Ideas and Issues Intermediate Teacher Guide

8/2/2019 Ideas and Issues Intermediate Teacher Guide

1/21


2/21

Editor R ic ha rd L ark ha mDesigner V a le rie S arg en t

Cove.!' design G rego r A rth u r

toI'tI~1C11II

Ch an cerelln tern atio na l P ub lish ers L td . 1 99 8,2 00 1@ Ernst KLe t tSprachen GmbH , S tu ttg art 2 00 3

A l l r i gh ts r ese rv ed

P rin ted in I taLy


3/21

Introd uct ion\J1tat ist.his hook fo~?l I o " " " , t o 'lUs:e the. b o o k 33

Sawple Lesson pls:l1.sLesson plan. 1-"AdveI"tisi:ll.S'Lesson pLan 2 - D.i.sc.ipline

47

8

9

1S

Students' Bookleacher's GuideDouble Cassette Pac k (C1: Reading; C2: Listening)CD Tune in l.istertinq

IISBN3-12c508452-0IISBN 3-12-508453"9IISBN3-12-508432-6I!SBN3-12-508459-8


4/21

a ss discussion is a lw ay s an a ttra ctive o pti 0 nhen you a re look in g for w ay s to g e t a ll y ourtuden ts pa r tic ipa tin g in ora l p ra ctice .J t n atu ra llyenera tes a quan tity and H ow of lanquaqe whichthe r a ctivitie s ca n no t m atch. The m otiva tionL em en t is im portan t: un like S ,O rn a ny exercises .iscussion g ive s opportun itie s to say thin g s youe a lly w an t to sa y .u t a t the :sam e tim e, discussion is on e ofthe m ostiffic ult e xe rc ise s to m a na ge su cce ssfu lly . Itcan

formless ly , it ca n be dorn in atec by tw o orhre e ta lk ative stu de nts, it ca in en d w ith a wkw ardile n ce s. P a r to f the prob lem is tha tthe open -n ded n a tu re of the exe rc ise can a ccen tua te theiffe re n ces in la n g uag e leve l am ong the m em be rsf the c lass. S om e studen ts s imply la ck th ean q uaq e to expre ss the ir ide as.

& Issues Intermediate is de sig n ed to m ee th e c ha lle n ge by p ro vi din g st ep -b y -st epre pa ra tion fo r discussion . T he rea din qa nd

tex ts p rovide am m un ition in la n guag end con te n t. In m ost cases t h ey g ive just on e sidef an a rg um en t, w hich en courag e 'S studen ts tog ree or d isa qre e stron qly a nd dearly. Ide as sta rto boun ce a round the g roup . The de ta ils, ti lexam ple s a nd the op in ion s in the te x ts p rovide

more of a stim ulus tha n the sim ple . ba ldestion often used to la un ch a discussion .

& Issues Intermediate is primarily aiscussion book; how eve r the 22 au then tic re adin qex ts a nd the22 liste n in g passages. a ll w ith

n g exe rc ise s, a re a ve ry use fu l re suurcen them se lves. The re a re a lso w ritin g a ctivitie s a the end of ea ch un it. S o a ran g e of sk ills o the rhan deba te is p ra ctised.

fOV "I'O US, "I ' l f .E; ' BOOKou do not have to work through hom Uni t 1ton it 22 ; e a ch, on e is se lf-con ta in ed and the re is n oeq uen ce of la n g uag e leve l. In : fac t the units a rer sn q e d a lp ha b et ic al ly by top ic a n d it is up to you

o choose , the orde r in w hich you use them. Itmaye - tha t a pa r ticu la r top ic is in the n ew s, o r it ha som e up in c la ss because of on e studen t 'sxpe r ie n ce . O r y ou m ay w an t a discussion top icha t is spe cia lly su ita b le to pra c tice a ian q uaq e

item . T rea t the book a s a fle x ib le re source -tha t IS how it has belen des iqned.lEach un it cove rs four pag es - tw o double -pag esprea ds, the first sta rti in g from a re adin g te xt,an d the se cond sta r tin g from a liste n in q pa ssag e .The tw o spreads a re ' c lose ly re la ted in sub je c tm atte r bu t can he trea ted in dependen tly i fpre fe rred. S pread 2 w iden s ou t the them e ofS pread 1 or som etim es approaches itfrom ad i f f e r en t an g le . The g en e ra l struc tu re of e achspread is in th re e par ts : th e t ex t {read ing /liste n in g), lan guag e w ork an d then discussion !act ivi t ies .N ot only can e ach spread in a uni t be used a s afre e -stan din g le sson , bu t a lso pa rts of spre adsc a n b e, iso la te d a n d adap ted to fit y ou r imm e dia tereq uirem en ts. Y ou m ay have no tim e foradiscussion t oday ; but you can stil l l isten to theta pe and se t a w ritin g exe rc ise fo r hom ework .SPREAD 1focu.sR athe r than go in g c o L d in to the readin g te x t,y ou have the chan ce to focus on the top ic w -ithin troducto ry q uestion s. T ypica lly , studen ts a rein vite d to thin k abou t the ir ow n expe rien ce s w hichm ay be r e l e v an t in the subse quen t discussion .A t the sam e tim e, the a im is to a ctiva te use fu lvocabu la ry or g ive an opportun ity to p re - t e ach it.Read about' itThis is the tex t w hich w ill se rve as a sprin g boa rdfo r d isc ussio n. I t a lso provide s prac tice in re adin gsk ill s. I t is follow ed by a g lossa ry andcom prehen sion q ue stion s. These a re n o t just ause fu l che ck for the te ache r , A nsw erin g theq uestion s w iU ofte n c la r ify the te x t a n d re in fo rceim porta nt n ew voca bu la ry . By go in g through thesestag e s, studen ts approa ch the po in t w he re theycan use la n g uag e and idea s in an effec t ivediscussion.Talk .about itThis g ive s studen ts the opportun ity to discussissu es r aise d by th e text, and to go beyond thescope of the tex t to a w ide r view . G en e ra tty,g uide lin es fo r discussion an d addition al use fu lvocabu la ry a re o f f e r ed , S tude nts a re som etim esasked forthe ir im ag in ative in pu t in ro lep la y s,S om e of the ta sks req u ire w ritin g in advan ce of #I

~


5/21

-.-I >

1 " ' "

discussion : for exam ple , a rran gin g] item s ona list in o rde r of im portan ce . 01' des ign ing]a q u e st io n n a ir e .SPREAD 2

- - ' . -u.ne-in A s w ith the r e ad inq t ex t s in ! S pre ad 1 , anin troductory question w arm s up the class byestabl ishing the g en era .l to pic . I t a lso g ive s the ,te ache r a chan ce to check studen ts' L an guagen eeds: a ny difficu lt vocabula ry w hich will.occur onth e tape can b e b ro ug ht i n F o rm a lly or informally.Note tha t it will a lso be he lpful to look a t thepictures and th e other written m ate r ia l on thepage before listeninqtc th e record ings .T h ! 2 ' liste nin g te xts are ra dio discu ssio ns, p ho ne -in s a nd in te rview s w hich have b ee n sp ec ia llyw ritten , N atura l l y , t h e y provide pract ice i nL iste nin g sk ills, B ut he re they have tw o ex trafunct ions: to stimulate s tudents with ideas fo rt h e - discussion which is to fo lto w, and to equ ipthem with useful l a nguage fo r th at d isc ussi on .There a re q u est io n s on the page to che ckunde rstan din q of the l ist en in g , te xt .Key LallguageThis has thesa me fun ction as on S pre ad 1.Somet imes- i t pick s up s pe c if ic a ll y o ra ll an g l !l ag ite m s. L ik e'd isa gr ee in g p olite ly o r emphas i sin sp ee ch .,Over to youThis is the fin a l discussion phase ofthe uni t .J t. .co ve rs issu es ra ise d by both the w ritten textin-R , e ,ad . ab .. ,u t it and the l i s ten ing materia l i l lTune in. Activi t ies i nc lu de d isc us si on , deba te ,conduct ing a survey a nd r ole pla y,Write ab6ut itThis provide s w riting pra ctice for use in c lass oras hom ework . Tasks in clude w ritin g le tte rs a ndde sc rip tion s, a nd de visin g a ques t ionna i re .VOEnLISTS'A de ta .i le dW ordliS f w ith exp la na tion s anddef ini t ions be-g in s on pag e 119 . Wherei}S th e -R .~ .adabo-utit q lo ssav-cn -the -p a q e de alsw ith themo re d if fi cu lt anotext-specificvocabulary. thisw ordlist p icks up othe r w ords w ith which stude-i tsmigh t n eed som e help.

