el 1 / b2 e magazine | audio | video | online 2 / c1

These notes give background information and lesson plans for the specific pages in CLUB. For generic ideas on how to use magazines in class, see the printed Teachers’ Guide (also online).In our first edition of the year, the cover story of CLUB magazine tells the story of CHOKED UP, a teen movement against air pollution. We also discover the world of TEEN TRADERS, the young people dealing in the market of cryptocurrencies such as Bitcoin. We reflect on the ways sports stars are taking a stance against racial injustice. And in CLUB music, the biggest star of 2021 – Olivia Rodrigo – shares the meanings and emotions behind some of her most famous songs. Finally, have you ever fallen for an online scam? Millions of us have during the pandemic. We investigate the ‘scam-demic’ on pages 14 and 15. We hope you enjoy this issue!The CLUB team [email protected]

Welcome!

MaryGlasgow MaryGlasgowMags @maryglasgow [email protected]

2021/2022

September / October 2021

Advanced level B2 / C1MAGAZINE | AUDIO | VIDEO | ONLINE

Page 8 Vol.

53

ISS

N 0

142-

1050

Di is sed?organ

Your doctor’s appointment at the Cedars Surgery is at:14:20To confirm: text YESTo cancel: text NO

Text MessageMonday 14.22Are you in?

Not again, mate!!

I’ve left my keys at home

11:45

11:52

11:50

What test!?

Revised for the test?

16:58

15:30

English

essay due

20th Oct!

Call Keira back!URGENT!

How to stop faffing and start fixing!

Can I borrow

your charger,

please?

I'm running out

of battery!

More than a magazine! Find content online mg-plus.net/current211 VIDEO

Watch a disorganised teen! AUDIO

Listen and follow the articles! LANGUAGE LABTest yourself!

Buy a dog?63%

WATCH MY RESPONSE!

Foster a cat?37%

Order pizza?80%

WATCH MY RESPONSE!

Cook pasta?20%

Stay together?80%

WATCH MY RESPONSE!

Break up?20%

Blue Top?31%

WATCH MY RESPONSE!

Green Top?69%

Do a workout?35%

WATCH MY RESPONSE!

Do my homework?65%

Play Fifa?37%

WATCH MY RESPONSE!

Play football?63%

Wear jeans?52%

WATCH MY RESPONSE!

Wear joggers?48%

Intermediate level B1

MAGAZINE | AUDIO | VIDEO | ONLINE

September / October 2021

Vol.

28

ISS

N 0

969

5141

CONTROL MY LIFE? page 6

Would YOU let an app decide your daily decisions?

More than a magazine!

Find content online mg-plus.net/team211 VIDEO

A video about pollution! AUDIO

Listen and follow the articles! LANGUAGE LAB

Test yourself!

CROWN ONLINE

Vol.

56 I

SSN

004

5-91

27

Pre-Intermediate level A2


www.mg-plus.net September / October 2021

I have a voice!

Ashlyn SoWhy one

teen is talking about racism


Find content online mg-plus.net/crown211

VIDEOWatch a video about

Ashlyn!

AUDIOListen and follow articles

online!

LANGUAGE LAB

Test yourself!

1 ‘mic’ is short for ‘microphone’

page 9

Beginner level A1


Cover Question

Name 3 things in

your school bag.


Vol.

48

ISS

N 0

142-

1042

The Smart School

Bag!

The Smart School

Bag!

Hello, goodbye!

Finish the conversation.

Use the examples or

write your own answers.

Examples:

page

6


Find content online mg-plus.net/click211

VIDEO

What’s in your school bag?

AUDIO

We travel around London!

LANGUAGE LAB

Test yourself!

www.maryglasgowplus.com

TEACHERS' NOTES TEACHERS' NOTES CLUB ISSUE 1Level: B2

Page 4

CHOKED UPThe teens fighting air quality injustice

Page 4

Phot

ogra

ph: C

hoke

d U

p

More than a magazine! Find content online mg-plus.net/club211 VIDEOWatch a video about pollution!

AUDIOListen and follow the articles!

LANGUAGE LABTest yourself!

Upper-intermediate level B1 / B2MAGAZINE | AUDIO | VIDEO | ONLINE


Vol. 6

0

ISSN

030

7-43

82

In this issue ...

Technology: Digital currency; money vocabulary

Culture: Copying and originality

Music: Emotions

Sport: Demonstrations; racial injustice

Crime: Online scams

Eyewitness: 9/11

THEMES AND VOCABULARY

✱ negative prefixes

✱ purpose clauses

✱ adjectives for emotions + prefixes

✱ suffixes -ful and -less

✱ talking about fakes

✱ past tense revision

Learn more about the Language Lab atwww.mg-plus.net/langlab

GRAMMAR AND LANGUAGE FOCUS

LISTEN ALONG

✱ CLUB News

✱ CLUB Technology

✱ CLUB Sport

VIDEO

✱ CLUB Environment

LANGUAGE LAB

✱ CLUB Music

✱ CLUB Sport

Check out our Check out our

brilliant online brilliant online

resources for resources for

this issue!this issue!

