1Alifeoflearning JMgloballanguageVocabularlanguageability GrammartheEnglishverbsystem QUICK REVIEW Talktofiveotherstudents. Find twothingsyouhaveincommon witheachstudent. Telltheclass abouttwopeople youspoketo. VocabularyLanguageabilit & a)Choose111:CO ..cclwordsin Ihesephrases.Chcd, inLanguage SummaryIIIP 125. 1(ry)8laSIlanguage(is). zbbilingualin/al. 3benucnlat/in... 4bereasonablygood on/at. 5cangCIlo/by in.. 6know11little/few \\ ordsof.. 7can',src"kaword of/with... 8can have/makeaC011\'cr5.1i0I1 in... 9speak50llle. .,butII alot/bit rusty 10pickup/of abitof...on holiday b)Choosefivephrasesfrmla). Usethem10makescntencesabout )otlrsclforpeopleyouknow. Myfirst language is Russian. c) Workingroups.Take!untSto telleachotheryourscnlcnCb.Ask follow-up llucstionsifpossihle . Readingand Grammar ma)Ilowimport;mtisle;H'ning Englishin),ourcountry?\Vh)'? b)Readthearlicleaboutlearing English..roundIheworld.Iatch he;ldingsa)-d) toparagrphs1-" a)LearEngli shHhoursa cia)' b)Achanginglanguagc clAn English-speakingworld d)Apassporttocmployment WhoownsEnglish? MorepeoplespeakEnglishthanany otherlanguage,butaccordingtoEnglish languageexpert DavidCrystal,non-native speakersnowoutnumber nativespeakers bythreetoone.-There'sneverbefore beenalanguagethat'sbeenspoken 3Thewaythat peoplestudyEnglish isalsochanging.InSouthKorea, more asa second language than afirst,hesays.By theend of lastyear,the numberof adultEnglishspeakersin Asia hadreached 350 million. Andaccording to theBritishCouncil.intenyears'time 2billion people will study English and about halftheworld'spopulationwill spak it. 2Whysuchenthusiasm forEnglish 11na word, jobs.Wealwaystellstudentsthey needtwothingstosucceed -Englishand computers.saysChelanKumar, manager4 ofalanguageschoolinDelhi. Forthe middleclassesinIndia,Englishcanmean aprizedjobinacallcentre. Andthestory is thesameinotherpartsof theworld. Ata Toyotafactory intheCzechRepublic, Englishwaschosenas theworking language of the Japanese, French and Czech staff. Manyother multinationalcompanies, likeSamsungandlG.Philips,havestarted moving towards an Englishonly email policy. Technologyis abigfactor inallthis change -80% oftheworld'selectronic informationis storedin English. forexample, thenationalgovernment hasbeenbuildingEnglishimmersion schoolsalloverthecountr,where teenagersliveinanall-English environmentforup to fourweeksata time. Inthese'Englishvillages',students checkintotheiraccommodation,go shopping,orderfood,go to the bank, take cooking classes oracting lessons -allin English. Andtheyseemtoenjoythe experience - whenwevisitedoneacting class. astudent was pretending to bethe filmstarDrlandoBloom, to theobvious amusement ofhis classmates. However, thesenewEnglishspeakers aren't justlearningthe language -they'rechangingit. Therearehundreds ofdifferent typesofEnglish intheworld today, suchas 'Hinglish',theIndianmi) ofHindiand English. Newwords are beinginvented everydayall overthe world. AsDavidCrystalsays.-Noone ownsEnglishnow. Whathappens toitis ontheshoulders ofallofus.-Aaptefr Nswe07I zoom textReadthearticleagain.Whatdoesitsayaboutthesepeople, numbers,thingsandplaces! nativespeakers350million2billiona call centre ToyotaSamsung80%SouthKoreaHinglish Help withGrammar a)Lookatthearticleagain.Matehthewordsphrasesinblue1 I hese verhforms, PrcscntSimpletl Past Simple PresentPerfectSimple PastPerfectSimple Present Continuous PaSt Cominuous PrcscntPcrfectContinuous PrCSCnlSimple Passive PastSimple Passive b)Fillinthegapsintheseruleswilhconfil1llOlIS, pClfecl simple or p(lssh'e, Wc usuOllly us\rbfonns10lalkaboutIhingsthat arc rq)cOtcd,I>cnnancnlor eompletcd Wc usually use\'erbfonns 10talk OboutIhing Ihal arcLI1progress,lempomror unfinished. Wc usu:tllylIsevcrbfonnstotalkaboutthingsthat connecttwodifferenttimeperiod(thep-standIheprCSCIll.etc.). \llsuall),usevcrb forms whenwcarcmorc inlerestcdin whathappens10 somebodyorsomething Ihanin who01' whatdoestile action. c) Look:1I IheverbforlllSinpinkinIhearticle,Whicharc activityverbs? \VhicharcSlateverbs? ThenchooseIheeOl'l'eet wordinIhisrule. Wcdon'tusuallyuscactivity/statevcrbsincontinuousverbforms. d) Check inulIlguageSUnlH:l)'l ip 126. 1AVocabularandGrammar \\orkinpairs.Namethe\'erbformsin boldinthesepairsofsentences.Discus Ihedifferenceinmeaningbetwecn:l)and b)ineachpair. a)TheysludiedPortugueseforthree y ears. b)The)"\'estudiedPortugueseforthree years. 2a)KcmaloftenwlIehesDVDs. b)Kemal'swlIehiIlg aDVDatIhe 11I0mel11. 3a)Jo didherhomeworkwhenIgothume. b)Jowasdoingherhomeworkwhen [gothome. "a)SheleachesEnglish. b)She's teaching Englishwhileshe1Il Berlin. 5a)Whenwcgottherc,Iheclassstarled. b)\Vhcnwegotthere.theclasshad starled. 6a)AntoniorepairedhiscarlaSIweek. b)Anlol1io car was relmiredlastweek. a)ReadaboUl Michelleslanguage learingexperiences. Choosethe correct vcrbforms. I1cve stared studying Spattish after[2wem/was going 11)ArlcllIinaonholidaylastrear.13'dnever been/never went\South "meriGIbeforeand Icouldn'tspeakawordofSpanish.WhileI "hadtravelled/was travellingaroundthe eoulllr,I5pickedup/was picking upenough wordsandphrases10getby. I 'told/was toldIhalmypronunciation 1was/was beingquite good so when[got home['decided/was decidtolear Sp.1l1lsh Prol>crlY."friend'recommended/was recommendeda school andIlOgoI've been going thereforaboUIsixmO\Hhs. II lalw enjoyl'malw enjoyingthelessons andthelanguagclleaches/is taughtina communicativcway.Illthinkl'mthinkingthat IIO'm learingI've learedalotsinceIstarted. Itsnotallfun though - atthemomenl [ISsrudyl'm studyingformyfirSIexam! b) I Lstenandcheck. & Turtopi!!.Followtheinstntetions. Myfirstweek Nocabulareducation Grammarusesofauxiliaries Help withlisteningcontractions Reviewverb forms QUICK REVIEWThinkofsomething you:didlastweekend;havedonerecently;havebeendoing for alongtime; doeverweek; were doingatnineo'clocklastnight. Work inpairs. Taketurnstotelleachotheraboutthesethings. Askfollow-upquestions. VocabularyEducation " a)Workinpairs.Whatisthedifference betweenthesewords/phrases? Check newwords/phrasesin I p D.