0 Instant Lessons@® Intermediate Deirdre Howard-Williams Mary Tomalin Peter Watcyn-Jones Edward Woods Series Editor Peter Watcyri-Jones a PENGUIN ENGLISH PHOTOCOPIABLESContents Reading by Mary Tomalin Grammar by Edward Woods page A pase 1 Four portraits 6 21 Past Simple v Present Perfect 70 2. Two-minute stories 10 22 Conditional 1 4 3 Doyou believe in ghosts? 14 23. The article 78 4 Personality quiz 18 24 Conditional 2 82 5 Two poems 2 25. The passive 86 6 Strange facts and quotations 26 26 Comparisons 90 7 Blood sports 30 27° Modals 1: must, have to 94 8 Self-awareness 34 28 Modals 2: can, could, be 9° San Francisco 40 alah oe Wo eo is ecko 30 Short answers with so or neither/nor 106 Writing by Deirdre Howard Williams Vocabulary by Peter Wateynones & 11 Are you green? 50 31 Character and personality ry a adjectives 110 13. Writing home 54 a2 eae CETG 112 14 Awarm welcome 56 cc En 15 Where to go and what to see 58 How do you feel? 116 16 Inthe news this week... 60 34 Phrasal verbs with out 118 17 Lots of letters 62 35 Words and phrases with 18 Telling stories 64 ake ond a a 19 Create a word puzzle 66 ea Pais of words that ho 126 20 Looking after yourself 68 fo 130 38 Giving definitions 134 39 Phrasal verbs with up 140 40 Types of people 142rac omy Feet ge 6 Reading: 1 Four portraits | Aim Preparation i Introduction (5 minvies) Ask students to look at the four portraits on page 7 and try to guess the professions of the people portrayed. Check students understand profession, portrait. Elicit suggestions from students and write the suggestions on the board. You could briefly ask one or two students to give reasons for their choices. Example language: He looks like a doctor. / He could be a doctor. Presentation (10-15 minutes) Activity A Working in pairs, students read and discuss the questions. Give students time to read the questions, using their dictionaries if necessary, before checking they understand them, Check answers orally. Encourage discussion before giving answers. Example language: The woman in picture b looks very hard. I don't think she's attractive. Students will want to know the names of the people in the portraits and their painters: To compare written descriptions of people with their portraits. Copy the handouts on pages 7 and 9 - one copy per student. | Lessons 1-10 a ‘Portrait of Somerset Maugham’ by Graham Sutherland (1949). Maugham was a famous English novelist. b ‘Portrait of the Journalist Sylvia von Harden’ by Otto Dix (1926). Von Harden was German. ¢ ‘Self-portrait’ by Marie-Louise Elisabeth Vigee-Lebrun (1790). Vigee-Lebrun was a French portrait painter. d ‘David Garrick’ by Angelica Kauffman (1764). Garrick was a famous English actor. (continued on page 8) 1 ayriter b journalist cpainter dactor 2 pictures cand d 3 a 1949 1926 1790 1764 4 Open answer 5. Probably c. There were very few women painters at [__ttartime, (continued on page 8)A Work in pairs and answer these questions. 1 Look at these four portraits. Guess the profession of each person. Choose from the following: painter writer journalist actor ‘Two of these pictures were painted by women. Guess which ones. 3. Try to match these dates with the pictures. 1764 1790 1949 1926 Which person do you think is the most attractive? Which person is the least attractive? Try to explain why. Were you surprised by any of the answers to question 1? If so, why? From Instant Lessons 2 Intermediate edited by Peter Wateyn-Jones © Penguin Books 2000 ne) ?Bete 1 Hla ill! Teacher's notes Practice (30 minutes) Activity B In pairs, students read the descriptions of each portrait. There is, something to disagree with in each description. ‘They must say why they disagree. Students can. use dictionaries if necessary. Then ask students: Do you agree with the descriptions? Why not? What's wrong with them? Example language: He doesn’t look as if he’s had a happy life. / She looks intelligent but she doesn't look feminine. She looks ‘masculine and hard. Encourage students to use the structure: looks as if + verb. Write new Janguage in sentences on the board. Activity C In pairs, students answer the questions. You could ask students to write the answers. Students may need to use dictionaries. Check answers orally, correcting major errors. Encourage discussion for question 3. Omit if lack of time. Activity D Students read and complete the notes on the French painter Marie-Louise Elisabeth Vigee-Lebrun (picture c) and actor David Garrick (picture d). Students should be able to guess from the context how to finish the sentences. Check answers orally, explaining where necessary. Omit if lack of time. Conclusion (5 minutes) ‘Activity E Walk round and check what students have written. Homework Written answer to Activity B. Key B Possible answers Pictute a: The man doesn’t look as fhe tiesto help people. And he doesn’t look as if he has had a happy life. He looks rather unhappy. Picture b: This woman looks intelligent but she doesn’t look feminine, She looks masculine and hard, She doesn’t look like a wonderful mother. And she doesn't look as if she likes to make people happy. Pictute c: This woman's eyes aren't very wide because she is looking hard at something. She doesn’t look frightened at al, Picture d: This man certainly doesnt look stupid. He looks clever and interesting, He doesn’t look as if he works with his hands, And he doesn't look too young to have children, © Possible answers: 1 Because they get older, and sometimes because they worry alot 2. Because s/he is unhappy. 3 soft, gentle, sensitive, kind, loving 4 She's looking at herself because she is painting herself. S_ Work in a factory or on a farm, making something, for example a pot, work on the roads, house painting D1 painted this picture/died in 2 becoming an actor/ived—s 1 Four portraits (continued) B Work in pairs. Read these descriptions of the people in the pictures. Do you agree with the descriptions? If not, why not? Picture a This man’s face has deep lines on it. He looks old and his mouth turns down at the comers. But he looks a wise old man, the kind of person who tries to help people. He looks as if he has had a happy life. Picture b This woman looks intelligent and at the same time very feminine. Perhaps she is the kind of woman who tries to hide her intelligence. She almost certainly is married with children and is probably a wonderful mother, She looks as if she likes to make people happy. Picture c ‘The woman in this picture looks about twenty-three, She is very pretty and fresh-looking, with wide eyes. She is looking very hard at something, as if she is studying it carefully. But at the same time she looks frightened, as if she wants to run away. Picture d This man looks honest but stupid. He looks as if he doesn’t have a thought in his head. He probably works with his hands, perhaps on a farm or something like that. He looks too young to have children. Perhaps as he gets older he will get wiser. © Work in pairs. Answer these questions. Why do people get lines on their face? Why might someone's mouth turn down? If someone is feminine, what kind of words would you use to describe them? In portrait c, who is the woman looking at? Give some examples of jobs where you work with your hands. akon D Here are some short notes on the painter Marie-Louise Elisabeth Vigee-Lebrun (picture c) and the actor David Garrick (picture d). Read each text carefully and then complete the sentences. You will need more than one word to complete each sentence. 