Page 4

CHOKED UPThe teens fighting air quality injustice

Page 4

Phot

ogra

ph: C

hoke

d U

p

More than a magazine! Find content online mg-plus.net/club211 VIDEOWatch a video about pollution!

AUDIOListen and follow the articles!

LANGUAGE LABTest yourself!

Upper-intermediate level B1 / B2MAGAZINE | AUDIO | VIDEO | ONLINE


Vol. 6

0

ISSN

030

7-43

82

CLUB ONLINETeacher code: ke65ya

Digital resources for this level >>>

maryglasgowplus.com

Background information: ‘Choked Up’ is a movement led by four students from London. Their goal is to raise awareness of the dangerous levels of air pollution, especially in poorer areas of the capital city. Note: To choke – means you are not able to breathe. For example, I choked on a peanut.Choked up – informal term meaning unable to speak about something. When I had to speak about mental health, I choked up.

Lead-in: Before students read the article, ask: What do worry about when walking to school? Share answers with the class and write a list. Did anyone mention air pollution? Is this something you worry about? Why / why not? Why do you think air pollution can be overlooked as an environmental problem?

Reading: Give students three minutes to scan through pages 4 & 5 for the answers to these questions.1. What is Anjali afraid of?2. What happened to Ella and why did it affect the girls?3. What do the four students have in common?4. What does research on air pollution show?5. What is the slogan used in the signs put up by the students?[Answers: 1. The impact of her daily commute on her lungs; 2. Ella died at age 9 from a fatal asthma attack. She was their classmate and lived close to the girls 3. They all grew up in the polluted streets of London; 4. Air pollution is 24-31% higher in poorer areas; 5. ‘Breathing Kills.’]

Vocabulary – prefixes: Complete the six sentences below with the negative form of the adjectives in the box.

aware / crowded / healthy / justice / looked1. The impact of air pollution is often ____________.2. The quality of the air is worse in _________________ communities. 3. London is an ____________ city, which means there are more cars and buses.4. Because they can’t see the pollution, people seem to be _________ of this crisis.5. The fact that not everyone breathes the same quality of air is an ____________!6. People of colour are more likely to breathe _________ air.[Answers: 1. overlooked; 2. underprivileged; 3. overcrowded; 4. unaware; 5. injustice; 6. unhealthy]

Creative Project: In small groups, students think of ways to reduce traffic and pollution in their city. For example:• Car-pooling / car sharing• Traffic-free hours• Free or super cheap public transport• Banning ‘idling’ near schools (waiting with your car engine running)• Education: teaching people about the dangers of air pollution

Students decide on what they want to do. They should then make a poster or leaflet or video about their campaign.

5SEPTEMBER / OCTOBER 2021 4 SEPTEMBER / OCTOBER 2021

Negative prefixesLANGUAGE FOCUS:

You’re walking to school. You worry as you cross a busy road. But should you be more concerned about the air you’re breathing? These London teenagers think you should be. CLUB follows their campaign* for clean air.

SPEAKING: 10-minute chat• What could you do to reduce

air pollution where you live?• What would you do to make

people more aware about air pollution?

READING: 10-minute testComprehension CheckAnswer the questions in full sentences:

1 How does Anjali feel when she walks to school?

2 What event made Anjali want to take action about pollution?

3 Why are poorer people more likely to be affected by air pollution?

4 Where in London did the girls put up signs?

5 Why did the girls put up pollution signs?

mental health issues

WORDWISE ✱ to choke (v): to not be able to breathe (choked up means to be too emotional to talk about something) ✱ campaign (n): organised activities or events to achieve something (a political campaign, a campaign for the environment) ✱ commute (n): journey to school or a workplace ✱ impact (n): result, effect ✱ it’s no wonder (phr): it’s no surprise ✱ fatal (adj): deadly, causing death ✱ deprived (adj): poor, lacking ✱ disproportionately (adv): too large or small in comparison to something, not in proportion ✱ slogan (n): phrase or words that are catchy – and that you can remember ✱ pedestrian (n): person who travels on foot ✱ inevitable (adj): cannot be stopped or avoided

These teens are on a mission. There’s something deadly out there that we can’t see. It’s not Covid. It’s the air.

“I am terrified that my daily commute* to school has already had a negative impact* on my lungs, says Anjali Raman-Middleton. No wonder* the seventeen-year- old from South London is worried. Anjali’s friend Ella suffered a fatal* asthma attack at just nine years old. The cause? Air pollution. Nyeleti, 17, also remembers their classmate. “Ella lived down the road from where I live. It felt very close to home.”

Air activism Anjali and Nyeleti joined up with Destiny and Kaydine. They’re all sixth form students with something else in common. “We grew up along the polluted streets of London. Our stories have been forgotten and overlooked. But not anymore.” The teens are fighting air quality injustice and are demanding government action on air pollution. ‘Choked Up’ was born.

Air inequality Research shows air pollution and nitrogen dioxide levels are 24-31% higher in deprived* areas. These are the most overcrowded parts of the city near busy, congested roads.

Prefix Meaning Examplesun- Notin- Not or withoutdis- Not or opposite ofunder- Not enoughover- Too much

(in a negative way)

VOCABULARY: PREFIXES Prefixes change the meaning of a word. There are many prefixes. These change the word to a negative one. Find examples in the text – and add your own.