| a slate school,a private school auni\erSity,acollege,acampus 3 anundergraduate,agraduate, aposIgrdu31c .adegrce,aMaster's,aPhD b atutor,aleclUrer,aprofessor b atUlorial,a seminar,aleclUre fees,astudentloan,ascholarship 8asubject,acourse,acareer l WeonlyshowIhemainstress(.) inwords/phrases. blChooseeightwords/phrasesin18)that arcconnected \O youorpeopleyou know. c) Work inpairs.TaketurnslO telleach otherwhyyouchosethose words.Ask follow-up questions. l chose'alecture' becausel went toaninteresting lectureyesterday. (Oh? WhatwasitaboU : ListeningandGrammar I a)Workingroups.Discussthesequesti ons. Haveyou,orhasanyoneyou know,been touniversityorcollege?Didyou/they enjoyit?Whatdidyou/theystudy? Z What problemsdoyou thinkstudents haveduringtheirfirst weekat university? b) I Lookatthephotos.MiaandTim areuniversity students. Thisistheirfirst week.Listenandtick theth1ngsthey talk abou. a lecture food transportproblems accommodation geuinglostmoney courses they'redoingweekend plans B Listenagain.Fillingapsa}-h)with oneword. ] TIM You went toProfessorLees geography ............ yesterdaydidn'tyou? MlA Yeah,but didn't understandvery much. TIM Neitherdid 1 T|M And its ahugecampus - 1 keepgelling . MIAYes,sodo. Yestcrday waswalkingaround forageslooking forthe ' .............................. 3 TlM Well, atleastyoufoundit inthecnd.Maybeyou should geta ., MIA did havea ' ............................. '4 TlM Mybrothers done thatcoursc.Hegradualedlast ' ..... ......... Ml . Did he?Hashefoundajobyet? b MIA Andwhatareyou studying? T|M Geographyandeconomics.Most people thinkeconomicsis really " .............................,but don't. b TIM Anyway,doyoulivehereoncampus? MlA No, don' t. wasloldit wasreally "' ....... ................ ns Help withGrammar AUXILIARIESINVERBFORMS a) LookagainatTimandMia'ssentencesin3. Nametheverbformsinblue. didn't understand - Past Simple b)Whichoftheverbformsin blue in 3 have auxiaries? Whichtwoverbformsdon'thaveauries? c) Complete these rules withbe, d orhe. Wemakeall continuousverbformswith: ............... +verb+ing. Wemakeallperfectverbformswith: ......... ______+past participle. Wemakeallpassiveverbformswith: _______________ +pastparticiple. InthePresent SimpleandPastSimplewe useaform of _______________ tomakequestionsandnegatives. TIP!Wealsousemodalverbs(will,would,can,could, etc.)asauxiliaries:I'll(=will)domy best. d)Checkinp127. OTHERUSESOFAUXILIARIES a)Lookattheseotherusesofauxiliaries.Matchthe phrasesinpinkin3toa)-f). a)aquestiontagdidn't you? b)anechoquestiontoshowinterest c)toagreewithsomebodywithsoorneither d)toavoidrepeatingaverborphrase e)ashortanswertoayes/noquestion f)toaddemphasis b)Checkinp127. Help withListening In spokenEnglishwe oftencontractthe auxiliaries am, are, is,have,has,had,willandwould.Wealsocontract negatives(don't,wasn't,won't,etc.). a) QListentothesepairsofsentences.Whichdo youhearfirst? 1a)She'smadeit.b)Shemadeit. 2a)He'dstartedit.b)Hestartedit. 3a)You'retaughtit.b)Youtaughtit. 4a)I'velostit.b)Ilostit. Sa) We'll watchit.b)Wewatchit. 6a)Iwon'tbuyit.b)Iwanttobuyit. b) QListenandwritesixsentences.Youwillhear eachsentence twice. c) Work inpairs.Compare sentences.Which auxiliariesare contractedineachsentence? 1 BVocabularyandGrammar a) MiaandTimmeetagaininthecafeteriathenext day.Fillinthegapsintheirconversationwiththe correct positive ornegative auxiliaries.Use contractionswherepossible. TIMHi,Mia.1 H. I_ youhadlunchyet? MIAYes ,I2_______________.ButIcanstayandchatforabit. TIMGreat!So,what3_______________ youdolastnight? MIAWell,14_______________ goingtogooutwithsomefriends, butIs______________intheend_I6_______________catchupon somesleep,though.Iwasinbed by10.30! TIMIt7_______________beenabusyfewdays,8_______________it? MIAYes,it9_______________.AndI10_______________needmysleep! TIMMetoo.Er,what,,_______________ youdoingthisevening? MIANothingspecial.Why12_______________youask? TIMWell,I13_______________ goingtoseeaband. MIA14 ______________you?Thatsoundsfun! TIMSO15_______________youfancycomingalong? MIAYeah,sure.Callmelater.Here'smynumber. TIMThanks.Oh,bytheway16_______________youfindyour lectureyesterday? MIAYes,I17_______________ .AndI18_______________evenneedamap! b) QListenandcheck. Changethesesentencestoavoidrepeatingverbsor phrases. Idon'tspeakGerman,butmyyoungerbrother s Gu.does 2Iandidn'tgotocollege,but hissisterwenttocollege. 3Myparentshaven'tbeenthere,butwe'vebeenthere. 4Pennydoesn'tlikegolf,butherbrotherslikegolf. SWe'renotgoingouttonight,butthey'regoingout tonight. 6Tomenjoyedtheplay,butIdidn'tenjoytheplay a) Workinpairs.Chooseoneofthesesituations orinventyourown.Thenwriteaone-minute conversationbetweenthepeople.Includeatleast fvedifferentusesofauxiliariesfrom4c)and5a) .. twostudentswhoaresharingahouse twofriendswhoarelostontheirwaytoaparty acoupletryingtodecidewheretogoonholiday twostudentstalkingabouttheirschool,college oruniversity b) Practise theconversationwithyourpartner untilyoucanrememberit. a) Workingroupsoffourwithanother pair.Take turstorole-playyourconversations.Guessthe relationshipbetweenthepeople. b)Role-playoneofyourgroup'sconversationsfor theclass. Making thegrade QUICK REVIEW Writefourinterestingthingsaboutyourselforpeopleyouknow. Workinpairs. Taketurnstosayyour sentences. Respondwithanechoquestionandafollow-up question. AI've been scuba diving a few times.BHave you? Where did you go? Vocabularverbpatterns(1) SkillsReading:Underexamination; Listening:Examstories Helpwithlisteningsentencestress andrhythm Reviewverbforms;echoquestions K0800g 800V008ul8W"a) Workin pairs.Discussthesequestions. a) Readthearticleagain.Tickthetruesentences.Correctthe falseones. Doyouthinkexamsareagoodwaytotest students'knowledge?Why?lWhynot? He didn't sleep the night before his maths exam. 2Whatdoyouthink isthebestwayto reviseforexams? 2Thewritertalkedtohisclassmatesbeforehismaths exam. 3Hethinkschildrenhavetodotoomuchwritinginexams. 