1. The French painter Marie-Louise Elisabeth Vigee-Lebrun was famous for her beauty, intelligence and charm. She was 35 when she She was kind to herself as she looks younger than 35 here. She was most famous for her pictures of women and children. She was born in 1755 and ... vee 1842. 2 David Garrick is seen as one of the greatest actors in the British theatre. He worked as a businessman before He was a theatre manager as well as an actor. He from 1717 to 1779. E Write one or two sentences describing one of the people in the pictures. From Instont Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000, es ie— / { 4 la iN = ae eee 10 Teacher's notes 2 Two-minute stories Aim To understand summaries of the plots of novels, plays and films. Preparation Copy the handouts on pages 11 and 13 ~ one copy per student. Introduction (5 minvies) Students write down the name of their favourite film and their favourite novel. Then they ask other students questions. For example: Did anyone write down ... (name of film/book)? My favourite novel is... What's yours? Presentation (15 minutes) Activity A Students read the questions. Elicit/teach the words century, summary. Then students read the two summaries and in pairs answer the questions. Ask them not to use their dictionaries if possible. Elicit students’ answers and the reasons for their answers. Elicit/teach the word play. They may know that the first, story is Shakespeare's play, Romeo and Juliet. They probably won’t know the second story, Animal Farm, a novel by George Orwell. Write new words on the board in sentences. Practice (25 minutes) Activity B In pairs, students read the summaries again. Then they do question 1. Encourage them to guess from context. Check answers orally, explaining where necessary. Then they do questions 2-6, using their dictionaries where necessary. Check answers orally. For questions 4, § and 6, encourage discussion. Correct major errors, (continued on page 12) Key A Questions 1 and 2 Summary 15 the story of the play, Romeo and flit, by Willam Shakespeare an Englishman), I wa writen 1595 at the end ofthe sixteenth century. Summary 2s the story ofthe novel, Animal Farm, by Englishman George Orwell He wrote the book n 194, Bia teh Something that can make you ill or il you if you cst ordrink it © inthesame way 4 someone powerful, who wses that power in a bad, cruel way 2 ‘RY has to leave the city because he has killed someone. If they find him, they will punish him, perhaps Kill him. The young get takes poison because she does not want to marry. She i already ‘married to 'R. The poison makes het appear dead for 448 hours. She knows her family will leave her and she can then leave the city with ' 3. Because he believes thatthe gil is dead. Infact, she isn't she took a poison which makes her appear dead, 4 Nothing has changed. Some animals have mote power and money than others, They are not equal S-Open answers 6 Open answer (continued on page 12)so ee |2 Two-minute stories A Read these summaries of two stories. Then, in pairs, answer the questions. 1 What century do you think the stories were written in? Why do you think this? 2 Do you know the names of these stories or who wrote them? T= ‘wealthy families living in the [Fhe animals on Mr Jones farm same city hate each other. R’, throw him and the other humans handsome young man from one of the off the farm. With the pigs as leaders, | families, falls in love with a young girl in } they decide to manage the farm by [the other family. They marry secretly { themselves, and make sure that all the ) Then ‘R’ accidentally kills a member of | animals are treated equally. But as | the other family and has to leave the city | time passes, the pigs become tyrants. Meanwhile, the young girl’s family } ‘They decide that ‘all animals are equal arrange a sudden marriage for her. To | but some are more equal than others.” prevent this, she takes a poison which A good and kind horse is killed. | ‘makes her appear ‘dead? for 48 hours. | Finally the pigs agree with Mr Jones SR’ returns and sees her ‘dead’. He kills that he can help manage the farm. | himself. The young girl wakes up and, | seeing her husband dead, she kills herself. B Work in pairs. Read the summaries again and answer the questions. 1 Guess the meaning of these word: a wealthy (line 1) b poison (line 10) ¢ equally (line 20) d tyrant (line 21) 2. Why does ‘R’ have to leave the city? Why does the young girl take poison? 3. Why does ‘R’ kill himself? 4 Explain this sentence: ‘All animals are equal but some are more equal than others.’ Which story do you find more interesting? Why? Which is sadder? 6 Which do you think is more realistic? From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 Eohot esol All a will Put Pot Teacher's notes Activity C Elicit/pre-teach these words: shipwrecked, desert island, hit, iceberg. Students read the question and the summaries. In pairs, they discuss the question. Then elicit students’ answers and the reasons for their answers. Correct major errors. Summary 1 tells the story of Lord of the Flies by William Golding (1954). Summary 2 tells the true story of the Titanic, a ship which sank in 1914, A famous film was made of the story in 1998, Students may have seen it. Activity D In pairs, students read the summaries again and answer questions 1-5. Check answers orally, explaining where necessary. Questions 4 and 5: Encourage discussion. For question 5, check students understand the words optimistic/pessimistic. Write new words on the board in sentences. Optional Extension In small groups students choose a novel/film and write a summary of it. As in these stories, they use the Present Simple. Conclusion (5 minutes) Activity E In pairs, students choose new titles for stories A2 and Cl. Homework ‘Written answers to Activity D, questions 4 and 5. Key © Summary 2s true. It tells the story ofthe Titanic, a ship Which sank in 1914, D 1 Story 2. The film was called Titanic, 2 Because they have become savage and cruel. They hhave killed two boys. 3 ain the north Atlantic and south Pacific Din the sea, in hot/tropical parts of the world con ships, trains, planes, buses and in cars, don farms cin chemists and plants 4 Open answers Open answers Possible answers: Pig Farm/Some Animals are More qual Than Others Shipwreck/Savage Island ST RORDOMOTD ORD OTOP TTR LOTTA LN LALLA beat hea! T ht aU hha Ui Ta Wh Ta Th Ip| L.. L.. L L L L ., L; L c - a a C- L- - - [ C- C 7 2 Two-minute stories (continued) © Work in pairs. Read these summaries of two stories. One of them is true. Which one is it? Why do you think this? huge ship starts its journey across the Atlantic Ocean. It is the biggest ship ever built. People believe that nothing can sink it. But during the night it hits an iceberg and sinks, Of the 2200 passengers, only 700 survive. group of boys are shipwrecked ‘on a desert island. They become savage and cruel and kill two boys in the group. Finally they are rescued, but the boys will never be the same ) again. D Work in pairs. Read the stories in Activity C again. Answer the questions. 1 Which story in Activity C became a very famous film in 1998? 