Материал: Unit 8

Answers

Konishiki is from Hawaii. His sport is sumo wrestling. He is the heaviest professional (sumo) wrestler ever (287 kilos).

Kittinger is from the USA. He is getting ready to jump out of a plane from a great height. He made the highest jump ever; made the longest free fall ever; travelled through the air fastest.

Audioscript

H Alice – what are you going to talk about?

AWell, I’m going to talk about Konishiki Yasokichi, the sumo wrestler. He’s actually from Hawaii, but he’s lived in Japan for most of his life. He is famous, because he was the heaviest professional sumo wrestler ever. He weighed an incredible 287 kilos. Konishiki used his huge weight to help him win fights – he usually sat on people until he won. As Konishiki got older he started to lose against smaller, faster wrestlers. But in Japan, sumo wrestlers are as famous as

film stars and the Japanese people loved him even when he lost, because he was so big. He has been really successful since he stopped fighting. He’s a musician, he’s acted in films and he’s had his own radio show for many years now. He even had his own TV cookery show for a while – he showed people how to cook sumo meals.

H And finally, let’s hear from Neil.

NThank you. I’m going to talk about a captain in the US Air Force, Joseph Kittinger. In 1960, he broke three world records when he jumped to earth from the stratosphere – that’s the edge of space, 31 kilometres above the earth. He travelled up there by balloon and when he jumped he broke the record for the highest jump ever. He fell for more than four minutes – the longest free fall ever. He fell at a speed of 988 kilometres per hour, and got the record for travelling through the air faster than any other human. He actually fell faster than the speed of sound. He later wrote a song about

the experience, called ‘Jump into Space’, which is quite good! But Kittinger’s story doesn’t end there. In 2012, a man called Felix

Baumgartner tried to break his three records. Kittinger helped him because he was the only person who had ever jumped from space before. But Baumgartner didn’t break all of Kittinger’s records, he only broke two. He opened his parachute early and so Kittinger has held his amazing record of longest free fall for over 50 years!

  VOCABULARY SUPPORT

captain (B2) – person in charge of a plane or a ship

free fall – a jump from a plane or another high point with a parachute. The free fall is how far the person falls before opening the parachute.

professional (B1) – able to earn money for playing a sport

stratosphere – very high above the surface of the earth, on the edge of space

wrestle – to fight with someone (especially as a sport) by holding them and trying to throw them to the ground

g 2.64 Check students understand what information they have to listen for this time. You may wish to help them with the words in the Vocabulary support box. Play the recording for students to note answers.

Students will probably benefit from listening twice to each speaker and having longer to note down answers. You may also need to pause after an answer has been given.

116  UNIT 8  Culture

Answers

Konishiki: 1 heaviest professional sumo wrestler 2 has been a musician, has acted in films, has had own radio show and TV cookery show

Kittinger: 1 broke three world records when he jumped to earth from stratosphere 2 has written a song, has helped Felix Baumgartner try to break his records

hStudents compare their notes in pairs and discuss which pieces of information they think are lies.

i 2.65 Play the recording for students to check their ideas.

Answers

Konishiki Yasokichi

Lie 1: sat on people in his fights

Lie 2: had a cookery show

Captain Joseph Kittinger:

Lie 1: fell faster than the speed of sound

Lie 2: wrote a song

AThe lie was the cookery show. He didn’t have one.

j Discuss the question as a class and encourage students to give their reasons. Ask: Would you like to do any of the things they did? Why / Why not?

  EXTRA ACTIVITY

Put students into pairs to think of a famous person they both know some information about. They write three sentences about the famous person – one which is true, and two lies. Each pair reads out their sentences to another pair who guess which sentence is true.

3 GRAMMAR 

Present perfect with for and since

aBooks closed. Read out the following sentences from the listenings in this lesson. Can students remember the time expressions? Konishiki Yasokichi has had his own radio show … (for many years). Joseph Kittinger has held his record … (for over 50 years). Usain Bolt has been

in the Jamaican Olympic team … (since 2004). Don’t worry if students get the time expressions wrong at this stage but give them the opportunity to correct their ideas during the following activity. Students look at the sentence and answer the question.

Answer yes

bStudents complete the rule with the correct words. Check answers together.

Answers past; present

cAsk students to complete the rules and the sentences in pairs. Check answers as a class.

Answers

1  for  2  since for; since

LOA TIP ELICITING

•To establish the concept of: period + for and point of time + since, say: We’ve been in this classroom today since ... (invite a response with a gesture perhaps pointing to the clock, e.g. 9.30). Ask: Is 9.30 a period of time or a point in time?

Elicit that it’s a point in time.

•Then, say: We’ve been in this classroom for (25) minutes. Ask: Is 25 minutes a period of time or a point in time? Elicit that it’s a period of time.