4Hedoesn'tthinkthateverythingchildrenlearnatschoolisuseful. SHewants hisdaughterstoleaveschoolat16. b) Readthearticle.Is JeremyHarrisforor againstexams?Why? 6Heuses hisknowledgeofmathsalotinhisdailylife. b) Workin pairs.Compareanswers. Under examination [ezewy Ha zz islooksbackonhis experiencesof schoolexams. It'sbeenyears sinceIlast didan exam,butthe memoriesofmy0 Levels*arestill disturbinglyfresh.I rememberstaying upallnightbefore mymathsexam, tryingtolearndozensofequationsby heart.ThenextdayIavoidedsittingnext to my friends on the school bus and refused totalktoanyoneoutsidetheexamhallin casetheymademeforgeteverythingI'd learned.Whentheteacherfinallyallowed ustopickupourpens,Iimmediately wrotedowntheequationsincaseImight needthemduringtheexam.Ididn't,of course,butIstillhavenightmaresabout thewhole experience. BackthenIneverstoppedtothinkif exams wereagood idea,but nowthatmy twindaughtersaredoingtheirGCSEs*, I'mbeginningtowonderwhetherexams areactuallyworthdoingatall.Whydo westillforcekidstositinanoverheated gymandwriteuntiltheirarmsfalloff? Isathree-hourmemorytest reallyagoodwaytofind outhowmuchchildren know?Kidsalwaysendup forgettingalmosteverything theylearnatschoolanyway (Canyourememberthe second law ofthermodynamics orwhoinventedthelight bulb? Ithought not.) Personally I regret spending somuch time at schoollearningthingsI'venever neededtoknowsince - andthesedays you can find out everything on the Internet anyway. Ofcourse,Istillencouragemy daughterstotaketheirGCSEsseriously andIexpectthembothtocontinue studying next year.Emily hopes tobecome ajournalistandI'mtryingtopersuade Juliatogotomedicalschool.They'reboth verybright,buttheyfindithardto concentrate. They usually study for halfan hourandthenstoptocalltheirfriendsor watchTVHowever,weallknowthat qualificationshelppeoplegetjobs,and agraduateintheUKwillearnnearly twiceasmuchassomeonewholeftschool at16.SoIpretendtobelievethatexams are agood idea,and Ialwaysremember to wishmydaughtersluckbeforeeachone. Bytheway,Ididmanagetopassmy maths0Level,butsincethennobody's everaskedmetodocalculusordrawa graph.ThewayIseeit,ifyouneedto addupafewnumbers,tryusinga calculator.Somaybeit'stimetostop testinghowmuchchildrenrememberand teachthemtobebetterhumanbeings instead. *0 Level= examsthat16-year-oldsintheUKtookbefore1988 *GCSE= examsthat16-yearoldsintheUKtake now HelpwithVocabulary a)Lookattheverbsinblueinthearticle.Write theinfnitiveformsoftheseverbsinthetable. avoid+verb+ing refuse+infinitivewithto make+object+infinitive allow+object+infinitive withto might+infinitive b)Writetheseverbsinthetablein3a).Some verbscangoinmorethanoneplace. couldwouldratherpreferkeepletstart seemshoulddon'tmindcontinuefinish forgetlovehadbetterlikepayhate planconvincemissenjoydecide c)Lookattheverbsinpinkinthearticle. Matchtheverbformstothemeanings. remember+verb+ing 2remember+infinitivewithto a)remembersomethingthatyoudidbefore J b)makea mentalnotetodo something inthefuture 3stop+verb+ing 4stop+infinitivewithto c)stopsomethingthatyouweredoing d)stop doing one thing inordertodosomethingelse 5tr+verb+ing 6tr+infinitivewithto e)makeanefforttodosomethingdificult f)dosomethinginordertosolveaproblem d)Checkin M pl25. "Workinpairs.StudentA-pU6. StudentB-pU9.Followtheinstructions. L8I000g" a)Checkthesewordswithyourteacheror inadictionary. cuffscheatpocketmoneyanoralexam b) Workinpairs.LookatpicturesAandB. Whatdoyouthinkishappeningineachone? c) QListenandcheckyouranswersto5b). 1CVocabularandSkills a) QListenagain.Writesixwords/phrasestohelp youremembereachstor b)Workinnewpairs.Taketurnstotelleachotherone ofthestories.Includeasmuchdetailaspossible. HelpwithListening.. .. InspokenEnglishweusuallyonlystressthewords thatgivethemaininformation.ThisgivesEnglishits naturalrhythm. a) QListentothebeginningofthefirstexam story.Noticethestressedwords. My worst exam moment happened when I was cauht cheating by my mum afer a history exam.I reall l iked history classes, but I &dn't havea very good memory. b) Work in pairs.Look again at 7a). Whichparts of speechareusuallystressed?Whichareusually unstressed? adjectives -stressedpossessive adjectives -unstressed c) Lookatthenextpartofthestory.Whichwordsdo youthinkarestressed? Soonthem`rningoftheexamIwroteloadsof importantfactsandfiguresontheinsidesofmyshirt cuffs.ImadesurethatIgottotheexamroomreally earlysoIcouldsitattheback. d) QListenandcheck. e)LookatR1.6,p155.Listentothestoriesagain. Noticethesentencestressandrhythm. IWorkingroups.Discussthesequestions. Whatwasthelastexamyoudid?Howdidyou feel before,duringandafterit? 2Whatwasthehardestexamyou'veevertaken? 3Haveyoueverdoneanoralexam?Whatwasitlike? 4Doyouknowanyotherinterestingorfunnystories about exams?Ifso,tellthegroup. Evening classes QUICK REVIEW Choosefiveoftheseverbsandwritesentencesaboutyourself: stop; avoid; persuade; remember, refuse; tr; help; end up; hope; encourage; pretend. Workinpairs. Taketurnstosayyoursentences. Ask follow-up questions. A I stopped smoking last year.BWell done. How did you manage it? Workingroups.Discussthesequestions. Wherecanyoudoeveningclassesinyour town/city? 2Haveyou,orhasanyoneyouknow,everdone anyeveningclasses?Ifso,whichones? 3lookattheadvert.Whichtwoeveningclasses wouldyouliketodo?Why? a) Qlistentoaconversationbetween two friends,KimandSue.Ticktheeveningclasses thatKisdoing. b)listenagain.Answerthesequestions. 1HowlongagodidKimandSuelastmeetup? 2WhatdidKimhavetodoinherlastcreative writingclass? 3Whatdidshegetforherbirthday? 4Whichclassdoesshefinddifficult? 5Whydoesshefindtheeveningclasseshelpful? 6Whodoesshegotoherdanceclasswith? 7HowlongisSuegoingtobeintheUSA? Thursday Thaicookery Real Worldkeepinga conversationgoing HelpwithFluencysentence stressandrhythm Reviewverb patterns;echo questions;questiontags Digitalphotography Yoga- beginners Computerskills- intermediate Pottery Salsa- intermediate Painting withwatercolours Creativewriting Yoga - intermediate Ballroomdancing Creativephotography Computerskills - beginners Jewellerymaking Filmstudies Salsa - beginners We often useshortquestionstokeepaconversationgoingandtoshowinterest. a)Fillinthegapsinshortquestions1-10withthesewords. .whatmeanthatlikeelsesortwaycomeas How'sit__gQ[9___ ?6What _______________areyoudoing? 2Why's_______________?7Such? 3like_______________ ,exactly?8How? 4Howdoyou_______________?9Inwhat? 5What'stheteacher?10What _______________ofdancing? b) Fillinthegapsinthese partsoftheconversationwithapreposition. KIMIgoeveryweek. SUEReally?Who_______________ ? SUEI'mofftotheUSAonSunday KIMAreyou?Howlong_______________ ? TIP'Wealsouseechoquestions(KIMmreallydifficult,actually.SUEIsit?) andquestionswithquestiontags(Itsbeenages,han't it?)tokeepa conversationgoing. C)CheckinQzz."a):listentoeight-sentences.Foreachsentenceyou hear,completetheseshort questionswithapreposition. What__?!Q? 2Where? 3Who? 4What? 5Who? 6Who? 7Howlong_______________? 