• Read the lesson title. Write financial crime on the board. Elicit examples of financial crime. (For example, bribery, money laundering, fraud, tax evasion,
embezzlement, forgery, counterfeiting, identity theft) Write these on the board.
• Ask for a volunteer to read the social media message.
Ask, Are you also skeptical of politicians? Why or why not? Is there a politician that you have fully trusted? If yes, what made this person trustworthy?
1 VOCABULARY
• Read the instructions and target question. Have Ss look at the article and answer the question.
• Elicit or explain that rep in the title is an abbreviation for representative.
• Say, Listen to the words related to financial crime.
• Play the audio. Pause after inexcusable. Tell Ss to follow along as they listen to the information from the article.
• Play the rest of the audio. Clarify the meaning of any new or unfamiliar terms.
• In pairs, have Ss read the information again and discuss the meanings of the words and phrases in bold.
• Go over the definitions. You can also refer Ss to the definitions in the glossary on page 160.
• For more vocabulary practice, refer Ss to page 140.
EXTENSION To test spelling of new vocabulary, read the words or play the audio of the individual words.
Ask Ss to listen and write them down. Repeat as needed. Then have Ss open their books and check that they have written the words correctly.
EXTENSION Challenge Ss to write a short paragraph using at least six of the vocabulary items. Have Ss work in pairs and refer to the article in 1B as a model.
2 LANGUAGE CHOICES
• Write on the board:
1. The credit card that I use online had a suspicious charge on it.
2. The suspicious charge was actually made by my husband, who had just bought me a really expensive gift!
• Call on a volunteer to underline the relative clause in each sentence. (that I use online; who had just bought me a really expensive gift)
• Ask, In which sentence does the clause provide essential information about a noun? (1) Is the clause necessary in the other sentence? (no, in sentence 2 the clause just adds more information)
• Point to the title of the Language Choices. Say, When a relative clause gives essential information about a noun, it’s called a restrictive or defining clause. A clause that simply gives additional information, like the one in sentence 2 on the board, is called a non-restrictive or non-defining clause.
• Read the instructions. Have Ss complete the answers in the grammar chart.
• Have Ss compare answers with a partner. Then bring the class together and go over the answers. Ask Ss which example sentence helped them choose the correct answer.
EXTENSION To confirm understanding of each rule, have Ss work in pairs to think up an example to illustrate each rule. Circulate and assist as needed.
Give hints or suggest ideas if Ss get stuck. For example, Rule 1: The competitor who spells all the words correctly will proceed to the next round. Rule 2:
Someone who came to the party forgot a jacket.
Rule 3: The Brooklyn Bridge, which opened in 1883, is a popular tourist destination in New York. Rule 4: The house that I lived in as a kid is for sale. Rule 5: Marg, who wants to be a journalist one day, just got a great internship. Call on different Ss to write sentences on the board for the different rules. Elicit corrections if needed.
• Read the instructions and the target questions. Have Ss discuss in pairs and prepare an answer.
• Bring the class together. Read the first sentence and then call on a volunteer to read it to include the relative pronoun. (She is a leader that / who people trust.) Read the second sentence and call on a volunteer to read it to include the relative pronoun. (What were the results of the audit that we conducted last spring?)
• Call on pairs to share their answers about why the relative pronoun could not be omitted from the third sentence.
OPTION To deepen Ss’ understanding, rewrite the last sentence on the board, changing Dan Wong to the man: The man whom everyone suspected of bribery was found not guilty. Ask, Can the relative pronoun be omitted in this sentence? (yes) Why?
(because the clause is restrictive or defining) Call on a volunteer to read the sentence with the relative pronoun omitted. (The man everyone suspected of bribery was found not guilty.)
The relative pronouns can be deleted in the first two sentences because they are defining relative Restrictive
Restrictive Non-restrictive
restrictive Non-restrictive
5 TRY IT YOURSELF
THINK Think of a recent financial scandal or other example of corruption, or make one up.
Take notes in the chart.
Who did it? What did he or she do? What evidence is there?
PAIRS Student A: Tell your story. Student B: Use interjections from the conversation skill box.
3 CONVERSATION SKILL
06-04 Read the conversation skill. Listen. Notice the words the speakers use to show that they are interested and engaged. Complete the sentences that you hear.
1. A: Twenty students are accused of breaking into the computer system and changing their grades.
B: ! That’s !
2. A: I’m so tired of all the corruption in politics.
B: !
PAIRS Student A: Talk about something interesting or surprising that happened to you.
