
2 Read the sentences. Circle True or False.
1
2
3
4
5
6
7
There is only one American Indian government, and so one code
of Indian laws, in the U.S.
Outside jurisdiction is only ever allowed on Onondaga territory
with the permission of Onondaga leaders.
Telling the federal government to “stay out”
of Onondaga territory is easy.
The federal authorities usually respect Onondaga Law being
enforced on Onondaga territory.
The Onondaga constitution is based on the principle of peace,
the principle of fairness and justice, and the principle of power to the people.
The Onondaga believe that democracy came to the U.S.
when the Europeans arrived.
The Onondaga’s constitution, the Great Law of Peace,
still exists today. True
False
True
False
True
False
True
False
True
False
True
False
True
False
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6 Territory
2 of 2
C After you watch
Rewrite the sentences using the passive to make them less direct.
1 Our nation does not acknowledge the jurisdiction of the U.S. Government. 2 We never allow outside jurisdiction on our territory, unless our leaders give permission. 3 Our people believe that democracy already existed here in this hemisphere when the Europeans arrived. 4 The U.S. Government has set aside land for indigenous people, which they refer to as reservations. 5 We codified our way of life in the Great Law of Peace, and gave it to our people. 6 Indigenous nations in the U.S. formed a confederacy, which they based on three basic principles.
D Language points
Read the sentences. Circle the correct meaning of the underlined words.
1 In other words, outside jurisdiction is not allowed on our territory, ever, unless our leaders give permission.
a to say it in another way
b in a more direct way c in legal terms
2 The Great Law of Peace is still in place.
a is remembered b exists
c is being written
3 This is a very strong and sometimes dangerous position to take, because you’re taking on a goliath.
a very big
b adopting a strong position
c confronting someone very powerful
4 The idea that leaders serve their people, and not the other way around, was a very real principle.
a the opposite
b only this position c a different route
E Your viewpoint
1 W
hy do you think American Indians in the United States dislike the term reservations, and prefer to refer to their land
as territories, sovereign places, or nations?
2 Which of the things that Tonya said in the video surprised you most?
3 T
he term a goliath can be used to refer to any individual, organization, or country that is very large, powerful, or
important. What other modern-day goliaths can you think of that exist in our world today? What are the pros and
cons of these goliaths, in your opinion?
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6 Territory
1 Synopsis
Native Americans lived in the U.S. long before Europeans
arrived. They had their own land and their own laws. But
when the new settlers took over the U.S. and developed a
new code of law, new borders, and so on, what happened
to the Native Americans and their original territories and
laws? Tonya Gonnella Frichner, President of the American
Indian Law Alliance, explains how many Native Americans
who live on reservations (or territories) today still use their
own ancient laws, which the U.S. Government cannot
interfere with.
2 Target Language
Grammar: present, present perfect, and past passive
Vocabulary: government, laws, territory, human rights
Language points: in other words, You’re taking on a
goliath, in place, the other way around
3 Procedural Notes
A Before you watch
1 In groups. Focus students’ attention on the picture
on their worksheet or freeze the video at the place
where we see a picture of the American Indians [00:53].
Give students a few minutes to discuss the questions.
Encourage them to speculate about the people
(including how they are different), what they are doing,
and their (possibly differing) feelings in the face of the
event depicted.
As a class. Invite different groups to share their ideas
with the class. After listening to everyone’s ideas, tell
students if any of their answers were correct (They are
in the United States. The people in traditional clothing
are American Indians/Native Americans, and the man in
a suit is a European settler – someone who goes to live
in a different country where not many people live and
starts to form a community there. They are signing a
new law or agreement concerning land rights).
2 In pairs. Have students complete the exercise in
pairs. Circulate and help with vocabulary as necessary.
Encourage them to use a process of elimination to figure
out any difficult answers, as opposed to looking in their
dictionaries.
point out that the word sovereign can also act as a noun
and elicit a synonym (king or queen). For question 2,
Teacher’s Notes
elicit a synonym for border (frontier). Point out that
border is used more commonly than frontier. For
question 5, explain or elicit further information about the
form of government in the U.S. (the U.S. Government
is based on a federal system in which individual states
make their own laws, but a national government is
responsible for key areas such as defense and foreign
policy). For question 8, point out that the suffix –ship
can be added to some English nouns (e.g., leader)
to make new nouns. Provide or elicit some further
examples of this (e.g., owner—ownership, partner—
partnership, intern—internship, etc.).
Answer key: 1 d 2 f 3 a 4 h 5 b 6 e 7 c 8 g
B While you watch
1 As a class. Set the scene. Write the name Tonya
Gonnella Frichner, Esq. on the board. Tell students
they are going to listen to the first part of a talk by this
woman. Explain that the abbreviation, Esq., stands for
Esquire and is sometimes used in the U.S. after lawyer’s
names to denote their profession. Nominate different
students to read aloud the five sentences. Explain or
elicit the meaning of elder (an older and experienced
member of a group who gives advice and makes
decisions), indigenous peoples (those who lived in a
place for a very long time before other people came
to live there), and won back (to get back something
that you have lost). Explain to students that the first
time they listen, they should focus on underlining the
incorrect word(s) in each sentence. Tell them that they
will then listen a second time in order to write the correct
words on the line underneath each sentence.
Individuals. Play the video up until the point where
the question, How does Indian law differ from U.S.
Government law? appears on the screen [01:21] twice,
so that students can complete both parts of the exercise.
In pairs. Have students compare their answers,
different students to read aloud a complete sentence
containing the correction. If there is any disagreement,
play the video a third time, pausing after the part(s)
containing the relevant answer(s). Ensure students
understand the meaning of set aside (to keep something
for a particular purpose).
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6 Territory
Answer key (corrections in parentheses):
1 Tonya Gonnella Frichner is an elder of the Onondaga
Nation. (a citizen)
2 The Onondaga’s territory is located southeast of New
York City. (northwest)
3 The U.S. Government won back a reservation for the
indigenous peoples. (set aside)
4 Tonya views land reserved for the indigenous peoples
as a positive thing. (negative)
5 Indigenous peoples in the United States prefer to
refer to their land as territories, sovereign places, or
reservations. (nations)
2 As a class. Explain to students that they are going to
watch the second part of the video, in which Tonya talks
about the Onondaga Nation’s laws and constitution.
Nominate different students to read aloud the true/false
statements. Explain or elicit the meaning of these words:
code of laws (n.) – set of rules
allowed (v.) – permitted
stay out (v.) – to remain outside of
uphold (v.) – maintain a custom or practice
(past tense = upheld)
fairness (n.) – behavior that treats everyone equally and
in a reasonable way
Individuals. Play the video from the point where you last
paused it [01:21] until the end. Have students complete
the exercise individually. You may need to play the
section again one or more times to enable students to
answer all the questions.
In pairs. Have students compare answers, discussing any
differences.
As a class. Check answers as a class. Encourage students
to correct the false statements.
Answer key:
1 False (American Indian governments change from
place to place, so it’s hard to make a general statement
about laws on Indian territory.) 2 True 3 False
(Telling the federal government to “stay out” of
Onondaga territory is a very strong and dangerous
position to take, because they are small in numbers and
their territory is small.) 4 True 5 False (The three
basic principles are: peace, equity, fairness, and justice,
and the power of the good mind.) 6 False (The
Onondaga people believe that democracy has been in
place and functioning very successfully for hundreds of
years.) 7 True
C After you watch
As a class. Ask students to recall Tonya’s opinion that
indigenous reservations are a negative thing. Elicit some
possible reasons why she has this opinion (e.g., because
the U.S. Government imposed borders on traditional
indigenous territories, dramatically reducing their
size, etc.). Explain that because the issue of indigenous
reservations/territories in the U.S. is fairly controversial
and sensitive, Tonya uses a specific type of language to
distance herself from the conflict, and speak in a more
tactful (careful) and less direct way.
Write the following on the board:
More direct,
confrontational
Less direct,
more distance
We believe that ...
It is believed that /
It is our belief that ...
Our / My (territory)
Onondaga (territory)
active
passive
Briefly review how to make passive forms of active
verbs: elicit or explain that you use the auxiliary be in the
correct tense, followed by the past participle (pp) of the
verb. You may wish to complete the following on the
board with the students’ help, as these are the tenses
they will encounter in Exercise 1 on their worksheet:
Tense
Passive structure
Example
simple present
am/are/is + pp
English is
spoken here.
simple past
was/were + pp
English wasn’t
spoken there.
has/have been
+ pp
Indigenous
languages
haven’t been
spoken here
for decades.
present perfect
the sentences. Elicit or explain the meaning of these
words as you go: acknowledge (accept) and take root
(become established).
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6 Territory
Individuals. Have students complete the exercise. Point
out that some of the sentences will require the passive
form in more than one place.
In pairs. Have students compare answers, discussing
any differences and making any necessary corrections to
their work.
different students to read aloud their sentences. For
questions where there is more than one possible answer,
elicit all of the possible versions.
Answer key:
1 The jurisdiction of the U.S. Government is not
acknowledged by the/our nation.
2 Outside jurisdiction is never allowed on the/our
territory, unless permission is given by (the) leaders.
3 It is our belief that/It is believed that democracy
already existed here in this hemisphere when the
Europeans arrived. OR Democracy is believed to have
already existed here in this hemisphere when the
Europeans arrived.
4 Land, which is referred to as reservations, has been
set aside by the U.S. Government for indigenous
people.
5 The/Our way of life was codified in the Great Law of
Peace, and (it was) given to the Onondaga people.
6 A confederacy was formed by indigenous nations in
the U.S., which was based on three basic principles.
OR A confederacy, based on three basic principles, was
formed by indigenous nations in the U.S.
D Language points
Individuals. Point out that Tonya uses all of the
underlined expressions in the video. Nominate students
to read the sentences aloud. Have students complete
the exercise.
As a class. Check answers as a class. For sentence 1,
explain that the expression in other words is used for
introducing another way of expressing or explaining
something that has just been said, often in a simpler way
to ensure that the listener understands.
For sentence 2, point out that the expression in place
is commonly used with the verb be or have, and say
some examples (e.g., The company has many safety
procedures in place to prevent accidents. A new
timetable is now in place at this school, etc.). Point out
that this expression can also be used in different verb
tenses (e.g., A new timetable has been in place since
September. Safety measures had been in place for many
years when the accident happened).
For sentence 3, elicit who Goliath was and why Tonya
refers to him (Goliath was a giant warrior who was
killed by a small young man named David in the Bible.
Tonya is comparing the Onondaga nation, who have a
small population and little land, to David; and the U.S.,
which is a large and powerful country, to Goliath, and
highlighting the challenges and dangers this involves for
her people).
For sentence 4, explain or elicit that the other way
around means vice versa, and give another example
(e.g., Parents should take care of their children, not the
other way around).
Answer key: 1 a 2 b 3 c 4 a
E Your viewpoint
In groups. Nominate students to read the questions
aloud, and ensure that everybody understands them.
Ensure students understand the meaning of pros and
cons (advantages and disadvantages). Give students
time to discuss the questions in small groups. While the
groups are working, circulate and help with vocabulary
as necessary.
As a class. Have a class discussion. For question 1,
nominate different students to report the opinions their
group brought forward. For question 2, invite students
to tell the class what surprised them most. Encourage
them to think about the Onondaga form of government,
code of laws, and constitution. Ask them if they were
able to identify similarities with the form of government
and constitution in their own country and, if so, if any
of these similarities surprised them. For question 3,
brainstorm a list of modern-day goliaths on the board.
Encourage students to think of examples of companies,
other organizations, individuals, and countries (e.g.,
Google®, Microsoft®, and Facebook®; China, India, and
Russia, etc.).
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6 Territory
4 Video Script
Tonya:I am a citizen of the Onondaga Nation. My
territory is located northwest of New York
City. In fact, the city of Syracuse sits on our
traditional territory.
A reservation has been set aside by the
government for the indigenous peoples that
lived within the borders of the United States,
who had ownership and sovereignty over this
particular land here in North America. Part of
the policy, the laws, developed into what is
referred to as reservations. Land reserved for
the indigenous peoples is not something that
is a positive thing. It’s, uh, on many levels, a
negative thing. Indigenous peoples here within
the borders of the United States prefer to refer
to our land as our territories, as our sovereign
places, or as nations.
Governments, indigenous governments, or
American Indian governments, will change
from place to place. So, it’s very hard to make
a general statement about, uh, laws on Indian
territory versus the federal government.
If you looked at the Onondaga Nation,
which still has in place its traditional forms
of government and leaders, the jurisdiction
of the federal government and the local and
state government is not acknowledged by the
Onondaga Nation. In other words, outside
jurisdiction is not allowed on our territory, ever,
unless our people, our leaders, give permission
for an outside jurisdiction to come onto our
territory. Because we are a small territory, this
is a very strong and sometimes dangerous
position to take, because you’re taking
on a goliath, and our people are small in
numbers and our territory is small. And you’re
challenging this, the most powerful country in
the world, and telling them, “You don’t have
jurisdiction on our territory. You must stay
out.” For the most part, it is respected by the
local, by the state governments, and by the
federal authorities.
There is something called the Great Law of
Peace, and it is our Constitution. And it’s
based on three very basic principles: the
principle of peace, the principle of equity
and fairness and justice, and the principle of
the power of the good mind, which basically
means that the people, that the leadership,
should be healthy in mind and spirit in order
to be cohesive and to have a very healthy
community. And from those basic principles
come an entire tradition of democracy. It is our
people’s position that democracy took root
and was here in this hemisphere when the
Europeans arrived, that it had been in place
and had been functioning very successfully for
hundreds of years. So, this idea of participation
in government, this idea that leaders serve
the people and not the other way around, the
idea that women participate in government,
that suffrage was codified in our laws, was a
very real principle that operated. Our way of
life, our instructions on how to behave in a
healthy way, are codified in this Great Law of
Peace that was given to our people, and it is
still functioning, it is still in place. So, we’re not
states based on the U.S. model. We’re nations
that formed a confederacy based on those
three principles: peace, justice, and equity, and
the power of the good mind.
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7 Test Your Friends
1 of 2
Key:
Very good = VG
Good = G
Fair = F
Needs more work = NW
A Before you watch
1 Evaluate your abilities in these areas of English. Use the letters in the key.
Listening Speaking Reading Writing Grammar Vocabulary 2 Work in groups. Discuss the questions.
1 What aspect(s) of English grammar and vocabulary do you find difficult?
2 Is it easy to practice your English in your town or city? Are there any things you would like to do, but can’t?
3 W
ould you ever take part in a game show or contest that involved testing or showing your knowledge of the
English language? Why or why not?