Talking Tactics - onthe fla psCerta in la ng uag e function s occur aq a in and aga inin d isc ussio n: a lg re ein g ,. p er su adin g, in te rr up tin getc. S pe cia l fla ps on the fron t an d back cove rsoffe r a use ful se lection of ti le m ost common ofthese fun ction s, a lon g w ith som e c lear ,co n tex tua li sedexa mple s ,L es so n p la n 1ADveE-rISINaThis topic is a good one fo r in t roducing th e bookan d fa milia risin g y our stude nts W T I th the co nce ptofa d iscu ssion c la ss in Eng lish. P eop le a re exposedto a dve rtisin g e ve ry da y and a ll s tuden ts will havevie ws, w he the r re actio ns to p ar tic ula r a dve rtsor m ore - q en era l op in ion s aboutthe indust ry.!DCllS[hming: 5-7 mins]Most stu de n ts i l l the c la ss w ill ha ve op in ion s abou tcur ren t TV commerc ia l s, the la te st billboa rdp oste rs a nd n ew . beautiful o r s ho cki n g magaz ineadve r t i s emen t s . Y ou m ay fin d studen ts w an t to te lle -ach othe r in the ir ow n la nguag e about a "bril lian tad" they recen tly saw . M ake sure y ou dire ctcla ssroom excha riq e s a t this s t a g e . Y oura im is n o tonly to introduce th e topic by ge ttin g studen ts tofo e U 5 e n so rn e ef fsc tiv e 0 r s t r i k i n g a dve r ti s em en ts.It T h S a lso im po rta n t to in t roduce o r a c ti va t e usefulvo -ca bu la ry su ch a s a d, T vcomm ercia l. p ro du cts lo ga n, p romote , p ortra y" , as, message , photo,.d ro wfn g, im r;zg e, te xt w ords . U seful phra ses fa rgiving r e a sons fo r re rn em berir-q rece nta dv ertisem en ts . a re I (ike /h ate tir e mu s ic /m o d el!Q dor/pm duct: I see it eve ry d ay ; It's funny/g~amoworU5/unu5ual / imta t fng .Read about it[nming; ' 7-10 mins)A lthoug h this te xt w ill-se rve as c o springboard ford isc ussio n la te r on . use- itin it ia lly fo r readin g sk illscrac tice . F irst o f.a ll, use itfo r p ractice in sk imming(reading to g e t th e g en e r a l message of the text) .G iv e th e studen ts on e m inute togL a ne e ove r th ete xt be fo re ask in q them wha t it i s a bo ut .Then g ive them pra ctice in scan n ln q (readin q tohnd the answ e r to a spe cific question ). G e t themto read the q uestion s in Exercise 2 first. Then g ivethem a minu t e to re -read the t ex t and find thea nsw ers ..


6/21

A Lthough this book is in ten ded prim arily fo rspeak ing practice, you may feel your s tuden ts needa change of pace ana l act ivi ty. If so, g e t them tow rite an sw ers to the com prehension question sa fte r /in stead of g iviilg them ora lly .F in a lL yg e t studen ts to read the a r ticle a third t ime ,mo re slo w ly , us ing the g lossa ry w here n ecessa ry .I t is p roba bly best to avo id a sk in g stu de nts to re a dthe tex t a loud - this is tim e-con sum in g and oftenboring fo r those who have to liste n.Key Language[T im ing : 5-10 m i n s JThis se ction w ill re in fo rce som e ofthe lan guag eyour studen ts w ill n eed for the discussion la te r on .Exe rcise 3 focuses on the m oda l might . Getstuden ts to re ad through the examples showinqh ow itis used. If you thin k they n eed to practisesom e sim ple tran sfo rm ation s be fo re go in g on toExercise 3, ge t them to do a dril ll ike this:S ay the follo win g sen t ences for the s tuden ts tochang le to sen t e nces wi th might .Perhaps they ' l l be late. (They m(g .h t b e ia te.)P erhaps he 'll do it. (H e m igh t do it.)P e rh ap s sh e's wrong" (She m igh t b e w rong .)P e r ha p s t he r e's t ime . (There m igh t b e t ime.]Perhaps it w on 't b e po ssib le . (It m igh t not b eoossible.)Pe rhaps w e don 't n eed a new slog an . (W e mightnot need a nef\ ' slogan.)P erhaps it'L l c ost too m uch. (I t m ight cost toomuch.)Then get your studen ts to tran sfo rm som e mightsen t ences to Perhaps + fu tu re /p re se n t. H e re a resom e po ssible e xa mple s:A photo m iq ht w ork bette r. (P erh aps a onoto w i t !wotkbetter)A poste r m ig ht be cheape r . (R erh aps a p oster wil!be cheaper .)They migh t n o t ge t the joke. (Perhaps they won 'tg et th e jo ke .)The sloq an m ight be too difficu lt . (Perhaps th es lo ga n is to o d iffic ult.)P eop le m ight be ge ttin g ti red of the ad. (Perhaps.p eo ple a re g ettin g tired of th e ad.)Peop le migh t no t l ike the stog an . (Perhaps peopled on 't/w o n't like the sloqon.)Now qe t studen ts to work through Exercise 3.Ex ercise 4 asks studen ts to use som e ofthe wordshig hlig hted in the 9 !lossa ry in a n ew context.B oth e xe rcises w ork eq ua lly well as w ritte n or o ra l

e xe rcise s. If you wan t to vary th e pace a n d a ct iv it y,g et y our students to w rite the answ ers a fte r o rin stead of g iving them ora lly .Talk about it[T im ing: 15-2 0 M ins JTh1S15 the discussion phase of the le sson andth e m om en t toitroduce you r studen ts to theTJilking Tactics flaps Oilth e front and backcov-e rs o fthe b oo k. Ask the class to spend a fewminu t e s tooking a t them and exp la in tha t theyshou ld a im to use a fewof these speakingstra te gie s durin g eve ry discussion .D iv id e y ou r-c la ss in to groups. of four to si xstudents. Sugge st they appoin t on e studen t aschairperson and an-other as secre tary. T h echairpe rson w ill make sure tha t eve ryon e ge ts thechance to express the ir view s. The secretary shouldm ake a note ' o f som e of the g roup 's opin ion s.Ivlon ito rthe g roups as they ta lk . an d m ake a noteofthe m ost in te restin g ciscussions . At th e end, g e tthe secre ta r ie s of those q roups to report back to.the whole class. Q ue stion s 5 to 7 a re fairly factualan d encoura ge the studen ts to think about thesty le , con ten t an d e ffectiven ess of the N ikeadvert isement . B y analysiriq the idea and m ethodsbehin d a s in g l e a dve r ti seme n t, the s tudents w i il l bemore eq u ipped to q ive the ir op in ion in the moreg en e ra l Q ue stion s 8 and 9. Q ues.tiOn 10 offe rs them ost scope for g ene ra l discussion . U se it e ithe r toround off this le sson orasa lead-in to the n ex tdouble-page sp read ,Spread 2 of this un it g ives the c lass fue l fo r am ore q en era l discu ssion Oil the r ig hts and w ron gso f adve r ti si ng .Tu.ne-inListen to th e tape or read the tapescr ipt before th elesson. T h i s w ill e n ab le you to gaug e whichn ew /diffic ult w ords YOL I shou ld try to in troduce inthe w arm -up Q uestion 1before y our studen ts sta r tl is tening.Quest ion 1[T iming: 3 / T 1 i m ]G ive yourstuden ts a m in ute . to look a t the picturesand think abou t the ir an sw er to Q ue stion 1 be foreyou go round the class, O n the boa rd. w rite downsom e of the an sw e rs unde r th e head inqs P ro s a ndCons . Som e of the an swe rs they m ay com e up w ithare:Pros : wo rk s o f a rt, e nte rta in in g , tell you ab outn ew prod ucts , g ive y ou som eth in g to took at C 5 .