2. Why will the boys in story 1 ‘never be the same again’? 3. Where do you find these? aicebergs bdesertislands c passengers d pigs e poison 4 Which of the four stories try to tell us something important about human beings? What do they try to tell us? 5. Are these four stories optimistic or pessimistic? What kind of stories do you prefer? E Choose new titles for stories A2 and C1. From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 Photocopii 3easolftnseet zz wusve? I la iH Put Poe Teacher's notes 3 Do you believe in ghosts? | aim To understand a real-life ghost story presented as a jigsaw reading. Preparation Copy the handouts on pages 15 and 17 - one copy per student. If required, cut the story in Activity A into four sections. Introduction (5 minutes) Write these words on the board: college, door, shaking, ghost, knocking, haunted, teror, to expect, to chat, to interrupt, central heating, occasion, absolute, priest. Tell students they are going to read a story containing these words. Check students understand the words. Ask: What do you think the story is about? Elicit suggestions from them. Presentation (10-15 minutes) Activity A Students have to put sections a, b, ¢ and d into the right order to tell a story. You can do the activity in this way: Students work in groups of four. Cut the story in Activity A into four sections, a, b, cand d. Give each member of a group one of the four Key A dbac sections. Each student reads his/her section but must not show it to the other students. Then, as a group, students have to put the story together. They do this by telling each other about their section. They can read it to the rest of the group if they wish. Students use their dictionaries where necessary but shouldn’t try to understand every word. Alternatively, students can do the activity in pairs. In this case, give one student sections a and d. Give the other student sections b and c If you don't wish to cut the story up, students can simply look at Activity A and do it from the age, but the group activity is more useful, as students have to communicate with each other. Check answers orally, explaining where necessary. (continued on page 16) (continued om page 16) TOTO TE TLL IIE ILILILiIL. i sECTL OTL TE TE TE CTE CORTE TE CTE Th TE ALLJl}3 Do you believe in ghosts? A Put these paragraphs into the right order so that they tell a story. [ Some months later, Andrew Murison, a financial manager at the college, was in the | same room. He says, ‘It was about 11.45. | Suddenly I heard a knocking from beneath } the window. There is no central heating human | human-sized, bur | impossible to see its | say whether it w \ Succeeded in opening it, there was no one on the other side. He interrupted a dinner to tell the college priest. [ Cambridge University is ¢ | oldest univ Graham Ward says, 1 saw the pp | Pebeve in Shit Phere absolute terror on his face, so don’t WE \ See eral eports of | . reports of 8 } doubt something happened. All the \ the Cambridge colleges. \ { | © were several { people who have seen and heard these priest, Graham Ward, is cer | things are completely reliable men.” \ college i { He feels sure that there is a ghost in In April 1997, two waiter | looked at Paul | that?”” , — | Both men described # ersities in England. So, you woul host there. In 1997 there ghost at one of The college tain that the haunted. This is the story. 's, Matthew ‘and Paul Davies, went into a ‘as a man or | there, I had already noticed how cold it j Woman. It travelled ab Was, I thought this was very strange centimetres off the ground. ty toe \ because the fire was stil burning” i} fad room the ghost senvag tee ‘On another occasion, another waiter, Fight and both waned *e Paul Cooke, noticed a wooden door in the suddenly cold. Mr Davies cid room shaking violently. When at last he was not frightened by es ae ut, at the the college. What do you thi ile you think? Speller | fom near the kitchen to get some This ory is thon fom an ate that | room Spell sayty “We were appeared in| The Times newspaper on JM | chatting when We both saw something ; : | Tove slowly across the room: Y just and said, “Did you see j he ghost as face clearly or ne of the if you it was From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000aZao2tasee 4 o Pp A a 2a la Mt ut et Teacher's notes Practice (30 minutes) Activity B In pairs, students read the text in the correct order. Students answer the questions, using dictionaries where necessary. Then check answers orally, explaining where necessary. Write new words on the board in sentences. Optional Extension In pairs, students play the two waiters and say what they saw. They will need to read part of the story more carefully to do this. Activity C Students work in pairs. Question 1: They read the story and guess the meaning of the words from the context. Check answers orally, explaining where necessary. Question 2: They read the story again and correct the sentences, using dictionaries. Check answers orally, explaining where necessary. Key B 1 Two people, walters Matthew Spel Davts 2 Teas human-sied, but they coud’ see ft was a ‘man ora woman and they couldn’ se face ‘leat travelled about 30 centimetres of he round and was very bright 3 Two peopl, Andrew Marion and Paul Cooke. 4 Base he says the people who saw and heard these things are very reliable men, And there was terfor on Paul Cooke’ face when he tld him the story 5 Yes iis true, Te story was taken from am article in The Times newspaper and Paul Activity D In pairs, students complete the sentences and say which story they are from. Omit if lack of time. Activity E (Optional Extension) By now, students will have acquired enough vocabulary to have this discussion. Useful language: Perhaps they saw... / They probably saw .../Tt could have been (his imagination). Conelusion (5 minutes) Activity F Walk round and check what students have written. Homework A written answer to Activity E. © 1 security officer: man employed to make sure that a place is safe Archway: an arch i a curved structure atthe top of a ‘door, window etc.; an archway is the place where ‘you can walk under an arch figure: a human shape Investigate: to try and find out about something, especially a crime or accident 2a The officer saw a man walk through a wall. (There used to be an archway in that par ofthe wall.) bb The man went through the wall and disappeared. At night the security officers often hear footsteps. shaking/Story 1 through/Story 2 haunted/Story 1 terror/Story 1 footsteps/Story 2 kknocking/Story 1 SCTRCTOCTECTECTE TE CTCTETE TCT TLCUL OTL ILILILILILIVirLiL5 E 5 5 C 7 wi 3 Do you believe in ghosts? (continued) B Work in pairs. Read the story in the correct order. Answer these questions. How many people actually saw the ghost? Describe the ghost. How many people heard something strange? Why does the college priest believe that there is a ghost? Is this story true? How do you know? arene Work in pairs. Here is another true ghost story. Read it and answer the questions. 