Complete all activities in your notebook. Vocabulary News: phrasal verbs Start thinking Imagine you see these links on an online news site. Which pages are you most/least likely to visit? Why? today’s top stories local news culture style travel sport environment today in photos videos How to describe and discuss photos 1 2.14 Listen and study the key phrases. Match them to one of the photos (1–4). Then discuss the other photos in pairs. Why might these stories be in the news? Key phrases The photo shows a kind of frog. You can see the frog climbing a tree. It looks as though the frog has got wings. I’m not sure, but it might be a new species. ? TODA TOD TOD TODA TO TO TO TODAY TODAY TODAY TODAY TODAY TODAY TODAY TODAY IN PHOTOS 1 2 3 4 42 5 Unit aims Vocabulary ■ ■ News: phrasal verbs ■ ■ Reporting verbs Grammar ■ ■ Reported statements ■ ■ Reported questions ■ ■ Reported requests and orders ■ ■ Reported speech: time and place expressions ■ ■ Reported speech: transformations Communication ■ ■ Describe and discuss photos ■ ■ Give and respond to news ■ ■ Write a story for a newsletter News plus Everyday listening & speaking Showing interest p.92 waves of the quake. Tweets travel as signals along fibre optic cables at a speed of 200,000 kilometres per second; seismic waves are slower, travelling at about 2–8 kilometres per second. Twitter saves When a deadly tsunami hit Japan in 2011, Naoko Utsumi had to evacuate many young children onto a roof to keep them out of the rising water. But something in the water was on fire and 5 0 Culture & CLIL Twitter p.101 + VIDEO
Transcript
Complete all activities in your notebook.
VocabularyNews: phrasal verbs
Start thinkingImagine you see these links on an online news site. Which pages are you most/least likely to visit? Why?
today’s top stories local news culture style travel sport environment today in photos videos
How to describe and discuss photos
1 2.14 Listen and study the key phrases. Match them to one of the photos (1–4). Then discuss the other photos in pairs. Why might these stories be in the news?
Key phrasesThe photo shows a kind of frog.You can see the frog climbing a tree.It looks as though the frog has got wings.I’m not sure, but it might be a new species.
?
TODAY TODAY TODAY
TODAY TODAY TODAY
TODAY
TODAY TODAY TODAY
TODAY TODAY TODAY
TODAY
TODAY in PHOTOS
1 2
3 4 42
5Unit aimsVocabulary
■■ News: phrasal verbs■■ Reporting verbs
Grammar■■ Reported statements■■ Reported questions■■ Reported requests and orders■■ Reported speech: time and place expressions■■ Reported speech: transformations
Communication■■ Describe and discuss photos■■ Give and respond to news■■ Write a story for a newsletter
News
plus
Everyday listening& speakingShowing interest
p.92
Talk about it
4 In pairs. Ask and answer the questions.
1 Do you think that real-time information networks like Twitter could replace newspapers in the future?
2 What are the dangers of only receiving real-time information?
3 Why do you think that the mainstream media ignore some stories?
4 How much time do you set aside each day to follow Twitter and tweet messages?
5 Who do you follow on Twitter?
5 Use your answers from Ex.4 to write a text (200–250 words) about the future of news and real-time information networks like Twitter. Write about the positive and negative aspects of both, including any dangers.
Twitter1 What do you know about Twitter? Do you tweet?
2 Match words in the text to these synonyms (1–6).
3 2.27 Read and listen to the text. Answer the questions.
1 Where and when was Twitter first created?2 What is the role of newswires?3 What would happen to some news stories if
they were not reported by Twitter?4 How are tweets sent?5 How did a tweet help some Japanese
schoolchildren?6 Why was the stock market affected on 23rd April
2013?
Faster than seismic waves Twitter is a real-time information network that connects people to the latest stories, opinions and ideas. At the core of Twitter are small pieces of information or messages called tweets. We all know that tweets can’t be more than 140 characters long, but did you know that on 26th March 2006, Jack Dorsey, from San Francisco, sent the world’s first tweet? Now, there are more than 200 million registered users, and the number is growing every day.
Twitter is fast According to a study by the University of Edinburgh, Twitter is faster than the newswires which deliver up-to-the-minute news stories about anything: sport, world disasters and political riots. When there were riots in London in the summer of 2011, Twitter broke the news an hour ahead of the newswires. In April 2013, Twitter was leading the stories about the Boston Marathon bombing. The study says that Twitter also has an important role in revealing news of events that might otherwise be covered up and not reported by the mainstream media.
Twitter warns Earthquakes don’t give any warning before they strike, but when a 5.9-magnitude earthquake hit Virginia in August 2011, the tweet ‘ earthquake’ immediately went out. People were tweeting while the earthquake was happening. People in New York read the tweet and thirty seconds later, they felt the quake. It was one of the largest recorded in the Washington, D.C. area. People said that it was weird reading tweets before they felt the seismic
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waves of the quake. Tweets travel as signals along fibre optic cables at a speed of 200,000 kilometres per second; seismic waves are slower, travelling at about 2–8 kilometres per second.
Twitter savesWhen a deadly tsunami hit Japan in 2011, Naoko Utsumi had to evacuate many young children onto a roof to keep them out of the rising water. But something in the water was on fire and soon the building was surrounded by flames. Naoko Utsumi sent a text message to her son in London telling him about their situation. Her son tweeted a message asking for help. The Vice Governor of Japan saw the tweet and sent a helicopter to rescue the teacher and the schoolchildren. In the days and weeks after the tsunami, people kept in touch using tweets and other new media. The situation was very different after the Asian tsunami of 2004 when new media like Twitter was not well established.
The danger of Twitter There are dangers, of course, of inaccurate stories. A false tweet on 23rd April 2013 about an explosion at the White House affected the stock market by $136 million. Twitter may not completely replace other news sources, but it is certainly having an effect on the way we live our lives today.
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Teacher’s notes & keys > Unit 5 News T42
Unit aimsVocabularyNews: phrasal verbsReporting verbs
GrammarReported statementsReported questionsReported requests and ordersReported speech: time and place expressionsReported speech: transformations
CommunicationDescribe and discuss photosGive and respond to newsWrite a story for a newsletter
iPackPronunciation Unit 5: Expressing interest and surprise (on the iPack and CD2) Workbook p.96Culture & CLIL video Unit 5: The Speed of News
pages 42–43 • Vocabulary News: phrasal verbs
Aims• Learn phrasal verbs related to news.• Learn how to describe and discuss photos.• Listen to some news stories.• Discuss questions related to the news.