8Who? b)listenandcheck.Are prepositionsinshortquestions stressedorunstressed? a)ReadthenextpartofSueand Kim'sconversation.Fillinthegaps withoneword. SFirst,I'mgoingtomycousin's weddinginSeattle. K' .Ar ..you?Who2 .........? SMy brother,Frank.I'mrather nervousaboutthewholething, though. KReally?How3.............. ? SFrankandIdon'treallygeton particularlywell. KHowdoyou4............... ? sEr,wetendtoarguequitealot. KYes,familiescanbedifficult, 5............... they?Andwhat6 .. . .. . . . .. . .... areyoudoing? sAftertheweddingI'mgoingona tripthatmyfriendBrad's organised. K7............... you?What B oftrip? sWe'regoingwalkinginthe Rockies. KHowlong9 .............. ? sFivedays.Oh,Ican'twait! b) 'IListenandcheck. HelpwithFluency ILookatRl.IO,p156. Listenagain.Noticethesentence stressandrhythm. b)Workinpairs.Practise theconversationinRl.IO,pl56 untilyoucanrememberit.Then closeyourbooksandhavethe conversationagain.Trytouse naturalsentencestressand rhythm. TIP!.= pronunciation. Workinnewpairs.Havetwo conversations.Usetheseideasor your own. Ask each otherquestons tokeeptheconversationsgoing. yourworkorstudies aproblemyouhave aplaceyoulovegoingto somethinginterestingyou've done lately yourplansfornextweekend somethingyouare/aren'tlooking forwardto 1Reviel a) Fillinthegapswiththese words.Thenuse phrases1-7 tomaketrueorfalsesentences aboutyourself. ;r bitfewupbyofin I'mfluent ..f!..... . 2Ionlyknowa............wordsof. .. 3I'dliketobebilingual............. .. 4Ican'tspeakaword............. . . SIusedtospeaksome. . . ,butit's a............rustynow. 6Icanget............in. .. 7I picked............ a bit of. .. when. . . b)Workinpairs.Tell yourpartner yoursentences.Guesswhich sentencesaretrue. Workinpairs.Underlineand correcttheincorrectverbforms inthesesentences. YesterdayI'vespentanhourin thepark.Itwasveryrelaxing. 2I'mneedinganewdictionary Ilostminelastmonth. 3MyEnglishisquitegood. Ilearnit since2004. 4IlostmyEnglishbooklastweek, butithandedinatreceptionlast night. s KimwasbackfromItalysince MondayShehadagreattime. 6IrealisedthatImeetSamir before. 7MysisterphonedwhileItalked to John. a) Writethewordsconnected toeducation. tilauor 2cpmusa 3guraated 4leeructr scrhholssiap 6eeergd t .tQrCL .......... .c...........................g...........................l .......................... .s ...........................d......................... ..b) Workinpairs.Compare answers.Thenthinkofsixmore words/phrases connectedto education. c) Tell yourpartneraboutyour education. LanguageSummar 1,p125 "Choosethecorrectwords. A'Did/Haveyoueverstudieda subjectyou2haven't/didn'tlike? BI3did/wasstudyITfora year, whichwasa bitboring.Youwork withcomputers,4do/don'tyou? AYes,I5am/do.Iwritesoftware. B6Are/Doyou?7Didn't/Wasn'tyour fatherworkforasoftware company? ANo,he Bdidn't/wasn'tactually,but mybrother9does/is.I,o'm/was goingtoworkforthesame company,butI"didn't/wasn't in theend. tomeet/meeting a)Heremembers 2001. mein b)I forgot............Joattheairport. 2totell/telling a)Iexpectthem............me soon. b)Iregret............them about that. 3todrink/drinking a)I' vestopped............coffee. b)Ipersuadedhim............some water. 4totalk/talking a)Sherefused............tome. b)Iavoided............tohim. Sto be/being a)Ipretended...............asleep. b)Ikept...............wokenup. f0gf0880f00a) Tickthethingsyoucando inEnglish. Icantalkaboutmylanguageability. Icantalkabouteducation. Icanaskandanswerdetailedquestions about thepresentandthepast. Ican understandanarticlewhich expressesaspecificpointof view. Ican useshortquestionstokeepa conversationgoingeffectively. b) Whatdoyouneedtostudyagain? SeeCD-ROM 'fSingle-sexorco-ed? ReadingChallengetogender theory;scanningforspecific information Listeningsingle-sex schools HeLp withPronunciation silentletters b03kl0g 300 Ll8I00l0gD Workinpairs.Discussthesequestions. 1Whatkindofschooldid/doyougoto? 2Whatdid/doyoulikemostaboutyourschool? 3What annoyed/annoysyouaboutyourschool? a) 'Listento twocolleagues, MarkandEmma, talkingabout single-sex schools. DidEmmahavea positiveexperience atherschool? b) Listenagain.Tickthetruesentencesandcorrect thefalseones. 1MarkasksEmmaaboutsingle-sexschoolsbecausehe wantstosendhissontoone.No, he wants to send his daughter to one. 2Emmahadsomeproblemsmovingfromherprimary schooltoasingle-sexschool. 3Mark'sdaughtercurrentlygoestoasingle-sex primaryschool. 4StudentsatEmma'sschoolhadtostudyalot. SEmmathoughtshewastaughtwellatherschool. 6Shefeltthatthemaleteachersdidn'tunderstandthe girls'socialneeds. 7Sheadmitsthatshenowfindssomesocialsituations difficult. 8ShethinksMarkshouldsend Jennifertoagood single-sexschool. 9Shebelievesshewouldnothavehadtoplayso muchsportataco-educationalschool. h030l0g 300b03kl0gf a) Readthearticle.Choosethebestanswer. Thearticleis. . .1apersonalaccountof an experimentin single-sex education. 2areportonanexperimentinsingle-sexeducation. 3adiscussionabouttheresultsofanexperimentin single-sexeducation. Sometimesitisnotnecessarytoreadeverywordin anarticle.Itispossibletoreadthroughanarticletolook forspecificpiecesofinformation,forexample,numbers. Challengetogender theory by AndrewMourant Theheadteacherofa school inWalescame upwiththeideaof atrialexperimenttoseeifsingle-sex classeswouldimprovethe overallperformanceofboys.Hesaidthisweekithad failedto deliverbetterresults.Andheclaimedithadledtoworse behaviour.FrankCiccotti,ofPembrokeComprehensiveSchool, saidtheresultscouldprovealessontootherschoolsthinking ofusingthesametechnique. Theschoolsplitup12- and13-year-oldboysandgirlsthree yearsagowhentheso-called gendergapwasstartingtoreach worryinglevelsinWales.Staffbelievedit mightimproveexam resultsafteranall-girlphysicsgrouphadprovedsuccessfulin stateexams. Butwhentheboyswereputtogethertheirbehavioursoon deteriorated,particularlyinlower-abilitygroups.Itdidn'tlead toa noticeabledropinperformance,butneitherdiditimprove things. "Therewereslightvariationsinperformance,butnothingmajor. It wassurprisingbecauseI'dexpectedafairlysignificantchange. Butoneofthemostnoticeabledifferenceswasinthepredictably poorbehaviouroftheboys,"saidMrCiccotti. Thehead'sexperimentbeganin2004involving120pupils studyingEnglish,history,mathsandscience.Meanwhile,a controlgroup thesamesizeremainedinmixed classes. Hewashopingtoimprovetheperformariceofbothsexes. Unusuallyatthetime,boysinhisareaweredoingbetter,going b)Readthearticleagain.Whatdoesitsayaboutthese things? Whotookpartintheexperiment?72- and73-year-old boys and girls 2Howmanypeopletookpart? 3Howmanywereinthecontrolgroup? 4Whatsubjectsweretheystudying? sWhendidtheexperimentstart? C)Readthearticleagain.Findtheanswerstothese questions. 1Whathappenedtotheboys'behaviourinthe experiment? 2Whatpredictiondidtheymakeabouttheboys'future prospects? 3Whatactionsisthegovernmenttaking? 