•Write since and for on the board. Elicit examples of different periods and points of time to list under each, e.g. for: seconds, minutes, hours, days, weeks, months, years, ages, a long time; since: 10 o’clock, Monday, April, 24th May, 2014.

d 2.66 Students read the information in Grammar Focus 8B on SB p.156. Play the recording where indicated and ask students to listen and repeat. Students then complete the exercises Grammar Focus 8B on SB p.157. Check answers as a class, making sure students are using has/had and past participles correctly. Tell students to go back to SB p.81.

Answers (Grammar Focus 8B SB p.157)

b1  I’ve worked here since January.  2  I’ve lived here for three months. 

3  He’s held the record since the last Olympics. 4  She’s owned the car since 2011. 

5  They’ve been married for two days. 

6  I haven’t listened to pop music for a long time. 7  We haven’t been friends since we had a fight.  8  I haven’t had a TV in my home for a few years.  9  He hasn’t eaten meat since New Year’s Day.

7  I loved  8  I’ve loved

  CAREFUL!

Remember that to talk about a finished period in the past, we use the past simple, and not present perfect or past continuous: e.g. I have studied / I was studying in Madrid for a year when I was a student. (Correct form = I studied in Madrid for a year when I was a student.)

eAsk students to complete the sentences individually. They should write four true sentences and two lies. Check for correct use of for and since. To extend, you can ask them to write an additional sentence in the past simple to give extra detail, e.g. I’ve owned my car for six months. My parents gave it to me for my birthday.

fIn pairs, students take turns to read their sentences and guess which were lies. Take feedback and ask students to share their ideas with the class.

4 VOCABULARY Sports and activities

aIn pairs, students look at the pictures at the bottom of the page and make a list of the sports and activities. Check their ideas as a class.

Answers

ice skating  jogging  surfing  snowboarding

bDiscuss the question as a class. Encourage students to give reasons for wanting / not wanting to try the sports.

c 2.67 Students complete the exercises in Vocabulary Focus 8B on SB p.138. Check their answers to Exercise a and play the recording for them to underline the stressed syllables, and then to listen and repeat. Monitor the conversations in Exercise e and correct students’ pronunciation as appropriate. Tell students to go back to SB p.81

Answers (Vocabulary Focus 8B SB p.138)

5 SPEAKING

aStudents read through the different points 1–4 and make some notes about them.

bPut students into small groups to compare their interests and experiences. Ask them to find the person who is most similar to them in the group. Read through the examples before they start. Listen for correct usage of the target language in this lesson. Point out errors for students to self corrrect. After the activity, ask students to say who they are most similar to in their group, and why.

ADDITIONAL MATERIAL

Workbook 8B

Photocopiable activities: Grammar p.219, Vocabulary p.243,

Pronunciation p.279

1 LISTENING

aIn pairs, students look at the list and discuss whether these things are annoying. Encourage them to justify their answers as far as possible. Ask one or two students to share their ideas with the class. Ask students if the discussion has made them think of any other annoying situations.

b 2.68 Ask students what has happened in the story so far. Then ask them to look at the pictures and say how Annie and Leo seem and what they think is happening. Play Part 1 of the video or play the audio recording for them to check their ideas.

Answer

Leo is explaining to Annie why he hasn’t called. Annie doesn’t believe him.

118 UNIT 8 Culture

Answers

d Students talk about the questions in pairs. Circulate and encourage students to give reasons for their answers. During group feedback, build up a list on the board of things that the class agree you should always or don’t have to apologise for.

2 USEFUL LANGUAGE 

Apologies and excuses

a 2.69 Read through the sentences. With the class and give students the opportunity to complete the sentences before hearing the recording again. Then play the recording to check answers. If necessary, you could play the recording for students to listen and complete the sentences.

Answers

bElicit from the class the diff erence between to apologise and to make an excuse. Write on the board the sentence from the optional activity at the beginning of the lesson –

I’m sorry I haven’t got my homework, but I was walking beside the river and my bag fell into the water and ask students to tell you which part is an apology and which is an excuse. Establish that an apology is when you say you are sorry for something and an excuse is when you try to justify or give reasons for your actions. Then ask students to classify Leo’s phrases in 2a as either apologies or excuses.

c 2.69 Play the recording for students to repeat. Encourage students to try and imitate the ‘rhythm’ of the sentences – the word stress and intonation.

dStudents complete the sentences individually, and compare with a partner before you check as a class.

Answers

1 was 2 meant 3 had to 4 didn’t mean 5 couldn’t

e 2.70 Before playing the recording, ask if students can remember what Annie said to accept Leo’s apologies. They look at the sentences and see if they can complete them before you play the recording for them to check.

Answers

1 matter 2 fault 3 worry 4 fine

g Tell students that they are going to apologise and give excuses in different situations. First, look at the situations with the class and then suggest that they may want to use the possible excuses given. However, they can think of their own if they wish. Model one of the situations with a student as an example. In pairs, students take turns to apologise, give an excuse and respond appropriately. Monitor and prompt if necessary. During feedback, ask for examples of excuses students gave.

3 PRONUNCIATION 

Tones for continuing or finishing

a 2.71 Read through the instructions with the class and play the recording. Model the sentences and get the students to repeat after you and then elicit whether students think the speaker’s voice goes up or down.