Start thinking
• Ask individual students if they ever look at online news sites. Ask: What sites do you visit? What do you read about?
• Read the links with the class and check that students understand them all. Elicit other sections, e.g. business, blogs, TV listings, weather.
• If you have access to the internet in class, you could look at a website (e.g. the BBC website) as a class and look at the different sections.
• Read the questions with the class and elicit answers from individual students.
• Point out to students that visiting English language websites such as the BBC website is a very good way to practise English outside the classroom.
KEYStudents’ own answers.
How to: describe and discuss photos Ex.1 F First Speaking, Part 2• Students listen and read the key phrases. Check that they
understand the key phrases. • Students match the key phrases to one of the photos. • With weaker classes, brainstorm some key vocabulary for
each of the other photos before students discuss them.• Students discuss the photos in pairs.• Ask some pairs to choose one of the photos and discuss it
for the class.
Transcript $ 2.14 See SB page 42 Ex.1
KEYPhoto 2Possible answers:Photo 1: The photo shows a police officer and a teenage girl. You can see two police cars in the background. It looks as though the police officer is arresting the girl. I’m not sure, but she might be a criminal of some kind.Photo 3: The photo shows people clearing up after an environmental disaster. It looks as though there has been an oil spill. I’m not sure, but the people are wearing protective clothing, so it must be a dangerous chemical of some kind.Photo 4: I think this photo shows a tennis court. You can see some nets in the background, and there are some tennis balls in the foreground. It’s a strange photo because there is also a fried egg on the ground. I’m not sure what’s happening. Maybe the fried egg is to show how hot it is.
5pages 42–49
News
Complete all activities in your notebook.
VocabularyNews: phrasal verbs
Start thinkingImagine you see these links on an online news site. Which pages are you most/least likely to visit? Why?
today’s top stories local news culture style travel sport environment today in photos videos
How to describe and discuss photos
1 2.14 Listen and study the key phrases. Match them to one of the photos (1–4). Then discuss the other photos in pairs. Why might these stories be in the news?
Key phrasesThe photo shows a kind of frog.You can see the frog climbing a tree.It looks as though the frog has got wings.I’m not sure, but it might be a new species.
?
TODAY TODAY TODAY
TODAY TODAY TODAY
TODAY
TODAY TODAY TODAY
TODAY TODAY TODAY
TODAY
TODAY in PHOTOS
1 2
3 4 42
5Unit aimsVocabulary
■■ News: phrasal verbs■■ Reporting verbs
Grammar■■ Reported statements■■ Reported questions■■ Reported requests and orders■■ Reported speech: time and place expressions■■ Reported speech: transformations
Communication■■ Describe and discuss photos■■ Give and respond to news■■ Write a story for a newsletter
News
plus
Everyday listening& speakingShowing interest
p.92
Talk about it
4 In pairs. Ask and answer the questions.
1 Do you think that real-time information networks like Twitter could replace newspapers in the future?
2 What are the dangers of only receiving real-time information?
3 Why do you think that the mainstream media ignore some stories?
4 How much time do you set aside each day to follow Twitter and tweet messages?
5 Who do you follow on Twitter?
5 Use your answers from Ex.4 to write a text (200–250 words) about the future of news and real-time information networks like Twitter. Write about the positive and negative aspects of both, including any dangers.
Twitter1 What do you know about Twitter? Do you tweet?
2 Match words in the text to these synonyms (1–6).
3 2.27 Read and listen to the text. Answer the questions.
1 Where and when was Twitter first created?2 What is the role of newswires?3 What would happen to some news stories if
they were not reported by Twitter?4 How are tweets sent?5 How did a tweet help some Japanese
schoolchildren?6 Why was the stock market affected on 23rd April
2013?
Faster than seismic waves Twitter is a real-time information network that connects people to the latest stories, opinions and ideas. At the core of Twitter are small pieces of information or messages called tweets. We all know that tweets can’t be more than 140 characters long, but did you know that on 26th March 2006, Jack Dorsey, from San Francisco, sent the world’s first tweet? Now, there are more than 200 million registered users, and the number is growing every day.
Twitter is fast According to a study by the University of Edinburgh, Twitter is faster than the newswires which deliver up-to-the-minute news stories about anything: sport, world disasters and political riots. When there were riots in London in the summer of 2011, Twitter broke the news an hour ahead of the newswires. In April 2013, Twitter was leading the stories about the Boston Marathon bombing. The study says that Twitter also has an important role in revealing news of events that might otherwise be covered up and not reported by the mainstream media.
Twitter warns Earthquakes don’t give any warning before they strike, but when a 5.9-magnitude earthquake hit Virginia in August 2011, the tweet ‘ earthquake’ immediately went out. People were tweeting while the earthquake was happening. People in New York read the tweet and thirty seconds later, they felt the quake. It was one of the largest recorded in the Washington, D.C. area. People said that it was weird reading tweets before they felt the seismic
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waves of the quake. Tweets travel as signals along fibre optic cables at a speed of 200,000 kilometres per second; seismic waves are slower, travelling at about 2–8 kilometres per second.
Twitter savesWhen a deadly tsunami hit Japan in 2011, Naoko Utsumi had to evacuate many young children onto a roof to keep them out of the rising water. But something in the water was on fire and soon the building was surrounded by flames. Naoko Utsumi sent a text message to her son in London telling him about their situation. Her son tweeted a message asking for help. The Vice Governor of Japan saw the tweet and sent a helicopter to rescue the teacher and the schoolchildren. In the days and weeks after the tsunami, people kept in touch using tweets and other new media. The situation was very different after the Asian tsunami of 2004 when new media like Twitter was not well established.
The danger of Twitter There are dangers, of course, of inaccurate stories. A false tweet on 23rd April 2013 about an explosion at the White House affected the stock market by $136 million. Twitter may not completely replace other news sources, but it is certainly having an effect on the way we live our lives today.