As a result, pollution disproportionately* affects poor, underprivileged communities and people of colour. “I’ve grown up in five areas of London,” says Destiny. “Growing up in polluted air is an inescapable reality. It shouldn’t be.”

Air initiative Their latest action: the girls put up signs with the slogan* ‘Breathing kills’ in London’s pollution hotspots in Whitechapel, Catford and Brixton. The girls say pedestrians* are often unaware of the risks of polluted air.

“Dirty air isn’t inevitable*,” says Nyeleti. “It’s time to start taking this crisis seriously.”

60% Black or Caribbean people are 60% more likely to suffer from asthma than others.

4,000 Air pollution contributes to 4,000 deaths in London every year.

36,000 Air pollution contributes to 36,000 deaths in the UK every year.

AIR DESPAIR The World Health Organization (WHO) states that air pollution is the largest environmental health risk around the world.

heart disease lung

diseaseslow birth

weight

Poor air quality can cause:

CHOKED UPBEFORE YOU READ• Is there a lot of traffic where you live?• Where are the most polluted roads in your city/town?

*

THE ANSWERS ARE ON PAGE 15 >>>

10 10

AIR ACTIVISTS: Destiny, Anjali and Nyeleti stand next to their sign. The sign was created by them and part of a joint global clean air initative.

Sign

: Cre

ated

by

Cho

ked

Up

Phot

o cr

edit:

Eur

opea

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efen

se F

und

Euro

pe

WATCH A video about pollution.www.mg-plus.net/club211

The campaign for clean air is a joint initiative by: Choked Up, Mums for Lungs, Medact and EDF Europe.

CLUB Environment

Pages 4 & 5

CHOKED UP

Video

Background information: More and more people are investing in the world of digital money, otherwise known as cryptocurrency – including teenagers. Some have made huge profits, but there are also many risks in this type of business. This article gives lots of useful words and phrases for money and investing and explains how cryptocurrency works through the story of an Australian teen investor, called Sam.

Lead-in: Write ‘Cryptocurrency’ on the board, then ask students: • What is a currency? Name three types of currency (Euro, Pound sterling, U.S. dollar etc.).• Have you heard of cryptocurrencies? Do you know the names of any? (Dogecoin, Bitcoin).• How often do you / your parents use cash? When and where? Do you have a debit card? • If you had savings, what would you invest your money in? Why?

Reading comprehension: Read the article or listen along with students, pausing at the stop and speak questions and checking vocabulary. Then, without looking, ask students to do the ‘two things’ test:Name …• two types of cryptocurrency named in the article. [Bitcoin, Ripple, Dogecoin]• two teenagers who made money from cryptocurrencies. What did they earn? [Daniel Hendry made £5,000 and Erik Finman – now a millionaire]

• two other things that have become digitised recently? [letters, books, newspapers]• two risks of investing in cryptocurrencies. [there’s danger from hackers and criminals, also people who may mislead and give bad advice and the whole field is risky and not regulated]

Listening for detail: Students close the magazine. Students try to predict the words in the gaps. Then they listen to the audio ‘listen along’ and check their answers.

The 15 year old uses an account in his father’s name to _________ in digital currencies as Bitcoin. He uses the money he has ______ _____ from his part-time job as a _______ instructor. And he’s doing well. Sam has made ___________ Australian dollars (over £7,100) from an investment of $1,500. “I’ve definitely _________ money…” says the teen, “but overall, I’m in _________.”[Answers: 1. invest; 2. saved up; 3. surf; 4. $10,000; 5. lost; 6. profit]

Speaking – role-play: Students work in pairs. Have the conversation.A You are on holiday in Australia. You recognise Sam at the beach. What do you ask him? Write a list of three questions. B You are Sam. You have just finished your surf lesson. You are hanging out on the beach. You meet a tourist who recognises you.


CLUB Technology

Forget Wall Street. Forget old bank managers in suits. The new investors are young – and their currency is digital.

Purpose clauses (in order to, so as to, as a result of, in case)LANGUAGE FOCUS:

BEFORE YOU READ• What is a currency? • Name five world currencies. TEEN

TRADERS

Article continues on page 8 >>>

The kings of cryptocurrency?

CLUB Explains: Cryptocurrency Q: What is cryptocurrency? A: A cryptocurrency is a type of currency which uses digital files as money.

Q: How many cryptocurrencies are there? What are their names? A: Around 5,000 to 7,000! The most famous cryptocurrency at the moment is Bitcoin, but there are many other popular ones such as Ethereum, Dogecoin, Tether and Litecoin.

Q: How much are they worth*? A: It varies. For example, one Bitcoin is currently valued* at nearly £40,000. But at any point, it could crash.

Sam Cornock from Sydney is a typical Australian teen – except he has one unusual hobby. As well as surfing

the waves at Cronulla Beach, he surfs the Internet looking at cryptocurrency markets [See CLUB Explains].

The 15-year-old uses an account in his father’s name to invest [See CLUB Key Words] in digital currencies such as Bitcoin. He uses the money he has saved up from his part-time job as a surf instructor. And he’s doing well. Sam has made $10,000 Australian dollars (over £7,100) from an investment of $1,500. “I’ve definitely lost money …,” says the teen, “but overall, I’m in profit.”