4Whyaretheylaunchingtheinquiry? against thenational trendofgirls out-performingboys.Hehas now abandonedtheexperiment. MrCiccottisaid that theschoolkepta recordofthetest and exam resultsof the trial group.Usingtheseresults, they wereabletopredict howwell the studentswouldperformin thefuture. MrCiccotticommented thatthe results did notindicate that theboys' academic .performance would improve. He now believes the presence of an enthusiasticclassroom teachercan make all the difference toachievement levels,regardlessofwhetherthesexes are divided."Ithink it'sa literacyissue withboys,particularly inEnglishwhere there'sasignificant marginbetween themandthegirls,"saidMrCiccotti. Thegirl-boy gapisnowsonoticeable thattheeducationministerhas launchedaninquiry.Thegovernment hasaskedtheschoolsinspectorateto studyschoolswherethereisasmall differenceinabilitybetweenboys and girls.The governmentwouldliketo knowhowtheseschoolsachievesuch a small gapandtheyhaveasked inspectorstocollectexamplesof good practiceinco-edschooling.Thisyear's examresultsshowedthatwhile66.5 percentofgirlsin Wales obtainedfive ormoreA *-C grades, the figurewas just 59.3percentforboys. Adaptedfrom theTimesEducational Supplement12/10/07 Workinpairs.Whatother kindsofinformation,apart fromnumbers,canyoulook forinanarticle without having toreadevery word? Workingroups.Discuss these questions. Whataremostcommonin yourcountry,Single-sexor co-educationalschools? 2Ingeneral,do you think peopleprefersingle-sexor co-educationalschools? 3Whatdoyouthinkarethe beneftsofthiskindof school?What are the drawbacks? h0wlI0 f00u00l3Il00TIP!ManywordsinEnglishcontainsilentletters- lettersthatarenot t " pronounced.Somecommonsilentlettersare: Iisoftensilentbetweenavowelandanm,ak orad:calm /ka:m/, walk /w::k/,would/wud/. gisoftensilentbetweenavowelandann:sign/s'rn/. hisalwayssilentafterw:whatIwot/. Itissometimessilentatthe beginningof words when followedbyan0:hourlau'/. Whengandharetogetherbeforeat,theyare silent:thoughtIS::t/' risusuallysilent attheendofwordsending -ar-er,-ir-orand-ur:footballer/'futb::l'/. k issilentbeforeann:know/n'u/. bissilentafteranm:climb/klarm/. @Listentothesewords.Noticethelettersinbold aresilent. talk 2night 3why 4ear 5knife 6bomb @Listenandcirclethesilentletters. wamk6what 2caught7hour 3could8salmon 4their9sandwich 5knew10comb a) @Listenandfillin thegaps. Ourteacheroften........................... andnoone........................... . 2Who ...........................whatwearedoingon ...........................? 3 You ...........................ordera ........................... ........................... - it ...........................benice. 4Ismy ...........................in the ........................... ? 5Ispenta........................... ........................... .......................... .6Iwent ........................... intherainand ........................... acold. b)Listenagainandpractise. a Language ability (my)ftrstlanguage(is). be bilingual*in. be fluenl*in. be reasonablygoodat . cangetby*in. know afew wordsof . 1AWucan't speak awordof . canhaveaconversationin.. speak some...,butit's a bitrusty* pick upabitof ... on holiday TIP!Inthe Language Summariesweonlyshow the main stress |) inwords andphrases. *bilingual/baJ'hIgw;1/abletospeak twolanguages , usually becauseyoulearnedthemasachild *fLuentabletospeak alanguageeasily,quickly and well *re- asonably l' ri:zon5 bIi/ toquiteagoodlevel *get by(ina language)know just enoughofa language forsimple communication "'rustynotasgoodatalanguageas you usedtobe becauseyou haven'tusedit foralongtime *pickup(a Language)learnalanguageby practisingit, ratherthanby learningilinaclass _ Education.J "p8 acollege I' kohd31anyplacewhere peoplestudy for qualifications afterleaving school a campusthe land andbuildingsof auniversity or college anundergraduatesomebody whois studying fortheir first degreeatuniversity orcollege agnduate |'gr"d3uot/ somebody whohas afirst degree fromauniversity orcollege a postgraduatesomebodywhohas afirstdegreeandis now studyingforahigherdegree a Master's (degree)anadvanced university orcollege degree a PhD/pi:eJtfdi:1thehighestuniversityorcollegedegree atutorateacherwho works with one studentorasmall group of students aLecturersomebodywhoteaches atauniversityor college a professorateacherofthehighest levelinauniversity department a tutorialaperiod of studywith atutor a seminara class in whichasmallgroup of smdems discussaparticularsubject aLectureatalkonaparticularsubject,especially at university orcollege feesthe amount of money you pay togotoaprivate school,university,etc. astudent loanthe money thata studentborrows from abankwhileatuniversityorcollege aschlarship l'skDtSlplanamount of money paidby aschool,university,etc.toastudentwhohasalotof ability,butnotmuchmoney acare-er IkO'TlJ!the job,orseriesof jobs,thatyou do duringyourworkinglife LanguageSummar1 TIPS!. Astatescltool|DK) = apub li c school(US).In British English, apublic school is anexpensive type ofprivate schooL university(UK)= college(US) vVeoftenuse abbreviations to talk about universitydegrees: aBSc= Bachelorof Sciencean MA = a Masterof Arts,etc.: Hes gota BScinchemist'y. Graduatecanbeanounor averb. Notice thedifferent pronunciation:Timsngrad u ate l'grred3uat!. 1graduate !'gncd3ueltlnext year. _ Verbpatterns I1!2P mu::"hen we use two verbs together, theform of the second verbusually depends on the first verb. avoid keep love endup*regret* startdon'tmind likehatemiss beginprefer continuefinish en|oyrefusebeginneedhopepretend managepreferstartseemcontinue forgetLoveLikehateplandecide makehel plet atlowforce * enco.rage*expect peruade *askteach helppayconvince* mightcanwillcouldwouldrather shouldhadbetter +verb+ing oa-c)+infinitivewithta.taoaj+object +infinitive .so/st|cai+obect+infinitive withta.o/t|tacaj+infinitive ,oa)TIPS!The verbsinblueinthetableshow the formof the verbsin blueinthearticle 'Under examination' on plO. The verbs in bodinthetable havemore thanone verb pattern.Bothverb pattershavethesame meaning: Ibeganreading.= Ibegantoread. Hehelpedme getajob.