B While you watch
1 How good are you at phrasal verbs? Circle the correct words.
1 When you get your flight, you check on / in / out.
2 When you go to get your bags, you pick them off / out / up.
3 After you’re done drying the dishes, you have to put them in / out / away.
4 If you spill milk, you wipe it up / out / away with a sponge.
5 You and your friends like each other: you get along / back / around.
6 When you live on little money, you get in / on / by.
2 Complete the game show host’s sentences.
1 Amanda and Pat are
our returning champions.
of
2 A big
for Megan and her friend Sam.
, you get 100 points for every phrasal verb your partner guesses.
3 In our
their
4 This is our final round. Will our champions
?
our
5 Your total is 1,100. But that’s not enough to
.
3 How good are you at antonyms? Write the antonyms of these words.
rough
agree
perfection
patient
pleasant
grateful
expensive
smile
conditional
excellent
C After you watch
1 Are these sentences correct or incorrect? Rewrite the incorrect sentences.
1 If someone understands you, it means you have gotten across your message.
2 When your food is cold, you heat up it.
3 When a teacher gives papers to her students, she hands out them.
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7 Test Your Friends
2 of 2
2 Prepare your own game. Choose any four of these phrasal verbs and write clues for them below.
check out
look up
pick out
make up
put out
take up
wipe out
talk into
get back
put off
get in
put up with
hand out
give away
D Language points
1 Match the expressions 1–5 with their meanings a–e.
1
2
3
4
5
a mutual friend of ours
the game is tied
we pulled it off
we were really on
you guys rocked
a
b
c
d
e
the score is even
someone we both know
you were awesome
we succeeded
we performed really well
2 Rewrite this review using expressions 1–5 from Exercise 1.
“What Do You Say? Test your Friends” reached new heights today. In the first few rounds, the score
was even, and it looked as if defending champions Megan and Sam might just succeed yet again. But
the two challengers, Amanda and Pat, who met though someone they both know, were in great shape
during the round on antonyms. They eventually beat their opponents by 100 points. In the words of
the host, “You people were fantastic!”
E Your viewpoint
1
2
3
Do you enjoy watching game shows? Why or why not?
“Some people are naturally good at languages.” Do you agree or disagree?
The game show host said, “English has the largest vocabulary of any language.”
What can you do to increase the size of your English vocabulary?
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7 Test Your Friends
1 Synopsis
Welcome to the game show “What Do You Say? Test
your Friends!” In this popular game show, pairs test their
partner’s knowledge of English vocabulary. Today’s show
features Pat and Amanda on one team, with returning
champions Megan and Sam on the other. Who will win?
There are six rounds, including phrasal verbs about air
travel and housework, words with “get,” and opposites
with prefixes (in–, un–, dis–, etc.). Viewers can take part
in the game, too!
2 Target Language
Grammar: phrasal verbs, antonyms using the prefixes
in–, un–, dis–, and im–
Vocabulary: game shows, parts of speech
Language points: you guys rocked, pull it off, we were
really on, a mutual friend of ours, the game is tied
3 Procedural Notes
A Before you watch
1 As a class. Elicit the different areas or aspects of the
English language that students focus on in their classes
and list them on the board (listening, speaking, reading,
writing, grammar, vocabulary, etc.). Ask students if they
think they are equally good in all of these areas, or if
they find some areas more difficult than others. Hold
class votes for the easiest and then the most difficult
area of the English language.
Individuals. Ensure students understand the exercise.
Explain or elicit the meaning of fair (not bad, but not
very good; average).
In pairs. Write the following on the board:
I think I’m very good / good / fair at ...
My ... needs more work.
Have students use these expressions to compare their
answers. Encourage them to give further information
and specific examples (e.g., I think I’m very good at
listening — I can understand English movies without
subtitles. I think my writing needs more work — I tend
to make a lot of grammar and spelling mistakes.).
2 In groups. Nominate different students to read aloud
the questions and ensure everyone understands them.
Give students a few minutes to discuss their answers
together.
Teacher’s Notes
As a class. Share ideas as a class. For question 1,
brainstorm a list of specific aspects of English grammar
and vocabulary that students find difficult on the
board (e.g., phrasal verbs, idiomatic expressions, tag
questions, all the different meanings of the verb get,
etc.). For question 2, elicit examples of things students
can easily do in their area to practice their English, and
other things they would like to do, but that are not
possible (e.g., a weekly conversation exchange with a
native speaker). Encourage them to tell you why certain
activities are not easy to do in their area (e.g., too
expensive, few native speakers, not available in their
country, etc.). For question 3, ask the students to raise
their hands if they would take part in a game show, and
nominate some of these students to explain why. Then,
repeat the process for students who would not like to
do this.
B While you watch
going to watch a game show which tests contestants’
knowledge of phrasal verbs. Explain that the students
are first going to test their own knowledge of some of
these verbs. Explain or elicit the meaning of spill (to
accidentally pour a liquid out of its container), wipe (to
clean or dry something by moving a cloth or something
soft over it), and sponge (a piece of a soft artificial or
natural substance that is used for absorbing spills or
washing yourself). Have students complete the exercise
individually. Do not allow them to refer to a dictionary
and do not provide any help.
In pairs. Have students compare answers, making any
necessary corrections to their work.
As a class. Play the entire video. Tell students to
listen for the correct answers and make any necessary
corrections to their work. Then, check answers as a class.
Answer key: 1 check in 2 pick up 3 put away
4 wipe up 5 get along 6 get by 2 Individuals. Point out to students that all of these
sentences were said by the game show host. Before
playing the video again, have students read the
sentences and predict as many of the missing words
as possible, writing their ideas in pencil. Then, play the
entire video and have students check and, if necessary,
correct their work.
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7 Test Your Friends
In pairs. Have students compare answers, making any
necessary further corrections to their work.
disagreement, play the relevant section of the video
again, pausing after the part(s) containing the answer(s).
For question 5, point out or elicit the difference between
win and beat (you win something, e.g., win the game
show. But you beat someone, e.g., beat the defending
champions). Finish by eliciting other expressions
students heard the host say (e.g., welcome to ...; this is
(e.g., Amanda); congratulations; good luck; thanks for
watching; etc.).
Answer key: 1 playing against 2 round, applause
3 opening rounds 4 retain, position 5 beat,
challengers
3 As a class. Write the following on the board: in– (x1);
im– (x2); un– (x3); dis– (x1). Explain or elicit that in–,
im–, un–, and dis– are all examples of prefixes. These
prefixes can be added to the beginning of root words
(adjectives, nouns, or verbs) to form new words with
the opposite meaning (antonyms). Provide or elicit some
examples (e.g., essential—inessential, polite—impolite,
faithful—unfaithful, trust—distrust). Point out that the
prefix im–, usually precedes words which begin with the
letter p or m.
In pairs. Tell students that the numbers on the board
(x1, x2, etc.) by each prefix indicate how many of
the words in Exercise 3 use that prefix to form their
antonym. Explain that the remaining four words in the
list do not use prefixes. Instead, their antonyms are
completely different words. Give students a few minutes
to complete the exercise in pencil. Do not allow them to
use dictionaries. Individuals. Play the section of the video in which both
teams have their knowledge of antonyms tested [04:08–
05:14]. Have students check, and if necessary, correct their answers.
different students to say and spell the different
antonyms, or to come up and write them on the board.
Encourage students to check their spelling carefully.
Answer key:
in–: inexpensive; im–: impatient, imperfection;
un–: unconditional, ungrateful, unpleasant;
dis–: disagree; no prefix: compassionate—cruel,
excellent—terrible, rough—smooth, smile—frown
In pairs. If there is time, you could ask students to think
of further examples of antonyms which use these four
prefixes, or to find further examples in their dictionaries.
Tell them to make a list of these antonyms, along with
their root words. You could then have each pair join
another pair and test each other in a similar way to
the video.
C After you watch
1 In pairs. Have students read the sentences and discuss
which ones they think are correct and which they think
are incorrect. Tell students to rewrite any incorrect
sentences in full.
As a class. Check answers as a class. Explain or elicit that
in many phrasal verbs, a noun object can go before or
after the particle. For example, in sentence 1, you can
say get your message across or get across your message.
Contrast this with the position of pronoun objects
(it, them, you, etc.). Explain or elicit that pronoun
objects can only go before the particle. For example, in
sentences 2 and 3, you can only say heat it up and hand
them out. You cannot say heat up it or hand out them.
Answer key: 1 Correct 2 Incorrect (When your food is
cold, you heat it up.) 3 Incorrect (When a teacher gives
papers to her students, she hands them out.)
2 As a class. The aim of this exercise is to further expand
students’ knowledge of phrasal verbs. Begin by pointing
out to students that when you change the particle in a
phrasal verb to a different one, the meaning of the new
phrasal verb is completely different. Give or elicit some
examples of this (e.g., turn on = switch on, but turn up
= increase the volume or arrive at a place unexpectedly;
get up = to get out of bed after sleeping, but get by = to
have just enough of something).
In pairs. Tell students they are going to play “What Do
You Say? Test your Friends” to test their classmates’
knowledge of phrasal verbs. Ensure the students
understand that they have to choose and write clues for
only four of the phrasal verbs listed on their worksheets.
Refer students to the clues in Exercise 1 While you
watch, so they can see how a clue should look (If/When
you ..., you ...; You ..., you ...). Remind them to write
their clues in random order. Highlight that some of these
phrasal verbs have more than one possible meaning, and
encourage them to use their dictionaries to ensure they
write correct clues. Circulate, giving help with vocabulary
as necessary.
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7 Test Your Friends
In groups. Tell each pair to join another pair, and have
them decide who is Pair A and who is Pair B. Explain
the rules of the game: Pair A reads their clues to Pair
B for a total of two minutes. Pair B listens and guesses
the phrasal verbs. Then, pairs change roles and repeat.
Teams earn 100 points for each correct answer, so if a
team cannot quickly think of the answer, it is better to
say Pass! and move on to the next clue. One student in
the group should be the timekeeper. Another student
should keep track of the scores.
As a class. Once all the groups have finished playing,
find out which pair(s) obtained the highest score.
D Language points
1 Individuals. Have students complete the exercise
individually and then compare answers in pairs.
As a class. Check answers. For question 2, highlight that
tie can also be a noun (the game finished in a tie). For
question 3, elicit what the object of the verb is (it) and
where it is located in the sentence (before the particle
off). Elicit a similar sentence using a noun object (e.g.,
Amanda and Pat pulled off an impressive victory in
the game show). For question 4, elicit synonyms for on
(great, successful, good, impressive, amazing, excellent,
etc.). For question 5, elicit what part of speech rock is
(a verb). Highlight that this verb can also be used in the
simple present tense. Elicit or say some sentences (e.g.,
That new Angelina Jolie movie rocks! Miami rocks!
etc.) Highlight that the expression you guys can be used
for addressing a group of males, females, or a mixture
of both, and say or elicit some sentences (e.g., What
are you guys doing tonight? Have you guys heard the
news?).
Answer key:
“What Do You Say? Test your Friends” reached new
heights today. In the first few rounds, the game was
tied, and it looked as if defending champions Megan
and Sam might just pull it off yet again. But the two
challengers, Amanda and Pat, who met though a
mutual friend of theirs, were really on during the round
on antonyms. They eventually beat their opponents
by 100 points. In the words of the host, “You guys
rocked!”
E Your viewpoint
questions aloud, and check everyone understands them.
Circulate as the groups discuss and offer help with
language and vocabulary as necessary.
As a class. Share ideas as a class. For question 1, ask
the students who enjoy watching game shows to raise
their hands. Invite some of these students to explain
why. Then, repeat the process with students who do
not enjoy this. For question 2, invite some students
to report the points their group brought forward. For
question 3, brainstorm some possible ways students
can increase their English vocabulary, and list them on
the board (e.g., reading websites in English; watching
movies with English subtitles and looking up unfamiliar
words; downloading song lyrics and learning them;
reading English books, magazines, and newspapers;
etc.). Encourage students to choose one of the activities
on the board and to aim to devote an hour or so each
week to doing it.
Answer key: 1 b 2 a 3 d 4 e 5 c
2 Individuals. Ensure students understand that they
have to rewrite the entire text using expressions 1–5
from the previous exercise. Remind them to use the
correct verb tense, capitalization, and pronouns (e.g., we
pulled it off could change to they pull it off).
In pairs. Have students read their rewritten texts aloud
to each other. Encourage them to identify and discuss
any differences and, if necessary, correct their work.
different students to read the text aloud, one sentence
at a time.
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7 Test Your Friends
4 Video Script
Host:
Welcome to “What Do You Say? ...”
All:
“Test Your Friends!”
Host:You know, English has the largest vocabulary
of any language. That’s because English
keeps adding words from other languages.
“What Do You Say? Test Your Friends” is
the game where friends test each other’s
knowledge of the English language. Let’s
meet our contestants. This is Amanda.
She grew up in California. She’s living in
Boston now, and she’s working as an office
manager while she goes to school parttime. And this is Amanda’s friend Pat. He’s
from the Midwest, and he’s working in the
advertising business. Yes. So, how did you
two meet?
Amanda:Oh, uh, Pat and I were taking the same
economics class.
Pat:
A mutual friend of ours introduced us.
Host:Amanda and Pat are playing against our
returning champions. A big round of
applause for Megan and her friend Sam. In
our opening rounds, you get 100 points for
every phrasal verb your partner guesses in
30 seconds. The first category is air travel.
For example, when you board a plane, you
... get on. Good luck.
Pat:
Uh, this is what you do when you get
your flight.
Amanda: You check in.
Pat:Uh, this is what happens when the plane
leaves the ground.
Amanda: You take off.
Pat:Um, when you go to get your bags, you
do this.
Amanda: You pick them up.
Host:Congratulations. Pat and Amanda have
300 points. Now, let’s go to our defending
champions. The category is housework. For
example, when your food is cold, you ...
heat it up. Good luck.
Sam:
When you make a mess, you should ...
Megan: Clean it up.
Sam:After you’re done drying the dishes, you
have to ...
Megan: Put them away.
Sam:
You spill milk, you ...
Megan: Clean it up.
Sam:
No, with a sponge.
Megan: Wipe it up!
Sam:
And ...
Host:Megan and Sam now have 300. OK, the
game is tied. Pat and Amanda, the category
is all about the word get. For example, when
the bus comes to your stop, you ... get off.
Good luck.
Amanda: You and your friends like each other, you ...
Pat:
Get along.
Amanda: Uh, when you live on little money, you ...
Pat:
Get, uh ... get by.
Amanda: You throw the garbage in the trash, you ...
Pat:
Uh ... Get rid of it.
Amanda: Make someone understand you.
Pat:
Get your message across.
Host:Too late with that last answer, though it
was correct. So for that round, you scored
300. Now let’s go to Megan and Sam. Our
category is parts of the body. For example,
when you’ve finished taking a test, and give
it to your teacher, you ... hand in your test.
Good luck.
Megan:When the teacher gives the worksheets to
the students, she ...
Sam:
She hands them out.
Megan: You don’t wanna fight, so you ...