Stop and speak: Have you gota bank account? Do you havean allowance or a part-time job?

Sam isn’t the only teenager making a fortune from cryptocurrency.

trading* trend. Maxine Ryan, who founded Bitspark, explains: “We’ve seen everyday things go digital. Letters, newspapers and books turned into e-mails and e-books … so it’s only logical* to predict* that money will also be digitised*. Young people perhaps can see what cryptocurrency can become.”

Stop & speak: Will there be cash in the future? Do you have a

bank card?

But investing is risky. For every profit, there is a loss.

The platforms that trade in currencies

are not regulated

and

there’s no protection from hackers or criminal gangs. “Teenagers today are savvy* and sophisticated because of the amount of information that they have access to,” says Professor Tan from The Sydney Business School. “But at the same time, they may be more impressionable* and open to exploitation* ...”

Stop & speak: What is a hacker? What can they do?

Sam’s father Mike oversees Sam’s trading and makes sure he understands the risks. Sam invests in different currencies and knows to withdraw his investment in case he gets ‘burnt’* at any time. But he doesn’t plan to stop yet. In fact, now his classmates are interested too.

Sixteen-year-old Daniel Hendry from Durham, UK, made £5,000 as a result of investing in Bitcoin in just over one year. And at the age of 18, high school drop-out* Erik Finman made headlines* when he became a millionaire after investing $1,000 his grandma had left him.

Stop and speak: Imagine you receive $1,000. What do you do with it?

For many, it’s no surprise to see teens at the front of the

READING: True False

1. Sam uses his father’s money to invest in cryptocurrencies.

2. Sam only invests in Bitcoin.

3. There are no rules or standards for the platforms.

4. Sam’s father doesn’t understand digital currencies.

5. Sam no longer attends school.

2-minutecomprehension check

2

CLUB Technology

Pages 6 – 8

TEEN TRADERSThe kings of cryptocurrency?

Listen along

maryglasgowplus.com

Background information: Olivia Rodrigo is an American singer and actress known for her performance in High School Musical: The Series, and her overnight hit Driver’s License. She hopes that the popularity of her music will enable people to express feelings such as sadness, jealousy, and anger.

Lead-in: Show a photo of Olivia Rodrigo. Ask students: Who is this? What does she do? Tell me about her! If possible, play this extract of the song Good 4 U by Olivia Rodrigo. If not, just write the lyrics on the board, explaining any difficult words:

Maybe I'm too emotionalBut your apathy is like a wound in salt

Maybe I'm too emotionalOr maybe you never cared at all

(Good 4 U, from Olivia Rodrigo’s Sour)

Ask students:• What kind of emotion do you think this song represents?• Is it a positive feeling? Why/why not?Write some of their answers around the lyrics.

Grammar: Students complete the sentences below by adding the correct prefixes to the words.

dis / em / in / in / over / un1. It’s very common for people to feel [__]secure when they scroll through all the perfect images on social media.2. Olivia Rodrigo’s songs make people feel [__]powered to be honest about their feelings. 3. Talking about some feelings like spite or jealousy makes people feel [__]comfortable.

4. Olivia Rodrigo was [__]consolable when she broke up with her boyfriend. 5. If you don’t open up about your feelings, you might soon feel [_____]whelmed. 6. Many people hide their feelings because they are [__]satisfied or even ashamed of them.[Answers: 1. in, 2. em, 3. un, 4. in, 5. over, 6. dis]

Playlist Project: Put students in groups. Give the groups a list of different emotions. They should come up with a playlist of three songs for that emotional state. They should be English songs, but can be any genre.

For example: Excitement > you’re about to go on holidayNervousness > you’re about to take an exam or play for a sports team in a big eventLoneliness > you’ve been dumped by a friend and are lonelyGrief > Your grandfather has passed away

They must suggest a song to the group and explain why they chose that song and use an extract of it or lyrics to show why it’s suitable for that emotion.

11SEPTEMBER / OCTOBER 2021 1Drivers License: Please note this is the spelling of the official song title. ‘License’ is the American spelling, but there should be an apostrophe.

ANGERAnd ain’t* it funnyHow you ran to herThe second that we called it quits*?And ain’t it funnyHow you said you were friends?Now it sure as hell don’t look like it! [Traitor]Just two weeks after the break-up, Olivia discovered her boyfriend was dating a new girl. Her grief turned to rage*. “I’m fascinated about how a relationship can turn sour*. How a person you loved so much can become a person you can’t stand.” Olivia thinks that society is less accepting of girls who show strong emotions: “Anger, jealousy, spite, sadness – they’re frowned upon*. But they’re valid emotions.”

LANGUAGE LAB Go online for extra activities.www.mg-plus.net/club211

SADNESS

10 SEPTEMBER / OCTOBER 2021

CLUB MusicAdjectives for emotions, prefixesLANGUAGE FOCUS:

BEFORE YOU READIn which situations do you feel …… sadness? … anger? … jealousy?Is there a situation in which you have felt all three emotions?

Sadness … anger … jealousy. These are some of the feelings eighteen-year-old Olivia Rodrigo had when her boyfriend broke up with her. Olivia took the hurt* of her heartbreak and turned it into a hit*.