'WESTDOWN POLICE & COUNTY CONSTABULARY STATEMENT TO In 1972, in a big mansion called Bramshill House in Hampshire, England, a security officer saw a man ‘walking on the path outside. The officer, Mr William Chalk, said, “The man came in through the open door ‘and went straight through the wall opposite, The back of my neck went cold and I hurried round the corner to see where he had gone but he had disappeared. Later I found out that there used to be an archway there.” According to the local police newspaper, in 1980 a figure appeared and then vanished in a room. At night, the security officers hear footsteps so often that they no longer go to investigate, Guess the meaning of the underlined words (lines 1, 4, 5 and 6). 2 Correct the mistakes in these sentences. a The officer saw a man walk through an archway. b The man went through the wall and then appeared again. ¢ At night the security officers often see someone vanish and then appear again. Complete the following sentences without looking at the texts. Are the sentences from story 1 or story 2? Tick (¥) the right column. Story 1 | Story 2 1 He saw a door ing violently. 2. The man went straight .. the wall opposite. 3. Graham Ward is certain that the college is «....e.. 4 Isaw the on his face. 5 6 At night the security officers often hear Iheard a ing from beneath the window. Do you believe that the people in these two stories saw ghosts? Give reasons for your opinion. Complete one of these sentences. I believe in ghosts because ... I don’t believe in ghosts because ... From Instant Lessons 2 Intermediate edited by Peter Watcyn-Iones © Penguin Books 2000 Photocopiabl | earereeeeiete te nnee ese wva ~~ amie | BP DO at Fae OS bit == 2 = ut et Teacher's notes 4 Personality quiz Aim ‘To answer a multiple choice questionnaire about personality. | Preparation Copy the handouts on pages 19 and 21 ~ one copy per student. Introduction (5 minutes) Elicit/teach the words to achieve, achievement. Ask students: Which is more important to you, love or achievement? Elicit some answers. Elicit/teach the words personality, quiz. Tell students you are going to give them a personality quiz to find out which is more important. Ask them to write down their predictions for the three students nearest them. For example: I think achievement is more important for Carlos than love. Key A. 1. onest: someone who is honest does not Ie o ste team: a group of people who work together to do a particular job | ‘im: a purpose that you hope to achieve potential: possible responsible: someone who Is responsible does histher duty’ Presentation (20 minutes) Activity A Students read the quiz (but not the Quiz Scores section) and try to guess what the underlined words mean. Ask them not to use their dictionaries if possible. Then check orally, helping students to see how they can use the context to help them guess. Students then read the Introduction to the quiz again. Make sure they understand they can only choose a or b for each question. Then students do the quiz, using their dictionaries where necessary. When they have completed the quiz, point out the section, ‘on Quiz Scores. Elicit/teach the words score, mark, independence, oriented (achievement- oriented/love-oriented = to be concerned with ‘achievement/love). Then students read the Quiz Scores section and mark themselves. (continued on page 20) (continued on page 20)4 Personality quiz A 1 Read this quiz and try to guess the meaning of the underlined words 2. Now do the quiz and find out which is more important to you: love or achievement. Do not look at the Quiz Scores yet. tenure Lone tan RIUM Bateau Um lee You have a choice of two jobs. Which job will you choose? @ Working as part of a team for less money. b Working alone for more money. When you play a competitive game, which of these do you do? a Try very hard to win. b Just enjoy playing — winning doesn’t matter to you. Which is more important to you? a To have people's respect. b To have people's love. Which is more important to you? = a To make sure that those around you are happy. b To give yourself aims in life and to achieve them, You have started a new job. Which do you do first? a Look around for potential friends. b Make sure you know who the important people are. Which is more important to you? a Tobe strong and responsible. b Tobe warm and friendly. = Which of these statements is more true for you? a Ilike to have people's good opinion. b Idon’t care very much what people think of me. RRR ARR RR RR RR RRR RK Quiz Scores Give yourself these marks for yout answers wet [mer [oe [at [set [| w2pm1 fa} we) se] een | mee Now add up your marks for the total score. 12-14: You need to achieve and change things. You are a ‘doer’, and have a need for independence and the respect of others. 10-11: Your need for ove and your need to achieve are about equal 7-8: You are a love-oriented person. Family and friends are more important to you than achievements, You lke to give and receive warmth and love From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 Pe1 ot a0 et ad ilt 20 Teacher's notes Practice (25 minutes) Activity B Working in pairs, students answer and discuss the questions, using their dictionaries where necessary. Question 4: Students ask the three people whose results they predicted: What result did you get? They might want to discuss this with them! Then check answers orally, explaining where necessary. Correct major errors. Write new words on the board in sentences. Activity C Students read the text and answer the questions, using their dictionaries. (Reference: the letter you ask a former employer to write, recommending you for a new job.) Check question 1 orally, explaining where necessary. Ask if they think Neil is love-oriented or achievement-oriented. Encourage a brief discussion about question 2 as a whole class activity, then put the class into groups of four to make a decision on question 2 and continue onto question 3. Activity D Working in pairs, students write answers to these questions, using dictionaries where necessary. Check answers orally, explaining where necessary. Omit if lack of time. Conelusion (5 minutes) Activity E Students answer the questions. Have a class discussion about their answers. Do most of the class share the same opinion? Homework Students write a paragraph or two expanding on their answers in Activity E. Open answer ‘Open answer Jove: companionship, warmth, friendship, to care for, to havelfeel affection (for) achievement: Independence, power, action, goal, C1 Because his work was unsatisfactory for two years. ‘Thisis because two members of his family ae chronically ill. 2 Open answer 3 Open answer 1 a below standard 'b the situation will not improve 2 They design machines, car, trains, electrical ‘equipment, roads, bridges, etc TET TCR ELLE EITC TTETETE TET TET TE TE TL TL TL Thee4 Personality quiz (continued) B Work in pairs. Answer these questions. 1 Do you agree with the quiz result? If not, why not? 2 Would you like to be different (for example, love-oriented rather than achievement-oriented) or are you happy as you are? 3. Put these words into two groups: love or achievement companionship warmth independence power action friendship goal tocarefor aim success to have/feel affection (for) 4 Did other people in the class get the result you predicted? Ask them! © Read the text then answer the questions. You are the head of the engineering department in a large company. You have asked Neil Kennet, an employee in the department, to leave because his work has been below standard for the past two years. You know this is because two members of his family are ill. You also know that they are chronically ill - the situation will not improve. Before asking Neil to leave, you had a number of discussions with him in order to try and help him, but they were not successful. Neil has just left the company and applied for another job. He has written to you asking for a reference. Why was Neil asked to leave? 