Sam:
You back off.
Megan:You admit you’ve done something
wrong, you ...
Sam:
You face up to it! ... OK.
Host:We’re entering our next round tied at 600.
For every antonym your partner correctly
guesses in 15 seconds, you get 100 points.
Good luck.
Amanda: Rough.
Pat:
Smooth.
Amanda: Agree.
Pat:
Disagree.
Amanda: Patient.
Pat:
Impatient.
Amanda: Grateful.
Pat:
Ungrateful.
Amanda: Smile.
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7 Test Your Friends
Pat:
Unsmile. I mean, uh ... frown.
Amanda: Compassionate.
Pat:
Cruel.
Amanda: Yeah!
Host:You got six words in ten seconds, that’s
excellent. That gives you 600 more points
for a total of 1,200. This is our final round.
Will our champions retain their position?
Or will Pat and Amanda win? Ready?
Sam:
Ready. Perfection.
Megan: Imperfection.
Sam:
Pleasant.
Megan: Unpleasant.
Sam:
Expensive.
Megan: Inexpensive.
Sam:
Conditional.
Megan: Unconditional.
Sam:
Excellent.
Megan: Terrible.
Host:And that is five words, giving you 500
points. Your total is 1,100. But that’s
not enough to beat our challengers.
Congratulations, Pat and Amanda, you’re
our new champions.
Amanda: Thank you.
Pat:I didn’t know if we were going to pull it off
today.
Amanda: We were really on today.
Host:You guys rocked. Thanks for watching
“What Do You Say? ...”
All:
“Test Your Friends!”
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8 Talk
1 of 2
A Before you watch
Which of these factors are important to you in a relationship?
Rank them from 1 (most important) to 8 (least important).
being able to talk easily
having compatible star signs
having things in common
looks
personality
sharing the same values
a sense of humor
level of education
B While you watch
1 Read the questions and circle Linda (L), Ottavio (O), Kirstie (K), or Jason (J).
Linda
Ottavio
Kirstie
Jason
1 Who talked a lot on their first date? L
O
K
J
2 Who was nervous on their first date?
L
O
K
J
3 Who has experienced awkward silences on a date?
L
O
K
J
4 Who hates it when people talk at the same time?
L
O
K
J
5 Who thinks feeling at ease is a sign of compatibility?
L
O
K
J
6 Who thinks having similar personalities is a sign of compatibility?
L
O
K
J
7 Who thinks Jason and Kirstie get very absorbed when they talk to each other?
L
O
K
J
8 Who is wondering where the other couple are?
L
O
K
J
2 Circle True or False.
1 Jason is moving back to New York.
True
False
2 Kirstie is crazy about Jason.
True
False
3 Jason knows that Kirstie is crazy about him.
True
False
4 Linda thought Kirstie looked sick.
True
False
5 Kirstie went to talk to Jason.
True
False
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8 Talk
2 of 2
C After you watch
1 Answer the questions. Speculate, using must (not) have or may/might have.
1 Why did Linda talk a lot on her first date with Ottavio?
It must have been nerves.
2 Why was Linda filling a vase with water while the others were drinking wine?
3 Why did Kirstie feel very awkward on one of her dates?
4 Why did Ottavio say, “We’re gonna be late for dinner?”
5 Why did Ottavio refer to their other friends as “lovebirds”?
6 Why did the friends continue talking when Kirstie was in the doorway?
2 Work in pairs. Follow the instructions.
Student A: Y
ou are Kirstie. Write a text message to Jason saying what has just happened and how you feel. Send your
text to your partner. Then, reply to your partner’s message.
Student B:
ou are Jason. Write a text message to Kirstie explaining the situation and how you feel. Send your text to
Y
your partner. Then, reply to your partner’s message.
D Language points
1 Look at the underlined expressions. What do they mean?
1
2
3
4
5
Jason needs a reality check.
I tend to clam up and just sit there nodding.
I babbled my way nonstop through dinner.
His girlfriend dumped him.
When I saw my plate was still full, I was mortified!
2 Work in groups and discuss these questions.
1
2
3
4
5
Have you ever babbled your way through a meal?
In what circumstances do you tend to clam up?
Do you know anyone who needs a reality check? Why?
Have you ever felt mortified by someone else’s behavior?
Which do you think is harder: dumping someone or being dumped?
E Your viewpoint
Work in groups. Do you agree or disagree with these statements? Give reasons to justify your opinions.
1
2
3
4
The man should always pay on a date.
It takes several dates before you can tell if you are compatible with someone or not.
Online dating is an effective way of meeting the man or woman of your dreams.
Long-distance relationships never work out.
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8 Talk
1 Synopsis
Linda and Ottavio are planning to go out for dinner
with their friends Kirstie and Jason and another couple.
Kirstie is crazy about Jason, but she has never told him.
Before they leave, the group discusses their first dates
and how much or how little they talked. They agree
that the secret to a happy relationship is being able to
talk to each other. Just as they get ready to leave, Kirstie
overhears the other couple talking about Jason. What
are they talking about? Why does it upset her so much?
2 Target Language
Grammar: modals to speculate about the past
Vocabulary: dating, relationships
Language points: babbled my way nonstop through
dinner, I was mortified, clam up, dump someone, He
needs a reality check
3 Procedural Notes
A Before you watch
As a class. Begin by explaining or eliciting the meaning
of dating (going out with someone for a fun and/or
romantic meeting). Ask students a few general questions
about dating, e.g., At what age do young people start
to date in your country? What kinds of things do they
do together? How do young people meet potential
boyfriends/girlfriends? How do you feel on a first date
with someone? How has dating changed since your
parents were young? etc.
Individuals. Explain or elicit the meaning of star sign
(one of the twelve signs of the zodiac that some
people believe influences your character) and share
(have the same opinion or values as someone else).
Ensure students understand that they have to decide
which factor is the most important for them and write
a number 1 by it, which factor is the second most
important and write a number 2 by it, etc.
In groups. Have students compare their answers in
groups of three. Demonstrate how to do this by saying:
I think being able to talk easily is the second most
important factor when choosing a partner. And you?
What ranking did you give this factor? Encourage
students to justify their chosen order and try to identify
any similarities in their group.
Teacher’s Notes
As a class. Invite different groups to tell the rest of
the class any things they strongly agreed or strongly
disagreed on.
B While you watch
1 As a class. Set the scene. Tell students they are going
to watch four friends talking about dating. Nominate
different students to read the questions aloud. Explain or
elicit the meaning of these words:
awkward (n.) – difficult to deal with and embarrassing
feel at ease (v.) – feel confident and relaxed
absorbed (adj.) – so interested in something that you do
not notice anything else
wonder (v.) – to ask oneself; think about something
Individuals. Play the video from the beginning to the
part where the four friends leave the kitchen [00:00–
01:38]. Have students complete the exercise as they
listen.
In pairs. Have students compare answers in pairs,
disagreement, play the section again, pausing after the
part(s) containing the answer(s). For question 1, elicit
the adjective Ottavio uses to describe a person who talks
a lot (talkative). For question 2, elicit the noun related
to nervous (nerves). For question 4, elicit another way
to say at the same time (at once). For question 5, elicit
another way to say feel at ease (feel comfortable). For
question 6, elicit the words Linda uses to describe what
happens when Jason and Kirstie talk to each other (It’s
like the rest of us disappear), and what she means by
this (When they talk to each other, they do not notice
anybody else). For question 7, elicit the term Ottavio
uses to refer to the couple who are in the other room
(lovebirds).
Answer key: 1 L 2 L 3 K 4 J 5 J 6 K 7 L 8 O
In groups. Practice the Freeze frame: thoughts and
emotions technique (see the Techniques for teaching
with video in the DVD booklet). Write the following
questions on the board:
What is he/she saying at this point in the video?
What type of body language and facial expression is
he/she using?
How does he/she feel?
What might he/she be thinking? (Use your
imagination!)
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8 Talk
Explain to students that they are going to analyze and
discuss the characters’ feelings and thoughts in several
different scenes in the video. First, pause the video at
the point where Linda and Ottavio are standing together
[00:35]. Have students look carefully at the scene and
discuss the questions on the board in their groups.
As a class. Nominate some students to share their
group’s ideas with the class.
Possible answer:
Linda is describing how Ottavio had finished
eating, but her plate was still full, and she felt really
embarrassed. Her facial expression conveys the
embarrassment she felt at the time. Her body language
is relaxed. She is probably remembering how silly she
felt. Ottavio is looking at Linda very intensely and
in a loving way. He is leaning forward and listening
attentively. He might be thinking how happy he was on that first date.
In groups. Repeat the above process by freeze-framing
the video at several other points where the characters
display different feelings and emotions, (e.g., [00:59],
[01:22], [01:29], [01:31], and [01:51]). For each scene,
have students discuss the same questions in groups, and
then listen to some ideas as a class.
2 As a class. Set the scene. Tell students that as Kirstie
goes to find the other couple in another room, she
overhears a conversation. Check everyone understands
what overhears means (to accidentally hear what people
are saying during a conversation you are not involved
in). Nominate different students to read aloud the true/
false statements. Explain or elicit the meaning of move
back (to return to live in a place), crazy about (very
much in love with), and sick (unwell or ill).
Individuals. Play the last part of the video [01:40–
02:19]. Students complete the exercise. Since this
section is fairly short, you may need to play the video
again one or more times to enable students to answer
all the questions. Encourage them to correct the false
sentences.
In pairs. Have students compare answers, discussing any
differences and correcting their work if necessary.
As a class. Check answers. For the false sentences,
encourage students to make a true sentence. If there is
any disagreement, play the video again, pausing after
the part(s) containing the relevant answer(s).
Answer key: 1 False (Jason’s ex-girlfriend, Liz, is
moving back to New York.) 2 True 3 False (Jason
is not sure whether Kirstie likes him.) 4 False (Linda
thought Kirstie looked mad.) 5 False (Kirstie left.)
As a class. After checking all the answers, ask students
to explain why Kirstie suddenly left looking upset, to
check that they fully understand the situation (Kirstie
really likes Jason and didn’t know anything about Liz.
Moreover, it’s not clear from what the friends say in
the last part of the video whether Liz is Jason’s current
girlfriend or his ex-girlfriend. Also, the fact that “it’s
obvious to everyone else” that she is crazy about Jason
may have made Kirstie feel stupid or too embarrassed
to stay).
C After you watch
1 As a class. Focus on question 1 and the example
answer (It must have been nerves). Explain that we use
the structure must have + past participle to speculate
about something that happened in the past (deduction).
Ask students if must have shows certainty or probability
(probability; it means, “I’m pretty sure that this is the
case, because nothing else seems possible”).
Elicit other modal verbs that can be used to speculate
about the past. Write them on the board as follows:
must have + past participle (very probable, positive
statements)
must not have + past participle (very unlikely, negative
statements)
may/might have + past participle (possible, uncertain
statements)
Elicit that we use may/might have when we are less
certain about the past. Point out that may and might
have the same meaning. Check students’ understanding
by asking them: How did Linda and Ottavio meet? We
don’t know for sure, but what might be some possible
ways? Encourage students to speculate (e.g., They might
have met online; They may have met through a mutual
friend, etc.).
Finally, point out that must not have + past participle
also shows probability (like must have), but it is used
in negative sentences (e.g., Kirstie must not have felt
happy when she overheard the conversation; Jason must
not have realized that she was crazy about him, etc.).
In pairs. Nominate different students to read the
questions aloud. Check students understand that they
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8 Talk
have to speculate about each of the situations on
their worksheet. Point out that there is more than one
possible answer. Encourage them to use different modal
verbs. Remind them to check they use the correct form
of the main verb (the past participle). Circulate and offer
help as necessary.
different students to read aloud their sentences. Accept
any logical answers.
Possible answers:
2 Linda’s friends might have brought her some flowers.
/ She may have noticed the flowers didn’t have enough
water.
3 Her date must not have talked much. / There must
have been long, deadly silences.
4 They must have made a reservation at a restaurant.
/ They must have been invited to a friend’s house at a
certain time.
5 They might be dating. / They must not have been
dating for very long.
6 They must not have known she was there. / They
might have wanted her to find out the truth.
2 In pairs. Have students decide who is Student A and
who is Student B. Tell them to read the instructions for
their role. Give students five minutes or so to create their
text message, send it to their partner, and then respond
to the message they receive from their partner.
As a class. Hold a brief class discussion. Ask students
what they would do if they were Kirstie or Jason. Find
out if they think Kirstie is right to be angry or not. Ask
them what they think the current situation between Liz
and Jason is.
D Language points
1 In pairs. Have students discuss the underlined
expressions in pairs and try to figure out their meanings.
If necessary, they can use their dictionaries.
As a class. Check answers as a class. If there is time, say
or elicit further sentences for each expression.
Answer key:
reality check (n.) – if you tell someone they need a
reality check, you want them to consider the true
situation instead of the way they want it to be (e.g.,
Time for a reality check here – Does Kirstie like Jason
or not?)
clam up (v.) – to suddenly stop talking or explaining
something because you are embarrassed (e.g., I
clammed up when I met my boyfriend’s parents for the
first time.)
babble (v.) – to talk quickly and for a long time (e.g.,
He wouldn’t stop babbling about his new girlfriend.)
nonstop (adj.) – without stopping (e.g., This flight will
go nonstop to New York.)
dump (v.) – to end a romantic relationship with
someone (e.g., I can’t believe Jason’s been dumped.)
mortified (adj.) – feeling extremely embarrassed (e.g.,
When I realized it was really obvious I liked Jason, I
was mortified!)
2 In groups. Nominate different students to read the
questions aloud and check everyone understands them.
Encourage students to use the target expressions in
their answers. Tell the rest of the group to ask follow-up
questions to get more information. Circulate, offering
help with vocabulary as necessary.
As a class. Nominate a few students to answer each
question, and encourage the rest of the class to ask one
or two follow-up questions. Correct any incorrect usage
of the target expressions.
E Your viewpoint
In groups. Nominate students to read the statements
aloud and ensure everybody understands them. Explain
or elicit the meaning of work out (be successful). Give
students time to discuss the questions in small groups.
While the groups are working, circulate and help with
vocabulary as necessary.
As a class. For each statement, nominate students from
different groups to report the points their group brought
forward. For question 1, take a class vote to see how
many students think the man should always pay on a
date and how many disagree. Invite students from both
sides to justify their opinions. For question 2, find out
how many students think that you can already tell on a
first date if you are compatible with someone, and how
many think it takes longer. For questions 3 and 4, you
could find out if any students have personal experience
of these things, or know someone else who does, and
encourage them to share their anecdotes if they wish.
16/12/2010 11:45
Viewp ints
8 Talk
4 Video Script
Ottavio: W
hen we first met, I thought Linda was the
shy, quiet type. Then, on our first real date,
she had a couple of glasses of wine and she
couldn’t stop talking. She was so animated.
