DVD Activity book 4

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Kate Fuscoe Barbara Garside Luke Prodromou MACMILLAN

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Attitilde

DVD Activity Book 4 John Murphy Adrian Tennant

Kate Fuscoe Barbara Garside Luke Prodromou

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Unit DVD Summary —_Use as support Language Focus

Attitude Student's Activity Book, Lesson 4

aipancetart Adocumentary «at the end of the Grammar: Review of present jigsaw reading

Pronunciation: to in connected speech

2 Want to win a A documentary _* tostart the lesson Grammar: If / won ., ! would group discussion million dollars? ‘on winning the at the end of the - (2nd conditional), used to,

money affects money - win, lose, save,

Pronunciation: Simple past -ed' endings

3 Internet dating A documentay/ s tostartthelesson Grammar: Review of simple matching

that accompany present perfect - yet, just, never, still,

recently, always; the Internet Pronunciation: Stress in time expressions

4Would youassert Askit exploring + tostartthelesson Grammar: Second conditional mime game

yourself? the idea of how * at the end of the Vocabulary: Word families —

5 Gadgets A documentary at the end of Grammar: Simple past perfect crossword

6 Urban myths A documentary © after exercise 1 Grammar: Review of passive group story

myths sat the end of the to teling urban myths —

lesson improbable, hoax, fantastic,

fossil, famous, etc

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Unit DVD Summary

7 Job interview: A documentary

how to get the looking at how a

job professional

page 30 career coach

helps a young woman

8 The Olympics A debate style

page 34 sports show

intelligences on multiple

page 38 intelligences and

how one school uses these

10 Climate change: A documentary

global warming —on the

page 42 consequences of

global warming for islanders in the Pacific Ocean

TÌ News? A profile of a

Paparazzi professional

page 46 paparazzi

photographer

12 Virtual A video game

Hollywood show where

with the contestants visit

® at the end of the lesson

* at the end of the lesson

* to start the lesson

* at the end of the lesson,

Grammar: Gerunds Vocabulary: Personality adjectives; Job hunting Pronunciation: Stress on adverbs followed by adjectives

Vocabulary: Expressing opinion-

In my opinion, | think, I'd

rather .; sports, for example,

‘cycling, skiing, surfing, Tae

Kwon Do, tug-of-war,

wrestling, ballroom dancing

Pronunciation: Word stress to

‘convey emphasis

Grammar: Defining and non- defining relative clauses Vocabulary: Types of learning, formal verbs

Pronunciation: that in stressed and unstressed form

Grammar: Quantifiers — several,

a few, many, much, large /

small amounts etc

Vocabulary: Words connected

‘to global warming and the

environment - global warming, fossil fuels, weather,

climate, storms, sea levels, etc

Pronunciation: Numbers

Grammar: Conditionals Vocabulary: The media, verb / noun collocations

Pronunciation: Contracted form

role-play

debate

word / logic puzzle

group discussion

group

discussion

guessing game

a

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moral concerns with an

Objective other than

simply making money,

When to use the DVD lesson with your Attitude Student's Book

As support to the materials in Unit 1, Lesson 4 in the following place:

* at the end of the lesson Grammar: Review of present tenses and simple past tense

Vocabulary: Adjectives relating to art

Pronunciation: to in connected speech

Most modern dance companies in the U.S are very small organizations that rely on grants from arts charities and government organizations They are often city-based but will also travel to other parts of the country and occasionally abroad Dancers are usually highly trained but poorly paid

Procedure Before You Watch

a_ In pairs Check the meaning of inspire and the words from the box Have the class report back after choosing from the list Compile a master list on the board and get students to provide examples of how each item on the list can inspire an

artist

1

GE while You Watch

1 Cie You watch |> [0:00-4:54]

Individuals Play While You Watch 1 Students confirm / amend lists Play the

section again Check answers with the class To do this, you may want to ask the

class to tell you to stop the DVD when they hear an answer

Answers old photographs movies postcards paintings teacups

people at bus stops surfing Japanese dance opera poetry

2_ (eman]> l009-47]

Individuals Before watching, ask students to look at the statements to check meaning Play While You Watch 2 Check answers as a class

Answers a) T

b) _ F (It has had some success already.)

c) F (It's anon-profit dance company.)

d)_F (It was commissioned in Boston.)

e) T f)_ F (She enjoys traveling and meeting people through her dance.)

3 Chile You Watch ]B> [1:10-2:53]

In pairs Go through the adjectives and check understanding (see Word Alert above) Play While You Watch 3, twice if necessary Check answers as a class

Answers (1) evocative (2) modern (3) expressionistic (4) captivating

(5) surreal (6) surreal (7) dreamlike

Dance art

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4 MleYeuWah]> [0:30-4:54]

In pairs Before playing While You Watch 4, ask students to look at each sentence

and try to select the correct verb Play the DVD Students check / amend answers

Check answers as a class

Answers a)founded bjtells c)depend on d) is paying off e) are working

{) didn't start) discovered h) finds i) bring

After You Watch

5 In pairs Tell students to look at the sentences and correct them where necessary

Elicit amendments from individual pairs and write them on the board, inviting

confirmation / correction from the class

Answers a) Istarted dancing before graduating

b) correct

c) We are developing a new dance piece now

d) At first, Sarah’s company didn’t have / wasn’t having a lot of success

In groups With the Speaking tasks on screen, ask students to discuss the Speaking

questions Monitor Ask a few students to report back on their discussion z

To extend this task, ask students: How popular is modern dance in your country?

What do you think of modern dance?

Practice Real English! [2:15-2:24] Pronunciation

+ Inconnected speech, to is usually pronounced /ta/

+ Refer the class to the excerpt and ask them to underline to and to listen to how

Sarah pronounces it Play the Pronunciation clip

* Ask individuals how it is pronounced Repeat the sentence yourself Then, get the

class to repeat it, making sure students pronounce to correctly

oma students to write a short essay on their favorite art form and why eee

Activity Turn to page 54 for Activity 1 — jigsaw reading

they like it Make sure they express how they became interested in it, too

DVD Script Turn to page 68

Dance art _— BH

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old photographs movies the weather postcards paintings

teacups people at bus stops cars surfing Japanese dance opera jazz poetry

= While You Watch

1 Now watch the DVD Check the inspirations that you hear

2 Are these sentences true [V] or false [x]? Watch the DVD and check your

answers

True False a) Sarah sometimes uses video in her dances

b)_ The company is still looking for success

©) The company makes a small profit

4) Their new dance was commissioned in New York

e) Sarah wasn’t interested in dancing as a child

oo00000g0 ooo000g

f) Sarah enjoys choreographing new works most of all

3 Complete the following sentences from the DVD with adjectives from the box

One of the adjectives is used twice

(3) dance, came together at the same time in the world

Voiceover: Beach Blanket Butoh is (4) and (5) - Much of Sarah’s work is (6) and (7)