The result was Drivers License1 – the most streamed* song of 2021 – and then the smash album Sour, where Olivia explores her emotions.

“I’m proud that I didn’t shy away from those feelings,” Olivia says. “They’re uncomfortable to feel and to talk about. Nobody wants to say, ‘I’m insecure*’, or ‘I’m really angry,’ but it was necessary for me.”

“For me, the goal of music is to take complicated feelings and externalise* them in a way that makes people feel seen*.”

All about … Olivia Name: Olivia Isabel RodrigoAge: 18 Lives: California, USAJob: Actor, singer, songwriterTV: Bizaardwark and High School Musical: The SeriesSongs: Drivers License, Good 4 u; Deja VuSocial: @olivia.rodrigo

Why the singer says it’s perfectly OK to feel that way.

Jealous?Olivia Rodrigo

THE ANSWERS ARE ON PAGE 15 >>>

Angry?

I got my driver’s license last week

Just like we always talked about

‘Cause you were so excited for me

To finally drive up to your house

But today I drove through the suburbs

Crying ‘cause you weren’t around [Drivers License]

When Olivia and her boyfriend spilt up, she felt sad. Olivia

was inconsolable*. So she went for a drive (she had just

passed her driving test) around her neighbourhood. The trip

was triggering* for her as Olivia drove past places where she

had spent time with her boyfriend. As soon as she arrived

home, she wrote down her emotions. “When I write my

sadness down in a song, it feels manageable. It’s like, ‘OK,

now I feel I can get through this.’” One hour later, she had

written Drivers License1.

Sad?

VOCABULARY: 20-minute taskRe-read the article. Find 11 different emotions in the text.

JEALOUSY

WORDWISE ✱ hurt (n): feeling of pain ✱ hit (n): successful song ✱ to stream (v): to play something (music, a video) over the internet ✱ insecure (adj): feeling of self-doubt, not having confidence ✱ to externalise (v): to express and openly show your feelings, such as negative emotions such as anger ✱ to feel seen (v): to feel that you are noticed, understood and valued✱ inconsolable (adj): so sad or disappointed that no one can make you feel better ✱ triggering (adj): if something triggers someone, then that person remembers a painful experience as a result ✱ ain’t (v, sl): spoken form for ‘isn’t’ ✱ to call it quits (phr, inf): to agree to stop what you’re doing ✱ rage (n): sudden anger ✱ sour (adj): unpleasant ✱ to frown upon (v): to disapprove of something ✱ kinda and wanna (sl): spoken contraction = kind of and want to ✱ to feel addicted to (v): to not be able to stop doing something because you enjoy it so much ✱ to feel crippled by (v): to not be able to move

I kinda wanna* throw my phone across the room‘Cause all I see are girls too good to be trueWith paper-white teeth and perfect bodiesWish I didn’t care [Jealousy, Jealousy]

Jealousy Jealousy is not about her ex-boyfriend’s new girlfriend. “I actually wrote Jealousy at a time when I was addicted to* social media and I felt crippled* by the comparisons,” said Olivia. “I compared myself to these perfect models.” Even with millions of followers, the singer admits she still feels insecure and jealous. “I still compare myself to others. I hope it empowers other people to know that!”

CLUB Music

Pages 10 & 11

OLIVIA RODRIGO

Language Lab

maryglasgowplus.com

Background information: The death of George Floyd in May 2020 opened up a conversation about police brutality and systemic racism. Since the summer of 2020, many athletes of all ages and skin colours decided to do something about racist abuse by doing pre-game demonstrations. This article gives examples of protests in sports and discusses one which is used in the EPL (English Premier League), taking the knee.

Lead-in: Write the following names on the board and ask students what they know about these people and what they all have in common.

LeBron James, Colin Kaepernick, Naomi Osaka, the England Football Team, Lewis Hamilton

[Suggested answer: they are all athletes, and they all took a stand by doing a gesture in support of the fight against racism.]Now open the magazine and show students a picture of taking the knee. Ask: What is this gesture? Have you seen it? Where? How does it make you feel? Why?

Reading: Without checking the text, students match the following quotes into the two categories: For the knee vs Against the knee. A “I do not believe in gestures, I believe in substance.”B “I am not going to stand up to show pride in a country that oppresses people of colour.”C “They are peacefully protesting against discrimination, injustice and inequality.”D “The discussion became about: are we kneeling? Not about racism.”E “It makes people stop, think and question something.”

F “Why must I kneel down for you to show that we matter?”Students read the article and check their answers.[Answers: A. Against; B. For; C. For; D. Against; E. For; F. Against]

Vocabulary: Students complete the tweets with the words in brackets and the suffix -ful or -less. 1. I don’t get why athletes take the knee. It’s a _________ gesture if they don’t actually do anything about racism. (MEANING)2. It’s just _________ how some players get so much online abuse. When is it going to stop? (DISGRACE) 3. Congrats to England for such a _________ campaign in the Euro 2020 - and for standing together against racism. (SUCCESS)4.. I think Kaepernick's gesture is really _________: he should respect the national anthem and his country! (SHAME)5. FIFA was absolutely right in punishing racial slurs in stadiums: we have to be _________ in the fight against racism. (RELENT)6. Anybody else thinks that taking a knee is getting old? They need to come up with more _________ ways to protest. (MEANING)[Answers: 1. meaningless, 2. disgraceful, 3. successful, 4. shameful, 5. relentless, 6. meaningful]

Speaking: In pairs, students argue for or against taking the knee in sports as a gesture of anti-racism, discussing their arguments and the pros and cons.