Student B: Use interjections to show that you are interested and engaged.
4 CONVERSATION
06-05 Listen. What do Ariya and Iris talk about?
06-05 Listen again. Answer the questions.
1. What did the More Corporation do?
2. What crimes has the mayor been accused of?
3. Why was it a bad idea for the mayor to hire his wife?
06-06 Listen. Complete the conversation.
Ariya: They discovered the when they did an . And you’ll never believe this.
Iris: There’s more?
Ariya: He hired his wife, is an interior decorator, to do the work!
Iris: ! That’s crazy! He’s not only ,
but he’s also stupid.
Ariya: I . What a stupid way to spend the money.
Just think of all the trips he could have taken!
Show interest with interjections When you’re listening to a story or are involved in a conversation, it’s important to show that you are interested in what the other person is saying. Use interjections to show that you’re interested or surprised:
Interest:
Uh-huh.
Awesome!
Great!
I know. Wow!
Interesting.
Surprise:
Really!
You’re kidding!
No way!
That’s crazy!
That’s unbelievable!
You can say that again!
UNIT 6 67 I CAN TALK ABOUT FINANCIAL CRIME.
UNIT 6 T-67
3 CONVERSATION SKILL
• Read the title of the conversation skill.
• Then read the skill aloud. Model the correct
pronunciation and intonation of the expressions. Have Ss repeat.
• Direct Ss’ attention to the exercise. Play the audio.
Have Ss fill in the blanks individually.
• Bring the class together and call on Ss to read the completed sentences aloud.
EXTENSION In pairs, Ss read the conversation again, using different words for interest and surprise in the blanks. Circulate and listen for correct pronunciation and intonation.
• Read the instructions. Model an example with a volunteer. Tell the volunteer you will talk about something interesting, and he or she will respond with interjections. Possible prompt: A: Did you know that I was arrested once? Continue the conversation, eliciting different expressions of surprise and interest from the volunteer.
• In pairs, have Ss share interesting or surprising stories.
Then have them swap roles.
• Circulate and listen for the correct use of interjections and surprised or interested intonation.
4 CONVERSATION
• Say, We’re going to listen to Ariya and Iris have a conversation.
• Direct Ss’ attention to the picture. Ask, What do you see? (cash being passed from one businessperson to another)
• Ask, What do you think Ariya and Iris might talk about?
Have Ss listen.
• Clarify any unknown words, such as contract granting process (the process of a contract being given to a company) and outrageous (shocking or
extremely unfair).
• Ask, Were your predictions correct?
• Read the instructions. Give Ss time to preview the questions. Tell Ss to write down any answers they remember from the first listening.
• Play the audio again. Tell Ss to complete the answers.
• Have Ss go over the answers in pairs. Bring the class together to review answers.
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation. Go over the answers.
• In pairs, have Ss practice the conversation, and then swap roles and practice again.
EXTENSION Ask, What does Ariya think of the way the mayor spent the money? (She thinks it’s stupid and comments that he could have taken a lot of trips for that kind of money.)
EXTENSION For vocabulary review, have Ss listen again or read the audio script for vocabulary terms from the lesson. Write these on the board in the order they appear: scandal, taking a bribe, accusation, tipped off, traced, charged, embezzlement, misappropriated funds, fraud, internal audit,
inexcusable. Have Ss listen and notice how the words are used. If Ss use the audio script, let them work in pairs to share where the words are used.
EXTENSION For a quick grammar review, say, Find relative clauses in the conversation in 4C and say whether they are restrictive or non-restrictive clauses. (non-restrictive: who is an interior decorator;
restrictive: that he could have taken)
5 TRY IT YOURSELF
• Read the target question. Copy the chart on the board and read the headings aloud.
• Model the activity. Take notes in the chart as you speak.
Say, Who did it? (a high school student) What did he do? (He purchased gaming equipment on a stolen credit card.) What evidence is there? (Everything was traced to his laptop.)
• Have Ss complete the chart with their own ideas.
• Circulate as Ss work and assist as needed.
• In pairs, have Ss use their notes to share ideas.
• Remind them to use the interjections from 3A to show interest and surprise. Tell them they can use the conversation in 4C as a model.
LOOK FOR While Ss are completing the Try It Yourself activity, make sure they are correctly doing the following:
✓ using the vocabulary related to financial crime
✓ using restrictive and non-restrictive relative clauses
✓ using interjections to show interest or surprise EXIT TICKET Say, Retell the story of the More Corporation from the conversation in 4A. Tell Ss to incorporate the target vocabulary from 1B and restrictive and non-restrictive relative clauses as appropriate. Monitor. Listen and take notes on areas for review and extra practice in later lessons.