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Teacher’s notes & keys > Unit 5 NewsT43
Ex.2• Students listen and read and choose the correct alternatives. • Students then match the stories to the photos.• Check answers with the class.
Transcript $ 2.15 See SB page 43 Ex.2
KEY1 with 2 across 3 into 4 on 5 out 6 up 7 up 8 with 9 up 10 down 11 with 12 out
Extra activity: discussion
Ask students if their predictions about the news stories were correct. Ask: Which news story surprises you the most? Which one do you find most interesting? Why? Which do you think should be the day’s top story? Why?Discuss the questions as a class.
Ex.3• Students match the definitions to six of the phrasal verbs.• Check answers with the class.
KEY1 put up with 2 get across 3 turn out 4 track down 5 make up 6 look into
Ex.4 F First Speaking, Part 4• Students complete the phrasal verbs in the questions.• Check answers with the class.• Students ask and answer the questions in pairs.• Ask some students the questions and elicit answers.
Encourage students to add more information to their answers, and to express their opinions.
KEY1 out 2 up 3 on 4 up, away Students’ own answers.
Fast finishers • Students use phrasal verbs from Ex.2 to write their own
news summaries.• When everyone has finished, ask fast finishers to read
out their news summaries, omitting the second part of each phrasal verb. Ask other students to complete the phrasal verb.
• Ask students which summaries they enjoyed and why.
page 43 • Grammar Reported statements
Aims• Learn about reported statements.• Practise using reported statements to transform direct
speech to reported speech.
Ex.5KEY
1 Past continuous 2 Past perfect 3 would 4 could 5 had to
Grammar Bank, Workbook page pp.84–85Full grammar notes and practice exercises.
! NOTE Point out that the Past simple and Present perfect both change to the Past perfect in reported speech. Point out also that some modal verbs change in reported speech, but others don’t, e.g. will changes to would, but would remains the same.
Ex.6• Do the first sentence with the class as an example. Elicit
that the pronoun changes as well as the verb form.• Students complete the sentences.• Students compare their answers in pairs.• Check answers with the class.
KEY1 they were celebrating 2 they hadn’t watched 3 he couldn’t stand 4 she’d got, them 5 we were, their
Extra activity: vocabulary
Write the following two definitions of news on the board:A information about events that have happened recentlyB reports of recent events in the media (also ‘the news’)Explain that the word news can be used in these two ways. Ask students to work in pairs and match the examples in Ex.6 to the two meanings of news. (Answers: 1 A, 2 B, 3 B, 4 A, 5 A)
! NOTE Before students do Ex.7, remind them of the patterns with say and tell:• say + that: She said that she had some good news.• tell + object + that: She told me that she had some
good news.Students will practise more uses of these verbs in the next lesson.
Ex.7• Students rewrite the sentences.• Students compare their answers in pairs.• Check answers with the class.
KEY1 Reece said he hadn’t done anything wrong.2 Reece told the police officer she had to let him go.3 Reece said to the police offer that he wanted to ring his mum.4 The police officer told Reece she’d lend him her mobile.5 The police officer said he could call from their police car.
Ex.8• Students complete the sentences with their own ideas.• Ask some students to read out their ideas. Correct any
errors as a class.• Students work in pairs to report their news.• Ask some students to report their news to the class.
KEYStudents’ own answers.
Workbook pp.36–39For more vocabulary practice, see pp.36–37.For more grammar practice, see pp.38–39.
2 2.15 Read and listen to the news stories. Choose the correct alternative to complete the phrasal verbs. Then match the stories (A–D) to photos 1–4.
3 Match definitions 1–6 to six of the phrasal verbs in Ex.2. Write the infinitive form.
1 tolerate, accept2 communicate3 be discovered (to be)
4 find after a search5 invent6 investigate
4 Copy and complete the questions in your notebook. Then ask and answer in pairs.
1 Where do you usually find … about the news?2 Should we always own … to our mistakes
instead of covering them … ? 3 Is it ever OK to spy … someone’s phone
messages? 4 Have you ever made … a story that wasn’t true?
Did you get … with it?
Fast finishers
Use phrasal verbs from Ex.2 to write your own news summaries. (You can make the stories up.)
GrammarReported statements
5 Study the examples in the news stories. Then copy and complete the rules in your notebook.
RulesDirect speech Reported speechPresent simple Past simplePresent continuous (1)…Past simple Past perfectPresent perfect (2)…will/would (3)…can/could (4)…must/have to (5)…Pronouns and possessive adjectives sometimes also change.
Grammar Bank, Workbook pp.84–85
6 Complete the reported speech in your notebook. Change the bold words when necessary.
1 ‘We’re celebrating some good news.’ My friends said that … some good news.2 ‘We didn’t watch the news on TV.’ They told me that … the news on TV.3 ‘I can’t stand news shows.’ He said that … news shows.4 ‘I’ve got good news for you.’ She told them that … good news for … .5 ‘We are sorry to hear your news.’ We told them that … sorry to hear … news.
7 Rewrite the sentences between the female police officer (P) and Reece (R) using reported speech and the verb in brackets.
P R: ‘I’m arresting you.’ (told) The police officer told Reece that she was arresting
him.1 R: ‘I haven’t done anything wrong!’ (said)2 R P: ‘You have to let me go.’ (told)3 R P: ‘I want to ring my mum.’ (said)4 P R: ‘I’ll lend you my mobile.’ (told)5 P: ‘You can call from our police car.’ (said)
8 Imagine these people appear on the news. Complete their statements in your notebook with your ideas. Then in pairs, take it in turns to report your ‘news’.
1 President: ‘I promise I’ll …’2 Police: ‘We’ve tracked down …’3 Celebrity: ‘I’m really sorry for …’4 Football manager: ‘Real Madrid can/can’t …’5 Environmentalist: ‘We must …’6 Designer: ‘Right now, everyone’s wearing …’
A US oil spill has turned the sea black. A Greenpeace spokesperson told our reporter she’d never seen such damage before, and that oil companies had to pay. ‘We can’t let them 1get away with/for this. We need to 2get the message across/into that irresponsibility is NOT an option.’ The government is 3looking over/into the causes.
A
B The police have caught an internet bully who posted hundreds of offensive comments. They discovered her identity after 4spying for/on her online activity for several weeks. She 5turned out/for to be a 16-year-old called Mia, who 6owned on/up immediately. She said she hadn’t meant to hurt anyone.