Suffixes –ful and –lessLANGUAGE FOCUS:

Marcus Rashford. Paul Pogba. Raheem Sterling. Romelu Lukaku. What do they have in common? They are some of the most successful footballers in world football. And they have also all received disgraceful racist abuse. Racism has been a shameful problem for society – and in sport – for too long. What is the best way to fight it? Brad Peterson explores the issues:

Taking the 17th June 2020. It’s the first game of the Premier League restart. The whistle blows, but not for the kick-off. All 22 players drop to their knees.

The Premier League calls taking the knee “a sign of unity” with the “objective of eradicating* racial prejudice*”. The issue of racial injustice had reignited* following the murder of George Floyd in May. He had been brutally* murdered by a police officer in the United States.

The ten-second action has become a pre-match gesture* in English Premier League football since. Yet the racist abuse of players is relentless. Marcus Rashford reported receiving “at least 70 racial slurs*” online following a Manchester United game.

A poll in March 2021 suggested that the majority of fans support taking the knee. Yet other fans and even some players view it as an ‘empty gesture’. What are the arguments?

For the knee: • It starts a discussion. “Nobody

in the world suggests that taking a knee is going to stop racism,” says former footballer Marvin Sordell. “But it makes people stop, think and question something.”

• It shows solidarity*. Taking the knee unites everyone in football and shows active anti-racism.

When? 1968Who? Tommie Smith and John CarlosWhere? Mexico Olympic GamesWhat? The two U.S. athletes raised their fist* – the black power salute – during the medal ceremony as a demonstration of human rights.

When? 2014Who? LeBron JamesWhere? An NBA1 game in New YorkWhat? LeBron wore a T-shirt saying ‘I can’t breathe’, in support of Eric Garner, who died that year at the hands of a police officer. He reposted the photo online after George Floyd’s death.

When? 2016Who? Colin KaepernickWhere? An NFL² game

for the San Francisco 49ers

What? Kaepernick stayed seated (though took a knee in later

games) during the national anthem. “I am not going to stand up to show pride in a country that oppresses people of colour,” he said.

When? 2020Who? Naomi OsakaWhere? The Western and Southern Tennis OpenWhat? She withdrew from the tournament at the semi-finals and called out “the continued genocide* of black people” by police.

When? 2021Who? England National Football TeamWhere? Euro 2021What? The team took the knee before and during the tournament. The

Football Association said: “They are peacefully protesting against discrimination*, injustice and inequality.”

VOCABULARY: 10-minute testHow many adjectives with these two suffixes are there in the text? Circle the examples you find:-ful: _______ -less: ______

10

“We stand together against racism – and that’s the end of the story really,” says Liverpool captain Jordan Henderson.

• It transcends sport. Football is watched by millions. Harry Kane says: “It’s a great chance for people to explain why [we take the knee] and get our point across.”

Against the knee: • It has lost its impact. Some

argue it’s become meaningless. Belgium coach Thierry Henry says “the discussion is about: are we kneeling? Not about racism.”

• It hasn’t changed anything. UK Prime Minister Boris Johnson stated: “I do not believe in gestures, I believe in substance*.” A poll by a British newspaper found that 67% support this view. Where’s the action?

• It is divisive. Some people connect the gesture with the ‘Black Lives Matter’ movement and its political aims. The FA³ states that there is “a clear distinction between a moral cause and the political movement.”

Wilfried Zaha was the first Premier League player to stop taking a knee. He calls it ‘degrading*’ saying: “Why must I kneel down for you to show that we matter?”

So, what do you think?

TIMELINE

WORDWISE ✱ to eradicate (v): to end forever ✱ prejudice (n): unfair, uninformed feeling or opinion of something ✱ to reignite (v): to make something that was disappearing grow stronger ✱ brutally (adv): in a violent, cruel way ✱ gesture (n): symbol ✱ slur (n): unfair, horrible criticism or insult ✱ solidarity (n): unity ✱ substance (n): concrete facts or actions ✱ degrading (adj): causing people to feel that they are unimportant or have no value ✱ fist (n): to hold your hand in a ball shape ✱ genocide (n): the planned killing of a group of people of a particular race/culture/religion/nationality ✱ discrimination (n): unfair behaviour because of a person’s age/skin colour/religion/gender etc.

KNEESPEAKING: 10-minute chat• Do you think taking the knee is

meaningful?• What could you do to show that

you actively oppose racism? • What would you do to stop

racist abuse of players (and others) during matches and on social media?

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CLUB situation test You hear a person making racist comments at a football match. The person is older and bigger than you. What do you do? Would you say anything? What? What if you saw the comments online?