‘© Editorial Macmillan de México, SA de C.V 2006

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4 Complete each of the following sentences from the DVD with the simple present, 0:30-4:54] simple past, or present progressive of the verb in parentheses

a) Sarah _ (found) the Hoi Polloi Dance Company six years ago

b) Cupcake (tell) the story of a very strange birthday party

private foundations and from government to create their art

d) Sarah’s hard work and persistence (pay off)

ø) We (work) on a new piece right now called 24 Cakes

ae (not start) dancing as a child

g) And in college, I (discover) a dance class

h) Sarah (find) her life incredibly fun and rewarding

i) for movements (bring) images to life on the stage

After You Watch

5 Some of the following sentences have a tense mistake Correct the mistake where

necessary Check {¥] the sentences that are correct

a) Ihave started dancing before graduating

b) Dance companies don’t usually have a lot of money

c)_ We develop a new dance piece now

d) At first, Sarah’s company isn’t having a lot of success

¢) Her company is beginning to receive recognition

f) They are usually relying on grants from private foundations

* There are different ways of pronouncing the word to

I decided to use video in this piece to add another layer of visual imagery

* Now practice saying the sentence

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Woni to win a million dollars?

con artist: a person

who tricks people into

believing something that

is not true in order to get

money from them

scam: a dishonest plan

for getting money,

similar to fraud

fraud: a person who

pretends to be an official

person in order to trick

people out of money,

similar to a con artist

to come into: to inherit,

win, or in some other

way get a large amount

of money

cabin: a small simple

wooden house usually in

a lot of money It presents excerpts from an interview with someone who won $40 milion

‘As support to the materials in Unit 2, Lesson 4 in the following places:

«to start the lesson

+ at the end of the lesson

Grammar: if! won ., | would (2nd conditional), used to, Regrets Vocabulary: Verbs connected to money — win, lose, save, collect, buy, afford

Pronunciation: Simple past -ed endings

The word “lottery” is believed to come from the Italian word “lotto,” meaning destiny or

fate and historians tend to agree that forms of lotteries date back to Caesar in 100-44 B.C In modern times, national lotteries have created many millionaires Ordinary people

have gone from working every day at regular jobs to becoming millionaires overnight

Procedure (emws) ˆ Before You Watch = (WU

a Individuals / In groups Ask students to answer the questions and to make a list

for the last question Give them about a minute to make their lists Put students

in groups and get them to discuss their lists Ask a few students to report back to the class on their discussion

While You Watch

1 Citle You Watch |> [0:00-0:45]

In pairs Play While You Watch 1 and get students to match the sentences to the

people Put students in pairs and get them to check their answers If necessary, play the section of the DVD again Check answers as a class

Answers a)4 b)2 c)1 d)3

2 While You Watch |f> [0:45-2:28]

In pairs Play While You Watch 2 and get students to match the sentences to the people Put students in pairs and get them to check their answers If necessary, play the section of the DVD again Check answers as a class

Answers a)3 b)1 c)2

3 GiEEswnn]Ð> (220-ond]

In pairs Play While You Watch 3 and ask students to decide whether Albert

Miller used to have / do or didn’t use to have / do the five things listed Then, ask students to write one sentence about each thing using used to or didn’t use

to, Draw their attention to sentence a), which has been done as an example Put

students in pairs and get them to check their answers If necessary, play the

section of the DVD again Check answers as a class

Answers b) Bentleys — He used to own a restaurant called Bentleys

©) play golf—He didn’t use to have much time to play golf

d) health insurance — He didn’t use to have health insurance

e) worry about money — He used to worry about money

Want to win a million dollars’

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After You Watch

4a and 4b Individuals / In pairs Ask students to reorder the words to create five

correct sentences expressing regrets Put students in pairs and get them to check

their answers together Ask students to read the sentences and decide whether

the regrets are true based on what they saw / heard on the DVD If necessary, play

the DVD again Check answers as a class

Answers 1) Iwish [hadn't had to work every day of my life - ‘True (he had

to work so possibly true) 2) Ifonly I'd had a Rolls-Royce before ~ True

3) I wish I still had my old friends — False (he still has them)

4) Iwish I had never won the lottery - False (he still thinks about money,

but he doesn’t say he regrets winning the lottery) 5) Ifonly I hadn't lost my lottery ticket — False (he didn’t lose it)

5 In pairs Ask students to complete the sentences using the words (verbs) in the

box Put students in pairs and get them to check their answers You could also

play the DVD right through to let students check their answers against the

originals, although the context of each sentence should be enough of a clue

Check answers as a class

Answers a)won b)collect c)saved,lose d) afford e) bought

6a and 6b In groups Get students to answer the questions Monitor and help where

necessary Ask a few students to report back on their discussion

Note: Question 6b is a Top Teaching Technique ~ To be continued For

information on Top Teaching Techniques, see the Introduction in this book

questions Monitor Ask a few students to report back on their discussion

To extend this task, write the following quote on the board and ask students to

discuss what it means and whether they agree with it

1 “Money gives us more choices, but it doesn’t give us the blissful answer.” —

Bob Kenny

Practice Real English! [1:15-1:26], [3:21-3:47] & [3:55-4:07]

* Ask students to read through the activity and put the verbs in the correct column

* Put students in pairs and get them to check their answers together Play the three

Pronunciation clips and get them to check their answers

Answers: 1 allowed /d/ promised /t/ [1:15-1:26]

2decided /id/ talked// happened /d/ [3:21-3:47]

3 wanted /id/ closed /d/ [3:55-4:07]

Ask students to find a newspaper article about someone who won a lot of

money Have them read the article and summarize the changes to the

Activity 2 - group discussion

Want to win a million dollars’ Unit 2

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-~, Before You Watch

& Re a Can people win large amounts of money in the lottery in your country? What

= would you do if you won $1 million? Make a list

= While You Watch

1 Watch the first part of the DVD and match the sentence to the person who says it

4

I would buy a cabin and live in the woods

I would feed the hungry children in Africa

Iwould take a trip around the world, and the rest of it I would give to

charities

I would take a vacation around the world

2 Watch the second part of the DVD Match each person to the sentence that is about him or her

a) b)

Albert Miller 2 won a large amount of money 3 was nearly tricked out of money

3 Watch the rest of the DVD Write sentences about Albert Miller using used to or

didn’t use to

a) b)

©) a) e)

Want to win a million dollars

Bentleys play golf health insurance

‘t use to have a Rolls-Royce

worry about money

‘© Editorial Macmillan de México, S.A de C.V 2006.