7/21

..

COI i IS : b otin q, w a ste o Jm o ne y, in cre as e th e costojprcducis, exploit people, m ake people spendm oney they don 't.have; m ake people feelbad/jealous/deprived, eucouraqepeopie tow aste m on ey , d ish on es t.Q uestion 2 {Timing: 3 m i n s ]D urin q this first listen in g studen ts have to listenfo r the q isto f the fou r op in ion s, A sk individualstuden ts for th eir a n sw ers and , i f necessa ry ,add the four ' opin ion s to the pros and con s ont he . b oa rd ,Quest ion 3 [fi ltn;ng:' 3minsJGet th e studen ts to re ad throuqh the sen ten ce s tobe com ple ted be fore you play the tapea secondt ime , Th is p ha se concentrates on listen in g ford eta ile d la ng ua ge .Quest ion 4 [Timing: 3mins ]The re a reno rig ht or w ronq an sw ers here .You m ig ht n e ed to g ive you r studen ts a use fu lshorthand way of re fe rr in g to each ad w he n theyg ive the ir opin ion s: the Ben e tton ad, the Chane !N o . . 5 ade l e .Quest ion 5 [Timing: 3 mitis 1G et your studen ts to re ad throug h the T f;!,1 .k i:r :l5Tac(ic2 phrases for g iv in g a nd a sk in g o pin io nsbefore you play th e t ap e a th ird tirn e.Quest ion 6 [ H m l : n g ; ' 3m i n s }T his exe rcise a im s to g et studen ts hying out som eof the key Language as they g ive the ir opin ion s.Itis not the fult d isc ussio n p ha se o f the le sso n,Over to youT his is th e fin al discu ssio n phase" A sk y ou rstuden ts to spe n d a few minu t e s lcok in q a t theTalking Tac:tics flaps. T e ll the cla ss to a imto use a few of the se speakin g stra teg ie s durin g .e v er y d is cu ss io n .YDU w illn otn ece ssa r i .y ha ve tim e to doall thetasks in this section . D o n otfee l y ou sho uld workt h rough a ll of them . Choose the on es you think willbe m ost stim ula tin g or en te rta in in q. A lloca tediffe ren t exe rcise s to diffe ren t g roups of studentsan d have a rccdback session a t the end of thele sson w hen each g roup reports on the discussion ,F or m ost activit i e s i th is ph a se o f th e le sson ,divide your class in to g roups offour to six-studen tswi th a chairperson and a s ec re ta ry In leach. Thecha irpe rson should m ake sure tha t eve ryon e g e tsthe chance to con tr ibute to the discussion an dg ive the i rview s, The secre ta ry shou ld.w rite n otes

durin g the discussion . recordin g som e of thegroup's opin ions .M pllito r the q roups a s they ta lk . and make a noteo fthe m ost in te re stin g discussion s, A t the end,th e secre ta ries of those g roups ca n r epmt blackto the W hole cla ss.S tuden ts w ill fin dit m ore stim uta tin c ifU leYchang e g roups for e ach new discussion. Theyshould n ot a lw ay s w o r k w it h the s ame people ,Quest ion 7 [ T im i n g ; ' 5-8 m i n s JGet thewhole group to contr ibute ideas for th eo ne-m in ute spee ch and then choose on e pe rsonto speak to the whole dass du rin g fin a] fe edb ack .Questiolil 8 [Timjng:' 5mins ]The co r r ec t answe r is h , Students a re l i k e l y to com eup w ith som ejokey sL og an s a s w ell a s se rious-on es,EnCQiU ra g e them to mad Glut slog an s to the re st ofth e q roup a sthe y w rite them ; this wilt genera tem ore cre ativity ..Ouesitiolil 9 [Timing~'5-8 mins}S tu de nts sho uld work in pa irs for this ac t iv i ty .M ake sure each pa ir chooses a different product.While n ot str ic tly a discussion a ct iv ity , d ec id in go n th e name for th e product a n d dia logue w illg ive students a chance to g iv e o pi ni on s.Quest ion 10 [ T im in g : 10 m . in s ]This is th e a ctiv ity ~iketyto st imulate the mostdiscussion an d disag re em en t. En co uraq ethecha irpe rson in e ach g roup to putto the voteopin ion s on the listed A SA rule s and make suree a c h q ro up secreta ry is reco rd i r ig the re s u lt s ofe a c h d is cu ss io n .Write about it{ T 1 'm in g : 15-20 m l n s ]S et on e of the se q uestion s f o r w ritin g practice incla ss or a s hom ew ork. (lue stion 11 fo l lows on we l lfrom 7, 8 and 9 in Ove.r To "'toll. Question 12isa n ide al.fo llow -up for stu den ts w ho discusse d th eASA rules in 10.


8/21

L esso n p lan 2'OISC.IFLIN~Th i s i sa no t h e r good choice for a fir st d is cu ss! o nclass. Itis a top ic w hich mos t t eenager s havediscussed a t hom e. an d among st fr iends and theywill q en e ra lly have strong view s. Spread 1 f oc us e son discipline a t home ; S p re a d 2 lo ok s a t discip lin ea t sc ho ol.focus[Timing: 5-7 rnins]U se this par t ofthe le sson to he lp studen ts fe e lcom for tab le about discussiriq ru les a t home . Makesure you do not vo ice y ou r a pp ro va l o r d is a pp ro v alof the r u l e s they d esc rib e! A t the sam e tim e . try tomake studen ts stick to describing ru le s a t th isstag e . They w i l l . g e t an opportun ity to crit ic isethem la te r in the L esson . U se this tim e to activa teusefu l phrases l ike (n ot) b e a llo we d! ex pected /supposed to , (no t) ha ve to , d isappro ve o j, beb an ned/forb id den , b e b ack b y, b ove jrien ds ro un d.Read abol.lt it[Timing.~ 5-10 mins]Ask the studen ts to re ad the tex t sile n tly andan swe r Q uestion 2. Check the ir an sw ers. Then as~them to summarise the ru les i n B sc ki 's a n d Mark ' sharrie s. S tuden ts should say a sen ten ce e ach . Askthe cla ss whe the r B ecki or Mark .has m ore fre edom( they ' l l probably sa y M ark) an d if they ca n e xp la init (they m ay sugg est tha t it 's because he 's o lderand a boy). Y ou m ay decide this is the mom en t fora discussion on the fa irn e ss of diffe ren t trea tm en tfor boys and girls. ]f so , go on to Talk Abollt ItQuest ion 5.~ey Language.[Timing: 5-10 mim]The diffe ren t w ays of ta lking about ru le s cove red inthis section w ill be useful in the discussion par t ofthe lesson . fa in t out to studen ts tha t they don 'thave to ta lk about ru le s that they have to con formto . They can a lso talk about ru les they used to haveto obey or which the ir bro the rs and siste rs have toface . This m ean s a ll studen ts w ill iJe able to takepa rt , w hateve r the ir aq e . This exe rcise is be st don ein pa irs or small g roups. H ow ever , a fte r pra ctisin git ora lly , you m ay fee lyour:studen tsn eeda