You’re kidding
fraud
who Wow
know
that
1. More bribed the mayor with money in order to get a contract to build a bridge.
2. accepting a bribe; embezzlement;
misappropriation of funds (he
misappropriated funds meant for an early childhood education program)
3. He stole from the government in order to get a new office for himself, and then repocketed the money by paying his wife for the services. In addition, this hiring created an easy-to-follow paper trail which was found by authorities.
corruption in the mayor’s office
corrupt internal audit
unbelievable You can say that again
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1 BEFORE YOU LISTEN
PAIRS THINK Do you think voting is important? Why or why not?
06-07 VOCABULARY Read the words and listen to the sentences.
Do you know these words?
random have a say a campaign nạve on hold diversity eligible restore a lobbyist susceptible employable
>> FOR PRACTICE, PAGE 141 / DEFINITIONS, PAGE 161
2 LANGUAGE CHOICES Relative clauses after prepositions and quantity expressions
Read the example sentences. Then read the rules in the chart. Are they true (T) or false (F)? Correct the false rules.
Example sentences
1. a. He launched a campaign in which local residents were actively involved.
b. He launched a campaign (which / that) local residents were actively involved in.
2. a. She had the support of the legislators with whom she had developed strong relationships.
b. She had the support of the legislators (who[m] / that) she had developed strong relationships with.
3. We’re working with lobbyists, many of whom are lawyers, to address our clients’ issues.
4. We started some major projects, most of which were put on hold as negotiations were underway.
5. That politician used to be an actor, several of whose fi lms were very popular.
6. The candidate ran several ad campaigns, the most common of which were on social media.
Relative clauses after prepositions and quantity expressions
• A preposition can go at the beginning or end of a relative clause.
• A preposition in a relative clause can go immediately before who, whom, that, or which.
• A quantifi er + of can go immediately before whom, which, or whose.
• Relative clauses with quantity expressions are not separated from the rest of the sentence by a comma.
• Relative clauses with a noun + of which can refer to people or things.
>> FOR PRACTICE, PAGE 141 Relative clauses with prepositions at the beginning of the clause are very formal; it is much
more common to place the preposition at the end of the clause. What are three ways the following sentence can be rewritten with the preposition at the end of the clause?
Is he the politician to whom you were referring?
diversity
LESSON 2 TALK ABOUT A SYSTEM OF GOVERNMENT
ARIYA SUKSUAY
@AriyaS
It’s election day, and I’m heading out to vote. Have you voted yet?
If not, there’s still time!
LESSON 2 TALK ABOUT A SYSTEM OF GOVERNMENT
• Read the lesson title. Have a volunteer read the social media message aloud. Ask, Does Ariya think voting is important? How do you know? (Yes, she does. She uses social media to remind and encourage people to vote.)
OPTION Write on the board: What role does social media play in politics? In pairs, have Ss discuss. Then bring the class together and invite Ss to share if they participate in politics on social media. Ask, Would you post who you voted for, or do you think this is private?
1 BEFORE YOU LISTEN
• Read the target question and give Ss a few minutes to discuss.
• Then bring the class together and have Ss share with the class.
• Have Ss preview the vocabulary before listening. Tell them to circle any terms they are unfamiliar with. In pairs, have them share and compare their
previous knowledge.
• Have Ss listen to the audio. Then say each word again and have them repeat.
• In pairs or small groups, have Ss define the terms. Tell them they can use a dictionary.
• Go over the answers as a class. You can also have Ss refer to the definitions in the glossary on page 161.
• For more vocabulary practice, refer Ss to page 141.
EXTENSION Have Ss write sentences using the vocabulary terms. In pairs, have Ss take turns reading their sentences aloud and giving each other feedback on word use.
2 LANGUAGE CHOICES
• Read the title and the instructions aloud.
• Analyze the first set of sentences. Ask, What is the preposition in these sentences? (in) Is the meaning of the two sentences the same? (yes) Is the relative clause restrictive or non-restrictive? (restrictive)
• In pairs, have Ss read the example sentences, identifying the preposition or the quantity expression and deciding if the clause is restrictive or non- restrictive. Bring the class together and go over the answers. (2. with whom: restrictive; 3. many of whom:
non-restrictive; 4. most of which: non-restrictive;
5. several of whose: non-restrictive; 6. the most common of which: non-restrictive)
• Then tell Ss to mark the rules in the grammar chart as true or false, correcting the false rules.