D 10Tracking across/down and catching this new species of frog in Vietnam was particularly difficult. Researchers quickly 11came up with/over the name ‘vampire frog’, after they 12found on/out that the tadpoles (babies) also had sharp black teeth. Naturalist Ray Scott told reporters that he’d never seen anything like it before.
C We aren’t 7making this around/up! At the Australian Open, 59oC courts are hot enough to fry an egg. Yesterday, British player James Clarke said that he would quit, as he couldn’t 8put up by/with the heat. The Australian team said he was making excuses to 9cover over/up his poor performance.
TODAY TODAY TODAY
TODAY TODAY TODAY
TODAY
43
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Workbook pp.36–39
4844277_SIE_SB4.indb 43 10/01/2014 10:15
Complete all activities in your notebook.
Free this week, for quick gossip/prep
before I go and destroy America?
Police arrested British tourist Leigh Van Bryan when he landed in the USA, for making jokes on Twitter about ‘destroying America’. After a night in prison, Leigh was sent home.
We asked three people how they felt
about what had happened.
One story, different views
AlysI avoid Twitter and similar sites myself, but I read the tweet in the press. It turned out it was just a short jokey message. He asked a friend if she was free for a chat before he went and destroyed America. Now, say what you like, but that isn’t the kind of message a brilliant criminal mastermind would post, is it?! Leigh just meant that he was going to party. I know friends round here who’d say ‘Let’s go and destroy the town tonight’ to mean ‘Let’s have a good time’. Maybe the US police didn’t understand the local slang. But they should have checked! I’m not sure they should be spying on Twitter, anyway. They should publicly say sorry.
Lynn Many international police forces routinely check social networking sites. It’s hard to tell the difference between jokes and real threats, and we can’t take risks with safety. Cultural differences may have been a problem here, as ‘destroy’ never means ‘party’ in the USA. To tell you the truth, when Leigh explained his comments afterwards I smiled a little, but they didn’t seem funny online. If you’re asking me whether the police reaction was appropriate, I’d say, ‘absolutely’. Leigh was smart enough to own up to his mistake instead of trying to cover it up, so the police released him quickly. I think some even wished him luck when they said goodbye. Leigh had a tough time, but he’s also learnt a valuable lesson about thinking before posting online.
Dominic I asked the authorities why they’d arrested Leigh instead of simply telling him off, which would have been a good enough punishment. I accept that security forces need to look into potential criminal activity on sites like Twitter. But Leigh’s only ‘crime’ was saying something stupid! You don’t need to be British to understand his comment. We all tell stories and exaggerate sometimes. Yesterday, I posted that I could kill for a coffee. But I’m not actually planning any murders! Personally, I was fairly unamused by Leigh’s tweet, but I defend anyone’s right to tell jokes, even bad ones. We mustn’t allow the authorities to get away with this. Say no to bullying! We have a right to freedom of speech. We should be free to say whatever we like.
Reading
Start thinkingWhat kind of messages do you put on social networking sites? Do you ever worry about who might read them?
1 2.16 Listen and read. Who are Alys, Lynn and Dominic? Match them to 1–3. How did the tweet get Leigh into trouble?
1 a free speech campaigner2 a US security officer3 a member of the British public
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Teacher’s notes & keys > Unit 5 News T44
pages 44–45 • Reading
Aims• Read about a British tourist who was arrested in America
for making a joke on Twitter.• Read for general meaning and specific information.• Practise using key words to find the answers to
comprehension questions.• Express your own opinions on freedom of speech online.• Practise using say and tell.
Start thinking
• Read the questions with the class and elicit answers from individual students.
KEYStudents’ own answers.
Ex.1• Students listen and read and answer the questions.• Check answers with the class.
Transcript $ 2.16 See SB page 44
KEY1 Dominic 2 Lynn 3 Alys
Culture note: terrorism
Anti-terrorism measures have become much more severe in the USA following the attack on the World Trade Center in 2001.Leigh Van Bryan was 26 years old when he landed in America with his friend, Emily Bunting. The two were immediately arrested on suspicion of being terrorists. When the ordeal was finally over, Leigh said that he could see the funny side of it, but at the time it was really scary.
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Teacher’s notes & keys > Unit 5 NewsT45
Study strategy: thinking about key words Ex.2 F First Reading and Use of English, Part 7• Read the tip and the example with the class. • Students answer the questions.• Check answers with the class, discussing the evidence for
each answer (see evidence in brackets in the key).
KEY1 Lynn (Leigh was smart enough to own up …)2 Dominic (You don’t need to be British to understand his
comment.)3 Alys (I’m not sure they should be spying on Twitter, anyway.)4 Lynn (… but he’s also learnt a valuable lesson about thinking
before posting online)
Talk about it Ex.3• Students ask and answer the questions in pairs.• Ask some students to share their opinions with the class.
Ask other students if they agree or disagree.
KEYStudents’ own answers.
Build your vocabulary: say or tell? Ex.4• Students complete the phrases with the correct verbs.• Check answers with the class.
KEY1 say 2 say 3 tell 4 say 5 tell
Ex.5• Students complete the sentences with the correct form of
say or tell.• Check answers with the class. Check that students
understand all the expressions with say and tell.• Students work in pairs and follow the instructions.• Ask some students to tell the class something they
learned about their partner.
KEY1 said 2 tell 3 say 4 told 5 Tell
Fast finishers • Student list the arguments for and against freedom of
speech on the internet and give their own opinion.• When everyone has finished, elicit arguments from the
fast finishers and bring them together on the board. Elicit other arguments from the class.
page 45 • Grammar Reported questions
Aims• Learn how to form reported questions.• Practise using reported questions to report a conversation.
Ex.6• Students find the reported questions in the article, then
choose the correct alternatives to complete the rules.• Check answers with the class.
KEY1 He asked a friend if she was free for a chat.2 I asked the authorities why they’d arrested Leigh.1 affirmative sentence 2 isn’t 3 if
Grammar Bank, Workbook page pp.84–85Full grammar notes and practice exercises.
! NOTE Students often make mistakes with the word order in reported questions and also forget that in reported questions we don’t use the auxiliaries do/did. Students may also forget that we need to make the same tense changes as we make in reported statements.