= HehelpedmetogetCjob. sb = somebody;sth= something *end upfinallybeinaparticularsituationor place: Ineverth oug ht I'dendupbeing"teacher. )regretfeel sadness about somethingyouhave done: Iregret le avingschoolat 16. *forcemakesomebodydo somethingthey don't want todo:He forcedmetotellhimeverythingIknew. *encQurage Im'kAnd31talk or behaveinaway thatgives somebody confidence in something:Myunclecncourag e d me tobecomeamusician. *persuade !po'swcJdmake somebody decide to do something by givingthem reasons why they should doit:I persuaded Steve to buyanewcac *convncemake somebody feel certain that something is true:Th ope this wil lconvincey outo change your mind. " TIPS!Continuousverbforsof begin,startand continueare always followed bythe infinitive withto:I'm startingtoworry aboutmyh ealth.not | + ++.We canalsosay tea chsomeb odyhowlodo 5th: __________________________ M_y_b_r_o_th_e_r_t_a_ug_h_t meh owtodrive.. " LanguageSummar1 Vocabular In BritishEnglish,theverbs l ove, l i he,di sl i ke andh ate are usuallyfolluwedbyverb+i ng :I l ovepl ay i ng te nni s.In American English,theseverbsare usually followed bythe infinitive withto: I l ovetopl ayte nnis.We canalsosayl ovell i heldi sl i helh atesomebodydoi ng somet h i ng :Il ovepe oplec al l i ngmeon myb i rth d ay. VERBS WITHDIFFERENTMEANINGS remember+verb+i ng= remembersomethingthat youdid before:I rememberstangm all ni g h t before mymath s eam. remember+infnitivewithto = makeamentalnotetodo somethinginthefuture:Ial w ay s rememberto wishmyd aug h tersluck. stop+verb+ i ng= stop somethingthat you were doing: M aybei tsti meto stop testingh owmuch c h i l dre n rember. stop +infinitivewithto = stopdoingonethinginorder to dosomethingelse:Th e yusu all ystu dy for h alfal h our and th e n stopto callth ei rfri e ndsor w atc hTV n+verb+i ng= dosomethingin ordertosolve aproblem: If y ounee dtoadd u pafe wnumbers, tr usinga c alcul ator n+infnitive"vithto = make anefforttodosomething difficult:Iw ast ry i ngtoleardoze ns ofequ ati onsb y h e art.Lookat thesepictures.Noticethedifferencein meaning betweentheverb formsinbod.Sheremembered to post theletter. Hestoppedtoread thenotice. Sheremembered posting theletter. Hestoppedreading the notice[totalk tohisfriend). He's trying toLose10kiLos_"I've got aterribleheadache." "Trtaking somepainkillers." e--GIThe English verb system(l A(h7) TheEnglishverbsystem hasthreeaspects:simple, continuousand perfect.Theseaspects refertohowthe speaker seestheeventorsituation. THESIMPLE ASPECT We usually usesmpcverb formstotalk about thingsthat arerepeated,permanentorcompleted. PresentSimple:We al w ay stellstu de ntst h enee dt wo th i ng sto succee d. (repeated);More pe oplespeakE ng l i shth anany oth erl ang u ag e.(permanent) Past Simple:We visitedoneac ti ng cl ass. (completed) THECONTINUOUSASPECT We usually use continoousverb formstotalkaboutthings thatareinprogress, temporaryorunfinished. PastContinuous:Astu dClt wasprtendingto be t h e film st ar Or/ ando Bl oom.(inprogress) PresentContinuous:Th e w aype oplestu dyE ng l i shisalso changing.(temporary) PresentPerfectContinuous:Th eg overme nthasbeen buildingE ng l i sh i mmersi on sc h oolsallovert h ec ou nt ry . (unfinished) THEPERFECT ASPECT "Ve usuallyuse pcrlcct verbfonnstotalkaboutthingsthat COlmect two diferent time periods(the past and the present,etc.). PresentPerfectSimple:O th ermul ti n ati on alc omp ani es have startedmov i ngtow ards an E ng l i sh - onl yem ai lpol i c y .Past PerfectSimple:B y th ee ndofl astyea;th enumber ofadul t E ng l i shspe akers i n Asi a hadreached 350mi ll i on. THEPASSIVE We usually use passvcverbforms when we are more interestedinwhathappenstosomebodyor something than in whoor whatdoestheaction. PresentSimplePassive:d07 oJ t h ew orl ds elec t roni c i nJonn ati on istoredi n E ng l i sh .Past SimplePassive:E ng l i sh waschosenas t h ew orki ng l ang u ag eof t h e ]ap anese,Fre nc hand Czec hst a ff. ACTIVITYANDSTATE VERBS Activity verbstalk about activitiesandactions(le arn, c h ang e, ru n, pl ay,h i t, l ose,ete.):Th ese ne wE ng l i shspe akersaren't just learingth e l ang u ag e- th e'rechangingi t. State verbstalk about states, feelingsandopinions( nee d, seem,k now, remember, l ove,w ant,etc.):We al w aystell stude ntsth e needt wo th i ng sto succee d.We don'tusuallyuse state verbsin continuousverbforms: A ndth e yseemto e nj oyt h e ex peri e nce.notAnd+++Other common state verbsare:h ave g ot,h e ar, bel i eve,ag ree, forg e t,me an,u nderst and,l i ke,h ate,prefer bel ong ,ow n andc ost. " PairandGroupWork:Otheractivities ? 1AtP? a) Workon yourown.Makenotesonthesethings. lengthoftime I've been studying English thingsIremember aboutmyfirst English classes examsI'vetaken inEnglish whyI'mstudying Englishnow English-speaking countriesI'dlike to goto howIfeel about my levelof Englishnow thingsIdoto improve myEnglish outside class thingsIwant to do(ordo better inEnglish thingsIdon't like abouttheEnglish language thingsIlikeabout theEnglish language b) Makequestionswith you aboutthethingsina). 1How long have you beenstudying English? 2What do you rememberabout your first English classes? c) Work in pairs.Taketurnstoask andanswer yourquestions.Howmanythingsdoyouhave incommon? lng haveyoubeenstudyingEnglish? Foraboutsixyears. Whataboutyou? d)Telltheclasstwothingsthat youand your partnerhaveincommon. >W 4C D p39 . '. a) Workonyourown.Youare goingtotellother studentsastory.Itcanbeabout youorsomeone youknow.Choosefromtheseideasoryourown. Thenmakenotesonthemaineventsof yourstory. apracticaljoke astoryfromschool,collegeoruniversity aholidayexperience awonderfulorterriblenightout aninterestingorunusualjourney the mostenjoyableorfrighteningdayof yourlife b) Lookatyournotesfroma)again.Decidewhere youcanusesomeof thesewords/phrases. ActuallyAnywayApparentlyAccording to Meanwhile'LuckilyBy thewayIntheend c) Workingroups.Take turns totellyourstory. Whicliis themostinterestingorthefunniest? d)Telltheclassthemostinterestingorthe funnieststoryinyourgroup. " W S6W ' 3C D p29