• Have Ss compare answers with a partner. Bring the class together and go over the answers. Ask Ss which example sentence helped them choose the
correct answer.
LANGUAGE NOTE Ss may have heard from English teachers that a sentence should not end with a preposition. For example, Money is the issue he is so worried about. While this sentence is not incorrect, it is less formal than saying Money is the issue about which he is so worried. In spoken language, emails, texts, and notes to friends, this form is acceptable.
However, it is a good idea to avoid ending a sentence with a preposition in more formal writing such as a business report or a research paper.
EXTENSION Have Ss work in pairs to think up example sentences for the rules. Give hints if Ss get stuck. Remind them to look at the corrected rules for the statements marked false. (For example, Rule 1:
Who are you going with? / With whom are you going? Rule 2: That is the company for which I’ve worked all my life. Rule 3: These are my three siblings, none of whom live in the same country! Rule 4: The criminals, all of whom are guilty of previous crimes, will get a harsh sentence. Rule 5: It’s the last of a series of interviews, the first of which I really enjoyed.)
• Read the instructions aloud. Give Ss a few minutes to think up different ways to restate the sentence.
• Then bring the class together and call on Ss to come to the board and write various versions of the sentence.
Ask, Is the clause in each sentence restrictive or non- restrictive? (restrictive)
EXTENSION Write a few more examples on the board. Tell Ss to restate the sentence less formally, if possible.
1. This is the book for which he won a prize.
2. The app has a lot of users, most of whom are under 25.
3. The candidate to whom I offered the job was no longer interested.
Ask, Which of these can you restate less formally?
(1. This is the book which he won a prize for. / This is the book that he won a prize for. / This is the book he won a prize for. 3. The candidate whom I offered the job to was no longer interested. / The candidate that I offered the job to was no longer interested. / The candidate I offered the job to was no longer interested.) Ask, Which sentence cannot be restated?
Why? (2, because it has a quantity expression) T
F
T always
F F
Is he the politician who(m) you were referring to?
Is he the politician that you were referring to?
Is he the politician you were referring to?
5 TRY IT YOURSELF
THINK Look at the list of arguments in 4C. Which are the strongest? Why?
DISCUSS Compare lists with a partner. Add to your notes any arguments that you missed.
EVALUATE Would sortition work in your country? Why or why not? Explain to the class.
06-11 Listen. Draw a line through the dropped vowels in the underlined words.
A: I think voting is a privilege. I wonder why so many eligible voters don’t vote.
B: Probably for many reasons. I agree that we need to do something to boost participation.
A: Let’s go to the Youth Center this evening. There’s a campaign to register fi rst-time voters.
4 LISTENING
06-12 Listen. What is sortition?
06-12 Read the Listening Skill. Listen again and complete the sentences.
1. A: Taking away this right threatens our democracy.
B: . , sortition would help to restore democracy.
2. A: It’s completely impractical!
B: . We could make laws to protect selected representatives from losing their jobs.
06-12 Listen again. Identify who made each argument. Then take notes for both sides.
Argument Speaker Notes
1. Sortition is anti-democratic.
2. The current system is corrupt.
3. A randomly-selected representative would be easy to bribe.
4. Citizens cannot put their lives on hold for years.
5. Citizens would gain valuable experience after serving.
PAIRS REACT In your opinion, who won the debate?
LISTENING SKILL Recognize arguments Speakers use a variety of words and expressions to present an argument. For example: You are correct about X. However…; On the contrary…;
X is not true. In fact…; Far from doing X, Y does Z.;
You can’t be serious.; I disagree.
Dropped vowels
In some words, unstressed vowels are usually dropped. For example, the word every, which looks like a three-syllable word, is often pronounced as a two-syllable word because the second vowel is dropped: every /ɛvri/. The word comfortable is often pronounced as a three-syllable word: comfortable/kʌmftərbəl/.
3 PRONUNCIATION
06-09 Listen. Read the pronunciation note.
06-10 Listen. Notice the dropped vowels.
Then listen and repeat.
1. average 2. family 3. general
4. business 5. favorite 6. different
UNIT 6 69 I CAN TALK ABOUT A SYSTEM OF GOVERNMENT.
UNIT 6 T-69
3 PRONUNCIATION
• Write the word chocolate on the board. Call on a volunteer to read it. If necessary, correct pronunciation by repeating the word again, dropping the second o.