Answers

1, 3 down then up      2, 4 down

b Students complete the rule. Check answers.

Answers

down then up; down

c 2.72 Play the recording for students to answer the question.

Answers

1  more to say  2  finished  3  finished  4  more to say

  EXTRA ACTIVITY

Model the sentences in 3c and ask students to repeat them with the same intonation. Then elicit what they might say next, e.g. 1 because he wasn’t there, 4 because I couldn’t find my phone. They should join the information together with the correct intonation. Model this first if it’s hard for the class. Write the sentence parts on the board. Divide the class in half and ask one group to say the first parts and the second group to say the second parts. Swap roles and repeat for practice. Make sure they are using the correct intonation.

4 LISTENING

a 2.73 Tell students that they are going to listen to the next part of the story. Ask for examples from the class about what Annie and Leo might talk about next. Read the question and play Part 2 of the video or play the audio recording for students to answer the question. Check answer as a class.

Answer

go to the gym (with Mark)

OPTIONAL LEAD-IN

Books closed. Write some questions on the board: What book are you reading now? What was the last book you finished? Can you name a book that you started but didn’t finish? Can you name a book from your country that you would recommend

to other people? Can you name the first book you remember reading as a child? Can you name a book you have read that has been made into a film? Give students two minutes to think about their answers and then talk about their ideas with

a partner. Take feedback and ask students to share some examples with the class. Encourage students to justify their opinions as far as possible.

1 LISTENING AND SPEAKING

aAsk students to look at the book covers and describe what they can see. Then they give suggestions for what they think the stories are about. Ask for comments during feedback but don’t check answers at this point.

bIn pairs, students read the summaries and match them with the book covers. Check answers as a class.

Answers

1 Two Lives 2 Eye of the Storm 3 A Puzzle for Logan

VOCABULARY SUPPORT

fall in love (B1) – to start to love someone hurricane – a big storm with very strong winds murder (B1) – to kill someone (person = murderer)

LANGUAGE NOTES

When we talk about the story of a film or book, we generally use the present tense. Focus students’ attention on this. Ask: What tense is mainly used in the summaries?

c 2.74 Play the recording for students to answer the two questions. Tell students not to worry about details at this stage. Check answers together.

Answers

1Speaker 3 has finished the book; 1 and 2 are still reading.

2They all think the stories are good.

VOCABULARY SUPPORT

escape (B1) – to get away fiction (B1) – stories

LANGUAGE NOTES

The eye of the storm is the centre of the storm and is quiet and calm.

Audioscript

1I’m reading a book called Two Lives. I’ve had this book for about a year, but I only started reading it last week. It’s about a man and a woman who fall in love, but then something happens in the family and the man has to leave. He goes abroad and lives there, but then

he comes back and they meet again years later. The man still loves her, but of course he’s been away for years and now she’s found another man and she’s going to marry him. I don’t know what’s going to happen, but I hope they’ll be happy in the end! I’m really enjoying it. I usually read it on the way to work.

2I’m reading a very good book at the moment. It’s fiction, but I think it’s based on a true story. It’s called Eye of the Storm, and it’s about a hurricane – a very strong storm – which is coming towards the coast of Florida, in the USA. The main characters in the story are a man and his daughter, and her friend. And the man is out in his fishing boat and he hasn’t heard about the hurricane. So, his daughter and her friend have to go out to sea and try to tell him before it’s too late. It’s very exciting. I can’t stop reading it!

3I’m not reading anything at the moment, but I’ve just finished a book called A Puzzle for Logan. It’s a crime story and it happens in Edinburgh, in Scotland. It’s a murder mystery. The police have found a woman who was murdered, and at the same time a man has just escaped from prison. He’s been in prison for six years and he knows the woman, so of course everyone thinks that he murdered her. But the police officer, Inspector Logan, doesn’t believe it. So, he tries to find out who really murdered the woman. It’s a good story, I liked it.

d 2.74 Read through the questions with the class. Give students the opportunity to answer before hearing

the recording again. Play the recording for them to check anything they aren’t sure about. Pause after each speaker and elicit answers from the class.

Answers

1Something happens in the family.

2The woman has found another man and she’s going to marry him.

3Yes, it’s based on a true story.

4She goes out to sea, with her friend, to try to tell him about the storm.

5He’s just escaped from prison and he knows the woman.

6He tries to find out who really murdered the woman.

eStudents make notes about a book they are reading, or have read. Explain that kind of story relates to the kind of topic, e.g. a romantic book, a crime story. Monitor and help with vocabulary as necessary.

fPut students into small groups. They should talk to the group about their book and discuss if they enjoyed it and if they would recommend their book to other readers. Listen and note down any interesting points to mention during feedback. Find out which of the books that has been discussed most students would now like to read, and why.

LOA TIP MONITORING

When monitoring, the purpose is not always to note things students are doing wrong. It is also to note things they are doing right. In this case, note down interesting points they mention and tell the rest of the class about them in full group feedback. Also note examples of good language and draw attention to these.