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After You Watch

4a Reorder the words to make correct sentences

1) day /every / had / hadn't /I/1/ life / my / of / to / wish / work

b) They promised to the prize for her

c) It’s really sad, especially for senior citizens who have all their life and it in a matter of minutes

d) Now Albert can almost anything he wants

e) It's sweet that he her some diamonds

6a Work in groups and compare your lists from activity a) in Before You Watch Is

there anything you would change? Why?

6b Discuss the following question with your group: What do you think happened to

Albert Miller later?

‘What types of problems can money solve? What types of problems can’t money Speaking

l0)

M Z

solve?

Practice Real English! Pronunciation

* Past tense verbs with a regular ending (-ed) can be pronounced in one of three ways:

Jd/, It, or d/ Look at the verbs in the box and put them in the correct column

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‘oh, shush: you

sometimes say this when

you want someone to

stop saying something

that makes you feel

‘As support to the materials in Unit 3, Lesson 4 in the following places:

Grammar: _ Review of simple present perfect tense Vocabulary: Time expressions that accompany the Present Perfect — yet, just, never, still,

recently, always; the Internet

Pronunciation: Stress in time expressions

There has been a dramatic growth in Internet dating in the U.S over recent years More

people have access to the Internet from their homes in the U.S than in any other country

in the world, and this has made Internet dating both practical and, at the same time, much more acceptable than the dating agencies that preceded them

Procedure

(e8)

Before You Watch {TALK

a Ask the questions of the whole class Get a show of hands for people who have

tried / would try Internet dating Ask individuals for their reasons You could

also take a vote for the final question — the best place to meet

b_ In pairs Go through each step to check understanding of terms Students put the steps into the correct sequence in pairs Check answers as a class

Answers a)2 b)1 c)5 d)3 e)4

= While You Watch

1 ile You Watch ]> [0:00-end]

In pairs Go through each statement to check understanding Ask pairs to predict the correct answer before playing the DVD Play the DVD Students confirm / amend their answers

Answers a) dating b) hundreds of _c) who has already registered on an Internet

dating site d) doing something you enjoy _¢) busy professionals

f) very short g) married

2_ G8EEsNsn]b [0:50-1:17]

Individuals Go through the task to check understanding, Play While You Watch 2 To allow students more time, you can pause the DVD after each person Check answers as a class

Answers a) no checks b) lv] my friend(s) [¥] good experience

c) [| my friend(s) d) no checks _¢) (¥] me [V] good experience (VJ bad experience

3 Giniereo waa] [4:09-5:16]

In pairs Go through the task to explain the kind of information that must be

filled in Elicit / explain personality adjectives / phrases Play the section,

pausing after each person to allow students time to write in the information

os Internet dating

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Answers Candidate 1 Job: doctor; Age: 28; Likes: jazz, cycling, skiing

‘Type of person wanted: funny, spontaneous Perfect date: dinner and dancing

Candidate 2 Job: marketing assistant; Age: 26

‘Type of person wanted: confident, knows how to laugh

Perfect date: listening to music

Candidate 3 Job: grad student; Age: 24

‘Type of person wanted: funny, loves the outdoors

Perfect date: canoe trip, swimming, picnic

4 Gm (0:56-247)

In pairs Before playing the DVD again, ask students to look at each sentence and

try to select the correct adverb Play While You Watch 4 Students check / amend

answers Check answers as a class

After You Watch

5 Individuals / In pairs Ask students to write sentences using the words in italics

Circulate to assist Students then tell their partner what they have written Elicit

answers for each sentence from individuals Write them on the board and invite

comments / corrections where appropriate

In groups With the Speaking tasks on screen, ask students to discuss the

To extend this task, ask students the following: What are some popular attitudes

toward Internet dating in your country? Do you think this will change? Why?

* In affirmative Present Perfect sentences with time expressions, the time expression is

usually stressed

* Play the Pronunciation clip and ask them to underline which word is stressed

expression

Answers: I've just come back from a safari

| still haven't found my dream lover

You've always stayed away from unrealistic guys

I've recently broken up after 12 years of love

I've never wanted to date a guy who's still in love with someone else

Communicative Activity Turn to page 56 for Activity 3 - matching activity

Ask students to write a profile of themselves and their perfect partner for

an Internet dating Web site

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Before You Watch

” Is online dating popular in your country?

Have you ever done it? Would you ever do it? Why? Why not?

What is the best place for a single person to meet someone?

b The following steps on how to log on to an Internet dating site are out of

sequence Work with a partner and put them in the correct order by numbering

them 1 to 5

a) Go to the Web site

b) Open your browser

¢) Search results will appear

d) Enter your criteria

e) Click “search.”

mm While You Watch

[0:00-end] 1 Now watch the DVD Complete each sentence by checking the correct part

OH romance

a) The Internet has completely changed the world of Bi dating

b) There are Bi thousands online dating Web sites in the U.S

c) Carol is having dinner with her daughter,

C who has already registered on an Internet dating site

C who is going to register on an Internet dating site

) For your profile, you need a picture of yourself Dlooking your best

1 doing something you enjoy

[0:50-1:17] 2 Now watch the people below talking about Internet dating Check [7] the

appropriate box for each person

Have you tried Internet dating?

‹

O me O me O me O me

O my friend(s) O) my friend(s) O my friend(s) O my friend(s) O my friend(s)

1 bad experience [ ] badexperience [] badexperience [1] bad experience (1) bad experience

Photocopiable

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3 Watch Carol and her daughter looking at the profiles on the dating Web site Fill [4:09-5:18]

in the details for each candidate with words / phrases from the box

28 marketing assistant 24 knows how to laugh listening to music funny

confident doctor loves the outdoors dinner and dancing — grad student

26 spontaneous canoe trip, swimming, picnic jazz, cycling & skiing

Candidate 1 Candidate 2 Candidate 3

Likes; 0 Type of person wanted: Type of person wanted:

Type of person wanted:

Perfect date: Perfect date:

Perfect date:

4 Complete the following sentences with an adverb from the box below One of [0:56-3:47]

the adverbs is used twice

just yet still never recently always

a) I've tried Internet dating

b) She's having dinner with her daughter, who has registered on

an Internet dating site

a) wl haven't found my dream lover

e) You've stayed away from unrealistic guys

) I've broken up after 12 years of love

g) He hasn't gotten over Linda

After You Watch

5 Write true sentences about yourself using the words in italics Write about

something that you haven't done yet / something that you've already done /

something that you've never done / something that you've done recently /

something that you still haven't done / something that you've just done

Now tell your partner,

What would your Internet dating profile be? What type of person would you be Speaking

looking for?