' a) Work onyourown.Readabontacrimethat happenedintheUK.Thenwritefivewords/ phrasestohelpyourememberthecrime. Amanwasarrestedforillegally copyingandsellingDVDs.Hewas caughtwith1,000DVDsinhiscar, andthepolicealsofoundanother 18,000DVDsinhishouseandina warehouseinCambridge.Itwasthe secondtimethepolicehadarrested himforthiscrime. b) Workwiththeotherpeopleinyourgroup. Taketurnstotelleachotheraboutthecrimein al. Use yourownwordsifpossible.Aftereachcrime, decidewhatpunishmentyouwould have giventhe criminalif you'dbeenthe judge. c)Turntop174.Readwhat happened to the criminals.Do youagreewiththesentencesthat the judgesgavethem?Why?!iyuot? W I Ia Language ability( 1p6 ) (my)firstlanguage(is). be bilingual*in. can' speakawordof. canhave aconversationin. speaksome...,but its abe fluent *in. be reasonably'goodat. can getby*in. bitrusty* pickup*abitof...on holiday knowa fewwordsof. TIP!In the Lnguage Summarieswe onlyshow the main stress(.)inwordsandphrases. *biLTngual/ba,'III9W:1abletospeak twolanguages, usuallybecauseyoulearnedthemasachild *f1uentableLOspeak alanguage easilyquicklyandwell *re asonably I'ri:z;ablilLOquiteagoodlevel *getby (ina language)knowjustenoughofalanguage forsimplecommunication *rustynot as goodat alanguage as youusedtobe becauseyouhaven'tuseditfor alongtime 'pickup (a language)learnalanguagebypractisingit, rather thanbylearningitin aclass _ Education p8 I acollege /'kohd3!anyplacewhere peoplestudyfor qualifiationsafterleavingschool a campusthe landandbuildingsofauniversityor college anundergraduatesomebodywhoisstudyingfortheir firstdegreeatuniversityorcollege a gn;duate /'gr"d3uot!somebody whohasafirstdegree fromauniversityorcollege a postgraduatesomebodywhohasa firstdegree andis nowstudyingforahigherdegree a Master's (degree)anadvanced university or college degree a PhD/pi:eJtS'di:1thehighestuniversityorcollegedegree a tutorateacherwhoworks withonestudentorasmall groupofstudents alecturersomebody who teachesata university orcollege a professorateacherofthehighestlevelinauniversity department a tutorialaperiodofstudywith atutor a seminaraclassinwhichasmallgroupofstudents discussaparticularsubject a lectureatalkonaparticularsubject,especiallyat universityorcollege feestheamount of money youpaytogotoaprivate school,universityele. astudent lo- anthemoneythat astudentborrows from abank whileat univerSity orcollege a scholarship l'skolaSlplanamountofmoneypaidby aschool,university,etc. toastudentwhohasalotof ability,butnotmuchmoney acare- er Ika'nalthejob,orseriesof jobs,thatyoudo duringyourworkinglife LanguageSummar1 TIPS!AstateschoolI) = apublicschool(US). InBritish English,apublicschool isanexpensivetypeofprivate school. university|LK) = college|LS)We oftenuseabbreviationstotalk aboutuniversity degrees: CBSc=Bachelorof Science;anMA =a Masterof Arts,eIe.: He'got aBScinchemistry. Graduatecanbeanounora verb.Noticethe different pronunciation:Tmsagraduatef'gncd3uatl.1 graduate /'grad3uelt/netyear. I Verb patterns (1) D p11 'Whenwe usetwoverbswgether,thelcrnof thesecond verbusuallydependsonthefirstverb. avoid keep love endup*regret startdon'tmind Likehatemiss beginprefer continuefinish enjoy refusebeginneedhopepretend managepreferstartseemcontinue forgetloveLikehateplandecide makehelplet allowforce*encourage*expect persuade*askteach helppayconvince* mightcanwillcouldwouldrather shouldhadbetter +verb+ing (doing) +infinitivewithto (to do) +object+infinitive (sb/:t|do) +object +infi nitive withto (sb/sth to do) +infinitive (do) TIPS!Theverbsin blueinthetableshowthe formof[he verbsinblueinthearticle'Underexamination'on plO. Theverbsin boldinthetablehavemorethanone verb pattern.Bothverb patternshave thesamemeaning: 1beganrcudny. =Ibeganrorcud.Hehelpedme ycr a job.=Hehelpedme roycr a job. sb=somebody;sth=something *end upfnally beinaparticularsituationorplace: Inever thought I'dendupbeingateacher. *regretfeel sadness about something youhavedone: Iregretleaving schoolat16. *forcemakesomebodydosomethingthey don'twant todo:He Jorcedmetotellhimeverthing Iknew. *encQurage Im'kAfld:talkorbehavein awaythat gives somebody confidence in something: M y uncleencouraged metobecomeamusician. *persu ade Ipa'sweJdJmake somebody decide to do something by givingthemreasonswhy they should doit:Ipersuaded Stevetobuyanewcar *convTncemakesomebodyfeelcertainthatsomethingis true:Ihope thiswillconvinceyou to changeyourmind. TIPS!Continuous verbrormsof begin,startandcontinueare alwaysfollowedby the infinitive WilhLa:I'm starting to worry aboutmyhealth.not 1+ +Wecanalso sayteach somebody howto do 5th: ___________________________ M_y_b_ro_t_he_r_t_a_u_gh_tmehowto d,ive. ..G a Uses ofauxiliaries (1): auxiliaries in verb formsWemakeallcontinuousverbformswithbe+verb+ing: I was walking around Jor ages.(PastContinuous)Whatare youstuding? (PresentContinuous) We make allperfect verbformswithhave+pastparticiple: Mybrother's(= has)done thatcourse.(PresentPerfect Simple) We make allpassiveverbformswithbe+pastparticiple: I wastold itwasreallyepensive. (PastSimplepassive) In the Present SimpleandPastSimpleweuseafonnofdo tomakequestionsandnegatives:Anyway ,do youlive here oncampus?Ididn'tunderstand vermuch. TIP!Wedon'tuseauxiliariesinthepositiveformsofthe PresentSimpleandPastSimple:Mostpeoplethink economics isreallyboring.Well,atleastyou found itintheend. MODAL VERBS Wealsousemodalverbsasauxiliaries.Themodal verbsare: will,would,call,could,may,might,shall,should,oughtto, must andhaveto. Modal verbs arediIerent fromtheauxiliariesbe ,doand have because theyhavetheirownmeanings.Most modal verbsalsohavemorethanonemeaning: I'llseeyouatsi.\.(apromise) Ithinkwe'llwin.(aprediction) Can you pickme up?(arequest) He c playthepiano. (ability) You must behere atnine.(obligation) You must seethat flm. (strongrecommendation) lIUses of auxiliaries (2):other uses of auxiliariess'h9. Wealsouse auxiliariesin thefollowingways: a)in questontags:Youwentto PrfessorLeesgeography lectureyesterday,didn't you? b)inechoquestionstoshow interest: TIMHegraduatedlast]uly.MIADid he? c)tagree ithsomebodywithsoorneither: TIMIkeepgettinglost!MIAYes,so do 1. d)toavoidrepeatingaverborphrase: Mostpeoplethinkeconomicsisreallyboring,but Idon't. e)inshortanswerstoyes/noquestions: T1MDoyoulivehereoncampus?MIANo, 1don't. f)toaddemphasis: TIMMaybeyoushouldgetamap.MIAIdid '.ae amap' TIPS!Toaddemphasistoaverbinthepositive[armofthe PresentSimpleorPastSimple.weusetheauxiliariesdo,does ordid.Westressthese auxiliaries:I dlllldersland!Hedoes havea job.Wedid enjoyourselves. Toaddemphasistootherverbfors,westressthe uncontractedformoftheauxiliary:I am goingtodoit. )-LanguageSummar1 Real World 'lKeeping a conversation going Weoften useshortquestionstokeepaconversationgoing andtoshowinterest. HO's(it) going?(=Areyouenjoyingit or beingsuccessful at it?t WhY's tht?(=What:thereason') likewhat, exactly?(= Canyougivemean example?) How do you meOan?(= Canyouexplainthis moredearly?) Wht's (the teacher) like?(= Canyoudescribehim/her7) What elseare you doing?(= Canyou tellme about somethingdifferent?) Such S7(=Canyougivemeanexample?) HO come?(= Why?/What'sthereason In what way?