9/21

.-

to write down the L e tte r of the sen ten ce whichcor rec t ly sum marises it: c.Question 3 [T iming: 5 mins ]S tuden ts should re ad through the l ist of even t sbefore you play the tape a second t ime" R ead outth e a n swe r s so they can (heck the ir orde rin g ofth e e ve nts. (See Answer Key)Quest ions 4 a n d 5 [ T i m i n g . : 3-5 m i n s ]Y ou m ay not n eed to play the tape a third tim e fo ryour class to comple te the s en t enc e s . C he ck the yhave compl e t ed the se nte nce s co rr ec tly so that InQuestion 5, they can q ive the speakers' words ind ir ec t sp e ec h.Ouest tcn 6 [Timing.- 5 mins]If you need a cha ng e of pac e , get your s tudentsto w rite the se s en t enc e s be fore they re ad someof them out.Over to youS ee the Acivet'tising lesson plan . Over to yo~sec t ion on pag ,e 6 for som e gene ra l poin ts onrnanaq inq this part.of the le sso n.Question 7 [T iming: 5 minsJGet studen ts, to discuss this topic in g roups. Theymay like to vote w ithin the g roup for or ag a in stthe headteache r 's expulsion of Sharon andcom pare the ir re sult w ith the othe r g roups'.Uuestion 8 [T iming; 5 m i n s ]M onitor the g roups as they discuss this topican d en courag e the gl iDuP to re ach a con sen sus.Then ha ve the cha irp erso n of th e mo st o riq in a l/thoughtfu l g roups pre sen t the ir conclusions to there st of the class. A s a ' f o llow -up to this topic, youm ay like to se t the w ritin g ta sk , Q ue stion 11(W:rit'l A_boQt It).Q ues tion 9 [T iming: 5 niins 1C he ck tha t stu de nts a l l ag re e on the standa rdpun i shmen ts g iven in the ir school- studen ts oftenh a ve c o n fl lc ti n g ideas o n this top ic . If studen ts donot have much in form ation about usua l types ofpun ishmen t, they m ay en joy play ing "judg e" andmatching what they conside r tile most appropr ia t e .pun ishmen ts from the list to the commonest"cr im e s" in the school.Quest i ,on 10 [T iming: 5"10 ' mins]S tuden ts can collabora te as they prepare, eventhough on ty one studen t w ill be able to g ive theon e-m inute speech. Choose on ly wil l ing andcon fiden t speakers for this ta sk .

Write about it [T im in g: 1 5-2 0 m in s]Quest ion '1 1T his ca n be don e in class or a s homework.It fo llo w s o n wel l from O ueston 8 .\fO'W TOUSE 'I'1f'W"O.R.KBOOK (PA5~S 96~ll&1Each t ea c hi n g spread in Ideas & IssuesIntermediate con ta in s a KeyLanguag~sec t ionwh ic h h ig hl ig ht s a g ram mar po in t. a fun ction o r alex ica l p oin t from th e re ad in g/liste nin g t ex t . Thesese ctio n s co nsi 5 0 t ofa short sum ma r y a nd pn c ti s eexerc ises , and are c ross-re fe renced to the\ J"orkbo,ok activitie s a t the back of the book.The Vot'kbook sec t ion is a rranq ed w ith one unitto a paqe , Each starts with an exp l ana t i on andc lea r exam ples of th e l a l lguage poin t . followed bya varie ty of e xercise s.Some ' a c tiv it ie s provide con tro lled structura l orlexical pract ise an d may be carr ied out by th es tudents in dividua lty or in pa irs in class.im me dia te ly a fte r they howe worked through theKey Lflngl.l:ge se ction (e .g . F ood, pag e 14activit ies 1 and 2). Or a l te rna t ive ly , they ca n beused at horne as consolida tion or revision .O t he r a c ti vi ti es com bin e skills (e .g .. speakin g and..vritinq) an d offe r free r practise . req uirin g thestuden ts to work in pa irs, or in sma ll g roups. Thew ritte n e lem en t isusua lly a fo llow -up to thediscu ssio n, o r the re su lt o f g ro up co nsu lta tio n(e.q. Hon esty. page 17,. act ivi ty 3).The VO'kboo1;. activity t ype s indude:Vocabu la r y - w ord sea rch, m atchin g a ctivitie s.c ro ssw o rd s. g a p-f lU . jumbled le t ters , quizzesG ra m m a r - sen tence tr a nsfo rm atio n a nd in ve rsio n.iden t ify inq correct usage , matching c lauses ,s en t enc e correctionW ritin g - short re ports, d es cr ip tio n s, d ia lo g ue s,lists, q uestion na ire s, in form al le tte rs, adver tisin gs l oqansS pe akin g - p re dictio n, ac t i ng out a d ia logue,rea ding w ork a loud, in ton ation p ra ctise .discuss ion, exchanq e /comparison of op in ion ,comp ilin g L istsA nsw ers to the e xe rc ise s in th e 'Work-baok areprovided in th is T e ac he r's Guid e (p ag es 15-18) .At the bl .ck D f the Shldent'.s Bool_. . ;:P a ge s 1 19 -1 24 ,; Wor,dListP ag es 125-129: T ape scr ipts ofthe liste llin gmate r ia ls (Tune in)


10/21

AD'''VE.RTISINa(paqese & 7 )2 a ~jjkf.

b He n s no '=0rea rm s or lE~S ';]'id lE " h s done be l.or d o nHarathon .

c H e h opes i: \ y i U u ro rn ote d is ab .e d s oo -t.d P e te r l i . ' < e s l i tbecause itportrays 1;m as an athlete. 10La victim.e H e's b ee n disa ble d a l:.h:s l i=e , He doesn ' t seer r - Gep ressed .i1e seems 'I '. e ll -adjustec .3 b A tess shcck inq slog al m ig ht g i'; ' a mo re l l ios i: ive message .cP le m essa ge migh t n o t b e v er y: c l e a r .

d T he lid 'lligr~be e xp lo iflg h ;s disabli ty.e be ad m ight shock the public too mLC1.f P eople m g ht say the a t is n at h g oo d t ast e"g T h e - a d migh t o '" en ! 1 c is ah le c people ,

4 a portrays b S ' . o g a 1 c B illboards d prom otee adi"e't 'si 'lg c a n i p . 1 i g n5 Tf1 N ik e L og o. a t i ck , isjust abol,' ~h e slogan J us t D a I~ ,6 IB e de cisive . G et 0 '1 'Ni:~ l i - : ' e . Dor ' t w a~te tir re . Be ' CGVageoLCC .

(pages 8 & 9)3 b " , ... thO ' be st acs . a r ewo-ks of ar..' [( ,. ". to o ~,a~y3~sexclo it w or-e n .' d " .. , < I t o t o J ' a ds "'a < :e p eo p.e - ' e e l bad . .~8 b 1 I 1 , : ] > nt,y [Vlst'u'xcn 'v 'i o 'k e r s s ir c e tr196'J~.

AlJIM..A..L Rlal:fT'S(pages 10 8. 11)1 A n a r i r r r a l r igh ts 2 . C ' : i v i s t i s s ome on e I .V r.: :;takes P U b L i :: a o : .i o f to~12. ' {E'SL,E' p eo ple tr ea t a n i r r at s ' . - ; e l L T h e y w; Jarit ic l ' .2 rl y ' ~ : e l e s t e d':1 p"u::edirg a r i rna l s ';:rcn: use jn t 'xperimeIlL. hey take part iiice:oonst'.at1( l {s, ran: OJt l e i j ' ' ' : l e t s a -t d w r it et o !'Ws::r'~emb,"r5'ofPar l i ar - 'Ej .2 a 2, 3 million e;,~erim ell ts c n a : - ]: ~ l 2 . . L : ;, 'e ' e r e n e ir 1994 ,

b G r o ". ' ..' l I: ; a r J ITI311 e a ' 01 1 a rno.ise 's b a c k ,c Ic fin ~ a 'N 3 igcf r ~b ui l; ji n r: ; e a rs Oil pe oa le w ho have lost tI-,~~,c : " , , + c .,,;e re b or " wi th:IL:. i.lerr .

d "'Obs~::r, , / ' , " sh ': Jc -i in ;u a r d "b:za ' re".e The , h':n e :j l ea rr . h ow to t re at (1r ~L-~ 1((31"'(12-.