2 Imagine you are the head of the department. Discuss what you would write = in Neil's reference. 3 Do you think reference letters are a useful way for a company to find out if you will be a good employee? D Work in pairs. Answer these questions. 1 Read through the text in Activity C again and find the following: a a two-word phrase for ‘unsatisfactory’ = b an explanation for ‘chronically’. 2 What kind of work do engineers do? E Do you think most men are love-oriented or achievement-oriented? What about women? From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 Photocopiable [mE<0 aE a. 2 1 4 1 4 0 pm Pm pl a Teacher's notes 5 Two poems Aim To understand and compare two poems. Preparation Copy the handouts on pages 23 and 25 - one copy per student, Introduction (5 minutes) Put the following words on the board: night, hills, room, distance, wide, pleasurable, sad. Check that students understand the words. Tell them that the words come from a poem that they are going to read. Elicit ideas of what the poem might be about. Presentation (20 minutes) ‘Activity A In pairs, students read the poem and ‘complete the gaps. Allow them to use their dictionaries. You might want to pre-teach tense ( form of a verb that shows past/present/future) Then check answers orally, explaining where necessary why a word would not fit in the gap, But if students offer a word that would fit (even if it is not the word in the poem), congratulate them! Then go through the poem and check students understand it. Write new words on the board in sentences. Key A moon, desire, each, words Bib 2 this wid night andthe distance between ws / that you cannot hear he dark lls must ros to each ou 3 athe fact that fam thinking of you ibtobein love or the poem 4 the Present Continuous Open answer 6 Open answer 2 Activity B Students answer the questions in pairs. Allow them to use their dictionaries to help them with the questions, but at some point check they understand them. Then go through answers orally, explaining where necessary. Question 6: Read the poem to the students. Finally, in paits, they can take turns to read sections of the poem. (continued on page 24) (continued on page 24) hh WIL Ly Le he bE= (ae) 5 Two poems A Work in pairs. Read the poem and think of a word to put in the gaps. Poem 1 Somewhere on the other In one of the tenses | am side of this wide night singing an impossible and the distance song of ~ between us, | am that you cannot hear. thinking of you. La lala la, See? | close my The room is turning slowly eyes and imagine the away from the dark hills | must cross to e you. This is pleasurable. Or For | am in love with you shall | say it is sad? and this is what it is like or what it is like in Y y 4 0 4 4 Y 4 y y y y ZL LLL B Work in pairs. Read poem 1 again and answer these questions 1 What is the poem about? a unhappiness b desire c the night 2 What words does the poet use to show there is a separation? 3. What does this mean in these sentences? a This is pleasurable. b For] am in love with you and this is what it is like .. 4 What tense is the third line of the poem in? How does the poem make you feel? a Sad and lonely. b Happy in a strange way. ¢ It doesn’t do anything to me. 6 Read the poem aloud. Does it feel any different when you read it in this way? From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000, Cee | 23nsta hot yract nter ae Teacher's notes Practice (20 minutes) Activity C As in Activity A, students read the poem in pairs and complete the gaps, using their dictionaries. Check answers orally, congratulating students if they have thought of a suitable word. Again, go through the poem checking comprehension. Activity D In pairs, students answer the ‘questions. If you wish, pre-teach relationship, regret, title. Encourage discussion and correct major errors. Question 4: When students have given their titles, tell them the real titles (Poem 1: Words/ Wide Night. Poem 2: Coat). Ask students: What do you think of the titles? Question 5: Again, read the poem aloud to the students first. Key coat, move, clothes, warm D1. Postble answer Fermaps the poet felt thatthe person ranted or needed too much. Perhaps the person was rather jealous. 2 Lam lonely; I need some love. 3. Poem 2. The poet mises the person inthe poe. Sine egrets that they have spi up, and wants him/her back. Conclusion (5 minutes) ‘Ask students to try and learn the first verse of one of the poems. Homework ‘Written answers to Activity D. 4 Open answer, bu rea ites ar: Poem 1: Words/Wide Night Poem 2: Coat Open answer 6 Both poems were written by women. Poem 1 was ‘written by Carol Anne Duffy (1955-). Poem 2 was ‘written by Vicki Feaver (1943). Pe DP PL LL LPL TL FL RL5 Two poems (continued) © Work in pairs. Read this poem and think of a word to put in the gaps. 1 aa kwon i] Poem 2 1 3 Sometimes | have wanted But now that | am free to to throw you off like a CHOOSE NIGH tae heavy —————— or none at all 2 4 Sometimes | have said you | feel the cold and all the would not let me breathe time | think how nme it used to be. LLL LLL Work in pairs. Answer these questions. What do you think the relationship between the poet and the person in poem 2 was like? What does the poet mean by these words: ‘I feel the cold ...’ Of the two poems, which is about regret? What does the poet regret? Choose a title for each of the poems. Read poem 2 aloud. Which poem do you like best? Why? Who do you think wrote each of the poems, a man or a woman? Why? From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000i ge 26 Teacher's notes 6 Strange facts and quota’ ions Aim ‘To categorize and guess the source of quotations and facts. Preparation Copy the handouts on pages 27 and 29 - one copy per student. Introduction (5 minutes) insect). Write these two ‘Teach the word cricket sentences on the board: Crickets hear things through their knees. Tim not afraid to die. I just don’t want to be there when it happens. Elicit/teach the words fact, quotation. (A {quotation is something that someone else has said or written.) Ask students: Which sentence is a fact? Which sentence is a quotation? Elicit students’ answers, then tell them the answer. (Answer: The first sentence is a fact, the second is a quotation by the American film director Woody Allen.) Presentation (15 minutes) Activity A Students work in pairs. Ask them not to use their dictionaries if possible. Explain that ‘they can probably group the sentences by noting certain words. Explain that these are all quotations but the names of the people who said them are not given because students probably haven't heard of the speakers. Check students’ answers orally, explaining where necessary. Write new words on the board in sentences. Activity B Again, students do the activity in pairs. This time, encourage them to use their dictionaries. Check students understand the questions. Question 1: Ask students: When did King George V [the Fifth] live? (The answer is next to his name: 1865-1936.) The correct answer to this question is quotation 5, but praise students who can justify other quotations. Question 2: Encourage students to discuss. Check answers orally, explaining where necessary. Correct major errors. Omit 3 and 4 if lack of time. Practice (25 minvies) Activity C Working in pairs, students read the (question, using their dictionaries, Elicit/pre-teach these words (they're all the names of animals): butterfly, owl, elephant, pig, lobster, baboon. Then ask students for their answer and why they think this, Finally, give them the correct answer, which, is number 10: Men outnumber women in prisons in Britain by thirty to one. (continued on page 28) [rey AY Fool: 2.6. Money 3,7) Cen 3, Nome 48 1 Quorn 2 ete equation Stents ser reeveion wor And ike qusaton 8 eee sae ter nike ng sont char ‘cain 2 aon a pay on word note words rea in econ sere, meas yn 4 Quotation 7: Rich people pay other people to help them avoid taxes. “Little people’ (ordinary people) have to pay Quotation 8: Women often say that men don’t like talking about their feelings. So if woman says to her husband late at night, ‘Le’ talk about our relationship’ the man will quickly goto sep! © Fact 10: Men outnumber women in prisons in Britain by thiety to one, (continued om page 28) J wm omom om mT TL OO OA(oy 6 Strange facts and quotations A Below are eight quotations by famous people. Put them into groups under the following headin; 66 food money children —_ marriage 4 Hove being married Its so great to find the ‘one special person you want to annoy forthe rest of your lif. 1. Did you know that travel through the ost twice as fast as cheques? 7 Only the litle people pay taxes. 2. Lat diet, yet never put on eight. eat sx meas @ day — four steaks, four klos of potatoes, a dozen hamburgers, apple pe, ce ‘cream and lt of beer. Yet sl weigh the same ~ 176 kos. 5. My far was frightone of his father, | was fightoned of my father and | am going to make certain that my children are frightened of me, 8 If your husband has difficuty sleeping, the Words, We need to talk about our relationship" may help. 3 He's a good boy — ‘everything he steals, he brings home to his ‘mother 6 I'malight eater ‘As soon as it's light, | start to eat. B Work in pairs. Answer these questions about the quotations. 1 Guess which of the quotations was said by King George V of England (1865-1936). Why do you think this? 2 Which quotation do you like the best? Why? 3. There are two meanings to the word light in quotation 6. What are they? 4 Explain the meaning of quotations 7 and 8. Work in pairs. All these statements are true, except one. Guess which one is false, 1 In California itis ilegal to Killa butterfly, ‘An owl can tum its head in a complete circle. Elephants are unable to jump into the air. In nearly every language in the world, the word for mother begins with an‘m' sound, Apig was executed in a public hanging in 1386 for the murder of a child Empress Elizabeth of Russia had fifteen thousand dresses. Lobsters have blue blood, In ancient Egypt they taught baboons to serve at their tables. Bamboo can grow over three feet (20cm) in twenty-four hours. 10 Men outnumber women in prisons in Britain by twenty to one. earoaanwn From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 a 27ok Lio | peso as et a2080caR a 28 Teacher's notes Activity D Give students time to read the questions, using their dictionaries. Then check they understand the questions. Encourage students not to look at the quotations for the first part of questions 1, 2 and 4. For question 5, encourage students to discuss. Check answers orally, correcting major errors. Write new words on the board in sentences. Activities E and F Working in pairs, students answer the questions, using their dictionaries. ‘Then check answers orally, explaining where necessary. Omit if lack of time. Conclusion (5 minutes) Activity G Walk round and check what students have written. Homework Any omitted activities. Key 12 Six: buttery, ow, elephants, pig, lobsters, baboons 2° (People ext ferent animals in different countries) Buteries and ows ean 4 Fou: Califoonia, Rusia, Egypt, Britain Open answer Quotations: 2.3. Stange acts: 1,4 F Ja Muhammed Alisa famous American heavyweight boxing champion, He fist became famous Inthe 19e0s under the name Casi Clay He became the ‘World Heavyneight Champion in 1964 and changed hisname to Muhammad Ai that same yeat. He wor the Word Heavyweight Champion tie twice mor, in 1974 and 1978 Hes the only heavyweight boxer ver to have won the title theceUes. 1b Elizabeth I [the First] was Queen of England from 1533 to 1603, She was very clever and made England a very stong country. 2. Muhammad Ali quotation 3 (Muhammad All was talking about is style of boxing.) lizabeth I: quotation 2 CTT TOT AILIL ILL IL TLL ILILIL TLL TL Tht Te The The That hele ha lh6 Strange facts and quotations (continued) D Work in pairs. Answer these questions. 1 How many of the statements in Activity C are about animals? Try not to look. 2. Now check. Were you right? Now don’t look again. Can you remember any = of them? Try and repeat a fact without looking! 3. Which animals would people in your country eat? Which animals can fly? 4 How many places are mentioned? Again, try not to look. Then check. 5 Which three facts do you think are the strangest? Explain why. E Work in pairs. Which of these are quotations? Which are strange facts? 1 The ancient Chinese used to organize fights between crickets. 2 Ihave the heart and mind of a man in the body of a feeble woman. 3° Dance like a butterfly, sting like a bee. 4 The French writer Victor Hugo wrote a novel containing a sentence 823 words long. F Work in pairs. Answer these questions. 1 Who were these people? = a Muhammad Ali (1942-) b Queen Elizabeth I (1533-1603) 2 Guess which quotations from Activity E are theirs. Explain why you think this. G Work in pairs. Don’t look at the activities. Try and write down one strange fa and one quotation. Then look at the activities and check. From Instant Lessons 2 Intermediate edited by Peter Wateyn-Jones © Penguin Books 2000 Pe 2°ae 30 Teacher's notes 7 Blood sports [aim “To read a text debating the pros and cons of a political and moral issue, zl Preparation Copy the handouts on pages 31 and 33~ one copy per student required, cut up | the text in Activity A into five sections. | Introduction (5 minutes} Write the phrase blood sports on the board and ask students: What are blood sports? (= the killing of animals for pleasure). Elicit answers from students and explain if necessary. Ask students for examples of blood sports. Write the word fox- Junting on the board and ask students: What is fox-hunting? If necessary, teach the words fox, to unt, Ask: In what country do people go fox- hunting? (Answer: Britain, Dogs and horse riders chase a fox and kill it.) Also teach the word upper classes (= people who belong to the highest social class/group). Presentation (15 minutes) Activity A In this activity, students have to put sections a, b, ¢, d and ¢ into the right order. You ‘can do the activity in this way: Students work in groups of five. Cut the text in Activity A into five sections: a, b, c, d and e. Give each member of a group one of the five sections. Each student reads his/her section, using a dictionary where necessary. S/he must not show it to the other students. Then, as a ‘group, students have to put the story together. They do this by telling each other about their section. They can read it to the rest of the group if they wish. Tell students they should not try and understand every word. Pre-teach these words: argument (forfagainst/anti), to abolish, cruel, supporter. Alternatively, students can do the activity in pairs. In this case, give one student sections a, b and c. Give the other student sections d and e. If you don’t wish to cut the text up, students simply read the paragraphs on the page and number them in the correct order. The group activity is probably the most useful, however, as students have to communicate with each other. Check answers orally, asking students to explain how they got to the answer. The correct order is:b, e, ¢ a, d. There are certain sentences in the text that signal the next paragraph. For example, paragraph e: What are the arguments for and against? and paragraph a: Supporters of blood sports have several answers to this. (continued on page 32) Key [Abecae {continued on page 32) 1 eo WE EEO OUD CUD TIE TQE Ee Pe TEE ETL ToT TL TL TL TLIL TL TT Tht hatha he7 Blood sports A Read the paragraphs and put them into the correct order. Sitporters of blood sports have several answers to this. They say that the suffering of the animal lasts a very short time. In the case of fox-hunting, they say that foxes destroy the countryside and must be killed anyway. Other ways of killing them are just as cruel. They argue that blood sports are a way of life for many people. For country people in Britain, fox- hunting can be an important social occasion. Finally, they argue that sports such as bullfighting } and fox-hunting employ thousands of people. For this reason alone they must continue. mM” is a hunter. true or false? Certainly, for thousands of years man hunted from necessity, and in some parts of the world he still does. In other parts, the practice continues, not from necessity, but because hunting gives pleasure to the hunter. In Britain the {_ upper classes are famous for their love of fox-hunting. In this sport, a fox is chased by dogs ] and the dogs are chased by horses and riders, eager to see the fox killed. z { lood sports are cruel, say those who are against blood sports. They ask how we can | Datiow such cruetty in the twenty-first century. In fox-hunting, for example, the hunters create terror in the fox before killing it. In bullfighting, the bull is killed slowly and painfully. To Kill in order to eat is acceptable. But it is not acceptable to kill for pleasure. That is cruelty, goes the argument. da t T issue of fox-hunting in Britain has brought people out on the streets. Country people have marched in London. Anti-blood-sport campaigners have marched against the | country people. Who will succeed in the end? At present it is impossible to say. 'ox-hunting is known as a ‘blood sport’ - in other words, the killing of animals for pleasure Other blood sports include bullfighting (Spain and Latin American countries) and cockfighting (many countries but particularly Asia). Today, many people want to abolish such practices. Blood sport supporters, however, are determined to fight back. What are the ) arguments for and against? From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 ET 3——. ea2ofona M 1" « D ot a 4 L Put Pes Teacher's notes Practice (30 minutes) Activity B In pairs, students read the paragraphs in the correct order and answer the questions. Check students understand the questions. Elicit/teach in favour of (= ‘for “ something). Check answers orally. Check written, answers for question 2. Correct major errors. Activities C, D and E Students do these activities in pairs, using dictionaries if necessary. Check answers orally, explaining where necessary, Write new words on the board in sentences. Omit if lack of time. Activity F Students discuss these questions in small groups or pairs. Alternatively, the questions could be discussed as a whole class activity. Correct major errors. Conclusion (5 minutes) Activity G Check answers orally. If students suggest some surprising words, ask them to justify their answers. Homework Students can write an answer to Activity F question 3. They can also do any omitted exercises. Key B 1 against: paragraph c for: paragraph a 2. Arguments against blood sports Blood sports are crue tis not acceptable to kill for pleasure. ‘Arguments In favour of blood sports ‘The suffering of the animal lasts avery short time. Foxes must be killed anyway. Other ways of killing ‘them are just as cruel. Blood sports are a way of life Blood sports employ thousands of people 3 The author s simply giving the arguments, without siving a personal opinion. moO 4a, 2b, 3a, 4a 33, bi, 2 1... man hunted because he had to in order to eat. 2." people have marched in the stzeets to show that they ae either for or against fox-hunting 3 Today, many people want to abolish blood sports, 4 Blood sport supporters are determined keep blood sports. 5. fox-hunting can be an important event, atime ‘when people meet and enjoy themselves together. G cruelty, teror, painfully, suffering 32 a a 4 = 7 e= oy 7 Blood sports (continued) B Read the paragraphs in the correct order. Then, in pairs, answer these questions. 1 Which paragraph gives the arguments against blood sports? Which paragraph gives the arguments in favour of blood sports? = 2 Summarize in writing the arguments against blood sports. Then summarize the arguments in favour of blood sports. a 3. How do you think the author of this essay feels about blood sports? Or can’t = you say? = € Find these words in the text. Choose the word or phrase below which best explains them. 1 eager (paragraph b) a wanting to do something very much _b happy = 2 to abolish (paragraph e) ato change b to stop = 3. campaigner (paragraph d) a someone who tries to change something ban angry person 4 to march (paragraph d) a to walk with others in protest against something b to walk a long way =D Match the sport with the description below. = abullfighting b cockfighting c fox-hunting 1 Two animals are made to fight. They wear metal spikes on their legs. 2 An animal is chased and Killed by dogs. 3. An animal is attacked and finally killed with thin spears. E Explain the meaning of the underlined words. Certainly, for thousands of years man hunted from necessity. In Britain it has brought people out on the streets. Today, many people want to abolish such practices. Blood sport supporters are determined to fight back. For country people in Britain, fox-hunting can be an important social ion. a Rene = —_-F_ Answer these questions. 1. Are there blood sports in your country? How do people feel about them? 2 The end of the text reads: ‘Who will succeed in the end? At present it is = impossible to say.’ Do you agree with this statement? Or do you think the anti-blood-sport campaigners will win and blood sports will be abolished? If so, when do you think this will happen? Give reasons for your opinion. = 3 How do you feel about blood sports? Give reasons for your opinion. . G Look at the text again and find four negative words associated with blood = sports. 33 From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000—* J_3BRPBVQaAt se w20f ORs = a 34 Teacher's notes 8 Self-awareness [a im ‘To understand an account of a new scientific discovery. Preparation Copy the handouts on pages 35, 37 and 39 - one copy per student. Introduction (5 minutes) Activity A Ask students to look at the pictures, in Activity A. Ask them for the names of the animals in the pictures (chimpanzee, tiger and dolphin). Point to the question above the pictures and ask: Which of these creatures is self aware? Elicit/teach the meaning of creature, self- aware (self-aware = aware that you exist, that you are a person). Elicit answers from students but do not stay too long on their answers as the subject will be explored in this lesson. Presentation (15 minutes) Activity B In small groups, students read the statements and mark them with a tick or a ‘toss, according to whether they agree or disagree with them. They use their dictionaries where necessary. Check that students understand the statements by asking questions. Encourage discussion and correct major errors. Students can continue the discussion in groups, if wished. Example language: I agree with statement 1. No animals are self-aware. I disagree with statement 6. Animals can be very loving. Look at dolphins, for example. There are many stories about them helping people. (continued on page 36) "he he I hes CTT OTTER LI EI IL8 Self-awareness A Which of these creatures are self-aware? B Work in small groups. Read these statements. Tick (V) the statements you agree mt with, Put a cross (X) by the statements you disagree with. Explain why you agree or disagree with the statements. 1 Humans have self-awareness. No animals have this. QO 2 Humans feel emotions such as happiness and sadness. Animals do not have real feelings. a Humans play in a way that animals do not. Humans are creative. Animals are not. Od Humans can be cruel. Animals are never cruel. u an ew Humans can be very kind and loving. Animals love their young but this is just an instinct. a 7 Humans have far greater intelligence than animals. 38 From Znstont Lessons 2 Intermediate edited by Peter Wateyn-Jones © Penguin Books 2000—t 4 a 4 d 4 d nf q M a a Pt ; ae 36 Teacher's notes Practice (30 minutes) Activity C In pairs, students read the text and choose the right answers from the questions below. Pre-teach the word cell (= the smallest part of an animal or plant that can exist on its own). If you wish, pre-teach key vocabulary: cell, integrate, evidence, discovery, to injure, mentally il, depressed, senile, species. Alternatively, students can use their dictionaries. Check answers orally, explaining where necessary. (continued on page 38) Key © ta 2 3a 4b (continued on page 38)8 Self-awareness (continued) € Work in pairs. Read the following and then choose the correct answer, a or b. Scientists in California, America, have = found the cells in the brain that make humans self-aware. The cells are large and lie in the front part of the brain, near the centre, The cells integrate the work of the . various parts of the brain. They give us the a sense that we are a person, the feeling that =] we exist The human brain There is a lot of evidence for this discovery. Hi poole ince eiie Pacem recognize their family. In such cases, the = scientists have found that they will lose their self-awareness and become a cells disappear completly. ‘vegetable’. When people are mentally ill, The Californian scientists looked for the = these cells change. In depressed people the same cells in the brains of 48 animal cells become smaller. In people who species. They found that chimpanzees have = become too active, the cells become larger. __ these cells, but do not have as many as ‘When people become old and senile, they humans. Gorillas have these cells too, but often forget who they are and cannot they have fewer of them than chimpanzees. = 1 These ‘self-awareness’ cells: a give us the feeling that we are a person. b are found in different parts of the brain. = 2. These cells can become smaller when: a someone damages this part of their brain. b someone is mentally ill 3. When people become senile, these cells can: = a disappear. b make people forget who they are. 4 The scientists found that: a a gorillas have more of these cells than chimpanzees. b chimpanzees have more of these cells than gorillas. : From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 C37Lodo | wsepoare 38 Teacher's notes Activity D In pairs, students write answers to the questions, using their dictionaries. Walk round and check what students have written. Also check answers orally, explaining where necessary. Write example answers on the board. Activity E Students can discuss these questions in small groups. Walk round and correct major errors. Then have a whole class discussion on the questions. Write up corrections of key mistakes on the board. Question 3: Note that scientists suspect that elephants and dolphins may have these ‘self-awareness’ cells too. Write new words on the board in sentences Key D 1 adisappear b various c integrate 4 emotions elie F depressed gsenile 2. Wemean thatthe person is physically alive but can hardly think or move. This can happen because of ness oF injury. 3 You could break your leg or cut it. You could injure it when you are skiing, or if something heavy falls on Conclusion (5 minutes) Activity F Walk round and check what students have written, Homework. ‘Written answers to Activity E. 4 Art for example, music, painting, welting, Buildings, science. We have discovered their bones. Open ansver Open answer Scientists suspect that elephants and dolphins may have these ‘selfawarenes’ cells too, 4 Open answer "1 \ \ 1 TOTO TT Te ee8 Self-awareness (continued) D Work in pairs, Write answers to these questions. 1 Find words in the texts in Activities B and C that mean the same as these words: a vanish (d...) b different (v...) ¢ to make things work together (i...) d feelings (e...) e are found (L...) f sad and without a love of life (d...) g mentally confused because of old age (s...) What do we mean when we say that someone is a vegetable? How could you injure your leg? Give three examples of human creativi ty. What evidence is there that dinosaurs existed? ae wn E Work in small groups. Discuss the questions. 1 Does the text in Activity C surprise you? Say why/why not. 2 Go back to Activity B. Is there any statement you have changed your mind about? 3. Do you think that there are any other animals that might have these ‘self- awareness’ cells in the brain? Give reasons for your opinion. 4 Now that you know that chimpanzees and gorillas have these cells, do you think we should treat them differently? For example, should we put them in 2008? Give reasons for your opinion. F Complete one of these sentences. 1 I think we should treat animals such as chimpanzees and gorillas differently because ... 2. I don't think we should treat these animals differently because ... From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000, PE 3sot a i Teacher's notes 9 San Francisco Aim To read a description of a geographical area and identify places on a map. Preparation Copy the handouts on pages 41, 43 and 45 - one copy per student. Introduetion (5 minutes) Students look at the map. Ask them: What do you know about San Francisco? