Материал: Unit 8

UNIT OBJECTIVES

At the end of this unit, students will be able to:

understand texts and conversations related to culture

and cultural events

talk about music, art and literature

talk about sports and leisure activities

apologise, make and accept excuses write a book review

UNIT CONTENTS

G  GRAMMAR

The passive: present and past simple

Present perfect with for and since

Linking using although and however

V  VOCABULARY

Art and music: architecture, novel, photograph, poem, sculpture, TV series, painting, album, classical music, film

Common verbs in the passive: base on, design, direct, perform, play, write, paint

Sports and activities: athletics, (scuba) diving, golf, gymnastics, ice hockey, ice skating, jogging, rock climbing, skateboarding, snowboarding, squash, surfing, volleyball, windsurfing, yoga

Wordpower: different meanings of by: created/written, near / next to, not later than, using; phrases: by far, by hand, by heart, by mistake

P  PRONUNCIATION

Tones for continuing or finishing

C  COMMUNICATION SKILLS

Talking about music, art and literature

Talking about sports and activities

Apologise, make and accept excuses

Writing a book review

Making positive and negative comments

GETTING STARTED

OPTIONAL LEAD-IN

Bring a few postcards of paintings into the class. These could be paintings by artists from your own country, paintings by British artists or paintings you particularly like. Students discuss each painting in small groups. Encourage the discussion by asking questions: Which painting do you like / not like? Why / Why not? What does it remind you of? How would you describe the colours? (e.g. bright, happy, dull, pale) Who is the painting by? Would you like to see more works by this artist? Students share their ideas with the class. Are any of the paintings popular with the class as a whole?

a Ask students to tell you what they can see in the painting. Monitor and support students with any new vocabulary they may need, e.g. cave art/paintings, clean

(off ), pressure washer.

b Ask: What style of painting is this? Who did it and how? Elicit or input: graffiti, graffiti artist, spray paint / spray can (n), spray (on) (v), stencil. Students may want to mention famous graffiti artists at this stage such as

Banksy (from the UK), Blek le Rat (France), Zephyr (New York). Students discuss the questions in pairs. Ask students to share their ideas and comments with the class.

c 2.57 Play the recording for students to compare their ideas about the painting with the speaker’s. Discuss the similarities and diff erences as a class. Ask some detailed questions, e.g. Which city is the festival in? (London) Where exactly can you see the paintings? (in an old underground station) Who organises the festival? (Banksy) If you wish, give students information from the Culture notes below.

Audioscript

I saw this painting at The Cans Festival in London. It’s a graffiti festival and it takes place in an old London Underground tunnel. The festival is organised by Banksy, the famous graffiti artist. He painted this piece for the event. For me, the painting makes me think about how every time somebody cleans graffiti off a building, it’s like they’re removing history, like they’re cleaning away the future history of art. It definitely gives you something to think about, so I think it’s a really clever piece of art.

d Students discuss the questions in pairs. Check ideas in feedback. Elicit or input: art gallery, exhibition.

CULTURE NOTES

Banksy is a very famous graffiti artist from the UK. People know very little about him because he never shows his face or gives interviews. Banksy’s work is controversial – some people think it is great art, but others think it is criminal. They say it encourages people to paint on walls and buildings illegally. Banksy does most of his paintings at night and in cities, especially in poorer areas. His work sometimes has a political message, is sometimes funny and sometimes beautiful. Once (in disguise, so no one would recognise him), he sold 25 original paintings, signed by himself, to tourists in New York for $60 each. These are now worth up to $31,000 each.

EXTRA ACTIVITY

Write on the board. Gra iti should not be allowed. Divide the class into groups of around six students and divide each group into two teams. Ask one team to agree with the sentence and one team to disagree. The teams prepare their ideas for a debate. Ask each group to debate the sentence. Set a fixed amount of time for the debate, e.g. ten minutes.

Monitor but don’t interrupt fluency. Note down any common mistakes or errors to deal with during feedback. Ask if any students were persuaded to change their point of view!

bTell students that some sentences have been taken out of the article. Ask them to ignore the gaps and read the article to answer the questions. You may wish to help students with the words in the Vocabulary support box at this point. Encourage them to underline the key words or terms in the questions (many years, sold, crime) and then scan the texts for words/ideas that are related to them. Check answers as a class.

Answers

took many years to become popular: Beethoven’s Fifth Symphony, La Gioconda (Mona Lisa), The Shawshank Redemption

has sold more than any other: Thriller by Michael Jackson, A Tale of Two Cities by Charles Dickens

people have committed a crime to see: La Gioconda, Game of Thrones

  VOCABULARY SUPPORT

best-selling – very popular / has sold in large numbers currently (B2) – at the moment

electro dance – energetic form of street dance previous (B1) – one before

surf rock – music from 1960s famous band: The Beach Boys track (B2) – song (on an album)

cRead through the sentences with students to check understanding. Students do the task individually. Check answers as a class and ask students to say how and why they chose their answers. Go through the sentences and elicit or point out the clues (a single novel, b It’s/named Khaleesi, c da da da dah introduction, d ten million more, e the story, f taken/return/Italy).

Answers

1d  2c  3f  4a  5e  6b

dIn pairs, students look at the highlighted words and phrases and discuss what they mean. Encourage students to look carefully at the context of a word – the sentence and the sentences before and after – to work out its meaning. Check answers as a class.

Answers

copies: individual (albums) notes: tones made by music

well-known: known by lots of people, famous best-selling: very popular; selling lots of copies

voted: chosen in a vote (formal way of choosing between things) illegally downloaded: copied from the Internet without permission or payment

  LANGUAGE NOTES

Compound adjectives placed before the noun are usually formed with a hyphen, e.g. best-selling, well-known.

  EXTRA ACTIVITY

Ask the following questions to practise the some of the words and phrases from 2d: Have you bought a copy of a music album or book recently? What was it? Do many people you know illegally download things, like films or music? Is this a big problem? Do you ever vote in reality TV shows? Why / Why not? Who is the most well-known American actor or singer in your country at the moment?

e Discuss the question briefly as a class. Ask the class to compile a list of their own most popular things by giving suggestions and then voting.

3 GRAMMAR 

The passive: present and past simple

aBooks closed. Ask: Who wrote A Tale of Two Cities? On the board write Charles Dickens wrote A Tale of Two Cities. Highlight Charles Dickens by writing it in a different colour or circling it. Now write A Tales of Two Cities on the board and highlight it. Can students tell you the rest of the sentence? (A Tale of Two Cities was written by Charles Dickens.) Ask students to use the example sentences to answer the questions. Check answers as a class.

Answers

1the same

2the second, the first

3be + past participle (the third part of the verb, e.g. go/went/gone)

  EXTRA ACTIVITY

Revise the past participles of irregular verbs with a quickfire test. Give the infinitive and ask the whole class to respond with the past simple and past participle. Students can test each other by using the list on SB p.176.

LOA TIP CONCEPT CHECKING

Check understanding of the passive by asking concept questions for the following sentences from the Grammar Focus:

1This house was built in the 1960s. Ask: What is the subject of this sentence? (the house) Do we know who built it? (no) Is it important for us to know who built it? (no) What do we find out from the sentence? (the date) Summarise: We are interested in the date the house was built, not who built it.

2The picture was stolen last night. Ask: What is the subject of this sentence? (the picture) What happened? (It was stolen.) Do we know who stole it? (no)

b 2.59 Students read the information in Grammar Focus 8A on SB p.156. Play the recording where indicated and ask students to listen and repeat. Students then complete the exercises Grammar Focus 8A on SB p.157. Check answers as a class, making sure students are using the correct word order and correct form of the verb be. Tell students to go back to SB p.79.

LOA TIP CONCEPT CHECKING

•Point to something in the room, e.g. a notice on the wall or board.

•Then ask questions about it using the passive: When was the notice put on the board? (yesterday) Why was the notice put on the board? (to advertise a trip) Write the answers up:

The notice was put on the board yesterday. It was put on the board to advertise a trip.

•Use concept questions to check that we don’t know WHO put up the notice:

Ask: Do we know who put the notice on the board? (no)

Ask: Is it important for us to know who put up the notice? (no) Ask: Is the information in the notice important? (yes)

UNIT 8  Culture  113

Answers (Grammar Focus 8A SB p.157) a

1The story was written two hundred years ago.

2My car was made in Germany.

3That book isn’t sold in your country.

4Sushi is eaten all over the world.

5In the UK, the number 1 song is played on the radio every hour.

6A window was broken in the night.

7India wasn’t described very well in the article.

b

1The Guggenheim in Bilbao was designed by Frank Gehry.

2Chanel No. 5 perfume was worn by Marilyn Monroe.

3The Taj Mahal is visited by 3 million people every year.

4Many parts of London were destroyed by a fire in 1666.

5Pluto was discovered by Clyde Tombaugh in 1930.

c

1Where was the film made?

2When was the book written?

3How is cheese made?

4When was your bike stolen?

5Was the statue made in France?

6Who was her wedding dress designed by?

  LANGUAGE NOTES

•It is important that students work out the correct tense they want and then make sure that the verb be is in that form when using the passive, e.g. The book is written in 1975. (Correct form = The book was written in 1975.)

•Also remember that the passive is most often used in written work, such as newspaper articles, essays, etc, or more formal speech. Do not encourage students to overuse the form.

cAsk students to work in pairs to find and underline five more examples of the passive in the article. Explain that there are seven more altogether, but they only need to find five. Check answers together.

  FAST FINISHERS

Ask fast finishers who have found five passive verb forms to find the remaining two passive verb forms.

Answers

1… around 130,000 copies are sold in the USA …

2… the first four notes were used by other musicians …

3… which is called the Mona Lisa …

4… it was stolen from the Louvre …

5The painting was found two years later …

6The film … was based on a book …

7… the programme as soon as it was shown.

4 VOCABULARY 

Common verbs in the passive

aRead through the verbs in the box and ask students to complete the sentences using the past participles of the verbs. First, read the example with the class and ask which other verb in the box is irregular (set). Point out that some of the sentences are not true. Check answers as a class.

b 2.60 Students tell their partners which sentences they think are true and, if possible, correct the ones that aren’t. Play the recording to check their ideas. Ask if students were surprised by any of the answers, and discuss any of the details of interest in the recording.

Answers and audioscript

Number one is false. Only four of the songs on Thriller were written by Michael Jackson.

Number two is true. The performance wasn’t very successful. The orchestra made a mistake. It was also a very cold day and the audience was cold and tired at the end of the performance. Number three is false. The Mona Lisa was painted by Leonardo Da Vinci.

Number four is true. The Dark Knight Rises contains many of the ideas in A Tale of Two Cities.

Number five is false. Morgan Freeman is in the film, but the main character is played by Tim Robbins.

Number six is false. Game of Thrones is directed by many different people, but not Peter Jackson.

Number seven is true, although, of course, none of the magical places are real places.

Number eight is false. The building was designed by Antoni Gaudí.

  EXTRA ACTIVITY

Ask students what information people like to know about a new film before they go to see it. Elicit the ideas: language, actors, director, the story, costumes, soundtrack. Then ask students if they can talk about a film they have seen recently using some of the passive forms of the verbs they have learned, e.g. The film was set in Spain. The main character was played by George Clooney. The songs were written by Adele.

  CAREFUL!

Students may miss out the verb be when using a present passive form, and they may use the verb in the present simple instead of the present passive, e.g. It’s a great film which calls The Return of the King. (Correct form = It’s a great film which is called The Return of the King.)

5 SPEAKING

aIndividually, students complete the sentences so that they are true for themselves. Monitor and help as necessary.

bIn small groups, students tell each other about their sentences. Ask for examples during feedback. Ask some students to give clues for the class to guess their sentences. For example, they can hum the song, recite the first line of the poem, describe the sculpture, start the story of the book, say what we can see in the painting, etc. Give an example yourself for them to guess. See which student in the group is the first to guess each item.

ADDITIONAL MATERIAL

Workbook 8A

Photocopiable activities: Grammar p.218, Vocabulary p.242

8BI’ve hated rugbysinceIwasatschool

OPTIONAL LEAD-IN

Books closed. Put students into small groups. Ask them to write down a sport that begins with each letter of the alphabet, e.g. A = athletics, B = baseball, etc. If they can’t think of a sport for a particular letter, they move on to the next one. After a few minutes, tell them to stop. Then ask

each group in turn for a sport beginning with A, then B and so on. Each group to give a different sport gets a point.

Some suggestions: athletics, basketball, cricket, diving, equestrian sports, football, golf, horse racing, ice skating, judo, karate, lacrosse, mountain biking, netball, o -road motorcycle racing, polo, quoits, rugby, skiing, tennis, underwater hockey, volleyball, windsurfing, xare (a racquet sport from the north of Spain), yoga, zumba.

1 SPEAKING

aTell students about some things you did related to sport – one of which is a lie, e.g. I won a lot of swimming competitions when I was at school. Ask students which was a lie and why they thought this. Ask them to talk about the question with their partner. Monitor and help where necessary. Ask students to share their ideas with the class.

bDiscuss the question as a class. Students may mention card games such as Cheat where you have to lie about the cards you have or haven’t got, or some TV game shows.

2 LISTENING

a 2.61 Tell students they are going to listen to a radio show called I can’t believe it! and ask them to guess what the show is about. Play the recording for students to check their ideas and answer the two questions. Check answers.

Answers

1 (famous) world record breakers 2 two

At the end of this lesson, students will be able to:

• use present perfect with for and since

• understand people talking about record breakers

• use vocabulary related to sports and activities

• talk about their own attitudes to sports

bTell students that Michael is going to talk about Usain Bolt. Ask students what they know about him – they may use the picture to help. Don’t say whether they’re right or wrong.

c 2.62 Read through the sentences with the class. Play the recording. Ask students to look at the sentences again and decide which they think are Michael’s two lies. They then compare their ideas with a partner. Don’t check answers at this point.

Audioscript

HMichael. We’ll start with you … Who are you going to talk about today?

MYes. I’m going to talk about the fastest man in the world – Usain Bolt from Jamaica. Well, Bolt has been in the Jamaican Olympic team since 2004. He was only 17 when he was chosen. He’s 1.95m tall – that’s a lot taller than most runners. And because of this, his team mates call him ‘Giraffe’. Runners as tall as Usain don’t usually

win races. So it’s amazing that he’s held both the 100 metres and 200 metres world records since 2008. And we all know that, in 2012, he became the first person ever to win those races in two Olympics. In the 100 metres in 2012 he forgot to tie his shoes and he also slowed down at the end of the race. But amazingly he still won!

HThank you, Michael. Alice and Neil, can you guess what Michael’s lies were?

VOCABULARY SUPPORT

gira e (B1) – animal with a very long neck

hold a record (B1) – officially be the best at something tie your shoes (B1) – to fasten shoes

d 2.63 Before playing the recording for students to check their answers, you may wish to help them with the words in the Vocabulary support box. Afterwards take feedback from the class and fi nd out how many students managed to correctly identify the lies.

Audioscript

HOST Welcome to I can’t believe it! Today’s topic is famous world record breakers, and, as usual, we have three players: Michael, Alice and Neil. Each player is going to talk about one record breaker. While they’re talking, they’ll tell two lies. The other players are going to guess which information is not true. Michael. we’ll start with you … Who are you going to talk about today?

MICHAEL Yes. I’m going to talk about …

VOCABULARY SUPPORT

record (B1) – the best someone has ever done record breaker – someone who beats a record

LANGUAGE NOTES

We talk about telling lies or to tell a lie, but to express the opposite idea we use a construction with the noun truth, e.g.

She always tells the true. (Correct form = She always tells the truth.)