3 a The ' ,J ] ca l " fs ; "ope tc k el p c hL cr EI ' .,.,h ; ,n bo-n "khout ea r s .b T'~ey a I,;)h::JetClrecur s .r .ir t e ar s ,-,vilieina , lest ,~ acc icen ts .e Sz lu I 's .: s .';'''0, a :e e;;J2("ner:f - ;g ,t '/ \'r c e x pe -i :- n: : .\ it h a n ir -a .sg e t a 'J: 0:; opp:;, ::iOI-.

iii OC (O -m: :: JJ 5e i s a r o :i e n t. - " i- : k f- : s :r,e'd:::l corrac; cz ite r.e A "IC 'nal expe i!"e l :~ : i re e :3-2" j3 l1 ..o s(el' : ists wh o


11/21

(pages 24 s25)2 a -T ; b -? ; ( :-~; d -f; e -T ; f-T; g -F ; h -F ; i -F ;j -? ;: k-C: l-T; m -l; n -T ;0-1; p -F ; q -?8 = " yO J b re ak a m:r~o", ; "QU ' . l h av e s ev e, yea r s o f a ad LUCK. : : ' 5' J n L u c i 0 j t c w a~ '< u n de r , a ladder, Y o u " ] h av e go,od l . r c k i 7 a black c a t"crosses you r pa th " (w a k ; in ,o'wt o f Y O L } . Findirq a h or se s ho e islJcky - you nave LO 'lanQ it up i . . . . ; t ' 1 tre ends ""cir,g upwards 50 t 'a~tie l.LC;: ' "can't 'L; l out".

c..RIM.E : ANn "P'UNlStfM}J'r(pages 26 ,& 2:7 )2 b3 a F OU irgjr ls, 'NeT ':rvol'Jel:;' t h o ! f ig r t .

b T re ,~'r ls w er e fo un d g L ;i lt ~, of m a nsl au gn te r, ' W~e!l t 'l e j. ' v. .e :e arrested. the\! " I , ' . ' e re ct ,u~ec witt murde r .d ocause oi:g ooe i 3raV ;O Uf, trer sen te ice '.'1'35rern.cec by12 months .e T r , E ! ' , ' ':


12/21

..

- '11

I

(pages ,2 4 & 25 )2 < l o T ; b -? ; c-I: d-F : e -l: f-T; s+ . h -F ; i -F : j-?; k-~: i - r . m-l: n o T ;e -I: p-F ; q -?8 I ~ y o u Ne31k a m : r - o r , Y C L ' ~ 1 h . v e , seVe:1 j: '" i 'TS o f h ad LUCK.I t ' su n iL c ' , y t o 'H 3 lk u n de r 3 l a d c e r . ' Y O l : ~ i l r a ' t l e g O O D l u c k i" a b l a c k c a t"crosses your path " ( ..a l'< s ir fre nt of 'Iou). F i i l l d ' r g a hcrsest ce isL u c k ! ! - ,;, au ! la v e ': 0 h a n g it up , : ' ~ h be : e r d s fa c~rg upwa rn s so t'ia tt'112 . cc k "c an 't r c :n o u t" .

C.RI1-1 A.N!> "PU:N1S~fM.N'r( p a ge s 26 s 27): 2 b,3 a F o ur ;irl.s w e r e invo'ved i n t h e fi;:J1It.

b T il e q i - l s w e r e fODe 9 . 1 ' , ' 1 ' , : , ' of manslaughter.c ' \Vne l l lhe J ' ,". 'e'e arres tee , :hey we r e ( J, a: Q ed , , \~tr murder .d 8eC3lf se ,~f oo c 1hi?'B'.'~OV, t L le i~ s e n te ic e '.'( as r en .i ce d by12 months,

e T h e y ' , , , i ! . l ce ieleaser::"Jsto!1eye.ar"f te r h e c r i r r e ,f T h . . family ' - ' ' l i t ' . ;::L: flo we rs a t Lo ui se 's g r av e.

4 a r el ea se d iJ c~a rg e c 1l1ans!_2. J I~r~erd sen te icee L u s to d ;~ ! f Gef~n ( e(pages 28 & 29)2 H E ' isfor t~e d e a th a e ;< l a L :y .3 32 -rre l executed so ~(',T t r- is ~ "IW i n T e xa s,

: J O G -If j:OL t a k e $ 5 C a c : o lL c . r s -="c,['"" :t s h o p . y o u , ' , ; j l l ; > O ~ m a y b et'/iO ye a r s i n ;J r i s o n .

2 - ~O J " ' : " , l q e t cW1Je : i-"IO y e a - ; ; 'r p ri so -i ,20 -K ille rs con 't cha nq e. T h e ~ " C a l s j e rd20 yea r s i np r i scn .a r.d t 'ien com e ou t and ' < i l l somebody else ,

100,000 - It COSt '5 a l.n ost S 1 0 C l , O D O re(: ?

'OISGIPLIN e(paqes 3 08 < 3 1)2 a - T : b - F ; (.?: d o T , e -F : f-?(pages 32 & 33)2 c3 h -I : a -2 : f~ 3: i-4 .: j-5 ; e-6; b -7 ; c -8 ; d -X : g-X ; k-x4 ,a :o-e "T iO '\le b ~o t:",ll c to take c ci.t d ro q c rcmee r c t ~o CO ,le b 2 . e ' : . ;5 ( C o l L . " . d )"DJ) t e . l your side oCHe s t o ry . T a k e it out inmed12l:.ely.G o ' r o m e . D O ' ' l l c o m e a a c k t o school ' , ' , ' e a r i r : g y o u r n o se ' " in ; .

DRINK -AFt> DE.tlas(pages 34 & 35)2 a -F : b -I : (-T; d -F ; e -F : f-T3 a s r e h ad s ta -t eo w a l k i n g b sh e h a d l earn t t o s pe a k q u 't ew e ll

c sre h 2 0 ieM~::lO .ead d s + e h a d f i n is r e c s c h . : o ' .fsh 1a ~ b ecom e-a l - 1 ! : v e f 5 i t y ;Jrofesso'

" :5 IJ gg ES !e d ,:'rm re rs ) Lear1~to sp ea k w e l~ /s~a rL e G t o r e an / In s tso r.e te eth /e 21 'lt S OlE ' sirn p.e "'IC ll-]s~\ta r:e d le arr in q to sw im(pages 3 1 6 & 37)1 M O r :J h i n e 3 m l- : ; i m : ~ G r d "L g 5 a re used


13/21

40 s 41)a "N ltn his step-father, who o bje ct ed to Jirr S i t t 1 g dowr-:0 cinr e - wi:hout a 1 ' 1 : ' shoes or,a Be ca use ~he y w ere a;.',~;ay:,C ' . r J i n g ,

a Jim: 'y','ith h is ~ather Nadh:Wi~h ~er r io th erb Jim : Two years ago Nadia: Ni' le y e a r s ag oc.Iim : H is stepfa the r g e ts on Nadia: ~ i n d s he r "atler's n ewIris nerves ~'rife wry bossy

d Jim: M s k . : $ A t tCJlk/Set fIIarlia: Hates her f o~ a rea k inqIflcthtl'Clt kl'CWI1 u p the farri tY,iIs lWed o f le rsml( , j If e o ;e J tm : Stil l "/er'1 l , :Jse: Nadia: Relievedasten-fa ther h half-siste rs c remarriedd step-norher: first rna r r iaqs e $ i : n g l e pa-e r:

42 & 43)a; d; e; g ; h: ja S l e tn 'i 1KS ~",rfgL.reis.~vorse:har.:ti5.b H e tn' ' lkS Je ilil'9 ta sfion ab -,e's m ore im porta nt tra :l it -eal[-.;is,(S he use e to be m ore re laxe r ; abou : he r a p p e a r a " le e t n a n : , 1 0 ' . ' 1 < ,d ~o...adays yO .H l g mode ls .ook L . lhea ll t~ ier than t re y l.! < ;E 'Go.I' Fash i o r Ir Gc els a re th inner thl .1 they shedd be .f F a sr ;.J 1 S i'1 0J ld J e "" lore p r a c t i c a l t 'i an rt is ir . th e f a s h i o - imaqazines.