* Listen to the Pronunciation clip and underline which word is stressed in the present

perfect tense with a time expression

I've just come back from a safari

| still haven't found my dream lover

You've always stayed away from unrealistic guys

I've recently broken up after 12 years of love

I've never wanted to date a guy who's still in love with someone else

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people of both sexes

to ignore: to not pay

you want to say

buddy: an informal way

of addressing someone,

often used to mean a

friend and usually not

used for women

to pull out: to drive out

of a parking space

Unit 4

Would you assert yourself?

This DVD unit shows two situations in which people might be assertive or aggressive It shows a man deliberately trying to annoy people and see their reactions

AS support to the materials in Unit 4, Lesson 4 in the following places:

* at the end of the lesson Grammar: Second conditional Vocabulary: Word families - aggression, friend Pronunciation: Examples of elision and assimilation The way people behave can depend on personality, but itis often dependent upon culture

In the U.S., people can be quite forceful and will often say what they are thinking; they speak their mind, This is clearly demonstrated in this DVD

Procedure Before You Watch a In groups Ask students to discuss the questions Monitor and help where

necessary Ask a few students to report back on their discussion

b_ Ingroups Ask students to read the two sentences and, in their group, decide

which of the situations in activity a) each sentence comes from Tell students to check their answers the first time they watch the DVD

Answers 1)e 2)c

= While You Watch

1 Cite You Watch > [0:00-end]

Tell students to read the two questions and tell them to listen for the two sentences from activity b) as well Play While You Watch 1 Pause at the

following places and get students to answer the on-screen questions This can

be done either as a class activity or in groups

[1:40] What do you think they will do?

(2:38] What do you think the man will do?

[4:14] What do you think the driver will do?

Note: Play and Pause is a Top Teaching Technique For information on Top Teaching Techniques, see the Introduction in this book

Finally, check the answers to the two questions as a class

In pairs Play While You Watch 2 and get students to match the two sentence

parts Note: These sentences appear in the street interviews Put students in

pairs and get them to check their answers together Play the section again if necessary Check answers as a class

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3 ( Me You Watch ]È> [1:23-3:02]

In pairs Ask students to read through the sentences / phrases Play While You

Watch 3 and get students to check [V] the person who says each one Put

students in pairs and get them to check their answers together Play this section

again if necessary Check answers as a class

Answers a)Jack b)Woman c)Jack d)Man e) Woman _f) Jack

After You Watch

4 Individuals / In groups Ask students to complete the sentences using the words

in the box Put students in groups and get them to check their answers Monitor

and help where necessary Check answers as a class Ask students to work in

their groups and discuss the questions Ask a few students to report back on their

To extend this task, ask students: How aggressive do we need to be? When should

we fight? When should we give up and run away?

* Ask students to look at the two words / phrases and try saying them Get them to

listen to the Pronunciaton clip and then in pairs discuss the questions Play the clip a

few times Get students to repeat the phrases the way they are spoken on the DVD

Answers

What happens to the letter “t” in the word right? It disappears so the phrase

becomes righhere Another example of this to share with students is first thing

(firsthing)

What about the pronunciation of the letter “t” on the word great? It is dropped so

the phrase sounds almost like Gray places Another example of this to share with

students is Great Britain (Grapebritain)

* The first is an example of elision and the second of assimilation

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[0:00-end]

[3:09-5:06]

Before You Watch

a Work in groups and discuss these questions

1 When are you assertive?

2 What would you do in these situations?

a) Someone is rude to your girlfriend / boyfriend or best friend

b) Someone pushes in front of you in line at a movie theater

c) Someone sits right in front of you on the beach

d) Someone pushes you in a crowded street

e) Someone takes your parking space

b In which of the situations above do you think you would hear each of these two

sentences?

1 Hey! Hey! Come on pal! That’s my spot

2 This is my place I always sit here

= While You Watch

1 Watch the DVD and answer these questions

a) Which two situations from activity a) do you see?

b) Did your answers in activity a match what happened on the DVD?

2 Watch the DVD again Read the sentences below and match the two halves together

1 I'dbe very angry, and go overto a) andtell them to move

them

2 _ [would probably move my B) (enditell themitoamave:

towel next to them

©) and start a conversation

3 Iwould beep my horn, I would

toll: dowacthe window, 4) and I would shout very rude

4 [would yell out the window things at them

Photocopiable

‘© Ecitorial Macmillan de México, S.A de CV 2006

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3 Watch the section of the DVD with Jack on the beach Check [w⁄] the person who (1:23-3:02]

says each of the following

b) But there are plenty of other great places

to sit on this beach

©) but, uh, this is my place

d) This is a public beach

e) Why don’t we just go over there?

f) Fine! I was just trying to be friendly

After You Watch

4 Complete each sentence with a word from the box Then, in groups, discuss each

when is it acceptable?

c) What's the difference between being assertive and being 2

4) In some places, not saying hello to your neighbor is seen as

behavior Is it in your country?

e) When can you be rude toa

Is it ever acceptable?

What other types of situations cause you to “fight” or “walk away”? Howdo you [SLs]

decide whether to fight or walk away?

* How do you say these words together?

Right there

Great place

+ _ Listen to the Pronunciation clip What do you notice? What happens to the letter “t”

on the word right? What about the pronunciation of the letter “t” on the word

Great?

+ Try repeating the phrases the way they are said on the DVD

Photocopiable Would you assert yourself?