LISTEN ALONGFollow this article online!www.mg-plus.net/club211

LANGUAGE LABTest yourself online.www.mg-plus.net/club211

THE ANSWERS ARE ON PAGE 15 >>>¹ National Basketball Association, ² National Football League, ³ The Football Association

CLUB Sport

CLUB Sport

Pages 12 & 13

TAKING THE KNEE

Language Lab

Listen along

maryglasgowplus.com

Background information: With most of our daily activities moving online due to the pandemic, online scams rocketed. However, it isn’t only seniors who fall for them! Young people are quickly becoming the most common victims.

Lead-in: Write/Show this fake text message on the board and ask students to imagine they have just received it:There has been security problem in you’re bank acount. Click on link and log in to fix it: www.truebank4u.com Ask students:• Does this message look trustworthy?• What is wrong with this message? (Possible answers: incorrect spelling, incorrect grammar, suspicious link)• Would you do as the message says? Now ask the same questions with this text message:ROYAL MAIL: Your parcel has a £2.99 shipping fee. Please pay this now via: https://tracking-royalmail.com or the parcel will be returned to sender.The objective is to show that online scams have become more elaborate and we need to be more careful than ever.

Reading: Students circle the name of the person each sentence relates to.1. Who fell for the Bogus advert scam? Lily / Reece2. Who fell for the fee fraud scam? Lily / Reece3. Who likes football? Lily / Reece4. Who regularly shops online? Lily / Reece5. Who fell for a scam during lockdown? Lily / Reece

6. Who fell for a scam after lockdown? Lily / Reece[Answers: 1. Reece; 2. Lily; 3. Reece; 4. Lily; 5. Lily; 6. Reece]

Vocabulary: Write the following words/phrases used to describe scams on the board. Students use them to complete the sentences.

a breach / bogus / convincing / fall for / fraud / legit / scam / suspicious / target

1. This message isn’t very ________. The spelling is terrible. You probably shouldn’t click on it. 2. I didn’t believe people could ________ scams so easily, until it happened to me!3. Online scams often ________ young people. 4. I got an email saying there had been ________ in my account. Someone tried to use my card.5. Never click on any ________ links on the internet. Check the URL.6. Have you heard of ________ adverts? The products they sell aren't real or are fake.7. The advert for those new glasses looked ________, so I bought them. 8. Most people think seniors are more likely to be victims of ________. 9. Thinking the message was a ________, she blocked the number.[Answers: 1. convincing/legit; 2. fall for; 3. target; 4. a breach; 5. suspicious; 6. bogus; 7. legit/convincing; 8. fraud; 9. scam]

Project: Students prepare a leaflet to raise awareness of online scams. They could include types of scams and tips to avoid them.


Talking about fakesLANGUAGE FOCUS:

During the pandemic we spent more time – and more money – online. But so did criminal gangs, who came up with some sophisticated scams. Who’s falling for* fraud*? The answer might shock you!

SCAM-DEMIC!BEFORE YOU READWhat is a scam?

How to spot* a scam:Match the tricks to the correct parts of the message on the phone:

TRICK There’s no name on the message. The scammers are sending the message to large numbers.

TIP Some scammers DO use your name! But an unexpected message without a name is a clue.

TRICK The address on the link looks suspicious*. It doesn’t end co.uk or .com, for example.

TIP Don’t click on it! Check the official website address of the company first.

TRICK Scammers often make spelling and grammatical mistakes.

TIP Read the message carefully. Does it look professional?

TRICK The number / name looks real. But is it?

TIP Scammers use technology to change their number. This is called ‘number spoofing’. Don’t reply! to this message. Report and block the number and delete the message.

TRICK Criminals make people panic by applying time pressure.

CLUB Online

Why are teens getting tricked?1 The fee fraud: These are

often texts sent to lots of phone numbers. They claim

to be from a delivery company. They ask for a small amount of money for a shipping fee or an undelivered parcel. The link on the message takes you to an official-looking site where you pay the fee. The criminals use your card details to empty your bank account. Sometimes, just clicking on a link can infect your phone with ‘malware’. This allows criminals to steal personal data.

2 Bogus* adverts: These are often posts or sites shared on social media

that appear to be selling something in demand: in the pandemic, this was pet dogs, gadgets or tickets. The price is often good. However your item never arrives, or, if it does, it isn’t what you expect.

So how do you spot* a scam? How can you swerve* the scammers? Try the test below:

Reece, 20 “My mate* and I are huge Chelsea fans. So when Chelsea made it to the FA cup final at Wembley, we were desperate to go, especially after a year of no live football. There were only limited numbers of tickets and, of course, it was sold out. I searched online and couldn’t believe my luck when an advert popped up on Facebook for a website selling unwanted tickets for top games. It looked legit* so I clicked on the link.

There were just four tickets left for the game. I was buzzing*. I didn’t want to lose the tickets so I didn’t hesitate*. I typed in my bank details. They emailed two e-tickets immediately. Result! The next Saturday we went to Wembley, but on arrival the security guard at the gate took one look at our tickets and said, “Sorry mate, these tickets are fake.”

People aged 18 to 24 are FIVE times more likely to fall for scams than the

over-65s!