448. 45)a : " 1 : . . . : " , b ~ 1 : 0r i a r Carl d R o s ea fem ;nire b a snob cfas'rionable d diffe ren t

jE e [ _. . '~I:ke( ;i lJ o 5 s i b ! ie a n S P l e r5 )a q oo c/ c o- nf o+ a a le / art-a r t iveb 5tyli~hr"ShiQr:able,io.rigiraE( o r iq i n aV e r c e n tr ic 'd 'f fe r e I - :/ ".vel l -d ressed?d cor-Iortaale ". at':ract've/falsbiolab~ee SG od ./;; e st

IL:MAND TV46 & 47)

a v id e os , t e t evisi a t b conversefon with acul t s , toysc"Yhey shoulc - e c : o g ! 1 i s e ~h~ir 'la m es a no b a s i c we-dsLike "jLlfce" ar.d "bricks".L;mg\l..fl.g" ..o tn e r sentences with aassi-e cont i ruous ar e "Tie teLevisio ' l isusee 35 a babysit.er.. .: , (p'ar{ igt(;~h J) a 'l d '~ lhey were rot be i r g

q ht a o'aslc vocaJ ula ry tn rouq h cn e-to-on e corve-sa tion s ',',';th( pa ,a gmph 5 ).

a are be ing 'legiectea b arnot bei' lg givenc a re being forced dare bi rg left e is 10treall~1 b e i n q watched f ar e lot be ing taughtSomE . l J ' I o r e eannptes:

. F l yp( lL i ti .c i ar . s a r ehe i nq c : r t k i s E . ' f . about t he ir a ri va te t i v e s ,m e s~L Cle nt5 a ~e b ein q g ive n more a tten tion th a n others ..d p eople a re be in q trea te d ba dly by socie ty ,m be ! '1 g ~ ai c: v er y h t.l e.a rebe r tq e xpe cte d to do e ve ry :hin ~.

(pages 48 & 49)2 a ea d: vio le nt; te rr .a le : cr in es: shot; k lle rs: m urde rs:vlolelce; copycat3 a N Socie ~" isq ettin q i10 re violent every day . Y ounq people a re

(oll l rri t in~ terrible cri : ' les w hich they d'dn 't c re am ofcorn mitrin q, sa y. ::hi' ty years ago."

b "A fte l tna t te rri J le fi!J, NL1 [Uf ' J i B om /( i/i er s th ere 'N ere an l 1 ), b e r of " c : J p j . ' c a t " murders . A tee '1ager i r A r r Er ica :,va tcr e di:ten tim es and ther killed his m ot.te r an d half-sister. 'c "The p r ob t em i s t l- a : crdren cart really" t e .l t h e d'He e nc ebetweer t - a ' lD5"," a nt; re al vio lence.'

d "F ilrrs ca 'l ca use yOJ to !iuy certa ir tr ,ings or even chargevour L~festvle."

e T he re a re a n.n rn er . :)f .scienj-";c studies" ~v psycholocists.,/"rid' ~~g gest a lin k be tweenscree r vi ole lK e a nd r ea l-l ifev io le -r ce . "

4 P05s ib te an5J'1,: '~t5:a sce a"l/,cr.;i/vom i:,,'fa in t c g o i n g to S outh A fricad fur a~'iay..:it1I'e~Doyf re ld e :he ores with rea. humarpreblems in Uer~ f H'e;1' te ache rs or ser co, . JOOks9 T he c ar to or s se rio usp uin ts F la tH I violence is ' nakhg

rhi ldrencebave in a v io le n tw a y ,

FOOD(page's 50 & 51)2 a t~1)5t teenagers .s t lOP ea th9 riea t Jeco.use tr,e.y a re con ce rned

a bou ta n irr a ls.bA t -ock CQ rCe r~ 5 , s on e a r nm (l L i gt ts 9 roups s h ow v id eoscf tnewors t slal .!grter~oL"e5,c r~ostpa ' ,e :n are wor iec . that t~e' rd ilmer will no ' : g e te no uq n p -o te in if they a re ;.ege.~a""iam.

d Tee'lage~5 5 ay ch* ,~ e is a so or se .e ct io n olve qe ta rta n '::ood\1 1 th e ' r school caf,e:eri.a.e Giving up"eat can sometimes be a ' ;' ian':1g I O f anearingd'sorce- ,

f lin ea A hkarti coos ve ge tu ia .n fo od fo r he r tw o da llg ,'lte rs.and nO'l-vegeta rian "ood fe r h er hu sb an d.

(pages 52 s 53)2 P ic tu re s a & (3 b: c: e; g : h4 a too mud" a to o m a n y : ctoo m u c n d ' .:.00 many H erouqhe I>%re f more 9 Too mary h "ore

fEI.NnSl:fI'P(pages 54 & 55)2 a S uz ie O rr - tr 'es :o putthe right students togeti '" ,e '

b Jean Norr is -enc:ed up ' , \ ' o r k i n g : ;",itt- h e r r oo n v n a tec J ul ie \ J o e l - didn't ljh~er 5~y roommate3 a J ul ie " J o e l an t he r R oom ma te - sa db A la n SUSS:-nC l r . a rd h i" R oom ma te -I ]a pp~c lean l Il o rr lS ( J! 1 d Reree NeufviUe - r . a ; : l p y

4 b iwsh [ had a~ ked he r a bout ner problem s,c I ,y ish her othe r + ien ds h a d w a r t e c lY e in t h e i r qro.rp,d I w is h ,:h ey r adn't s ai d h or ri bl e thinqs abott me ..e I ',,\,~ shI l a dn 't fo rq ot te n h e - r birthday.f 1 wish I han been s~ron g erm .qh co k ee p o ur f ri en ds hi p g o i r n g .

-----~

t - IM~t - I~Ca~'Ztil(I ' l l~~

: : - . :

~M1 - 4


14/21

( p a g e s 56 &57)2 a-J; b-!.-;c-B: do]; e-L3 1 G ir ls M e c lo se rt o e ac h o tr E;> -;'t he y te 'J heir secre ts an d

d is cu ss f ee li n gs .,2 Girls' f ri en ds hi ps I .a $ ~~o n e ' than boys' f ri e '1dShi '; :I 5 .

4 '1 " , m ea n, it 's " 1J c l1 .. ,o r e h p or t ar _ [ fo e q irls. ha vin g dosef r iend 5.'''

2 "1 d on 't th in k tha t's a speciaily good :hing . keeping tn es a m ef r. eno: s fo~ever."