It still makes me laugh because I’m the
talkative one now.
Linda: I was so embarrassed when I realized I
had just babbled my way nonstop through
dinner, which must’ve been from nerves
because it was our first date and all. Then
when I saw that Ottavio had finished eating
and my plate was still full, I was mortified.
Kirstie: It’s funny, I’m the opposite. I get really quiet
when I’m nervous. Sometimes when I go out
on a date, I tend to clam up. I just sit there
politely nodding, asking a few questions.
And then if my date doesn’t talk a lot, there
are these long, deadly silences. Sheer agony.
It’s so awkward.
Jason: The worst is when you both start talking at
once and then fumble over who should go
first. “You go.”
Kirstie: “No, you.”
Jason: It’s so frustrating. If you can’t talk to
somebody, though, forget it. It’s a
definite sign it’s not gonna work. But
if the conversation flows and you both
feel comfortable, that’s a good sign of
compatibility.
ou mean, like having matching personality
Y
types, having things in common.
Jason: Yeah.
Linda: Like you two, for example? You get into
a conversation and it’s like the rest of us
disappear.
Ottavio: We’re gonna be late for dinner. What
happened to the lovebirds?
Kirstie: I’ll find them. You guys get your coats.
Sal:
What do you mean, Jason’s girlfriend?
Kirstie: Liz, the girl who dumped him when she
moved back to L.A.
Sal:
She’s moving back to New York?
Kirstie: That’s what he said.
Sal:
Well, what about Kirstie? Jason knows she’s
crazy about him, right?
Kirstie: No. He’s not even sure whether she likes
him.
Sal:
Well, then he needs a reality check. I mean,
it’s obvious to everyone else.
Linda: What happened to Kirstie?
Sal:
What are you talking about?
Linda: It was weird. She went to find you two and
then came back looking ... I don’t know,
mad, I guess. She grabbed her coat and left.
What did you say to her?
Sal:
Do you think she might’ve heard us?
Kirstie:
16/12/2010 11:45
Viewp ints
9 A Historic Event
1 of 2
A Before you watch
1 Work in groups. Discuss these questions.
1 W
hat do you know about 9/11? What happened on this date? Where did it happen?
Who was involved? What were the consequences of this event?
2 What were you doing or where were you when you heard about 9/11?
2 Find two synonyms in the box for each expression 1–5. Then, think of a third synonym for each one.
right when it happened near to cry get the news at that very instant
bawl receive word within walking distance of devastating tough
1 find out about something
2 at that moment
3 emotionally very hard
4 weep
5 close to
B While you watch
1 Write the four questions about 9/11 that the people are asked.
1
2
3
4
2 Circle the mistake in each sentence. Then write the correct word(s). 1 When Man 1 saw the event happen, he thought it was a plane crash.
2 Man 2 heard a plane flying really low overhead and then people shouting from the windows.
3 Woman 1 was out of town, but found out from her parents, who called her the next day.
4 Man 3 saw the plane go through the first tower from his office window.
5 The first thing Man 5 did when he heard the news was call his mother.
6 Woman 1 said that it felt like the world was watching all day.
7 Man 4 visited Ground Zero and went home feeling better.
8 Man 1 says that now he is more afraid of what is going on around him.
3 Take notes in your notebook on the final man’s 9/11 story.
16/12/2010 11:45
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9 A Historic Event
2 of 2
C After you watch
1 Re-tell the final man’s 9/11 story. Use the phrases in the box to help you.
subway something dreadfully wrong at the foot of the towers smoke, ash, and paper
bombing the World Trade towers older gentleman bump into each other let’s get out of here
I have to stay here took a few steps back landing gear from the airplane landed on top of
2 Complete the sentences using different verbs of perception, followed by object + infinitive without to,
or object + –ing form.
1 On the way to class today, I
2 Last night when I was lying in bed, I
3 Once, in my neighborhood, I
4 On my last vacation, I
5 During the exam, I
D Language points
Read the sentences. Circle the correct meaning of the underlined expressions.
1 Like the rest of the world, I became glued to the TV for several days.
a I looked at the screen and nothing else
b I couldn’t believe what I was seeing
2 At first everyone was friendlier. Now things have gone back to normal.
a returned to how they used to be
b become quiet again
3 I pretty much cried the entire morning with my mother.
a more or less
b a lot
4 I wasn’t sure if I could squeeze in the things I had to do that day.
a organize
b find enough time to fit everything in
5 It’s good to care about someone other than yourself for a change.
a instead of what you usually do
b to make things different
E Your viewpoint
1 “
When it is dark enough, you can see the stars.” (Ralph Waldo Emerson) What does this quote mean? In what ways
was 9/11 “dark” for people? What “stars” could people see during and after the event?
2 “The world would be different today if 9/11 hadn’t happened.” Do you agree or disagree? Explain.
3 What historic events have taken place in your country? What were their positive and negative effects?
16/12/2010 11:45
Viewp ints
9 A Historic Event
1 Synopsis
In the street, people are interviewed about the events
in New York City on September 11, 2001 (the day
commonly known as “9/11”), when the World Trade
Center was attacked by two planes. Where were they
on 9/11? How were they affected that day? Have they
been affected positively or negatively by 9/11? Finally,
the street interviewees share stories about things that
happened that day, including the strange story of an old
man who saved a young man. Was it a coincidence?
2 Target Language
Grammar: verbs of perception, participial clauses
Vocabulary: tragic events, personal experiences, feelings
and emotions
Language points: glued to the TV, gone back to normal,
pretty much, squeeze in, for a change
3 Procedural Notes
A Before you watch
As a class. Write the words historic events within a circle
in the center of the board and elicit the meaning (events
that will be recorded in history because they are very
important). Draw some lines coming out of the circle
and ask students to give you some examples of historic
events they know. Write their ideas around the circle
(e.g., World Wars I and II, Barack Obama’s election as
the first black U.S. President, the end of apartheid in
South Africa, the fall of the Berlin Wall, Hiroshima, the
Cuban revolution, etc.).
1 In groups. If students didn’t already mention it during
the brainstorming, point out that September 11, 2001,
or “9/11” as it is commonly known, is another example
of a historic event. Give students five to ten minutes to
discuss everything they know about this day. Circulate
and help with vocabulary as necessary.
As a class. For question 1, nominate some students
to share their group’s ideas with the class. Find out if
students know what the site of the impact in New York
City is called today (Ground Zero), and the names of
any major companies that were affected (e.g., Morgan
Stanley). For question 2, invite students to share their
personal anecdotes with the rest of the class.
Teacher’s Notes
2 In pairs. Ensure students understand that they have
to look in the box for two synonyms for each of the
expressions 1–5. Then, they need to think of and
write down a third synonym, which is not in the box.
Encourage them to use their dictionaries if necessary. As a class. Check answers as a class. For each
expression, elicit further synonyms and write them on
the board. Then, teach any of the synonyms suggested
in the answer key which students did not mention.
Answer key (possible answers in parentheses): 1 get
the news, receive word (hear (about it)/discover/learn/
be informed/told, etc.) 2 right when it happened,
at that very instant (just then/as soon as it happened,
etc.) 3 tough, devastating (very difficult/tragic, etc.) 4 bawl, cry (howl/sob/let the tears fall, etc.) 5 near
to, within walking distance of (right by/in the vicinity/
next (door) to/not far from, etc.)
B While you watch
going to listen to some New Yorkers being interviewed
about 9/11. Before you play the video, warn students
that the four questions only appear on the screen for a
short amount of time, and these are not then repeated
during the interviews. Tell students to use the following
strategies to complete this exercise: first, focus on
memorizing the question, repeating it to themselves over
and over as they write it down. If this strategy fails, tell
students to try to deduce the question that was asked by
listening carefully to how the different people respond to
it. Play the entire video once only, without pausing it.
discussing any differences and amending their questions
if necessary.
different students to read aloud each question in turn,
or by inviting different students to come up and write
each question on the board. Find out how many
questions students managed to record completely
correctly, and if they found the memorization and
deduction strategies useful.
16/12/2010 11:45
Viewp ints
9 A Historic Event
Answer key:
1 Where were you on September 11, 2001?
2 How were you affected that day?
3 Have you been affected negatively or positively
by 9/11?
4 Do you have a 9/11 story to share?
2 Individuals. Nominate different students to read the
sentences aloud and check everyone understands them.
Point out that this exercise has two parts: first, students
need to circle the incorrect word(s) in the sentence,
then they have to write the correct word(s) on the line.
If there is time, have students first predict the mistake
in each sentence before they listen. They should do
this in pencil. Do not check answers at this stage. Then
play the video up until the point where the question,
Do you have a 9/11 story to share? appears on the
screen [03:43], and pause. Students should check their
predictions, and complete the rest of the exercise. You
may need to play this section again one or more times.
explain or elicit the meaning of shoot (to make a movie).
For question 7, explain or elicit the meaning of aware
(knowing about a situation or a fact). Say or elicit an
example (e.g., If you going to do a dangerous sport, you
need to be aware of the risks.)
Answer key
(Underlined words are the mistakes.)
1 plane crash, movie 2 from the windows, in the
street 3 the next day, straight away 4 office
window, living room 5 mother, father, and brother
6 watching, ending 7 better, sad 8 afraid, aware
In pairs. If there is time, give students some further
speaking practice by having them play a memory game
based on this section of the video. Tell them to decide
who is Student A and who is Student B. Student A
points to one of the people in Exercise 2, and Student
B has to try and recall as much information as they can
about that person’s 9/11 experience in two minutes. If
necessary, Student A can prompt Student B by asking
questions (e.g., Was he at home? What did he see/
hear? etc.). Then, they should swap roles and repeat. Tell
students to continue taking turns until they have talked
about all five people.
3 Individuals. Tell students they are going to watch the
final section of the video, in which the final man shares
a story about 9/11, again. Explain that they should take
notes in their notebooks. Remind them to use key words
and abbreviations, not complete sentences. Warn them
that they will have to use their notes a little later on to
re-tell the man’s story with a partner, so they should try
to make these as complete as possible. Play the video
from the place where you last paused it [03:43] to the
end. You may need to play the section again one or
more times. Do not have students compare their work in
pairs at this stage.
C After you watch
As a class. Write the following sentences from the video
on the board:
I actually saw the event happen.
I heard a plane flying low overhead.
I heard people shouting outside in the street.
He heard a voice say, “They’re bombing the World
Trade towers.”
Explain that the verbs see and hear are verbs of
perception, and that this type of verb can be followed by
an object + infinitive without to, or by an object + –ing
verb. Have students help you circle the object in each
sentence on the board (the event, a plane, people, a
voice). Point out that there is often a slight difference in
meaning between the two structures. Write the sentence
I actually saw the event happening on the board.
Explain that, if we use the –ing form, we are saying that
we saw the action or event in progress. In contrast, if
we use the infinitive without to form, this suggests that
we saw the complete action or event, from beginning to
end. Make a list of further examples of common verbs
of perception on the board for students to use in the
following exercise (e.g., smell, taste, sense, feel, watch,
notice, overhear, look at, listen to, observe, etc.).
1 In pairs. Ask students to use their notes from
Exercise 3 While you watch to re-tell the man’s 9/11
story in as much detail as they can. Point out the useful
language provided in the box and encourage students
to use as much of it as possible. Explain or elicit the
meaning of these words and expressions:
bump into someone (v.) – meet someone unexpectedly
dreadfully (adj.) – terribly, extremely
take a few steps back (v.) – move away by putting one
foot down behind the other
landing gear (n.) – the equipment and wheels an
airplane uses when it lands
16/12/2010 11:45
Viewp ints
9 A Historic Event
Also encourage students to use verbs of perception
where relevant. Circulate as students complete the
exercise in pairs. Provide help with vocabulary and
prompt them to recall further details where necessary.
In groups. Have each pair join another pair. Tell them
to discuss the man’s 9/11 story. You may wish to write
some questions on the board to guide their discussion,
e.g., How did the man in the subway know something
was dreadfully wrong? Why do you think the older
man said “I have to stay here”? Do you think the
older man saved the younger man’s life, or was it just
a coincidence? What do you think about this story?
Circulate and prompt students with further questions.
As a class. Share ideas as a class by nominating different
students to report the main ideas their group brought
forward.
2 Individuals. Demonstrate the exercise by saying or
eliciting some possible ways of completing the first
sentence (e.g., On the way to class today, I sensed a
storm approaching/I saw an old friend of mine walking
up the street/I heard fireworks going off, etc.). Have
students complete the exercise individually. Encourage
them to use different verbs of perception and to think
about whether they are describing an action in progress
or a complete action. If they cannot think of a true
answer, allow them to use their imagination.
In pairs. Have students read their sentences aloud to a
partner. Encourage students to listen carefully to each
other’s sentences and suggest any necessary changes to
the form of the second verb.
their best sentence.
Possible answers:
1 On the way to class today, I heard birds singing.
2 Last night when I was lying in bed, I watched the
rain fall.
3 Once, in my neighborhood, I saw a robbery
take place.
4 On my last vacation, I listened to a lot of people
speaking English.
5 During the exam, I heard some people laugh.
As a class. If there is time, you may also wish to
briefly focus on participial clauses. Write the following
sentences from the video on the board:
1 I thought it was a movie being shot or something.
2 I heard people shouting outside in the street.
Explain that the underlined expressions are examples
of participial clauses that use present participles (verbs/
adjectives ending in –ing). Explain that participial clauses
are used instead of relative clauses with who, which,
that, etc. Provide some further examples of this common
use of participial clauses, such as: The ash falling from
the sky ... (instead of The ash that was falling from the
sky …); There are many people today still mourning
(instead of There are many people today who are still
mourning). Elicit what the relative clause would be for
each of the sentences on the board (1 I thought it was
a movie that was being shot or something; 2 I heard
people who were shouting outside in the street).
D Language points
In pairs. Have students complete the exercise in pairs.
elicit the literal meaning of the verb glue (to fix things
to each other using a sticky substance). Highlight that
you can say be glued to or become glued to (e.g., He
was glued to his video game for hours). For question 2,
point out that you can say go back to normal or return
to normal (e.g., After the protest, everything returned/
went back to normal). For question 3, explain that you
can use the expression pretty much not only before
verbs, but also before adjectives (e.g., I am pretty much
confident we will win). For question 5, explain that we
use the expression for a change to refer to something
that is pleasant or interesting because it is unusual.
Answer key: 1 a 2 a 3 a 4 b 5 a
In groups. Divide the class into groups, assign each
group one of the expressions, and ask them to write
another example sentence using it. Circulate and give
help as necessary. Then, invite one member of each
group to come up and write their sentence on the
board. Encourage the rest of the class to check that each
sentence makes sense and that the target expression is
used correctly.
Possible answers:
1 Whenever I see him, he’s glued to his computer!
2 After the vacation, everything went back
to normal.