PANDEMIC SCAMS Lily and Reece felt embarrassed, but they shouldn’t have. Fraud has soared* in the pandemic – and young people have been tricked by two types of scam in particular:

WORDWISE ✱ to fall for something (phr v): to be tricked by something; I fell for it! ✱ fraud (n): not real or honest – tricking someone into giving money etc ✱ to target (v): to aim for, try to attack ✱ convenient (adj): handy, easy and helpful ✱ convincing (adj): believable, credible ✱ mate (n, inf): friend ✱ legit (adj, inf): short for legitimate; something real ✱ buzzing (adj, inf): excited ✱ to hesitate (v): to wait before you do something ✱ to soar (v): to increase dramatically ✱ bogus (adj): not genuine or true; fake ✱ to spot (v): to see something from a far ✱ to swerve (v): to move to avoid something ✱ breach (n): the act of breaking a law, promise, or agreement ✱ suspicious (v): something dishonest, something you doubt or don’t trust

Lily, 18 “I’m a pretty average 18-year-old. I shop online using my phone – I don’t give it a second thought – and during the pandemic when shops were shut, I used Amazon, ASOS, Pretty Little Thing, JD sports, eBay.

It’s convenient* and who doesn’t love getting a parcel through the door? Then, one morning, I received a text from Royal Mail. Or what I thought was Royal Mail.

I had ordered a pair of jeans the week before, so I clicked

through to a site that looked just like Royal Mail (it was so convincing*!) and I entered my bank details to pay. Within hours, my bank account had been emptied. It was a scam. I felt like an idiot.”

THE ANSWERS ARE ON THIS PAGE

BANK 4 YOU 9898 777541

ATTENTION!A secuirity breach* has taken place – as a precaution, your bank account has been suspended. In order to protect you’re account, please click on the link and verify your details.

Urgent: Please do this immediately. If you do not do this within 24 hours, your account is at risk.

http//helpbank4uco.

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CLUB is published five times during the school year by Mary Glasgow Magazines, Euston House, 24 Eversholt Street, London, NW1 1DB, Scholastic Ireland, 89E Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin, D11 HP5F England Tel: +44(0)20 7756 7756. CLUB is accompanied by online audio, teacher’s notes, video and language activities. The five Mary Glasgow Magazines for learning English in school are CLICK, CROWN, TEAM, CLUB and CURRENT. © 2021 Scholastic Inc. All rights reserved. Material in this issue may not be reproduced in whole or in part in any form or format without special permission from the publisher. ISSN 0307-4382Printed by Webmart Ltd, Media Innovation Centre, 13-15 Wedgwood Road, Bicester, OX26 4UL. Director of publication: Gordon Knowles.

ANSWERS: Pages 2 & 3: Photo story: 1) It is in Falmouth, Cornwall, during the G7 summit. 2) The people are protesting about climate change – they are part of the group Extinction Rebellion. 3) It is a shark. 4) The message highlights the problem that fish can be harmed by eating plastic rubbish in the sea. Speaking: Suggested answers: cinema, swimming pool, restaurant, stadium, museum, gallery. Pages 4 & 5: Reading: 1) She feels terrified. 2) Her friend’s death made her want to take action. 3) Poor people are more affected because they live near busy, congested roads. 4) They put up signs in pollution hotspots Whitechapel, Catford and Brixton. 5) They put up signs to make pedestrians aware of the risks of pollution. Vocabulary: unaware; injustice; inescapable; inevitable; disproportionately; underprivileged; overlooked; overcrowded. Pages 6 – 8: Reading: 1) False 2) False 3) True 4) False 5) False. Vocabulary: 1) invested 2) profit 3) withdraw 4) loss 5) saves 6) fortune. Page 9: The six words in bold all describe things that look similar or the same. Pages 10 & 11: Vocabulary: sad / sadness, jealous / jealousy, anger, proud, excited, uncomfortable, insecure, inconsolable, grief, rage, spite.Pages 12 & 13: Vocabulary: There are 3 adjectives ending in –ful and 2 ending in –less. Pages 14 & 15: Before you read: A scam is a dishonest way to make money by tricking people. How to spot a scam: 2, 5, 3, 1, 4. Page 16: 1) Because the transport routes out of the city were shut. 2) Tugboat, party boat, water taxi, yacht. 3) They could be harmed by further attacks, smoke and debris. 4) She was shocked and concerned.

G. Cover: B. Mole/Choked Up/Environmental Defence Fund Europe. Pages 2 & 3: T. Melville/Reuters; J. Parviainen/Cover-Images; H. Hastings/Getty Images. Pages 4 & 5: B. Mole/Choked Up/Environmental Defence Fund Europe.Pages 6 - 8: J. Brickwood/The Sydney Morning Herald. Pages 9: PA Images/Alamy; clubfoot/iStockphoto. Pages 10 & 11: E. Hernandez/UMusic; JM Enternational/Getty Images. Pages 12 & 13: Popperfoto, Icon Sports Wire, A. Bello, L. Griffiths, J. Tallis, T. Henderson/Getty Images. Pages 14 & 15: W. Zhou/Getty Images. Page 16: H. Abrams/AFP, Millrock Productions Inc./Getty Images.

CLUB Online

Pages 14 & 15

SCAM-DEMIC!Why are teens getting tricked?

el 1 / b2 e magazine | audio | video | online 2 / c1

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