S b It is very importan t. keep ing in to uch \',1 ~h yourf r iends,{It of ten r . e ! . p s p eo pi e. ju st listenin; b, tl er p r o b t e m s .d! : u ps ets m e , t hi nk in q aa ou t.t he '''g ht s I I e.a ve r a d l 'l ,i th "i er 1d s.e It;5 a sig~ af rea l fie'loshiJ, jf 'in~ reacro. help ,

aEE:.:N ISS1.1(3(paqes 58 s59)2 b ; c; d ; g; ~;;3 1sr ro g a ir J ol ll -:i or

2 t 'a ff ie ja ms. c or q esr io r3 tre q'ee"l house effec green r Q i.se q sses .

4 a-4; b -2 ; c-5; d , i l _ [ : : J E a c a ta s tr o ph i c

chanqe in the > " . r , d e world", climate.5 a " , \ : e mu st C l'a l1 gE ' o ur ab~Ede. Ot'ler':, ';se t l- .' 2 'e " f < il l beanew,Qgical d'saste-.

b " i ' i e m us: sa ve t he se a ri m al s. O tr e'~ ',i se (lJr grancc'l;:j_'e:-"" , , ; ! . l bl a r"_ LIS,

c ' i\ ': e~IJst u s e e ~e rg y I lH )fE ' ( o n i f u l L y , 0t . r o l. u ri u r w il l [)" l t inL.et o i nc re a se .

d We mLS" . : res:Jec! t'l!f; E~-t:1, m h f 'f " v ' . .se it w ill cie ,e '. . .. . .C"'Jst think abciJ t . th e 'uture, Cth'f'i/ se " ' '' 12 " ; ;Gll t have Co"I : ; .

9 :' ,e p ci nt 1 \'r id - 9 0 es "'~'it!' r e p ic tu re : c e ,t r Je h :: i" l o"tre'ccLii:rys;de

rtON3T~( p a g e s 62 8( 63)2 ' IIEigl'~ 'i;al. i==t~ corrainrq 3 0 ; ' ;ere l e ft l ~,i rt g a r ou n d ill

different ~laces 2 .T ,u rd B ri ta in .b t,le'lc Because he thouqhti: Ili~r: t-a"le s en t imen ta . vau.ed H e w as L.' lE'I l 'obyed an t he th ou c r;!ie pe rson w l"Jo had lost; : I ll ig i "' : , ,50 a e L 1 l ' l e T tj :: lt o y e d .

3 a L L l S10P a ssistarr qave i ' 'CL: to o 'T l lICA ua lng:e b y n"s:a~E','! ;h c t WOJ ld yo u n c?

b Ifvcu '


15/21

"PO"" 1 S . 'r'Y(p ages 7 4 & 7 5)2 He r e i:m e ar s " sle ep in q on be streets",3 Y e s . : ; is rr.ie r tt e fiq rr e i s 7 0C ,D O O .4 c -i tie s-F . th e A u sr r : : i~ ' COl.lc ', -A: tfie q er e al pub ..ic-A :Pcg~.: : iN ' . .s on -A ; : he gr'O~i:l :hal f eeds : J ' c p l e - F : ' .:he l lowr town;'Ilofr .AL ia f l ce -A : ~h , 1 ( 1 m e L e 5 S task ~rce-F; T o n : r l ,nh ~5 r a ': ::l e ar :e a 1 ess: ( IJGIGgmph 2)6 h he .p ..e ssre ss cm ea nre ss d fredne:;se ;JDverDy'f kirdn e ss 9 la te te ss

(pages 76 s17)2 5 3,:} - 3.l t;il a':. c an _ ' , ' D D , I g et i' " yo u sell ~ ' O l - ' cld TV - $,50?"j"B ut ju st V 'ir k ,,':hc.t S :3 0 co ulc d o fJ' pe ople in . sa y, Et'l'Gpi~,"

; 2 minor - " A r m l n d tr e ',';or:.d 'JI,'e" 12 'l1iLio" 'Y i )j n ~ c h il d r e nd~ e e ..if r' y year - ' " 1 0 5 t ! y because the ir pa re r ts a re t . O O ;)0]0 r t c g e tJGS'C fQsc " n o r rer ' ic ines,

2 0 "< : . : .: . .. 20 e f a t h e r . ; ' ~ e l l a

d~iLc 's ill.b - Bec2.Jse , ' J I T " ' e f emale h~'le,(~'everS' r su n 25 r 1 < l r g a r e tThatd.e, Gfte-: dort W0[" :c te ot~er-:,:ole'l,

c - ' S e C 3 !J s e ' v , ' : j 'n r 52 . ' j S'J,r,!, ,,0 r r y s o-r y a l.t he f" e .d - BeOL5P"! ' :or - e: l ~ r e tO i L c " :0 star t O i l : as secre tar ies , a rd

9 ' O O C se.cret;:;r'e', rn~:~' ,;retpromo.eo.(- B fcz 'JS e wome n a ~e e i- :h ",r to o :o'Jc;'l 01 ro t t D l J ' : r ' e r c uq h,f-Bec (l us e a ' t. cr ' ii :l i s s t iIC :J ( :.gKi 31 re' looks,9 - BeC2J~e' 're"! I.~'i-:';'.... 11 er won't be a s ro runi t t ed t o ': h ei ;jo b MICE ~.h~yi'J',e c chud.

3 i s ... j ud g ed : , L ' e toid ,,_g e t p-orioted: a re m ade4 b Wome l l o n " , e xp ec te c tD [;C t'\e r01J,e ',, 'or


16/21

Be ra Js'e ...'crki1g : -,o tr e ~s a r e I II a l o e t o fE'e~9 u i l ty,Beca L l s~women cT e::h~r to o :[lJr;~:)1 re t :::J1Jg'l errn .qh.BeC3Ls'e"wcrr ens bra' ns .re smaller ."B eca use -n er fe ar 311d d is tr .r st po-, ; ,e- t 'Jl, . .omen .Because a lot of W en ger, 'Jhely think othe~lselves assuaer 'cr tc ,,'.'0 men .C hildca re a nd H ou se wo rk:Becau: ;e v . .omen 1a~l': laUe,.B eC 3J Se me n t ~ l i n < ' NO l "1e 'l wo rt be a s c on nitted to theirjob on ce they ravl? c . child.B ec at.se w or re 't a re JLlS~' doing housework wher they cou .d betra ir in q. im pre ssin g the boss an d letworking.!j:ec au se " ~'~ lr kin g m oth er s a re 11a d e oto fe el gJ~.t:i.B;eci3use ro o ne e \/ e- t h i n k ; of ( J ! U l _ i n g tr.: f a t h e r whena child is ill.

(pages 88 & 89)3

giftsextra lessonsactivi t ies with paren tspcnnts' amh' t ions forthen

SandraS a rb ie d ol lsp i a 11 0 le sso rs'.Hs~irg-q)m arrya d oc tor

her brothersc cc to r se tsiflf!# hli/f(waaseba ' lb e doc to rs

5 b -6 ; (-4 ; c1 -3 ;e-z: f l6 a supao -t bhnusew i'e C equal oaporn .t it 'e s d stereotypinq . arroiticrs9 Men's sports - footb3lll; basebal l ; toxin!!; motor- racinq:rJgby; surno- : . . .. estb ' l !j

S'PORT(pages ~O,&91)2 a 19 million b 84 c 16 d 2:8 ,0 0(1 .... s a o (all e . q u a rte r of 2IJOO}e 24 0 million3 b -1 ; c -3 ;: d- 7 ; E !- 2; f- 5 ; g-li4 T he a r ticle a im s to m ake L a z y p eo ple fe e, goo, abou tthem se lve s. I t is ta lk ing to UIlS;:JO,ty" in a ct iv e p eo ple ,not S':J0 rl) ' people , It i s un l~k l 'i to rr ak e anyone ,,'~ho isin te re ste d in 5PQT~ q ive it up .(pages 92 & 93)2 b ; d.e : 9, 3 a profe ssion a l fnotba ll p lay ers b them ... 'uostK" J Lil.;I}gll2lg",S ome o t h er v e rb s t a ki n q tw o objects a r e : " h a r. d " ,NpOlSS.","I.'r'riite~, read" .,4 a tha t joke b to eve ry on e c t he police d ':0 eve r~ r onef some m or ey g to everyone