3 I pretty much understand what you’re saying.
4 Can we squeeze in a short meeting at 3 p.m. today?
5 Can you cook tonight for a change?
16/12/2010 11:45
Viewp ints
9 A Historic Event
E Your viewpoint
questions aloud and ensure everyone understands them.
Give students ten minutes or so to discuss the questions
in groups of three or four. Circulate, giving help as
necessary.
As a class. Share ideas as a class. For question 1, elicit
the stars (i.e., the positive things coming out of the
tragedy) mentioned by the people in the video (e.g.,
one man said he feels more alert and aware now,
another man said that the event broke down barriers
in his family and made it easier for them to say they
loved each other, another man said he cares for other
people more now). For question 2, nominate different
students to report the ideas their group brought forward.
If necessary, prompt students to think about the
consequences of 9/11 on the international stage (e.g.,
tight security at airports, other countries becoming more
nervous about terrorist attacks on their own soil, etc.).
For question 3, encourage the class to think of positive
as well as negative effects of different major historic
events that have taken place in their country.
4 Video Script
Man 1:On 9/11, I was actually just getting out of
class. I was taking the D train home over
the Manhattan Bridge. And, at the time,
I actually saw the event happen. As the
planes were coming down. I thought it was,
like, a movie being shot or something.
Man 2:9/11, I was, uh, in my apartment, which is
... about two miles north of the impact site.
And I heard a plane flying so low overhead
that I stopped what I was doing and I
listened for an explosion, I heard one. I
heard people shouting outside in the street.
Woman 1:I wasn’t in the city. I was at school in
Illinois. So, I found out about 9/11, my
parents called me, I think, right when it
happened, and told me to turn on the
television and watch.
Man 3:I had been working for Morgan Stanley,
and that was a Tuesday, I believe, and I
had been to work on Monday but asked
for Tuesday off. And, uh, they had called
and said, “Can you come in?” And I said,
“I really can’t. I’ve got this stuff I’ve got to
do.” And, uh, so, it was roughly about 8:30
or so, and I was trying to decide whether
or not I could squeeze in the things I had
to do that day and go to work or not.
And I, uh ... I had pretty much convinced
myself to get dressed and go to work. And
I walked into the living room to shut the TV
off for the morning news and a plane went
through the first tower. So, uh ... I didn’t go
to work that day.
Man 4:I was in Los Angeles, and I got the news.
Someone called our apartment and then I
turned on the radio and that’s how I found
out about 9/11.
Man 5:On September 11th, I was in Long
Island, New York. Uh ... I received word
that planes hit the World Trade Center.
I immediately called my father and my
brother who work right near the Cen ... uh,
the World Trade Center, and pretty much
cried the entire morning with my mother ...
hoping people I knew were OK. I have a,
a girlfriend of mine who lost her husband
and four of her girlfriends lost their
husbands. And they all lived in the same
neighborhood, within walking distance of
each other. That’s five families. A total of 12
kids between all of them. All fatherless.
Man 1:It was just kind of devastating because I
have some friends that actually worked
and went to school around that area. I was
just concerned about where my friends and
family were.
Woman 1:It felt like the, the Apocalypse. It felt like
the world was ending all day.
Man 2:Then I turned on the TV, and, of course,
like the rest of the world I became glued to
it for several days.
Man 4:
I’m still mourning. I’ve been down to
Ground Zero once and I left bawling. So
... it’s a sad day. That ... It’s still a sad day.
I know that a lot of families miss their
family members who left that morning on a
regular day and never came home. So ... it’s
pretty much still a sad place in my heart.
Man 1:
I’m more alert now. I’m just more aware of
things that happen around us.
16/12/2010 11:45
Viewp ints
9 A Historic Event
Woman 1: You could tell on the streets that everyone
was friendlier and everybody was nicer.
Now things have kind of gone back to
normal.
Man 5:We are Italian-Americans, so to say “I love
you” to each other was a difficult thing.
And it, after that, was not a difficult thing.
So, it broke down a lot of barriers.
Man 3:
For me, I really experienced being more one
with the world in all its good and bad parts.
Man 4:
9/11 opened my heart more to the pain
and suffering of people that I don’t know.
And that’s always a good place to be at.
You know? Caring for someone other than
yourself for a change.
Man 6:I have a friend who I’ve known for a few
years, and we’d just hang out together.
And he began to feel very uncomfortable
when he was in the subway that there was
something dreadfully wrong. He came up
out of the subway then, right at the foot
of the World Trade towers, which was his
normal stop, and the air was filled with
smoke and ash and paper and everything
that was flying around that day. And
from behind him, he heard a voice saying,
“They’re bombing the World Trade towers.
You need to leave now.” And he turned
around and it was this older gentleman
who also works in the neighborhood,
who my friend recognized from his years
in the neighborhood. They would always
just bump into each other like, at a café
or a diner, having lunch. And the way my
friend described it, they would always just
sort of, like, tip their hat at each other, you
know, just sort of salute each other on the
street and there’d never really been any
words passed between them. But because
they were both there every day, they had
... they had come to recognize each other.
My friend was very relieved to ... to see this
guy, and said, “Oh, it’s you. Oh, well, let’s
get out of here,” and took a step towards
him. And the man said, “No, son. I have to
stay here, but you have to go now.” And
my friend was confused, and he said, “No,
come on. It’s dangerous. Let’s go.” And the
man very sternly then said, “No, son. I have
to stay here, but you have to go now.”
And in response, my friend just, like, took
a few steps back and began to turn away,
to run away, and at that very instant ...
landing gear from the airplane came flying
down out of the sky and landed on top of
this man and killed him where Brandon had
just been standing a moment before. It’s
very sad and very powerful and ... It was a
tough day.
16/12/2010 11:45
Viewp ints
10 Portraits
1 of 2
A Before you watch
1 Work in groups and answer these questions.
1 Which of the following forms of visual art do you like? Which do you not like? Why?
paintings photographs sculpture videos drawings ceramics
2 Do you know any famous painters? Any famous portraits?
2 Complete the sentences with the words in the box.
soul (n.) subject (n.) capture (v.) decay (n.) self-portraiture (n.)
enables us to understand how an artist sees himself/herself.
1
of a painting appears just like he/she is in real life.
2 Realism is a style of art in which the
significant moments in Mexican history.
3 Diego Rivera’s famous murals
4 Many people believe that the human
continues to exist in some form after death.
due to environmental factors such as
5 V
ery old paintings are at risk of deterioration and
humidity and pollution.
B While you watch
1 Read the questions and circle Scott (S), Anne (A), or Both (B).
1 Who thinks that portraits can tell stories about people?
S
A
B
2 Who uses themselves as the subject of their work?
S
A
B
3 Who tries to capture a person’s essence and soul?
S
A
B
4 Who uses other equipment besides paint and a canvas?
S
A
B
5 Who is still finishing one of their portraits?
S
A
B
6 Who uses the same image more than once in their work?
S
A
B
7 Who mentions the title of one of their portraits?
S
A
B
8 Who finishes by talking positively about portraiture?
S
A
B
2 Complete the paragraph about Scott’s work with the nouns in the box.
clay portraits focus resilience string instant performer time creator camera
Scott considers himself to be not only the 1
of the image, but
2
also the
. First, he talks about a work which he created using a
pinhole 3
, and explains how the use of this equipment gives a
feeling of 4
having passed, as opposed to the image having been
5
created in an
. The second work he talks about consists of two
6
linked together using a 7
to convey the notion of
8
the
of memory. The final piece Scott shows us consists of multiple
portraits of himself covered in cracked 9
. As the piece turns, the
10
of the images changes.
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2 of 2
C After you watch
1 Imagine you are a reporter who works for an online guide to upcoming art events in your city. Anne Path is
going to hold an exhibition soon. Write a paragraph giving information about the event for visitors.
2 Now imagine you are going to attend the exhibition and interview Anne about her life and work.
Write five questions to ask her.
1
2
3
4
5
D Language points
Circle the correct words to complete each sentence.
1
2
3
4
5
I always liked reading stories about people, so it was natural for me to be / be interested in painting people. (Anne)
What I wanted / was wanting to do was link the two portraits together with the string. (Scott)
I don’t just / just don’t paint from photographs. I try to make a work of art. (Anne)
I have / get this clay covering on that has cracked. (Scott)
It’s kind of like / a kind of like the process of decay. (Scott)
E Your viewpoint
1 Do you prefer Anne Path’s or Scott McMahon’s portraiture? Why? 2 If you could have your portrait done by a professional artist, how would you like it to be done?
Think about the style, size, materials, etc.
3 Why do you think many artists create self-portraits?
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1 Synopsis
This documentary explores the work of two artists, Scott
McMahon and Anne Path. Both find people fascinating
and like to work with portraits, but their similarities
end there. For example, Scott prefers to use himself
as a subject, whereas Anne uses photographs of other
people as the basis for her pictures. Scott uses materials
like pinhole cameras, string, and mirrors to achieve his
unusual effects, while Anne paints on canvas in color.
Her goal is to tell stories about people and capture
something about them in her paintings.
2 Target Language
Grammar: substitution and ellipsis
Vocabulary: art, portraiture, photography
Language points: It was natural for me to …, What I
wanted was to …, I don’t just …, have on, kind of like
3 Procedural Notes
A Before you watch
1 In groups. Ensure students understand the questions.
Explain or elicit the meaning of visual art (types of art
in which you make something for people to look at)
and portrait (a painting, drawing, or photograph of
someone, especially of their face only). Have students
discuss the questions in groups of three or four.
As a class. Nominate different students to share the
opinions and ideas their group brought forward. Elicit
the names of some famous painters (e.g., Diego Rivera,
Frida Kahlo, Vincent van Gogh, Pablo Picasso, Claude
Monet, Salvador Dalí, etc.) and portraits (e.g., Mona
Lisa, painted by Leonardo da Vinci; Guerrillero Heroico,
photo of Che Guevara taken by Alberto Korda; selfportraits painted by Vincent van Gogh; Turquoise
Marilyn, painted by Andy Warhol, etc.).
2 Individuals. Ensure students understand the sentences.
Have them complete the exercise individually. Encourage
them to first use a process of elimination to complete
as many of the sentences as they can and then, if
necessary, use their dictionaries to help them complete
the remaining ones.
different students to read aloud the completed
Teacher’s Notes
sentences. For each question, provide or elicit a
definition of the word to check that students fully
understand it. For question 5, highlight that decay
can also act as a verb (e.g., The wooden frame of the
painting had decayed over the centuries).
Answer key:
1 self-portraiture (the art of making portraits of
yourself)
2 subject (a person or thing that is shown in a painting
or photograph)
3 capture (to express what something or someone is
really like)
4 soul (the spiritual part of a person)
5 decay (the process by which something gradually
gets into a worse state because it has not been taken
care of)
B While you watch
1 As a class. Set the scene. Explain that students are
going to watch a video about two portrait artists, Scott
McMahon and Anne Path. Nominate different students
to read the questions aloud and ensure everyone
understands them. Explain or elicit the meaning of
canvas (a special type of cloth on which artists paint).
Check students understand that if one of the questions
applies to Scott and Anne, they should circle B for Both.
Individuals. Play the entire video and have students
complete the exercise.
elicit the exact words Anne uses to indicate she is still
finishing the portrait (This is another project I’m working
on. I’m almost finished with it, but …). For question 7,
elicit the title of Scott’s work (The Measure of Decay).
For question 8, elicit the positive expressions that Anne
and Scott use at the end of the video (I love painting
portraits —Anne; portraits are very special —Anne; I’m
fascinated by portraiture —Scott. Elicit the preposition
used after the adjective fascinated (by).
Answer key: 1 Both 2 Scott 3 Anne 4 Scott
5 Anne 6 Scott 7 Scott 8 Both
2 As a class. Point out that all of the words in the
box are nouns. Tell students to skim the box and the
paragraph very quickly, circling any unfamiliar words
as they go. Then, explain or elicit the meaning of any
words they circled. Students may not know performer
(someone who does something in front of an audience
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10 Portraits
in order to entertain them), pinhole (an extremely
small hole), or resilience (the ability to remain in good
condition).
individually by trying to remember what Scott said and
showed them in the video. If they can’t remember,
encourage them to make good guesses. Then, have them
compare answers in pairs, discussing any differences.
As a class. Play the entire video for students to check,
and if necessary correct, their work. Then, check answers
as a class by nominating students to read aloud the
completed text, one sentence at a time. If there is any
again, pausing after the part containing the answer.
Answer key: 1 creator 2 performer 3 camera
4 time 5 instant 6 portraits 7 string 8 resilience 9 clay 10 focus
As a class. If there is time, you might want to focus
on some grammar from the video. Write the following
sentences on the board:
1 I’m interested in painting people and looking for
stories to tell about them.
2 I often work with multiples and using a mirror or the
same image twice.
3 So, this is another project I’m working on.
4 I’m almost finished with it, but I still need to work on
the reflections in the water and the face of the boy.
Explain that, in all of these sentences, the speakers avoid
repeating certain words that they have already used by
employing one of two common techniques: substitution
or ellipsis.
Explain that substitution involves replacing certain
words with a substitute word. Elicit the substitute word
in sentence 1 (them), the type of word it is (object
pronoun) and which word it replaces (people). Then ask
students to find one more instance of substitution on
the board (in sentence 4: it replaces the words this other
project, which Anne already referred to in the previous
sentence). Elicit or provide further examples of common
substitute words in English, such as: Which dress do you
like most? The red one. (one replaces dress); Let’s meet
on Ninth Avenue. OK, see you there. (there replaces
on Ninth Avenue); A: I prefer to meet at 8 p.m. B: I do,
too. (do replaces prefer to meet at 8 p.m.); How about
coffee? I’d like that. / That sounds nice. (that replaces
coffee); A: Do you think John will come? B: I hope so.
(so replaces John will come).
Explain that ellipsis is another common strategy for
avoiding repetition, especially in spoken English, but it
differs from substitution in that, in ellipsis, a word or
words are simply left out without being replaced by
another word or other words. Explain that ellipsis is
particularly common in structures that use and or or. Ask
students to find five examples of ellipsis in sentences 1–4
on the board (words left out are shown in parentheses
below):
1 I’m interested in painting people and (I’m interested
in) looking for stories to tell about them.
2 I often work with multiples and (I often work with)
using a mirror or (I often work with) the same image
twice.
3 So, this is another project (that) I’m working on.
4 So, this is another project I’m working on. I’m
almost finished with it, but I still need to work on the
reflections in the water and (I still need to work on) the
face of the boy.
Point out that there are many more kinds of ellipsis in
English. Encourage students to find out more about
this technique online or by consulting a grammar book.
You could give this as homework. Then, students could
share what they found out in groups or give a short
presentation to the rest of the class next time.