(=Canyouexplainthismoreclearly?) Wht sort of (dncing)?(= CanyoubemorespeCific?) TIPS!Ininformal English,wealsouseHawsitgoing?asa greeting:Hi, Andy.Howlitgoing?(=Howare you?) WecanalsosayWho else...?and Whereelse.. .7:Whoelse areyougoing with?Whereelseareyou going? Wecansay WhatsortoJ..7,What kildof..? andWhat typeo J...?:What sortlkildltypeoJcourse? QUESTIONS WITHPREPOSITIONS Weoftenmakeshortquestionswith'questionword+ preposition': KIMIgoeverweek. SUEReally? Wo w? SUEI'mof f totheUSA 01 Sunday. KIMAryou? HO IOng)or? TIPS!Inthesetypesof shortquestions,boththequestion wordandtheprepositionsarestressed. Themostcommon questionwords forthesetypesof questionsareWho ,WhereandWhat: AI'mgoingaway.BWhereto? AItalked toVicky.BWhat about? Weoften use "hat for?asanalternative toWhy?: AI'mgoingiltotown.BWhatJar? Wealsouseechoquestions(KIMItireallydiJJ icult,actually. SUEIit?)andquestionswithquestiontags(Itsbeenages, hasn't it?) tokeepaconversationgoing. PairandGroupWork:Student/GroupA 1C" p11 a) Workonyourown.Fillinthegapswith the correctformoftheverbsinbrackets. Haveyouevertried_tkl g.. naturallnedicinesto cureanillness?(take) 2Doyouthinkallchildren should.. .......... ......sports atschool?(do) 3Whichsongsdoyouremember. .. .... .when youwereatprimaryschool?(sing) 4Whenyouwereachild,didyourparentseverlet you... . ... ......uplate?(stay) 5Hasanyoneeverforcedyou.... .something thatyoudidn'twantto?(study) 6Haveyoueverpretended______________________illtoavoid .. .. ...........toschoolorwork?(be;go) 7Didanyonehelpyou............. ....yourhomework whenyouwereachild?(do) 8Ifyousaw someonehitchhiking,wouldyoustop .................. .. ..themalift>(give) b) Work withyourpartner.Taketurns toaskand answeryourquestions.Askfollow-upquestions ifpossible. W V., O 6 480 p37 .......................................... a) Work withastudentfromgroup A.Addextra informationtothisstorybyreplacingeach number withanon-definingrelativeclause.Thenfinishthe storyinyourownwords. Wendyworked in abookshopcalled Bookworld, Q. One Mondaymoringher car brokedown while shewasdrivingtowork.Hermanager, Brian, sackedherbecause shewas15minutes late. Wendy,C ,decidedtobecomea novelist.Herfirst novel, ,tookhernearlythree years to wite.She managedtofinda publisher,andsoon thebook becamesosuccessful that Wendy wasaskedtogo onabook-signingtour.Onedayshewentbackto Bookworld, G ,andtherewerehundredsof people queuinguptobuyherbook. Whenshesaw Brian, , shesmiledathimand. b) Work withastudentfromgroupB.Taketurns toreadout yourstories.Whichdo you thinkis thebest? Y A ^ ^" . . ` 4A0 p35

a) Workouyourown.Readthisurbanlegend. Then writetenwords/phrasesfromthe urban legendonapieceofpapertohelpyou remember thestory. AwomaninMiami,USA,wasgettingreadyfor adinnerparty.She'dbeenpreparingthefoodfor hoursandwas justabouttoservethefirstcourse, whichwassalmon.She'dalreadyputthefishonto tenseparateplates,butwhileshewasn'tlooking hercatcameintothekitchenandateoneportion of thesalmon.Thewomanputthecatoutside, hurriedlydividedtheremainingnineportions intoten,andthenservedthefishtoherguests. Attheendof themealtherewasaknockatthe door.Itwasherneighbour,whohadcometotell herthathe'd foundhercatlying deadinhisfront garden.Horrified,thewomanwentbackand toldthegueststhatthesalmonwaspoisonous. Everyoneatthedinnerpartywastakento hospital,wheretheyspentanuncomfortableand sleeplessnight.Whenthewomangothomethe nextmorning,shefoundadifferentneighbour waitingforher.He'dcometoapologisefor runningoverhercatthepreviousevening. b)Closeyourbook.Workwithyourpartner. Taketurnstotelleachotheryoururbanlegends inyourownwords.Usethewords/phrasesyou wroteina)tohelpyou. c)Doyonknowanyotherurbanlegends? Tell theclass.

` . . . PairandGroupWork:Student/GroupB 1G" p11 a) Workonyourown.Filinthegapswiththe corectform oftheverbsin brackets. a)Haveyouevertried. .tQ. lg.q0 . .anotherforeign language'(learn) b)Wheredoyouthinkyou'llend up.. ..whenyouretire'(live) c)Whatwouldyouencourageyourchildren __ . . . ... ..atuniversity'(study) d)Have youstopped. . __ . . . . ____tothemusicyou likedwhenyouwere16'(listen) e)Whenyouwereachild,didyourparentsmake you__. ____ ..jobsaroundthehouse'(do) f)Didyouremember. . ____. ... .yourbestfrienda cardontheirlastbirthday'(send) g)Wouldyouallowyourchildren______________________ what thevstudiedatschool'(choose) h)WhatkindofmistakesinEnglishdoyoukeep ______________________ ?(make) b) Workwith yourpartner.Take turnstoaskand answeryourquestions.Askfollow-upquestions if possible. . .. .. . .. . . ..... . . . .. 480 p37 . . .. . . .,. . .. . . . . . .. . ................ . a) WorkwithastudentfromgroupB.Add extra informationtothisstorybyreplacingeachnumber withanon-defningrelativeclause.Thenfinishthe storyiyourownwords. Olivia'sfavouritenovelwascalledSecond Chance. She'dreadthebook, (,overadozentimes.One day shewentinto town tomeet herboyfriend, Graham, 0. Whenshegottheresherealisedthat she'dleftthebookon thebus.Olivia, , was reallyupsetbecause thebookhadbeensigned by theauthor.ThenextdayGrahamwroteto the author,@, and explainedwhat had happened. ThreeweekslateritwasOlivia'sbirthday. GrahamgaveOliviaherpresent, C.Itwasa hardbackcopyof Second Chance.Whenshe openedthebook . b) WorkwithastudentfromgroupA.Taketurns toreadoutyourstories.Whichdo youthinkis thebest? 4A"p35 a) Workonyourown.Readthisurbanlegend: Thenwritetenwords/phrasesfromtheurban legendonapieceofpapertohelpyou remember thestory. AyoungcouplefromBristol, UK,werehaving terribleproblemswiththeirmarriage.They'dbeen havingargumentsalmosteverydayforthelastsix months,mainlycausedbythehusband'sterrible moods.Onemorning, justbeforehesetoff ona three-weekbusiness trip,he toldhis wifethathe couldn'tstandlivingwithheranymoreandthe marriagewasover.He alsotoldherthatsheshould getoutof hishousebythetimehegotback. Whenhearrivedhome threeweeks laterhiswife hadgone,butshe'd leftthe house inaterrible mess.Vhilehewasclearingup,henoticedthat thephonewasoffthehook.He putitbackand thoughtnomoreaboutit.Afewweekslaterthe phonebillarrived.It was enormous - over3,000! Heimmediately calledthetelephonecompanyto complain,butwastoldthatthebillwascorrectand that thephonehadbeenconnectedtothe speaking clockin Australiaforathree-week period. b)Closeyourbook.Workwithyourpartner. Taketurnstotelleachotheryoururbanlegends inyourownwords.Usethewords/phrasesyou wroteina)tohelpyou. c) Doyouknowanyotherurbanlegends? Tellthe class. '4 " '" ." '