Ex.7• Students read the questions, then find the mistakes in the
reported speech. • Check answers with the class.
KEY1 correct2 He asked me if/whether I’d been to the States before.3 He asked me whether he could see my passport.4 He asked me how many cases I was checking in.5 correct
Ex.8 F First Reading and Use of English, Part 4• Do the first question with the class as an example.• Students rewrite the sentences as reported questions.• Check answers with the class.• Students discuss in pairs how they would answer the
questions.
KEY1 Eve asked me which news sites I used.2 I asked Chris if/whether he was going to post online tonight.3 Jon asked Bella if/whether she had heard the news today.4 Zoë’s friends asked her where they could find English
articles online.5 Xi asked his friends if/whether they would like to visit the USA.6 The teacher asked us how easy we had found this exercise.Students’ own answers.
Dictation Ex.9• Students listen and write the questions.• Check answers with the class.• Students work in pairs to interview each other and report
the interviews.• For extra practice, students could work with a different
partner to do another interview and report it.
Transcript and key $ 2.171 Could you explain what happened?2 How has the experience affected you?3 What do you think will happen next?4 Can you tell us anything else about your experience?5 What message do you want to get across to readers?Students’ own answers.
Workbook pp.36–39For more vocabulary practice, see pp.36–37.For more grammar practice, see pp.38–39.
Workbook pp.36–39
Study strategy thinking about key words
2 Read the tip and look at the example. Then answer questions 1–4.
Vocabulary tipThink about the key words in each question. Then read the text again. Stop when you find relevant information. Does this part of the text exactly answer the question? If not, keep reading until you find the information.
Who: thinks that Leigh’s Twitter joke was not funny? Dominic. Evidence: Personally, I was fairly unamused
by Leigh’s tweet. (lines 35–36)1 has something positive to say about Leigh’s
intelligence? 2 believes that cultural differences were not a
problem? 3 thinks the police should respect people’s
privacy online? 4 thinks Leigh has benefitted from the experience?
Talk about it
3 In pairs. Ask and answer the questions.
1 Do you sympathise with Leigh? Why?/Why not?2 ‘We should be free to say whatever we like’.
(lines 39–40) Do you agree?3 Why is it important to ‘think before you post
online’? (lines 25–26)4 Why is it important to learn about cultural
differences?
Build your vocabulary say or tell?
4 Copy and complete the phrases with say or tell.
1 … no2 … the truth
3 … what you like 4 … stories
5 Complete the sentences in your notebook with the correct form of say or tell. Then follow the instructions in pairs.
1 Describe a time when you … something stupid.2 Explain how we can … the difference between
direct and reported speech.3 Describe something you’d like a politician or
celebrity to … sorry for.4 Describe a time when your parents … you off.5 … your partner a joke!
Fast finishers
‘We should have total freedom of speech on the internet.’ List arguments for and against. Then give your own opinion.
GrammarReported questions
6 Find the reported questions for direct questions 1–2 in One story, different views. Then choose the correct alternative and complete the rules in your notebook.
‘How do you feel?’ We asked three people how they felt.
1 ‘Are you free for a chat?’ (Alys)2 ‘Why did you arrest Leigh?’ (Dominic)
RulesIn reported questions:
■■ the word order is the same as in a 1direct question/affirmative sentence.
■■ there 2is/isn’t a question mark.■■ we use (3)… or whether with Yes/No questions.
Grammar Bank, Workbook pp.84–85
7 Find and correct three more mistakes in the reported speech. Where do you think these people are?
‘Where are you flying to? 1Where are you travelling from? 2Have you been to the states before? 3Can I see your passport? 4How many cases are you checking in? 5Did you pack the cases yourself?’
I wasHe asked me where was I flying to. 1He asked me where I was travelling from. 2He asked me I’d been to the states before. 3He asked me whether he can see my passport. 4He asked me how many cases was I checking in. 5He asked me if I’d packed the cases myself.
8 Rewrite the direct questions as reported questions. How would you answer them?
1 Eve me: ‘Which news sites do you use?’2 I Chris: ‘Are you going to post online tonight?’3 Jon Bella: ‘Have you heard the news today?’4 Zoë’s friends her: ‘Where can we find English
articles online?’5 Xi his friends: ‘Would you like to visit the
USA?’6 the teacher us: ‘How easy did you find this
exercise?’
Dictation
9 2.17 Listen and write a journalist’s five questions. Then think of a person in the news at the moment. Imagine their replies. Report your interview for a news site.
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Complete all activities in your notebook.
How did you get started in the media?
Vocabulary and listeningReporting verbs
Start thinkingWhat jobs can people do in the media? Do you think
it’s difficult or easy to start a media career? Why?
1 Quickly read the texts. What jobs do writers A–C have? Which job would you rather do? Why?
?
2 Check the meaning of the verbs in the table. Then copy and complete the table in your notebook with the infinitive form of reporting verbs from text A.
verb + that (e.g. I said that I would go.)announce, complain, say, suggest, …
verb + object + (not) to + infinitive (e.g. She advised him to go.)advise, invite, …, …
verb + (not) to + infinitive (e.g. We promised not to go.)promise, threaten, …, …verb + preposition + -ing (e.g. I insisted on going.) apologise for, insist on, … about
Some of these verbs also have other patterns.
3 2.18 Choose the correct options in your notebook to complete texts B and C. Then listen and check.
a advised b suggested c agreed1 a help me b helping me c to help me2 a for b that c me3 a threatened b complained c begged4 a to mix b mixing c mix5 a offering b saying c inviting6 a that b on c for7 a threatened b convinced c complained8 a suggested b begged c advised
4 2.19 Listen to a lecture about Nellie Bly. Which three words or phrases best describe her?
always cheerful determined keen travellermany talents retired early wealthy background
5 2.19 Listen again and complete the biography in your notebook. Write one or two words in each gap.