C After you watch
1 As a class. Ensure students understand the scenario.
Explain or elicit the meaning of upcoming (an event that
will happen soon). Before they begin, brainstorm some
ideas of the type of information they could include in
their paragraph and write them on the board. Some
possibilities are:
What is this exhibition called?
What does Anne’s work focus on or try to achieve?
How does she create her portraits?
What makes her portraits unique and worth seeing?
What is the venue for this exhibition?
Who will the exhibition appeal to?
In pairs. Have students write their paragraphs in pairs
(alternatively, they can work alone if they prefer).
Circulate as they work, giving help with language
as necessary.
In groups. Have each pair join another pair and read
their paragraphs aloud to each other. Tell them to decide
which paragraph makes them most want to visit the
exhibition.
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to imagine they are going to interview Anne at the
exhibition venue. Encourage them to think of interesting,
open questions that explore a range of different topics
such as her life, work, future projects, current exhibition,
etc. Circulate, giving help with vocabulary as necessary.
When they have prepared their questions, have students
practice role-playing the interview with their partner.
As a class. Invite some pairs to present their role-play to
the rest of the class.
I just can’t believe it = I really can’t believe it).
4 The phrasal verb have on means to be wearing (e.g., I
couldn’t see because I didn’t have my glasses on).
5 The expression be kind of like is used to make general
comparisons without being very exact (e.g., She’s kind
of like a mother to me). A synonym is sort of like (e.g.,
She’s sort of like a mother to me). If you want to make a
more exact comparison, use just like (e.g., He’s just like
his father).
Answer key:
1 to be 2 wanted 3 don’t just 4 get 5 kind of like
D Language points
Individuals. Point out that these expressions were all
used in the video. Have students complete the exercise
individually.
In pairs. Have students compare answers in pairs.
Encourage them to use their dictionaries to try to resolve
any disagreement.
different students to read aloud the complete sentences.
Point out or elicit the following as you go:
1 For sentence 1, point out that the expression it was
natural for me to be uses the infinitive with to. We use
this expression to describe something that is normal or
expected (i.e., Anne liked reading about people when she was young, so it is not surprising that she is interested
in painting people). This expression can be used with
different persons and in different tenses (e.g., It was
natural for him to be nervous. It’s natural for parents
to worry about their children, etc.). This expression is
commonly used with the word only (e.g., It’s only natural
to feel bad when you fail an exam).
2 The expression What I wanted to do was ... uses the
simple past tense, not the past progressive tense. A
synonym for this expression is My aim/intention was to ...
3 Two synonyms of the expression I don’t just ... are I
don’t only … and I don’t simply … (e.g., I don’t only/
simply paint. I try to make a work of art). However, if
we put just right after the subject, the meaning changes
completely, and just serves to add emphasis instead (e.g.,
I just don’t paint = I can do other things, but not painting;
E Your viewpoint
As a class. Nominate different students to read the
questions aloud and check everyone understands them.
For question 2, remind students that a portrait is not
just a painting. It can also be a photograph, drawing, or
sculpture. Encourage them to describe the style of their
ideal portrait: their facial expression and posture (e.g.,
standing, sitting, lying down, etc.); their clothing; the
background; colors used; and so on.
In groups. Give students around ten minutes to discuss
the questions in groups. Circulate, offering help with
vocabulary as necessary.
As a class. Hold a class discussion. For question 1,
ask the students who prefer Anne’s work to raise their
hands. Invite some of these students to explain why.
Then, repeat the process for those who prefer Scott’s
work. For question 2, nominate different students to
share their ideas with the rest of the class. Find out
who would prefer their portrait to show them very
realistically, in a flattering (making you look more
attractive) way, in an unusual way, etc. For question 3,
brainstorm and write on the board a list of reasons why
many famous artists (including Vincent van Gogh, Pablo
Picasso, and Frida Kahlo) have produced self-portraits
(e.g., to show other people how they see themselves
or how they want to be seen; because it’s cheaper and
easier than using other models; to practice different
styles and techniques; as a way to become immortal and live on after the artist’s death; as a gift for a loved
one; to promote the artist; to better understand him/
herself; etc.).
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4 Video Script
Narrator: S cott McMahon and Anne Path are both
portrait artists. They believe that portraits can
tell a story.
Anne:
When I was young, um, I was always
interested in, um, reading books about
people and the dynamic, different kinds
of relationships they had. And so, when I
became a painter, it was natural for me to be
interested in painting people and looking for
similar kinds of stories to tell about them that
you might read about in a book.
Scott:
Uh, most of my work consists of
photographic self-portraiture. Um ... I’m
interested in using myself as the subject, uh,
not only as the creator of the image, but as
the ... the character, or the performer of ... of
the images.
Anne:
So, in my portraits, I’m trying to capture, um,
a deeper essence of a person, um, more or
less.
Scott:
This work here is done with a pinhole camera
which requires a very long exposure. So, with
a portrait, you can get this feeling of time
passed. It’s not an ... It’s not an instant, per
se. It could be five minutes of exposure.
Anne:
So, this is another project I’m working on. I’m
almost finished with it, but I still need to work
on the reflections in the water, um ... and the
face of the boy before it’s finished.
Scott:
Anne:
Scott:
Anne:
Scott:
Anne:
I often work with multiples and ... You
know, using a mirror or the same image
twice. And what I wanted to do was link the
two portraits together with the string. It’s
kind of the string of thought or this idea of
remembering, of the resilience of memory.
I don’t just paint from photographs. I
try to make a work of art. Um ... I try
to make a painting that goes beyond a
mere photographic image. I try to capture
something about the soul, of the ... or the
essence of this person.
This piece here is, uh, it’s called The Measure
of Decay, and behind the piece there are
portraits, again of me. I have this clay
covering on that has cracked and so it’s ... it’s
kind of like the process of decay. So, as each
portrait goes around, you can ... you can see
the image in a different focus.
I love painting portraits. I love painting, but
portraits are very special because they’re
about people.
I’m fascinated by portraiture in general and
the human body and how that image lives
over time.
I like to capture what is unique and special
about an individual in paint.
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1 of 2
A Before you watch
1 Work in groups and discuss these questions.
1 How good are you at managing your time? Do you start the day with a plan?
2 Do you accomplish enough each day? If not, how do you think you could get more done?
3 Do you use any electronic devices (e.g., a PDA) to help you remember things you have to do and schedule activities
and events?
2 What kinds of tasks might a college student have to fit in on a typical day? Make a list.
B While you watch
1 Write the tips that the four experts give Dave.
1 Megan Crow:
2 Robert Zeiss:
3 Jen McCoy:
4 Mark Tarlick:
2 Complete the text about Dave’s bad day using the correct tense of the verbs in parentheses.
I1
(go) to bed so late the night before that I 2
myself sleeping right through my alarm. I had to
bed. I
(oversleep) by an hour. Well, I
4
(find)
(drag) myself out of
3
(finish) my
5
paper the night before, but when I woke up in the morning, I
(have) no
6
idea where my keys were. I spent a long time looking for them, and I
(freak out). Then I had to 8
7
(rush) like crazy to get to class, but I still
missed it. So, I decided to hand my paper in later that day. Well, I then had some time
to kill, and since I
9
(sleep) right through breakfast, I 10
to eat … So, I went to work, but by the time I left, it
11
(not can) hand my paper in. Seriously, it’s time I 13
14
(not have) anything
(get) so late that I 12
(do) something about this. I wish I
(have) more time, but I know I don’t.
3 After his time makeover, how was Dave’s day different? How has his life in general changed? Make notes.
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2 of 2
C After you watch
Complete numbers 1–5 with the correct tense of the verbs in parentheses. Add a question of your own for
number 6. Then, interview your classmates.
Questionnaire:
When was the last time you …?
1
(freak out) because you
(lose) your keys or wallet?
2
(oversleep) because you
(go) to bed late the night before?
3
(have) to rush like crazy because you
4
(send) calls to your voicemail because you
5
(achieve) all your goals because you
(leave) the house too late?
(be) too busy to speak to anyone?
(stick) to a schedule?
?
6
D Language points
Put the chat lines in the correct order to make an online conversation between three friends.
Ava-star Well, it helps you stay on track and accomplish more in a day.
Cristina
I’m drowning in all my papers. It’s a nightmare! :-(
Jon
Oh, I’m no good with electronic devices.
I often sleep right through my alarm!
Jon
I know what you mean. If only you could stop time, right?
Cristina
Really? How does that help?
Ava-star
You don’t need to stop time! You just need to buy a PDA! :-)
E Your viewpoint
Work in groups. Discuss what each quotation means. Then, say whether you agree or disagree with it.
1
2
3
4
5
“All that really belongs to us is time; even he who has nothing else has that.” (Baltasar Gracian)
“Time is the wisest counselor of all.” (Pericles)
“Time is what we want most, but what we use worst.” (William Penn)
“There is a time for everything, and a season for every activity under heaven.” (Ecclesiastes 3:1)
“They always say time changes things, but you actually have to change them yourself.” (Andy Warhol)
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1 Synopsis
Do you wish you had more time? Dave is a college
student with a hectic lifestyle. He gets up late, misses
classes, is late for work, loses his keys, and doesn’t hand
in his papers. He wishes he had more time in the day!
Dave receives some advice from four experts, who help
him manage his time better. They help him to list his
goals each day, organize his desk, keep on time using a
PDA, and manage phone calls. Does their advice work? Length of video: 5:44 min
2 Target Language
Grammar: simple past for unreal situations, special uses
of the simple past
Vocabulary: daily routines, stress, time management
Language points: If only you could stop time, I’m
drowning in all my papers, stay on track, right through
3 Procedural Notes
A Before you watch
As a class. Introduce the topic of time. Ask Do you lead
an easygoing lifestyle or a very busy, hectic lifestyle?
Ask students to raise their hands. Nominate some
students to give further details.
1 In groups. Nominate different students to read aloud
the questions and ensure everyone understands them.
Explain or elicit the meaning of these words:
accomplish (v.) – succeed in doing something; achieve
device (n.) – a machine or piece of equipment that does
a particular thing
schedule (v.) – to plan for something to happen at a
particular time
PDA (n.) – Personal Digital Assistant: a very small
computer
Give students ten minutes to discuss the questions in
groups of three or four.
As a class. Nominate some students to tell the rest of
the class some interesting things they learned about the
other members of their group. For question 2, find out
if students mentioned any specific time-management
techniques that could help them do more each day
(but don’t discuss them at any length at this stage,
since students will hear some advice in the video). For
question 3, elicit the names of other electronic devices
besides a PDA that can be used to help with time
management (e.g., cell phone, electronic calendar
on laptop or computer, wristwatch, etc.). Hold a class
Teacher’s Notes
vote to see how many students prefer paper-based
time-management tools like to-do lists in a notebook
or Post-it® notes, and how many prefer using electronic
time-management tools.
2 In pairs. Explain or elicit the meaning here of
the phrasal verb fit in (to have enough time to do
something). If necessary, elicit one or two examples to
get students started (e.g., attend a lecture, work on an
essay, find some books in the library, make photocopies,
go to work, etc.). Encourage them to think of tasks
that are quick to do as well as tasks which take up a lot
of time. Have students brainstorm ideas in pairs for
five minutes.
As a class. Make a list of students’ ideas on the board.
Then have students help you identify and put an asterisk
(*) by those tasks which take the longest to do.
B While you watch
1 As a class. Set the scene. Tell students that they are
going to watch a show about a college student named
Dave who has time-management issues. The show is
called “Balancing Act: Time Makeover” Explain that a
makeover usually refers to a set of changes that make
a person or thing look better (e.g., She dressed much
better after the fashion expert’s makeover). However, in
this video, makeover is used in a different way to refer
to a set of changes in the way Dave manages his time.
Explain that the show is presented by a female host, and
that during the course of the show, four different experts
appear and give specific time-management tips. Explain
that students should note down as much of the advice
given by each of these four experts as possible.
Individuals. Play the entire video and have students
complete the exercise individually. You will probably
need to play the video again one or more times to
enable students to note down all of the advice, but
try not to pause the video so that they get practice of
memorizing and repeating back the key information as
they write it down.
In pairs. Have students compare their answers in pairs,
discussing any differences. Encourage them to correct or
further add to their notes if necessary.
As a class. Check answers as a class. Elicit the meaning
of the words below as you go. For unfamiliar words,
encourage students to use the context of their notes to
help them guess the meaning:
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jot down (v.) – write down
schedule (n.) – a plan of activities or events and when
they will happen
buffer (n.) – This noun usually refers to something that
protects another thing by being between it. However, in
the video, Jen uses it to refer to an amount of time she
leaves free between two meetings just in case the first
meeting lasts longer than expected.
voicemail (n.) – an electronic system that records and
stores phone messages from people
call back (v.) – to call someone who called you earlier.
While this is usually a phrasal verb, Mark uses it as a noun in the video (I make all my callbacks ...).
Answer key:
1 Megan Crow: Plan your day in advance. / Jot down
the six most important tasks of the day and
concentrate your efforts on these six tasks before you do
anything else.
2 Robert Zeiss: Keep each of the jobs that you are
working on in individual files. Organize them on your
desk in order of priority. / Have a clean and organized
workspace so you can find things easily.
3 Jen McCoy: Use a PDA to coordinate your schedule.
/ Try to set realistic times for meetings and leave a buffer in case things run over.
4 Mark Tarlick: Send your phone calls to voicemail when
you are very busy. / Make all your callbacks together
later on. Schedule longer calls for the following day.
2 As a class. Ask the students to recall what things went
wrong for Dave the other day (e.g., he overslept, he
lost his keys, he missed class, he didn’t have time to eat
before going to work, he didn’t hand his paper in, etc.).
Have students quickly skim-read the exercise text and
circle any unfamiliar vocabulary. You may need to explain
or elicit the meaning of these words:
drag yourself out of (v.) – to leave a place when you
really don’t want to
freak out (v.) – become really angry
rush like crazy (v.) – go as quickly as you possibly can
have time to kill (v.) – have some spare time while you
are waiting for something else to start or happen
Individuals. Tell students that they are going to watch
the section of the video about Dave’s bad day again in a
moment, but first they have to try to predict the correct
tense of the verbs in parentheses. You may wish to help
them by pointing out that some of the verbs are in the
past perfect tense. They should complete this exercise in pencil.
In pairs. Have students compare their predictions in
pairs, discussing any differences and, if necessary,
amending their answers (still using pencil).
As a class. Play the relevant section of the video without
pausing [01:17–02:07]. Have students check and, if
necessary, correct their predictions. Encourage them to
listen particularly carefully for verbs in the past perfect
tense. You will probably need to play the video again
one or more times.
different students to read the text aloud one sentence at
a time. Elicit the correct spelling of any past participles
(e.g., gotten, slept, had). Once you have checked all the
answers, find out how many of the verb tenses students
predicted correctly.
Elicit the two time expressions that Dave uses with the
past perfect tense (By the time ...; ... the night before).