BOAR ihe Pol en RI aed at to

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dandruff, small particles

from hair or skin

pollen: the fine powder

from flowers that

fertlizes other flowers

allergy: an adverse

physical / medical

reaction to foods,

animals, plants, etc

pollutants: things that

make the environment

dirty

yardwork: work outside

the house, such as

of their most popular products

As support to the materials in Unit 5, Lesson 4 in the following place:

Grammar: ‘Simple past perfect tense; Relative clauses

Vocabulary: _ Retail language, electronic products

Pronunciation: Intonation patterns in tone groups

The Sharper Image specializes in innovative electronic items and has more than 180 stores throughout the United States It also operates online and has a popular catalog service

a Individuals Elicit / Explain gadget (a clever machine / device which does a particular job), illustrating with examples Go through the list to check understanding Students choose which items they would like to have Ask individuals to justify their choices Take a class vote on the most popular item

b Ask students to provide the names of stores where they can buy =: ===

gadgets like those in activity a) Ask students to describe / evaluate (eae)

any gadgets they've recently bought a)

{BBM white You Watch

1 (WhleYeuWeteh ]}> [0:00-end]

In pairs Go through the task, pronouncing each name clearly for the class Play

While You Watch 1 Check answers as a class

2 Chile You Watch |P> [0:00-1:05]

Individuals Ask students to read the paragraph to check understanding

Instruct students to cross out each mistake and write the corrections above it

Play While You Watch 2 Check answers as a class

Answers The Sharper Image has been selling gadgets since 1977, when Richard

Thalheimer invented a watch that could be used by runners He advertised

in a/ Runner's World magazine and the company was born Lisa Boivin,

the district manager, says that 70% of the products they sell are developed

by their own design team

3 Citile You Watch ]B> [1:28-3:25]

In pairs Before playing While You Watch 3, ask students to try to match up the sentences Play the section Students check / amend answers

Trang 22

14—5:16]

+ (sen i

In pairs Before playing this section, ask students to try to select the correct tense

for each verb Play While You Watch 4 Students check / amend answers

Answers (1)'d worked (2) was looking (3) ended (4) had always worked

(5) wanted (6) went (7) noticed (8) had always loved (9) sold

(10) applied (11) got

After You Watch

5 In pairs Remind students that to make a relative clause, they must not repeat the

subject / object from the main clause Do a) as an example on the board with the

class before putting them into pairs Circulate to assist Elicit answers for each

sentence from individual students Write the answers on the board, and invite

comments / corrections where appropriate

Answers a) The Sharper Image is a store that / which sells specialized

electronic products

b) People who / that like gadgets will love these products

c) Most of the products that / which are sold in the store are developed

by the design team

d) AmphibiCAR isa toy that / which you can use on land and in the water

e) People who / that want to make their lives easier will enjoy these

gadgets

f) Wireless speakers are special speakers that / which you can use

anywhere in the house

g) They sell a chair that / which massages your back

In groups With the Speaking task on screen, ask students to discuss the question 14 1)

Monitor Ask students to report back on their discussion

To extend this task, ask students to think about the following: Are gadgets like this

really necessary? What kind of people buy them? Are they worth the money?

* Explain that patterns of pitch make up intonation and can be extended over groups

of words, called tone units or tone groups

* Ask students to read the excerpt aloud and to break down the sentence into tone

groups

* Play the Pronunciation clip so students can check their answers

‘the speaker is saying Also point out the role of punctuation in relation to this

Answer: This is one of our best selling products // the lonic Breeze // It was

developed about five years ago // by our design team // and based on customer

feedback // we've had several different versions

(mer ne students to write a description of their favorite gadget and why they

Communicative Activity Turn to page 60 for Activity 5 — crossword

like it

Gadgets Unit 5 Ee

Trang 23

Before You Watch

a Look at the following list of gadgets Which ones would you most like to own?

something for listening to your stereo outside the house

an amphibious toy car

oakwne

Are there any stores where you can buy gadgets like these in your (@iuse)

city / country? Have you recently bought a gadget? Where from, and \|ˆ TALK,

do you like it? SS

= While You Watch

1

Gadgets

Now watch the DVD Match each of the gadgets in activity a) above with its name below by putting the appropriate number in the box

e-Vac o AmphibiCAR [sl Power Tower 200 []

Sound Soother 50 [] Wireless speakers [] Ionic Breeze oO

Now watch the first section of the DVD Correct the five factual mistakes in the following paragraph

The Sharper Image has been selling gadgets since 1987, when Richard Thalheimer invented a watch that could be used by swimmers He advertised

on the radio and the company was born Lisa Boivin, the store manager, says that 50% of the products they sell are developed by their own design team

Match the first half of each sentence in column A with its ending in column B

Then, watch to see if you were correct

a) An Ionic Breeze air purifier is an 1 that appeal to both children and air cleaner their parents

b) People that suffer from asthma 2 that appeal to our female

c) People who live in polluted customers

areas 3 are very popular and fun as d) We also have some grooming well

products 4 would benefit from the product

e) We like to sell toys 5 that removes dust, pollen

f) Some of our other products from the air

6 would definitely feel the benefit

Complete Ryan’s and Lisa’s stories with either the Simple Past, Past Progressive,

or Past Perfect form of the verbs in parentheses

Ryan: Well, actually, I (1) (work) in clothing retail for quite a few years, and about three years ago, I (2) (look) for a change,

here at the Sharper Image

Trang 24

Lisa: Similar to Ryan I (4) (always work) selling clothes, and I

(5) (want) a change I (6) (go) on the Web site

for Sharper Image, and I (7) (notice) that there was a position

for the district manager in this area And I (8) (always love) the

company and the products that they (9) (sell) So, 1

After You Watch

5 Rewrite each of the following pairs of sentences as one sentence, using that, who,

©) Most of the products are developed by the design team These products are

sold in the store

Why do people like gadgets? Speaking

* Look at the following excerpt from the DVD

This is one of our best selling products, the lonic Breeze It was developed about

five years ago by our design team, and based on customer feedback, we've had

several different versions

* Read it aloud and try to break the sentences into word groups

* Listen to the Pronunciation clip and check your answers

* Now practice saying the sentences using the correct intonation

Photocopiable

‘© Edtoral Macnilan de México, S.A de CV 2006 Gadgets Unit 5

Trang 25

examining the evidence

flood: when lots of

water covers something,

such as land

to float: to rest or move

slowly on the surface of

a liquid (for example,

water) without sinking

As support to the materials in Unit 6, Lesson 4 in the following places:

¢ after exercise 1 on page 64

¢ at the end of the lesson

Vocabulary: Words connected to telling urban myths — improbable, hoax, fantastic,

fossil, famous, etc

Pronunciation: Intonation of interjections to show interest or check understanding Urban myths and legends are very common in the U.S and the U.K People often retell these stories even when they know they are untrue Sometimes they are used simply as entertainment; other times they are used as a kind of warning — to tell people what might happen if they are not careful

Procedure ( ens)

\U TAU Before You Watch \-!Ê

a_ Ingroups Ask students to read the definition and then discuss the four questions Monitor and help where necessary Ask a few students to report back on their discussion

Answers Headline 2, Killer Bees: a Real Danger, is quite possibly a true story

The others are all likely to be urban myths

= While You Watch

1 tile You Watch | P> [0:00-2:33]

Individuals / In pairs Ask students to read through the words and make sure they understand all of them Explain that you will play the DVD but that the sound will be off Students should watch and check [W] the words they think they will hear when the volume is turned up Play While You Watch 1 with the sound down Put students in pairs and get them to check their ideas together

Note: Sound Down is a Top Teaching Technique For Information on Top Teaching Techniques, see the Introduction in this book

2 iiavor wer ]P> [0:00-end)

Play While You Watch 2 through with the sound turned up and get students to check their answers Pause the DVD at [3:59] to answer the question on screen: Which story is true? Gravity reduction True / False Noah’s Ark Found

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3 GfEosn]Ðy (000-224)

In pairs Ask students to read through the five questions / sentences and the three

choices for each Play While You Watch 3 and get students to choose the correct

answers Put students in pairs and get them to check their answers together Play

the DVD again if necessary Check answers as a class

Answers 1b 2c 3a 4c 5b

4 WleYyouwWekh |> [1:14-4:51]

In pairs Ask students to read through the five sentences Play While You Watch 4

and get students to fill in the blanks Put students in pairs and get them to check

their answers together Play the DVD again if necessary Check answers as a class

Answers a)aretold b) had been created c) was destroyed d) were saved

e) been buried

After You Watch

5 Individuals / In groups Ask students to read through the story and complete it

using the words in the box Put students in groups and get them to check their

answers together Monitor and help where necessary Finally, check answers

Answers 1 fantastic 2hoax 3improbable 4 fossil 5 famous

In groups With the Speaking tasks on screen, ask students to discuss the

To extend this task, ask students: Should urban myths be scary? Can stories that

are more unbelievable actually be believable? Do you know any good storytellers?

What is it about them that makes them good at telling stories?

Practice Real English! [0:55-1:14]

* Ask students to read through the information and check that they have understood

it Play the Pronunciation clip and get students to listen and mark if the intonation

rises or falls Put students in pairs and get them to check together Play the clip again

and then ask students to repeat the phrases

Answers: In both clips, the intonation rises

* Teaching tip: You could get students to repeat the phrases and change the

intonation What difference does it make to the meaning?

Have students ask two or three people if they know any urban myths and

[HOMEWORK] write their story In the next class, have them tell their classmates the

Communicative Activity

‘Turn to page 60 for Activity 6 - group story

Unit 6

Trang 27

[0:00-2:33]

{0:00-end]

[0:00-4:24]

Before You Watch

; ban myth noun [C] animaginary story `

s on on and sligeuse these aboutmodemn life that many people believe really

questions See GHeN eee 171

1 Do you know any urban myths?

2 Have you ever told someone an urban myth? Why?

3 Why do people believe urban myths?

4 Howare urban myths connected to different cultures?

b Look at these “newspaper” headlines Do you think the stories are true or do you think they are urban myths?

MAN GIVES BIRTH) KILLER BEES: A REAL DANGER | erecta — ` —

(BBB while You watch

a) Which of these words do you think you will hear when the volume is on?

believe OO bons o ghost o history [_ joke Bị monkey o myth fue) photograph |] storytellers []

strange Oo terrifying LÍ trick Oo

2 Watch and listen Check your answers

3 Watch the DVD again and choose the correct answer

1 Which of these reasons is NOT mentioned for storytellers telling stories?

a) telling news

b) entertaining people c) speaking about heroes

2 People who believe urban myths

a) like the stories

b) think they are fantastic

c) retell them to people they know

3 Piltdown Man was

a) discovered by Charles Dawson

b) created by Charles Dawson

©) areal fossil

4 Noah’s Ark

a) landed at the bottom of Mount Ararat in Turkey

b) isa story found only in Christianity

5 Patrick Moore announced on the radio that

a) Neptune would pass in front of Uranus

b) Pluto would pass behind Jupiter

Urban myths

Trang 28

4 Watch the DVD again and complete these sentences [1:14-4:51] a) They are all urban legends ~ stories that to trick people into

believing that they are true

b)_ Piltdown Man using the skulls of medieval humans, the

jaw of an orangutan

d) Only Noah and those aboard the Ark when they landed

under the snow

After You Watch

5 Read this short text and complete it using the words in the box

improbable hoax fossil fantastic famous

One of the most (1) stories I ever heard proved to be a huge

(2) A friend told me the story, and although it sounded highly

(3) , he claimed it was true, and I believed him! He told me that

when he was a child, he had found the (4) of a dinosaur near

his house He had taken it to a museum, where a (5) scientist

had identified it as a new species and that it had been named after my friend

Practice Real English!

* In English, we often indicate that we are listening and interested in what is being

said or checking understanding by saying a short phrase These take the form of

interjections (for example, No!) repetition / echo questions (for example, Deadly

bacteria?); and so on We can tell if the response is one of interest or if the listener is

checking understanding by listening to the intonation When the intonation rises,

the person is showing interest or checking understanding; when the intonation falls,

the person is showing that hel/she is only following the conversation

* Watch the Pronunciation clip and mark the intonation of these phrases Does the

Trang 29

all aspects of a business

it boils down to: the

most important point is

troubleshooter:

someone who solves

serious problems for a

company

bed-and-breakfast: a

place to stay lke an inn

or small hotel, where a

room comes with

breakfast the following

morning, (Often simply

called a B &B.)

Unit 7,

_ Job interview: how to get the job

This DVD unit follows Samantha, a recent graduate, who interviews unsuccessfully for a job and then learns about successful interviewing techniques / training from Phyllis Stein, a professional career coach

As support to the materials in Unit 7, Lesson 4 in the following places:

Grammar: Gerunds Vocabulary: Personality adjectives; Job hunting Pronunciation: Stress on adverbs followed by adjectives

‘A number of consultants now provide training in interview techniques, both with groups and with individuals Training usually involves awareness raising using role-play and

videotaping practice interviews

a In pairs Go through the task to check understanding Elicit / Explain boastful (saying how wonderful you are), overqualified (having too many qualifications for a particular job), and awkward (not natural / relaxed / comfortable) Check answers as a class and write two columns on the board

Answers Good interviewee: self-confident, outgoing, well-dressed, relaxed

Bad interviewee: aggressive, overqualified, awkward, casual, boastful

mm 'While You Watch

1 (Wile You weieh JP> [0:00-end]

Individuals / As a class Play While You Watch 1 and pause the DVD after the first interview Check Sam's adjectives as a class Then, ask the class for their

adjectives and write them on the board Add any other adjectives they can think

of Resume the DVD At the end, ask students to describe Sam in the second

interview You may want to replay the DVD and invite students to stop you

where their adjectives are illustrated

c) second interview: self-confident, relaxed, outgoing, well-dressed Other possible adjectives not from list: determined, focused, assertive

2 Wile You Watch |f> [2:07-4:40]

In pairs Ask students to read the pieces of advice to check understanding Point out that they will be listening for the type of advice, not necessarily Phyllis’

exact words Play While You Watch 2 Check answers as a class

Answers 1d) 2f) 3b) 4c) 5a) 6e)

Trang 30

3 Oswewen]b 015-044)

In pairs Before playing While You Watch 3, ask students to try to match up the

sentences Play the section Students check / amend answers Check answers as

Individuals Play While You Watch 4 Instruct students to match the speaker and

his / her words Play the section again to allow sufficient time to complete the

task Check answers as a class

Answers 1e) 2c) 3b) 4a) 5d)

After You Watch

5 In pairs Refer students to the adjectives in Before You Watch Check answers as

aclass

Answers a) boastful) self-confident c) casual d) relaxed _e) well-dressed

fawkward g) outgoing h) aggressive i) overqualified

In pairs Tell students to make a list of each other’s strengths and weaknesses Ask << GD)

a number of pairs to report back Address this question to the whole class Take a

vote on who would use a counselor, Ask individuals to tell you why they would /

wouldn't use one

To extend this task, ask students: How often do people use employment counselors

in your country? Why? Would you use one?

* When words like really and so are used in front of an adjective or adverb, both words

are stressed, with the length of the first word often extended for emphasis

* Refer the class to the excerpt and ask them to listen to the stress pattern at the end

of each sentence [0:15-0:35]

* Then get the class to repeat each sentence, making sure students stress the last two

Activity

Turn to page 62 for Activity 7 ~ role-play

Ask students to write a Dos and Don'ts list for a successful interview

Trang 31

[0:00-end]

[2:07-4:40]

[0:15-0:44]

Before You Watch

a Look at the adjectives in the box Which ones would describe a good interviewee

for a job, and which would not? Make two lists

= While You Watch

1 Now watch the DVD

a) Which of the adjectives in activity a) does Sam use to describe herself in her first interview?

b) Which of the adjectives would you use to describe her in her first

interview? Can you think of any others?

2 Now watch Phyllis giving Sam advice on interview techniques Put the following pieces of advice in the order you hear them

a) Talk about yourself in relationship to the job

b) Think about what the interviewer is looking for

parents

d) Practice some of the interview questions

e) Present yourself in the strongest possible way

f) Preparation is important

3 Match the gerunds in column A with the appropriate phrases in column B

Then, watch to check your answers

a) Looking 1 to figure out what the actual job is can be difficult

b) Reading 2 ajob interview is pretty tough

d) Searching 4 your résumé is really hard work

e) Writing 5 for your first job out of college can be pretty hard

f) Getting 6 through the want ads can be so boring

Photocopiable

Trang 32

4 Watch the end of the DVD again Match the people with their advice [5:15-end)

a) Not fidgeting and being confident are the most important things in a job

interview

b) It’s very important that you are being confident

c) Arriving on time and being confident are the most important parts of a job

interview

d) Writing a thank-you note is the most important thing

e) Making a good first impression is the most important part of a job interview

After You Watch

5 Supply an adjective from Before You Watch to complete each sentence

a) He's so ; he’s always talking about what a great athlete he is

b) He's not afraid to take on responsibilities because he’s very

c) She's very , 80 she’s most comfortable in jeans and a sweater

d) He gave a good impression because he was she didn’t

appear nervous at all

e) He's very He always wears a nice tie and a jacket

f) She was very during the interview, and she kept touching

her neck

g) He finds it hard to mix with people because he’s not very

h) He tends to become with customers who only complain

i) She had a master’s degree and a Ph.D., so she was for

Practice Real English! Pronunci

s_ Each of the sentences below ends with an adverb and an adjective Does the stress

fall on the adverb, on the adjective, or on both?

s Listen to the Pronunciation clip and mark the stress

Looking for your first job out of college can be pretty hard Reading all the job

listings is so annoying Searching through the want ads can be so boring!

* Now repeat each sentence using the same stress that you hear

Trang 33

pvp Summary

Language Focus

Culture Context

Word Alert

to date back: to begin

at a particular time in the

past

thrilling: very exciting

to bring back: to start

doing something that

was done in the past

and then stopped;

* at the end of the lesson Vocabulary: Expressing opinion — in my opinion, I think, I'd rather .; sports, for

example, cycling, skiing, surfing, Tae Kwon Do, tug-of-war, wrestling, ballroom dancing

Pronunciation: Word stress to convey emphasis

The Olympics is one of the most, if not the most, important international sporting events

Spectators and participants come from all over the world Many countries bid to host the

event in one of their cities Modern Olympic host nations can expect to welcome about

10,000 to 12,000 athletes and three to four million visitors to their country for this event

a Individuals / In pairs Ask students to look at the pictures and match the sports

in the box to the correct picture Put students in pairs to check their answers

Answers 1 cycling 2wrestling 3TaeKwonDo 4 skiing 5 tug-of-war 6 surfing

= While You Watch

1 Gitte You watch |P> [0:00-2:37]

In pairs Ask students to discuss which of the six sports they think are currently

in the Olympics Ask a few students for their ideas Play While You Watch 1 with the screen covered and get students to listen carefully and check their answers

2 — Cite You Watch ]p> [0:00-1:41]

Individuals / In pairs Tell students you will play the first part of the DVD [0:00-1:41] and they should put the sports from the box in activity a) in the

order in which they became Olympic sports (You could ask students to write

down the years.) Put students in pairs and ask them to check their answers together Play While You Watch 2 and check answers as a class

Individuals / In pairs Tell students they will watch / hear Dan and Lisa

discussing which sport they think should be included in the Olympics Play

While You Watch 3 and ask students to complete the chart Put students in pairs

and get them to check their answers together Monitor and help where necessary Play the section again if necessary Check answers as a class

The Olympics

Trang 34

Answers Lisa: Ballroom dancing Requires practice, coordination, and endurance,

and if ice dancing is included, why not ballroom dancing? Dan thinks it's

boring and that nobody wants to watch it

Dan: Surfing Physically demanding, requires coordination and balance,

is exciting to watch, and is unpredictable Lisa thinks it's not fair as only

cities near the ocean would be able to have (host) the Olympics

4 GEREMBTP (0:00-end)

Individuals / In pairs Ask students to watch the complete DVD and fill in the

numbers in column B that correspond to the phrases / information in column A

Put students in pairs and get them to check their answers together Monitor and

help where necessary Play the DVD again if necessary Check answers as a class

Answers a) 1896 b)200 c)35 d)400 e)98 £)1997

After You Watch

5 In pairs Ask students to work with a partner and circle the expression they think

is correct Monitor and help where necessary Check as a class (If you want, you

could play the appropriate part of the DVD [3:09-3:55] to check.)