Nellie Bly: Investigative reporter
1 Nellie was born in . . . (country?) in . . . (year?).
2 She started training to become a . . . when she was . . . years old.
3 In 1880 she joined a Pittsburgh newspaper after reading about . . .
4 Her first editor wanted her to write about flower shows, . . . and . . . , but Nellie rebelled.
5 In . . . (year?) Nellie investigated a home for mentally-ill patients.
6 In 1889, she travelled round the world in . . . days, . . . hours and . . . minutes.
aIt was tough to convince people to give me my first chance. I offered to put on a show at a local hospital, and I agreed to work for free. At first I boasted about being a DJ to my friends, and I played cool music. But the (mainly older) patients begged me to stop! It was a great experience, though. And who could have predicted that I’d develop a taste for 70s disco?
BMy IT teacher advised me to set up an online school newsletter as useful work experience, and promised (1)… It was a challenge, and I made mistakes. I incorrectly announced (2)… the café failed a health inspection (they (3)… to stop serving me), and I once had to apologise for (4)… up stories by accident, and publishing an article about our head teacher … with a photo of a fox eating rubbish!
cEver since I read about Nellie Bly (a famous 19th century female reporter), I knew I wanted a media career. I spent years vlogging* about local sports news before big national teams started (5)… me to do interviews. Not everyone was polite. One celebrity player insisted (6)… making me wait for four hours in the rain. Then he (7)… that I was too young to know anything, and (8)… that football wasn’t ‘for girls’.
* producing a video blog (vlog)
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Teacher’s notes & keys > Unit 5 News T46
page 46 • Vocabulary and listening Reporting verbs
Aims• Learn some common reporting verbs.• Learn the different patterns used with reporting verbs.• Listen to a lecture about a pioneering investigative
reporter.• Listen for general meaning and specific details.
Start thinking
• Read the questions with the class and elicit examples from individual students.
KEYStudents’ own answers.
Ex.1• Students read the texts quickly and answer the questions.• Check answers with the class, and ask individual students
which job they would rather do and why.
KEYA radio DJ/presenter B web editor C reporter/journalist Students’ own answers.
Ex.2• Explain that reporting verbs are verbs that we use to
report what someone has said.• Students use their dictionaries to check the meanings of
the verbs in the table. • Go through the verbs with the class, making sure that
students understand them all.• Students complete the table with the reporting verbs
from text A.• Check answers with the class, and read out the note that
Ex.3 F First Reading and Use of English, Part 1• Students choose the correct options to complete texts B
and C. Tell students to think about the patterns each verb is used in, as well as the meaning.
• Students listen and check.• Check answers with the class.
Transcript $ 2.18 See SB page 46 Ex.3
KEY1 c 2 b 3 a 4 b 5 c 6 b 7 c 8 a
Extra activity: vocabulary
Write the following reported speech sentences on the board. Ask students to complete them using the reporting verbs in Ex.2. 1 Matt got angry and _____ that I was always late.
(complained)2 Stella ____ me to go to bed if I felt ill. (advised)3 She ____ for breaking the coffee pot. (apologised)4 Sam ____ to help me. (offered/promised)5 Paul got upset and ____ her not to leave. (begged)
Ex.4• Read through the words and phrases with the class and
check that students understand them all.• Students listen and answer the question.• Check answers with the class.
Transcript $ 2.19 See page T139
KEYdetermined, keen traveller, many talents
Ex.5 F First Listening, Part 2• Allow students time to read through the biography.
Point out that the words in brackets indicate the kind of information that is missing.
• Students listen again and complete the biography.• Check answers with the class.
Transcript $ 2.19 See page T139
KEY1 the USA, 1864 2 teacher, 15 3 working women 4 food, fashion 5 1887 6 72, 6, 11
page 47 • Grammar Reported requests and orders
Aims• Learn about reported requests and orders.• Practise reporting requests and orders with ask and tell.
Ex.6KEY
1 indirect object 2 (not) to + infinitive
Grammar Bank, Workbook page pp.84–85Full grammar notes and practice exercises.
! NOTE Point out to students that we use not before to + infinitive: He asked me not to tell anyone. NOT He asked me don’t tell anyone.
Ex.7 F First Reading and Use of English, Part 4.• Students report the requests and orders using ask or tell.• Check answers with the class.
KEY1 I asked the college to enrol me for media studies.2 My dad told me to pass him the newspaper.3 The teacher told them to follow their dreams.4 She told the editor not to publish that photo.5 The DJ asked us not to miss the show.
Ex.8• Students complete the sentences with their own ideas.• Check answers with the class.
KEYStudents’ own answers.Possible answers:1 Last week a friend asked me to help him with his homework.2 Doctors tell us not to each too much because it will make us
overweight.3 Last night my mum told me to tidy my bedroom.4 Earlier this lesson the teacher asked us to complete an
exercise.
Reported speech: time and place expressions
Aims• Learn about time and place expressions in reported
speech.• Practise using time and place expressions in reported
speech.
Ex.9• Students complete the reported speech and the rules.• Check answers with the class.
KEY1 was 2 had won 3 was planning 4 there 5 that 6 that day 7 the year before 8 the following year
Grammar Bank, Workbook page pp.84–85Full grammar notes and practice exercises.
Ex.10• Read out the headline, then ask two students to read out
the direct speech.• Students complete the reported speech.• Check answers with the class.
KEY1 were printing those 2 hadn’t stolen, the day before 3 couldn’t speak, then 4 to come, there the next day
Reported speech: transformations
Aims• Learn about rewriting sentences in grammar
transformations.• Practise rewriting sentences using reported speech.
Study strategy: rewriting sentences Ex.11 F First Reading and Use of English, Part 4• Do the first transformation with the class as an example. • Discuss as a class what changes have been made to
transform the sentence.• Students rewrite the remaining sentences. Don’t check
answers yet.
Ex.12• Students check their answers, individually or in pairs.• Check answers with the class.
KEY1 he had spoken to his lawyer.2 not to believe all the stories.3 if/whether he had heard his interview the day before.4 for taking the watch.5 he had been stressed all week.6 why they wouldn’t leave him alone.7 (that) he’d return the watch the next day.8 not to come back there again.
Extra help: rewriting sentencesIf you think your students need help with Ex.12, write these notes on the board:Sentences 1&5: reported statements, p.43Sentences 2&8: reported requests and orders, p.47Sentences 3&6: reported questions, p.45Sentences 4&7: reporting verbs, p.46
Fast finishers• Students write a short dialogue, then report the dialogue
for a news website.• When everyone has finished, ask some fast finishers to
read out their report of the dialogue. • Ask other students to listen and write the direct speech
dialogue.• Fast finishers can read out their direct speech dialogue to
check answers.
Workbook pp.36–39For more vocabulary practice, see pp.36–37.For more grammar practice, see pp.38–39.
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Teacher’s notes & keys > Unit 5 NewsT47
Workbook pp.36–39
GrammarReported requests and orders
6 Study the examples. Then look at the reporting verbs table in Ex.2. Copy and complete the rules in your notebook.
‘Don’t leave.’ ■The editor told her not to leave.‘Please write for me.’ He asked her to write
for him.
RulesFor reported requests and orders, use ask/tell + (1)… + (2)…
Grammar Bank, Workbook pp.84–85
7 Report the requests and orders with ask or tell.
1 ‘Please enrol me for media studies,’ I said to the college.
2 ‘Pass me the newspaper,’ my dad told me.3 ‘Follow your dreams,’ the teacher told them.4 ‘Don’t publish this photo!’ she told the editor.5 ‘Please don’t miss the show!’ the DJ said to us.
8 Complete the sentences in your notebook with your own ideas. Use reported requests and orders.
1 Last week a friend asked …2 Doctors tell us not … because …3 Last night my mum/dad told …4 Earlier this lesson the teacher asked …
Reported speech: time and place expressions
9 Copy and complete the reported speech in your notebook with the correct form of the verbs. Then complete the rules with the time and place expressions.
‘I’m delighted to welcome you here today. You won the Journalism award this time last year. What are you planning to achieve next year?’
He said that he (1)… delighted to welcome her there that day. He mentioned that she (2)… the Journalism award that time the year before. He asked her what she (3)… to achieve the following year.
Rules
direct speech reported speech
here (4)…, this (5)…, these those, now then, today (6)…, yesterday the day before, last year (7)…, tomorrow the following day, next year (8)…
Grammar Bank, Workbook pp.84–85
10 Copy and complete the reported speech in your notebook. Change the verbs and time and place expressions.
Jon (to the press): ‘1Why are you printing these lies? 2I didn’t steal anything yesterday!’
Jon’s manager (to reporters): ‘3Jon can’t speak to you right now. 4Come back here tomorrow for a full interview.’
1Jon asked the press why they … lies. 2He added that he … anything … .3His manager told reporters that Jon … to them right … . 4She asked them … back … for a full interview.
Reported speech: transformations
Study strategy rewriting sentences
11 Rewrite sentences 1–8 in your notebook. Think carefully about the structures you need to use.
1 ‘I’ve spoken to my lawyer.’ The newsreader said …2 ‘Don’t believe all the stories.’ Jon asked the reporters …3 ‘Did you hear my interview yesterday?’ He asked his manager …4 ‘I’m sorry I took the watch,’ he said. He apologised …5 ‘He’s been stressed this week.’ His manager told reporters …6 ‘Why won’t you leave me alone?’ Jon asked reporters …7 ‘I’ll return the watch tomorrow.’ Jon promised …8 ‘Don’t come back here again.’ The jeweller told Jon …
12 Check your answers to Ex.11. Have you made all the necessary changes? Think about: reporting verbs, word order, tenses, pronouns and possessive adjectives, time and place expressions.
Fast finishers
Write a short dialogue between a celebrity and a reporter (5–6 sentences). Then report the dialogue for a news website.
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Complete all activities in your notebook.
Practical English
How to give and respond to news
1 Look at the photos (A–D). What do you think these people’s news is?
Pronunciation Unit 5, Workbook p.96
2 2.20 Listen to three phone conversations. Match conversations 1–3 to the news in the photos (A–D). There is one extra photo you do not need to match.
3 2.21 Listen and study the key phrases. Then match the headings (a–d) to 1–4.
a giving newsb showing surprisec responding to bad newsd responding to good news
Key phrases1 I’ve got something to tell you. I’ve got some bad news. Something awful’s happened.2 Congratulations. That’s great news. Wow. You’re so lucky! 3 That’s terrible! What bad luck! Oh no. I’m really sorry.4 You must be joking! No way! Are you kidding me?
4 In pairs. Take it in turns to give your news (1–6). Listen and react to your partner.
1 Your favourite football team lost. 2 You’re going on holiday to Barbados this
summer.3 Your favourite celebrity has just moved
next door.4 You got your highest ever mark for English.5 You’ve accidentally deleted all your computer
files.6 You’ve just written a number one song.
5 Think of three things that have happened to you recently (good and bad). In pairs, have a conversation. Tell your partner your news and respond to their news, using the key phrases to help you.
B
a
D
c
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page 48 • Practical English How to: give and respond to news
Aims• Listen to three conversations in which people give and
respond to news.• Learn key phrases for giving and responding to news.• Practise giving your news and responding to someone
else’s news.
Ex.1• Elicit answers to the questions from individual students.
KEYStudents’ own answers.Possible answers:A accident falling off bike or skateboard B argument with girlfriend C passed exams D passed moped test
Ex.2• Students listen and match the conversations to the photos.• Check answers with the class.
Transcript $ 2.20 See page T140
KEY1 D 2 A 3 B
Ex.3• Students listen and read the key phrases. • They match the headings to the groups of key phrases.• Check answers with the class.
Transcript $ 2.21 See SB page 48 Ex.3
KEY1 a 2 d 3 c 4 b
Extra activity: listening
Write the following phrases on the board:1 I’m telling the truth, honestly!2 Really?3 I’ve got to talk to you.4 I’m jealous!Ask students to add them to the headings a–d in Ex.3. Students can listen again to the conversations in Ex.2 to check their answers. (Answers: 1 a, 2 b, 3 a, 4 d)
Ex.4• Allow students time to prepare their news individually.• Students work in pairs to give their news and react to their
partner’s news.• Ask some students to perform their conversations for
the class.
KEYStudents’ own answers.Possible answers:1 A I’ve got some bad news. Real Madrid lost the big game
last night. B Oh, no. That’s terrible!2 A I’ve got some good news. I’m going on holiday to
Barbados this summer. B That’s great news! I hope you have a great time.3 A I’ve got something to tell you! B What? A Robert Pattinson has just moved next door to me! B Wow! You’re so lucky!4 A Hey, I’ve got something to tell you. B What’s happened? A I got my highest mark ever for English this week – 95%! B Congratulations! Well done!5 A Something awful’s happened. B Oh, no. What? A I’ve accidentally deleted all my computer files. B Oh no, That’s terrible. I’m really sorry.6 A I’ve got to talk to you. B Why? What’s happened? A I’ve just written a number one song. B No way! Are you kidding me? A No. I’m telling the truth, honestly. It’s at number one now. B That’s great news. Congratulations!
Ex.5• Allow students time to think of their own news.• Students work in pairs to tell each other their news and
respond using the key phrases.• Students can repeat the activity with one or more
different partners for extra practice.
KEYStudents’ own answers.
Pronunciation 5 (Workbook p.96, iPack and CD2) $ 2•22 and $ 2•23Expressing interest and surprise
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Teacher’s notes & keys > Unit 5 News T48
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Teacher’s notes & keys > Unit 5 NewsT49
page 49 • Writing How to: write a story for a newsletter
Aims• Study a model story in a newsletter.• Learn key phrases for writing a story in a newsletter.• Learn about using reference words and expressions to
avoid repetition.• Write a story for a newsletter.
Warm-up• Ask: Does your school have a newsletter? How often is it
published? What kinds of news does it contain? Have you ever written a story or an article for the newsletter?
• Elicit ideas from individual students.
Ex.1• Students read the story and answer the questions. • Check answers with the class. • Ask: Does your school ever organise trips like this? Would you
like to go on a trip like this? Why?/Why not? Elicit answers from individual students.
KEY1 She feels sad for Mark, losing his parents, and lucky that
she doesn’t have this responsibility/pressure to look after her family.
2 We asked Ginny Evans to tell us about her time there. She said that she’d spent a whole day cooking. I asked one, Mark, why they were so cheerful He told me that his parents had died, so he needed to get a
good job to help his family.3 replied
Ex.2• Students study the key phrases. Ask students to find the
key phrases in the story in Ex.1. Check they understand all the phrases.
• Students write true sentences about their own life.• Ask some students to read their sentences to the class.• Correct any errors as a class.
KEYStudents’ own answers.Possible answers:The first thing I noticed at this school was how friendly everyone was.My friends made me feel really special when they organised a surprise birthday party for me.I was very excited to learn that my friend had got tickets for the Champions League Final.Watching a programme on TV about junk food has changed the way I think about burgers and chips.It was hard to watch that film without getting upset.
Language point: referencing Ex.3• Look at the example with the class and do another
example with the whole class if necessary.• Students work individually or in pairs to decide what the
reference words and expressions refer to.• Check answers with the class.
KEY1 the school in South Africa 2 the huge banner 3 Comfort 4 the huge meal 5 the two classrooms 6 the two classrooms 7 a South African student 8 Mark 9 South Africa 10 in June
Ex.4• Students rewrite the paragraph, replacing the bold nouns
with reference words and expressions.• Students compare their answers in pairs.• Check answers with the class.
KEY1 It 2 both of them 3 They 4 Then 5 her
Writing guide: story for a newsletter F First Writing, Part 2• Read the task with the class. • Students make notes about the questions and plan
their story.• Read through the paragraph structure with the class.• Students can write their story in class or for homework.• Tell students to check their work and correct any mistakes,
focusing on the points listed.
Workbook pp.40–43For more reading practice, see p.40.For more writing practice, see p.41.For Workbook Progress check, see pp.42–43.
A week in a South African school
Last month, six students spent a week at Samelda High, our twin school in South Africa. We asked Ginny Evans to tell us about her time 1there …
When we arrived in South Africa, the first thing we noticed was a huge banner saying, ‘Welcome Colton Secondary!’ 2This was just one of the ways our hosts made us feel very special. My host ‘dad’ Itu took me home, where my host ‘mum’, Comfort, was waiting with a huge meal. 3She said that she’d spent a whole day cooking. 4It was absolutely delicious.
On our first day at school, I was shocked to find out that there were only two classrooms. 5Both of them had nearly fifty students, and 6neither of them had any electricity or air conditioning. Nobody would put up with that at home, but the South African students seemed so positive. I asked 7one, Mark, why they were so cheerful. 8He replied, ‘Because we know that education means “future”.’ He told me that his parents had died, so he needed to get a good job to help his family. I felt sad and lucky at once.
In the end, a week in South Africa felt too short. I had a great time 9there, and it’s changed the way I think about school, that’s for sure. It was hard to say goodbye. But Mark is going to visit our school in June, so I’m really excited about seeing him again 10then.
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Writing guide story for a newsletter
Task (200–250 words)
Read the advert. Write a story for the newsletter.
A Think and plan
Think about these questions and make notes.■■ When and where did your story take place?■■ What were the main events?■■ What did people do and say?■■ What did it make you feel/think about?
B Write
Use the key phrases and your notes. Paragraph 1 The background/introduction Last month/Yesterday/Over the summer, …
Paragraph 2 What happened first When …
Paragraph 3 What happened next Next,/Later, …
Paragraph 4 Conclusion and ending In the end, …
C Check■■ reference words ■ reported speech
Writing
How to write a story for a newsletter
1 Read the story and answer the questions.
1 Why do you think Ginny feels ‘sad and lucky’?2 Find examples of reported speech.3 Find another reporting verb other than said,
told and asked.
2 Study the key phrases. Use them to write true sentences in your notebook about events from your own life.
Key phrasesThe first thing I/we noticed was …… made me/us feel …I was (surprised/excited) to + infinitive that … It’s changed the way I think about …It was hard to (+ infinitive) …
Language point referencing
3 Ginny uses reference words and expressions to avoid repetition in her story. Study the examples in the text. What do they refer to?
1 the school in South Africa
4 Rewrite the paragraph below. Replace the nouns with reference words and expressions.
Yesterday our basketball team won the regional finals! 1Yesterday was an amazing day. The two teams played brilliantly, and 2the two teams can feel very proud of their scores. 3The scores were very close until the last ten minutes. 4In the last ten minutes Mary-Jane scored three goals! Everyone cheered for 5Mary-Jane.
Do you have some news or an achievement that you would like to share? If so, then The Student Newsletter would love to hear your story!