Then, ask students to find two examples in the text
where the simple past does not refer to a completed
action in the past (I wish I had more time; It’s time
I did something about this). Highlight or elicit that
the structure I wish + simple past is used to refer to
situations that are unreal, unlikely, or impossible (e.g., I
wish there were 36 hours in a day; He wishes he could
manage his time more effectively, etc.). Point out that
the expression It’s time ... is used to refer to something
that should happen now. It is often used with the words
high or about for additional emphasis (e.g., It’s high/
about time he became more organized).
Answer key: 1 ’d gone 2 found 3 drag 4 overslept 5 ’d finished 6 had 7 was freaking out 8 rush
9 ’d slept 10 hadn’t had 11 ’d gotten 12 couldn’t 13 did 14 had
3 As a class. Ensure students understand the questions.
Tell them they are going to watch the last part of the
video, in which Dave describes a good day he recently
had, and also the way his life in general has changed
since his time makeover. Tell students to note down as
much information as they can on both of these aspects.
Explain or elicit the meaning of these words:
assignment (n.) – work that you must do as part of a
course of study
make it to (v.) – attend
plenty (n.) – a large amount of something
stick to (v.) – follow
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Individuals. Play the video from the part where the
presenter returns to Dave’s house to see how he is doing
[04:25] until the end. You may need to play this section
again one or more times to enable students to complete
their notes.
In pairs. Have students compare their notes in pairs.
In order to give students more language practice,
encourage them to make comparisons with what they
saw at the beginning of the video (e.g., Before, he went
to bed late and overslept, whereas the other day he got
to bed early and woke up on time the next morning;
At the beginning of the video, he said he was always
running around, whereas now he says he isn’t rushing
around all the time). Once students have finished doing
this, tell them to discuss which tip they think helped
Dave the most. Encourage them to justify their opinions.
As a class. Nominate students to give one or two
examples of how things are different for Dave since his
time makeover. Then hold a class vote to find out which
time-management tip the class thinks was most useful.
Possible answers:
His day was different because:
He got to bed early and woke up on time.
Because he’d organized his desk, it was easy to find
his assignments.
He made it to both his morning classes.
He got to work on time.
He made it back home with plenty of time to do
some studying.
His life in general has changed in the following ways:
He feels his life is more balanced now.
He doesn’t rush around all the time.
He has realistic goals that he can achieve each day.
Having his desk organized and sticking to a schedule
really help.
As a class. If there is time, practice the Random sound
off technique (see Techniques for teaching with video in
the DVD booklet). Play one or two sections of the video
again (e.g., [02:00–02:49] and/or [04:55-05:29]). Turn
the sound off at random intervals during the section, and
elicit what the speakers are saying. Encourage students
to pay attention to context, facial expression, gesture,
etc. to help them recall what the person is saying.
C After you watch
Individuals. Have students fill in the blanks for numbers
1–5 using the verbs in parentheses in either the simple
past or the past perfect tense. Remind them to add
one more question of their own related to time or time
management for number 6, and encourage them to
use some new vocabulary from the exercises in while
you watch. Circulate, offering help with vocabulary as
necessary, and making any necessary corrections to the
students’ invented questions.
As a class. Before students conduct their questionnaires,
check they have used the correct verb tenses by
nominating different students to read aloud the
completed questions.
Answer key: 1 freaked out, had lost 2 overslept, had
gone 3 had, had left 4 sent, were 5 achieved, had
stuck 6 students’ own question
As a class. Tell students to interview six different
classmates and make a note of their answers in their
notebooks. Encourage them to ask follow-up questions
to find out more information.
Individuals. Give students a couple of minutes to look at
their notes and identify classmates with whom they have
things in common.
As a class. Nominate different students to tell the rest
of the class one or two things that happened to their
classmates, and that also happened to them once.
(e.g., Juan told me he had to rush like crazy last week
because he had left the house too late. He had to go to
class, but he didn’t realize what time it was. He thought
it was earlier than it really was. This also happened
to me once and, even though I rushed like crazy, I still
missed class).
D Language points
Individuals. Explain that three friends are chatting
online. Ensure students understand that they have to
put the conversation in order by numbering the lines
1–6. Do not help with vocabulary at this stage. Rather,
encourage students to figure out the meaning from
the context.
students to read aloud the conversation one sentence at
a time in the correct order. Viewpoints D.R. © Macmillan Publishers, S.A. de C.V. 2010
16/12/2010 11:45
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11 Time
Answer key:
1 Cristina: I’m drowning in all my papers. It’s a
nightmare! :-(
2 Jon:
I know what you mean. If only you could
stop time, right? 3 Ava-star: You don’t need to stop time! You just need
to buy a PDA! :-)
4 Cristina: Really? How does that help?
5 Ava-star: Well, it helps you stay on track and
accomplish more in a day.
6 Jon:
Oh, I’m no good with electronic devices. I
often sleep right through my alarm!
As a class. Focus on each of the underlined expressions
in turn and check students fully understand their
meanings:
1 Explain that the expression be drowning in is used in a
non-literal way to describe a situation in which you have
more of something than you are able to manage, such
as work, papers on your desk, e-mails, etc. (e.g., I’m
drowning in unpaid bills).
2 Elicit the verb tense used after the expression If only
... (simple past) and another way of saying the same
thing (You wish you could stop time, right?). Explain or
elicit that in If only ..., the simple past tense is used to
describe something that is impossible.
5 Elicit the meaning of the expression stay on track (to
continue doing the right/required thing(s) in order to
be successful). Say or elicit further sentences (e.g., It’s
difficult to stay on track with my diet with all this
cake around).
6 Say or elicit another to say right through (e.g., all
the way through, during the entire course of). Provide
or elicit further sentences (e.g., She talked right
through dinner).
E Your viewpoint
In groups. Explain or elicit the meaning of counselor
(someone whose job is to give advice and help people
with problems) and wise (a wise person is able to make
good choices and decisions because they have a lot
of experience). Point out to students that this task has
two parts: first, they should discuss what they think
the quote means. Then, they should give their personal
opinion. Encourage them to justify their answers.
As a class. Nominate students from different groups
to say what they think each quotation means. Then,
for each quotation, have students raise their hands if
they agree. Invite some of these students to explain
why. Then, repeat the process for the students who
disagree with the statement. If you wish, you could
suggest students find out more about their favorite
time quotation as homework (either one listed here, or
another one they know), and report back to the class
next time.
4 Video Script
Host:
Dave:
o you wish you had more time? Would you
D
rather your day had more hours in it? If only
you could stop time, right? Well, you can’t. But
you can use the time that you do have more
effectively. You can use your time to get more
done, so you can have time to do the things
you want to do. This week on “Balancing Act:
Time Makeover,” we’re going to help Dave, a
college student, with his hectic life. Hi, Dave.
So, you really need some help, right?
Right. I’m always rushed. I’m always running
around trying to catch up with my work. I feel
like I’m caught in a storm. I mean, all this work
is flooding onto my desk. I’m drowning in all
my papers and my homework. I try to get to
class, but sometimes I get there and sometimes
Host:
Dave:
I don’t. I am really pressed for time. I
feel completely out of control. I am on a
sinking ship.
Dave, we can rescue you and your ship. You
can get more done, and you can take control.
The first step, Dave, is to look at how you’re
spending your time. Let’s see if we can find
out what’s causing this storm. So, tell me, what
happened the other day?
I’d gone to bed so late the night before that I
found myself sleeping right through my alarm.
I had to drag myself out of bed. I overslept by
an hour. Well, I’d finished my paper the night
before, but when I woke up in the morning,
I had no idea where my keys were. I spent a
long time looking for them, and I was freaking
16/12/2010 11:45
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11 Time
Host:
MC:
Host:
Dave:
Host:
RZ:
Host:
out. Then I had to rush like crazy to get to
class, but I still missed it. So, I decided to
hand my paper in later that day. Well, I then
had some time to kill, and since I’d slept right
through breakfast, I hadn’t had anything to
eat. But before I could eat, I got a few calls
and talked to friends. And by then, it was
too late to eat ‘cause I had to get to work.
So, I went to work, but by the time I left, it
had gotten so late that I couldn’t hand my
paper in. Seriously, it’s time I did something
about this. I wish I had more time, but I
know I don’t. If only I could stay on track and
accomplish more in one day.
You can. But what you need is a time
makeover and some expert advice. We’re
going to help you set goals, get organized,
and stay on schedule. First, you need to set
some goals. Let’s hear a few tips from one of
our time makeover experts.
My schedule is always very busy. If I don’t
plan my day in advance, I would never get
anything done. So, what I do is each morning
I jot down the six most important tasks of the
day. Then, I concentrate my efforts on these
six tasks before I do anything else.
I’m going to ask you to envision a day in
which you meet all your goals and everything
goes right. So, what areas in your life do you
want to improve?
I want to get to all my classes, get to work on
time, spend time with my friends, and study,
of course.
Setting practical goals is the first step in a time
makeover. But, to achieve those goals, you
have to get organized. For more on getting
organized, and staying that way, let’s talk to
another one of our time makeover experts.
I keep each of my jobs that I’m working on
in individual files. I then put them in order of
priority on my desktop. It’s really important to
have a clean workspace and organized as well.
Otherwise, how could you find anything?
So, you see, getting organized can start in a
practical way like organizing your desk. So it
was about time Dave got his desk organized.
Dave:
Host:
JM:
Host:
Dave:
Host:
Dave:
Host:
MT:
Host:
Dave:
Host:
Dave:
Wow, this is great.
And our next way to help Dave in his time
makeover is to be sure he stays on schedule.
Keeping a schedule is essential to making the
best use of time. No one knows this better
than our next time-makeover expert.
I use my PDA to coordinate my schedule. I
always try to set realistic times for meetings
and I always leave a buffer, in case things
run long.
We’re going to work with Dave to create a
realistic plan for his day using this new PDA.
If he follows this schedule, he should be able
to accomplish all his goals. We’ll check back in
with him later. All right, Dave?
Sounds great.
Hey, Dave. Look at you. You’re looking calm
and relaxed. So? Do you think your time
makeover worked?
Definitely. The other day I had gotten to bed
early, so the next morning, I woke up on
time. And because we’d organized my desk,
it was easy to find my assignments. And then,
I made it to both my morning classes. I even
got to work on time. Unbelievable. Then, I
made it back home with plenty of time to do
some studying. But the phone just kept
on ringing.
How do we deal with the constant ringing of
our phone? I think one of our time makeover
experts can help.
There are certain times of the day that get so
busy, I simply can’t take any phone calls, so I
send them to my voicemail. Then around, say,
1:00 or 1:30, I make all my callbacks. And, if
need be, for the longer calls, I’ll schedule those
for tomorrow’s workday.
So, do you think that can help?
Definitely. I’ll rearrange my day so that I only
take calls when I finish studying.
So, Dave, do you feel your life is more
balanced since your time makeover?
Absolutely. I’m not rushing around all the
time. I have realistic goals that I can achieve
for each day. Having my desk organized and
sticking to a schedule really helps.
16/12/2010 11:45
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12 Dream Vacation
1 of 2
A Before you watch
1 What is your idea of a perfect vacation? What about a nightmare vacation?
Make notes and then discuss in groups.
Dream Vacation
five-star hotel with a huge pool
Nightmare Vacation
dirty, noisy hotel
2 Which of these things do you associate with a dream vacation?
Which do you associate with a nightmare vacation? Write D for dream or N for nightmare.
miles of turquoise ocean
food poisoning
getting kicked out of the pool jellyfish luxury suite going clubbing
flies sunburn tropical breezes
B While you watch
1 A
.J. and Julia experience eight problems on their vacation. Number them 1–8 in the order they are
mentioned. Which one of these problems did they not experience?
swimming in the ocean not allowed
food poisoning
horrible hotel
rental car breaking down
dark and dirty room
flies biting them
getting kicked out of the pool
having their money stolen
really bad sunburn
2 Circle True or False. Correct the false sentences.
1 Julia didn’t pay much for their flights.
True
False
2 Julia had already paid their hotel bill.
True
False
3 A.J. made lots of negative comments about their room. True
False
4 They had all their credit cards stolen on the beach. True
False
5 They asked another guest how to get to the swimming pool. True
False
6 The pool had to be closed for the rest of the week. True
False
7 Julia suspected there was something wrong with the sushi. True
False
8 A.J. and Julia won’t have to pay for their flights to the Palms Resort.
True
False
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12 Dream Vacation
2 of 2
3 Complete the sentences with the correct form of the verbs in the box.
Who said it? Write A.J., (J) Julia, or (PA) the pool attendant.
decide wait come down wait for have start try look forward
1
2
3
4
5
6
7
8
“We
definitely
to our vacation.” “I can’t
to use this new video camera on our vacation.” “A.J.
to make the best of it.” “We
here to go to the beach and to go clubbing, right?” “We
to do something we had never done before.” “We
a guest to come in, and then we’ll just walk behind
them. Right?” “We
just
to have a good time when we got kicked out.” “Someone broke a glass in the pool, and we
to drain it.” C After you watch
Work in groups. Discuss what you would do if these things happened to you on vacation.
1
2
3
4
5
6
You get to your hotel room, and discover it is small, dark, and dirty.
You really feel like going swimming in the ocean, but you see a “NO SWIMMING” sign.
You see someone stealing money from someone’s unattended purse on the beach.
You see that the hotel next door to yours has a much better swimming pool.
The food you ordered in a restaurant tastes funny.
The hotel receptionist gives you a luxury suite when you only paid for a standard room.
D Language points
1 Match the two halves of the sentences.
1
2
3
4
5
How easy
Have
Let’s make
This is This can’t
a
b
c
d
e
a ball!
be right.
more like it!
the most of it.
was that?
2 Which of the expressions from Exercise 1 could be used in each of these situations?
1 encouraging someone to enjoy what they have
2 alerting someone to a mistake
3 emphasizing what something was like
4 saying that something is better than before
5 wishing someone a great time
E Your viewpoint
1 Do you think vacations are important? Why or why not?
2 Which of these types of vacation do you like the sound of? Which don’t you like the sound of? Give reasons.
cruise ski vacation safari beach vacation city break adventure vacation volunteering vacation
3 Do many tourists visit your country? What are some of the advantages and disadvantages of tourism in a country?
16/12/2010 11:45
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12 Dream Vacation
1 Synopsis
Julia and her husband A.J. enter a competition to win
a dream vacation, using a video of their nightmare
vacation! Recently, they planned a beautiful vacation in
a great hotel in Miami, right by the ocean. But from the
beginning, everything goes wrong. The hotel is terrible,
they can’t swim due to the jellyfish in the water, and
they are plagued by bugs. Then, their money is stolen,
and things take a turn for the worse. Can they win a
dream vacation to make up for the bad one?