17/21

Adve_!"tiSi1:1g P A G E 32 " Y 8 1 J [[J,-"~ st.':l b e i n t h e C2.":f,' ,

I; I 'r r m e e t n q S ally toda iY , It 's-bee n ten y e a r s "'l~e ,','e . ast1 1 1 : ' t so s ie miq, !;c no : r e o g n ' 5 e r i e .(oHed

c : Correc te ~or c e ( t

S he : : : a . r , > ' t be y~lJr rnot- ie-. S 1e L o o k s ta r 1'0(0 ~'3111"C;~:_might ,w ive to .n orrow cr r ra vb e ~I' W~cl~sday. it a .ld e ;J e r. c~ o r. r he c ~ ' _ d r e r 1 _

Animal rig.h.ts-------1 a iv - a f te r a p r e p osrr ic rb I,~ - a fte r a p r eaos i t io 11 .i-'; a n()l..r1d ii - v e rb i s s li ib : e : :: t(If sentencee i i i - a f t e r 'iNt- . / ; : ] ! o =f ,.;'" - ", 'e'b '5 s. rbjec: [)~Se1t('r.ce9 v - verb I ; ; : ;dJ: t -c t of ,er:e.l:ce

P A G E 4

3 ,'G - E \J E T I C " d V G. --E -- - X 'r .. . r , : 0 p . - T I o N- - -N 1 " ~~ P 1 Y -R A I: E A S I ~ Y A C T-5 i_ E. K U C R a H ~;t ., F C F 1 Ij 0 B l0 r ~ ' , p U - -5 E R . ~.

I - _ _ J. . C T " s L t\ 0a extmct oi tr~p~ ac t iv is t c rabb'tc c i r c u s t: IllOJS~C 3 " - 1 , , , qer etic(' ~:l.3(ne" J I'lur'!:l.rg

-Artand .artists P _ t . G E 51 a earn - I w o,-k s c ~lc.r.jan: 3r.,y eam :208 a ", .eel':

b ceccmc - As] become older. I "ind '-::hCl'de':a ' l '\ ! a rr .peQ :J :B .c 'e ce 've - :~he -li~"e r received m y le t r . e r .d i.n de -sta n d - Tha : fi l;n ',', 'a s s o 00 r-pticatsd , r t.idnt,,:I 'd 'er5iond I; : et a L L !E t '. aV ' El -I -I 'c '> "1 d id YO o l trove! til T 1 - , , _ i b i 1 d ?f a -r i;r,e - TIatriveii a : 'i/Q"t


18/21

- -. . . .

P A C 1 ~ 9 1 a tl;~.'l~U c '\"i~~lerb VE't:ii'" ,L""nlE'c ta'. < '. - i rore ~::t--2(t";i,,-c \ . I ; i - : f ! : ' - 2 I- ro re .; .tis t: c

Discipline:1 P~j;':5 .m J .e r 1'1;;. < : ! ~ c I) :6 {}!f co; t)iiC!L/t'~-::::SIT-') k e

Sm:: : l i l :9 is ~'O."!:f!!:t hJr - - t'l~ c:J!r'i.~IT


19/21

2 :l ;WDREXL" ,b S L .A LC "lT E~ IH O jS E S[_ 5 rAFLE~:I : , . ' E G ~ , I EE ' J L ~ K F D O I lf FACOIi .Y' : : 1 H _ANLT B lJ iE i

Too 'n;J~-, -- F1iO'y is seen: .~.:-,;~:hertis.;r,g ~a5t toed. r,O'\(1-;;'0. //:}--,::jJ~ar y qJ2.jh:at 'o ' I ;_I, i ;" I cci't ;Ill:::k~ L8 C"9',Jrt' t:es 2j"y.1 'i,i S" I I :- a d IJ~ -= OlK ,c '- ' ( _ - u ~ s , . , h 1 ; ; n I ' : ,a S :/~ l; r qer,

ii-.,,~f-~:::r:'C"'i':::'j +thor.cntfuli-J"o;:div - gEIlEr ' JU; ;v: - rehil-~- i - il(:(lI;S~v" - L 'J( , laL

1 re2( ..~dto te"r

:1'::;"1'j s : : - o r r - e d

:Jr:':L qn tf "'J'=~c] _ i k ~ o : : .l tle~(lF-e

3! : f O:Il lZ:st:Y PA(;E 171 " ]':' , ' ;;r~_.:::>LJ.c[;c' l 1 " - : : 1 ';,jt t 'l ; : 1 ' -/ ,. i llE t -l i~m l !\;'e.

b : - _ -' i C J I : : :f H ; s~iltJ ' if I c r e ,, ;e d ' -1 ;; 11 e x am ,c : ',; (J Jl o a e ,nlK:~r'- I CQ \-'. d c h,n q E I ll Y :O !J .d :';j I L - ' e i r = 'o ;r ,s , c r ~ ~ . : : k :r~:l~h_Ii :( I ~Ijud a wat.e r Cor,~11 ; :st-~,~;_ , , oL . d ~ .a k e it to he

jliJl'Cf'_If I i'l.~(e;:_'1.C:;;>5Sf,h ; ) ( 1 P ,til- I ii:!L lc -. ea r ::;UP3,~,,(oL.Sc Lo :r e s,

g If I ccu ln C IJ:,-' r,c ': l , D . l i d crocse a 3,\1\';.'1 If I ta :! a :J~7J:f ce r e r a [':I~~k ' b.c:ter ~ ic t l e ,>_ .

L 8 . n _ g ~ l . l a . _ I - " " g , - - - e P p _ . G ~ _ - : _ ' - 81 a verb

b '!'c,'(rb[ Acverb~ "ted:e A:J.'~rb

A : : L ' e c ~9 ' , ; ' , ,0:: '

3 a ~e :t_ ,;:: u ~h'd

c . J L Yt ' ( ]OOLel_-'il' ;)~ ;sla-'I;J fur -' lanqLa;)E' ' ' ;r

N e~ te~h:nology P A G E 191 LDO~ ' - ' L . ' lir< 3 l: ~ l . - t . .. T a k e to r e x a m p l e . _ _ A,,;j':;rat; 'I t;:;l'~".? Tt er t'l~'e:


20/21

'2 a ~D pre" ,~ r : ~hre ; : lro lb le'~ l o f i"te.~ess '/ojedo no ~


21/21

lde'as and Issues Intermediate stimulates real discussion in tile EngHsh-languageclassroom. Its Four Skills programme combines reading and listening practice withgrammar and vocabulary revision and foHow-up wniting tasks. The Workbooksection at the, back, of the book provides futher language practice. This integratedapproach encourages lntermedtate-level students to compare different points ofview on a wide range of' topical issues and guides them towards successful .communication. ,Ideas and Issues Intermediate is suitable for students on generalEnglish courses, or those working towards the Carnbridqe First Certificate.This Teacher's Guide offers: a full introduction to how Ideas and Issues Intermediate is structuredtwo sample Ilesson plans, including suggestions for further activities

Answer Key to objective questions in the units Answer Key to gr~!Timar and vocabulary exercises in the WorkbookIdeas ,and Issues Intermediate Students' Book:Idea'S and Issues'lntermediate Teachers Guide:Ideas and Issues Intermediate Double Cassette Pack:Ideas and Issues Intermediate CD Tune in Listening:

1SBN 3-12-508452-0ISBN 3-12-508453-9ISBN 3-12-508432-6ISBN 3-12-50845.9-8

Date post:	05-Apr-2018
Category:	Documents
Upload:	maroma
View:	321 times
Download:	5 times

Ideas and Issues Intermediate Teacher Guide

Documents