Cross it out within the word on the board.
• Read the title of the pronunciation note. Point to the crossed-out o in the word chocolate and say, This is a dropped vowel.
• Play the audio. Write the words from the note on the board: every, comfortable. Clap out the syllables for each (every: 2; comfortable: 3).
• Have Ss read the words and notice the crossed-out vowels. Tell Ss to read the words quietly to themselves.
• Play the audio. Have Ss listen and repeat. Ask, How many vowels are pronounced in each word? (Each word has two syllables.)
• Read the instructions. Refer Ss to the examples in 3A and 3B to indicate how they will mark the
dropped vowels.
• Tell Ss to listen and cross out the dropped vowels.
Then have them compare answers with a partner.
• Call on volunteers to read the conversation. Correct pronunciation as needed.
EXTENSION For additional practice, write the following words on the board: interesting, laboratory, vegetable, camera, beverage, restaurant, federal, interest, evening. In pairs, have Ss practice pronouncing the words, dropping the unstressed vowels. Circulate and correct as needed. Then call on volunteers to come to the board and cross out the unstressed vowel.
4 LISTENING
• Tell Ss they are going to listen to a podcast. Read the target question.
• Play the audio. Have Ss listen.
• In pairs, have Ss discuss the target question. Go over the answer as a class.
• Clarify the meaning of any new or unfamiliar terms, such as (something) is upon us (is going to happen or arrive very soon), timely (done or happening at the exactly the right time), threaten (to endanger), and eliminate (to completely get rid of something).
EXTENSION For vocabulary review, have Ss listen again or read the audio script for the vocabulary terms from 1B on page 68. Have Ss listen and notice how the words are used. If Ss use the audio script, let them work in pairs to share where the words appear.
• Ask Ss to look at the Listening Skill box. Read the title and the skill.
• Then read the first example in the box. Ask Ss to repeat. Do the same for the other examples.
• Read the instructions. Play the audio. Have Ss fill in the blanks with the words they hear.
• Go over the answers as a class.
• For the third listening, tell Ss to listen to identify which speakers made which argument and to note the points for and against each argument.
• Play the audio. Have Ss complete the exercise
individually. You may need to play the audio additional times. Then let Ss compare answers in pairs.
• Bring the class together and call on Ss for answers.
• Read the target question. Then give pairs a few minutes to decide who won the debate. If necessary, let Ss listen one more time and take some notes.
• Bring the class together and have Ss share.
5 TRY IT YOURSELF
• Read the target question. Have Ss work individually to list the arguments, ranking them from the strongest to the least strong.
• Have pairs compare their lists.
• Bring the class together and have Ss share.
• Read the target questions and give Ss time to take notes individually.
• Then have them discuss in groups before giving feedback to the class.
OPTION Say, Imagine you were selected from the general population to hold office. How do you think you would fulfil this role? Would you be able to perform the duties of a government official? Why or why not? Would you consider taking on such a responsibility?
LOOK FOR While Ss are completing the Try It Yourself activity, make sure they are correctly doing the following:
✓ using the vocabulary to talk about voting
✓ using relative clauses after prepositions and quantity expressions
✓ dropping unstressed vowels
✓ using expressions to present an argument EXIT TICKET Have Ss summarize an argument in favor of or against sortition. Tell Ss to use the target vocabulary and use expressions to present an argument. Listen and take notes on areas for review and extra practice in later lessons.
I disagree On the contrary
In fact
Andrew
May: Sortition practiced in ancient Greece, birthplace of democracy.
Representatives were randomly selected from free adult male population.
So, in fact, Sortition would help to restore democracy. Andrew: Democracy has evolved since ancient Greece. Voting allows average citizens to have a say in how they are governed. Taking this away threatens democracy.
May May: Money in politics has made it hard for an average citizen to get elected. You need money to run a campaign. Sortition is a way to rid our system of corruption. Andrew: Sortition would lead to corruption.
Andrew Andrew: It would be easy for a big lobbyist to bribe a nạve legislator who is not accustomed to power. May: It would not be any easier to bribe someone than it is today.
Andrew Andrew: Citizens who are selected would need to put their lives on hold for years. No employer would agree to hold a job for years.
May: We could make laws to protect selected representatives from losing their jobs.
May
May: This experience would make them more employable once their term ended. They would have access to information on the issues.
Andrew: Most of the representatives would have no experience in government. The average person doesn’t understand complex issues such as economic policy.
a system that replaces voting with the random selection of representatives
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