2 Target Language
Grammar: verb + infinitive, verb + for + object +
infinitive, weak form of to before infinitives
Vocabulary: vacations, bad experiences
Language points: This can’t be right, Let’s make the
most of it, How easy was that? This is more like it,
Have a ball!
3 Procedural Notes
A Before you watch
1 As a class. List the following on the board: hotel and
facilities, food and drink, company, surroundings, locals,
weather, wildlife, entertainment, attractions. Explain
that these are different aspects of a vacation. Explain or
elicit the meaning of company (the people you are with),
surroundings (all the things that are present in a place
and form the experience of being there), and attractions
(somewhere or something that you can visit that it is
interesting and enjoyable).
Individuals. Tell students to brainstorm a list of
characteristics for both types of vacation in their
notebooks. Encourage them to consider the aspects on
the board and any others they can think of.
In pairs. Have students compare their ideas for a dream
vacation and a nightmare vacation in pairs. Encourage
them to identify similarities and differences.
As a class. Nominate some students to tell the rest of
the class some things they have in common with their
partner and any significant differences they discovered.
Teacher’s Notes
Possible answers:
Dream Vacation: five-star hotel with a huge pool;
delicious, freshly prepared food; in the company of a
lively group of friends; unspoiled natural surroundings;
pristine beach; friendly, helpful locals; live music and
dancing in the evening; beautiful, historic towns, or a
lively city nearby
Nightmare Vacation: dirty, noisy hotel; hotel by a
huge, noisy construction site; cockroaches in hotel
room; hotel pool is dirty or closed; terrible food; in
the company of boring/argumentative people; in a
dangerous place; having your purse or wallet stolen;
really bad weather (e.g., tornado, hurricane)
to put a D or an N next to each item, depending on
whether they associate it with a dream vacation or a
nightmare vacation. Note that some items could belong
to either category, depending on the student’s opinion of
them. Encourage them to look up any unfamiliar words
in their dictionaries.
As a class. Discuss answers as a class. Elicit the meaning
of each word or expression as you go.
Possible answers: D (dream vacation): miles of turquoise ocean; luxury
suite (suite (n.) – a set of rooms); going clubbing;
tropical breezes (breeze (n.) – a light wind)
N (nightmare vacation): food poisoning (an illness
affecting your stomach caused by eating food that
contains harmful bacteria); getting kicked out of the
pool (kick out (v.) – to force someone to leave a place);
jellyfish (a soft, round ocean animal that can sting
you if you touch them); flies (a common, small insect
with wings, often found near garbage); sunburn (the
condition of having red, sore skin that is caused by
staying in the sun for too long)
B While you watch
1 As a class. Set the scene. Explain that students are
going to watch a video about a young couple, A.J. and
Julia. They made a video about their nightmare vacation
and sent it in to a TV show to try to win a dream
16/12/2010 11:45
Viewp ints
12 Dream Vacation
vacation. Nominate students to read aloud the problems
and check everyone understands them. You may need
to explain or elicit the meaning of break down (stop
working). Highlight that A.J. and Julia did not experience
one of the problems in the list. Students should listen
and number the problems 1–8 in the order they are
described in the video.
Individuals. Play the entire video. Then, if necessary,
play it again.
discussing any differences and correcting their work if
necessary.
As a class. Check answers as a class. Elicit the one
problem that they did not experience.
Answer key:
3 swimming in the ocean not allowed
7 food poisoning
1 horrible hotel
2 dark and dirty room
4 flies biting them
6 getting kicked out of the pool
5 having their money stolen
8 really bad sunburn
The problem that they did not experience is rental car
breaking down.
2 As a class. Nominate different students to read the
sentences aloud and check everyone understands them.
Explain or elicit the meaning of to suspect (to think that
something is probable).
Individuals. Play the entire video. Have students
complete the exercise. Remind them to correct any false
sentences by rewriting them in their notebooks to make
them true.
again, pausing after the part containing the answer.
For the true sentences, encourage students to tell you
exactly what the speaker said in the video. For the
false sentences, elicit the true statement. As you go
through the answers, check students understand the
following expressions: for question 4, back in the room
(in the hotel room where Julia and A.J. were before); for
question 7, tastes (a little) funny (tastes strange); and
for question 8, all-expense-paid (everything is paid for
by someone else).
Answer key:
1 True (Julia says, “I got some cheap airline tickets.”)
2 True (Julia says, “I had to pay for the whole stay on
our credit card.”)
3 False (A.J. tried to be positive and make Julia feel
better by saying things like, “We only have to sleep
here, right?” and “It won’t be so bad.”)
4 False (Julia says, “all of our credit cards were back in
the room.”)
5 False (They followed another guest into the
swimming pool.)
6 False (The pool had to be closed until the
following day.)
7 True (Julia says, “This sushi tastes a little funny.”)
8 True (The host says, “You have won an all-expensepaid trip.”)
3 Individuals. Point out that these sentences were
said by different people in the video. Ensure students
understand that this exercise has two parts: first, they
need to identify the correct verb(s) and verb tense(s)
for each sentence and fill in the blanks; then, they have
to write who said it on the blank at the end of each
sentence. Have students do this in pencil at this stage.
Do not explain any of the vocabulary yet. Encourage
students to recall what they saw in the video and also to
use a process of elimination to help them complete the
exercise.
Individuals. Play the entire video. Have students check
and, if necessary, correct their answers.
As a class. Check answers as a class. Ask students which
two expressions are used when someone feels happy
and excited about something that is going to happen
(look forward to, can’t wait to). Explain or elicit the
meaning of come down in this video (travel south). Answer key (person who said it in parentheses):
1 were, looking forward (Julia)
2 wait (A.J.)
3 was trying (Julia)
4 came down (A.J.)
5 decided (Julia)
6 ’ll wait for (Julia)
7 were, starting (Julia)
8 have (PA)
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12 Dream Vacation
As a class. Ask students what all of the verbs in Exercise
3 have in common (they are all followed by the infinitive
with to). Remind students that many English verbs can
be followed by infinitives and elicit some more examples
(e.g., begin to, forget to, hope to, like to, love to, prefer
to, prepare to, remember to, want to, need to, etc.).
Focus on question 6: We’ll wait for a guest to come in
... Point out that fewer verbs can occur in the structure
verb + for + object + infinitive. Provide or elicit further
examples (e.g., She arranged for the box to be delivered
on Monday; Their father paid for them to go on
vacation; They looked for a nicer hotel to stay in).
As a class. You may also want to focus on the
pronunciation of to before infinitives. Explain that, in
spoken English, the word to is often pronounced in a
weak (unstressed) form. If students are familiar with
the phonetic alphabet and with schwa (the vowel
sound used in unstressed syllables in English), write the
following transcriptions on the board: weak /tə/, strong
/tu/. Drill both of these forms and check students
can hear and produce the difference. Then practice
pronouncing the weak form of to in the sentences in
Exercise 3. The best way to do this is by playing the
sentence on the video, pausing immediately after it,
and having students repeat it back. Repeat this process
several times for each sentence. You can find the
sentences in Exercise 3 at the following locations:
1 [00:25–00:28]
2 [00:30–00:34]
3 [01:41–01:43]
4 [01:54–01:58]
5 [03:09–03:13]
6 [03:13–03:17]
7 [03:44–03:49]
8 [03:56–04:00]
In pairs. Have students practice reading the sentences in
Exercise 3 aloud, focusing on using the weak form of to.
C After you watch
In groups. Divide the class into groups of three or four.
Explain or elicit the meaning of unattended (left without
being taken care of). Ensure students understand that
they have to imagine what they would do if these
situations happened to them, and discuss. Tell them to
make sentences using If + past tense + would (e.g., If
the food I had ordered in a restaurant tasted funny, I
would ask my boyfriend to try it and see if he thought
the same). Remind them to listen to each student in the
group before moving on to discuss the next situation.
As a class. Listen to some ideas as a class. Nominate
students to share the funniest thing, the most surprising
thing, etc. that they heard during the group discussion.
Possible answers:
1 If I got to my hotel room, and discovered it was
small, dark, and dirty, I would demand a nicer room or
ask for my money back.
2 If I really felt like swimming in the ocean, but I saw a
“NO SWIMMING” sign, I would go swimming in the
pool instead.
3 If I saw someone stealing money from someone’s
unattended purse on the beach, I would shout “Hey!”
at them.
4 If I saw that the hotel next door to mine had a much
better swimming pool, I would pretend I was a guest at
that hotel and use it!
5 If the food I had ordered in a restaurant tasted funny,
I would complain and order something else instead.
6 If the hotel receptionist gave me a luxury suite when
I had only paid for a standard room, I wouldn’t say
anything and would enjoy living like a king for a few
days!
D Language points
1 Individuals. Have students do the matching exercise
individually, and then compare answers in pairs.
As a class. Check answers as a class. Do not explain the
meaning of the expressions at this stage, as that is the
focus of the following exercise.
Answer key: 1 e 2 a 3 d 4 c 5 b
2 In pairs. Ensure students understand that they have to
identify which of the expressions that they just formed in
Exercise 1 could be used in each of the situations. Point
out that they should use each expression only once.
Encourage students to recall what they saw in the video
as well as a process of elimination to help them figure
out the answers. If they are still having difficulty, allow
them to use their dictionaries.
elicit a synonym for the verb make the most of (e.g.,
take advantage of). For question 2, point out that the
expression This can’t be right is fairly direct and forceful,
and so wouldn’t be very appropriate for complaining
16/12/2010 11:45
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12 Dream Vacation
(e.g., in a hotel about a mistake on your bill). Elicit some
less forceful/more polite equivalents (e.g., This doesn’t
look right to me — I think there’s been a mistake, etc.)
For question 3, point out that how can be used with
adjectives to emphasize a positive or negative quality
of something or someone. Give some further examples
(e.g., How boring was that class? How beautiful is she?
etc.). For question 5, elicit the meaning of ball in the
expression Have a ball (a lot of fun, a great time).
Answer key: 1 Let’s make the most of it. 2 This can’t
be right. 3 How easy was that? 4 This is more like it. 5 Have a ball.
E Your viewpoint
questions aloud and check everyone understands
them. Check everyone understand what a city break
is (a vacation spent in a city) and what a volunteering
vacation is (a vacation where you do voluntary work,
e.g., conservation work, helping poor people, etc.).
Give students ten minutes or so to discuss the questions
in groups of three or four.
As a class. Listen to some ideas as class. For question
1, nominate some students to share the points their
group brought forward. For question 2, find out which
types of vacations are most popular and which are least
popular in the class. Encourage students to give reasons
for their preferences. For question 3, brainstorm a list
of advantages and disadvantages of tourism in the
students’ country on the board. When you have at least
eight ideas on the board, encourage students to look at
the list individually, and decide which they personally
think are the two main advantages and the two main
disadvantages of tourism. Then, invite some students to
explain their choices to the class.
4 Video Script
Host:Welcome to “Dream Vacation,” where you
can win a dream vacation with a video of your
nightmare vacation. Yes, every week we select
a video as the winner of our Worst Nightmare
Vacation. This week’s nightmare video winner
is Julia Corker. Julia writes ...
Julia:My husband A.J. and I had been working really
hard, so we were definitely looking forward to
our vacation.
A. J.:Look over here. Julia, over here. I can’t wait to
use this new video camera on our vacation. So,
how’s our vacation coming?
Julia:Great. I got some cheap airline tickets, I found
a good price on a motel, and I rented a car.
A. J.:
Cool.
Julia: Look at this beach.
A. J.:
That’s fantastic.
Julia:There are restaurants, clubs, dancing,
and music.
A. J.:
Cool. Sounds great. I can’t wait to go.
Julia: Me, either.
A. J.:All right. Here we are in Miami, lovely Miami.
And we are pulling into the parking lot of our
hotel. Julia? Uh ...
Julia:Oh, A.J. This can’t be right. I think I booked
the wrong place. This is horrible.
A. J.:
That’s OK. We’ll find something else.
o. All the rooms in town are booked. And
N
besides, I had to pay for the whole stay on our
credit card.
A. J.:
Oh.
Julia:Then we went to our room. A.J. was trying to
make the best of it but my heart just sank.
Oh, no.
A. J.:Well, honey, look ... we only have to sleep
here, right? I mean, we, we came down here
to go to the beach and to go clubbing, right?
It won’t be so bad. Come on, let’s make the
most of it.
Julia:A.J. succeeded in cheering me up, so by the
time we walked over to the beach, I was in a
pretty good mood.
A. J.:
Julia! Julia!
Julia: We are finally at the beach. Yes!
We were happy for a while, but
disappointment was just around the corner.
No swimming? Jellyfish?! I can’t believe this!
Oh!
Since we couldn’t swim, we decided to
sunbathe.
A. J.:
Julia, you look gorgeous in that bathing suit.
Julia: I’m finally getting some sun. Ow! Ow!
A. J.:Honey, what’s wrong? What’s wrong? Oh,
man! These flies! Oh, these flies are biting! I
cannot believe this! Ugh! Ugh!
Julia:
16/12/2010 11:45
Viewp ints
12 Dream Vacation
Julia:We took a nice walk along the beach, and
when we came back, we discovered that our
money had been stolen, and all of our credit
cards were back in the room. At that point, we
were desperate. We decided to do something
we had never done before.
We’ll wait for a guest to come in and then
we’ll just walk behind them. Right?
A. J.:
Whatever you say, honey.
Julia:Put the camera away. Follow me. See? How
easy was that?
A. J.:
You are amazing.
Julia: Welcome to our pool.
A. J.:
This is great.
Julia: Absolutely perfect.
We were just starting to have a good time
when we got kicked out.
PA:Excuse me, ma’am. I’m sorry, but we have to
close the pool.
Julia: What? Why?
PA:Uh, someone broke a glass in the pool, and
we have to drain it. It will reopen tomorrow.
Julia: Tomorrow?
PA:
I’m sorry.
Julia: I can’t believe this.
Then, we went out to dinner.
A. J.:
Wow, this is a great restaurant.
Julia: This sushi tastes a little funny.
A. J.:You’re the one who eats that raw stuff, not
me. Are you OK?
Hon? Julia? You OK?
Julia: No. No, I’m not OK.
A. J.:Well, I, I ... Yeah, I ... I think you might have
food poisoning. Ha! Hey, honey, your face is
really red.
Julia:I have a horrible sunburn! And I know I have
food poisoning! Turn that thing off, please!
That was our horrible vacation. We want to
have a real dream vacation instead of the
nightmare we just had.
Host:Well, Julia, you did have a nightmare vacation.
And so, congratulations. You and A.J. have
won an all-expense-paid trip to the Palms
Resort in Miami Beach. Tropical breezes blow
through the palm trees by the pool. You can
walk along miles of turquoise ocean. Or relax
in your luxury suite. Have a ball!
Julia: This is more like it!
16/12/2010 11:45
OVERMATTER p.39
16/12/2010 11:45

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