Answers a)In my opinion b) I'd rather c) I think

6 In groups Put students in groups and ask them to discuss the questions together

Monitor and help where necessary Ask a few students to report back on their

discussion

To extend this task, ask students: Were the Olympics ever held in your country?

Why? Why not?

Practice Real English! [0:00-0:21] d2) 04110510)

* Play the Pronunciation clip and ask students to listen for the word that is most

stressed Point out the extra stress on [0:17-0:18]

* Ask students to repeat the sentence using the same stress as the DVD

Lisa: [am always right

* Now ask students to stress always Notice the change in meaning

* Do the same with the following sentence and notice how when stressing different

words the meaning changes significantly

John's sister is not an engineer

Ask students to choose one of the sports mentioned on the DVD or on

[HOMEWORK] the worksheet and find out five interesting facts about it They should use

the Internet or encyclopedias to help with their research

DVD Script Tum to page 75

Unit 8

The Olympi

Trang 35

Before You Watch

a Match the sports in the box with the pictures

1 Watch the DVD Which of the sports above do you think are in the Olympics?

2 Watch the DVD and put the sports from the box in activity a) in the order in which they became Olympic sports Be careful; not all of them are Olympic

sports

3 Watch the DVD and complete the chart What sport do Dan and Lisa think should

be included in the Olympics?

Trang 36

4 Watch the complete DVD and fill in the correct numbers in column B that [0:00-end] correspond to the phrases in column A

e) the percentage of people who

want to see ballroom dancing

included in the Olympics

f) the year in which ballroom

dancing was recognized as a sport

After You Watch

5 Complete these sentences from the DVD by circling the correct expression in

italics

a) Fd rather/ In my opinion, ballroom dancing should be an Olympic event

b) I'd rather/ In my opinion watch the grass grow

6 Work in groups and discuss these questions =

a) Do you watch the Olympics? Š (TALK

b)_ Whatsports do you like watching? Why?

c) What makes a good spectator sport?

d) What are the most popular sports in your country?

e) Are there any sports from your country you think should be included in the

Lisa: am always right

* Why is this stressed? What happens if you stress another word?

* Practice changing the stress with the following sentence:

John's sister is not an engineer

Photocopiable The Olympi

Trang 37

situation you feel

satisfied with; well-

person's “mental age”

by his or her real age

blend: a mixture (noun);

to mix together (verb)

Unit 9

This DVD unit looks at Howard Gardner, one of the world’s leading experts on

developmental psychology and a professor of cognition and education at the Harvard

Graduate School of Education He talks about his theory of multiple intelligences We see

his theories put into practice at a school for young children

When to use the DVD lesson with your Attitude Student's Book {As support to the materials in Unit 9, Lesson 4 in the following places:

« to start the lesson

«at the end of the lesson Grammar: Defining and non-defining relative clauses Vocabulary: Types of learning, formal verbs

Pronunciation: that in stressed and unstressed form The Atrium School is an independent elementary school in small town called Watertown, which is near Boston Unlike children in a normal elementary school, Atrium School children are taught in mixed age groups It was formed over 20 years ago by Ginny Kahn and has been implementing Gardner's work, which has greatly changed the way people think and work in education

a_ In pairs Go through the task to check understanding Tell students to first

match the meanings they know and then consult a dictionary Check answers

= While You Watch

1 Cite You Watch ]> [0:00-1:58]

Individuals Go through the task to check understanding Play While You Watch 1 Check answers as a class

3 While You Watch |> [0:00-3:43]

In pairs Before playing While You Watch 3, ask students to look at each sentence and try to select the correct clause Play the section Students check / amend answers Check answers as a class

Trang 38

4 GMAT (0:00-2:29)

In pairs Before playing While You Watch 4, go through the sentences to check

vocabulary Allow enough time for students to look at each sentence and select

the correct word Play the section Students check / amend answers Check

After You Watch

5 In pairs Tell students to look at the sentences and correct the punctuation

mistake in each sentence Elicit amendments from individual pairs and write

them on the board, inviting confirmation / correction from the class

Answers a) Gardner thinks that people with practical intelligence have good

social skills, which is now generally accepted

b) We often think that children who don’t think logically are dumb

c) I'mone of those people who think visually

4) My father, who has an IQ of 200, finds it difficult to make decisions

questions Monitor Ask a few students to report back on their discussion ˆ

irc \

To extend this task, take a class vote on who would have liked to study in that way ew

and ask individuals to give reasons for their opinions Follow this with: Are there i

any schools like that in your country?

* Refer the class to the excerpt and ask them to underline both instances of that and

to listen to how Gardner stresses each one Play the Pronunciation clip

* The first that is stressed because it represents an idea mentioned in the previous

sentence and the speaker needs to make it clear The second that (the relative

pronoun) is unstressed

* Ask individuals which that is stressed the most Repeat the sentences yourself Then,

get the class to repeat, making sure they stress each one correctly

* Make sure that they don't overstress the first that

Ask students to use their answers to the Communicative Activity to write

[HomeworK] one or two paragraphs to describe what kind of thinker they are

Communicative Activity Turn to page 64 for

‘Activity 9 - word / logic puzzle

Trang 39

Before You Watch

Match the words in column A with their meanings in column B

f) motivate 6 attractive / very interesting

(BRB white You Watch

Watch the first section of the DVD Which seven intelligence types below does Howard Gardner mention? Number them in the order in which you hear them

Which two does Howard Gardner think are very important?

Watch the second half of the DVD Choose the best answer for each question

1 You are less likely to make bad decisions about yourself if

a) you have an IQ of 200

b) you understand yourself

c) you use interpersonal intelligence

2 Goals for young people are

a) not interesting

b) difficult to achieve

3 Most people think that interpersonal skills

a) are not intelligence

b) are not important

c) are not obvious

4 According to one of the teachers, stories help children to

a) relax

b) understand the world

c) listen

5 According to Gardner, we should look at

a) how intelligences work together

b) the importance of one type of intelligence

c) why people don’t use some intelligences

Photocopiable dioral Macnilan de México, S.A de C.V 2006

Tiêu đề	Attitilde DVD Activity Book 4
Tác giả	Kate Fuscoe, Barbara Garside, Luke Prodromou, Adrian Tennant
Người hướng dẫn	John Murphy
Trường học	Macmillan Education
Chuyên ngành	Language Education
Thể loại	sách

Định dạng
Số trang	79
Dung lượng	30,06 MB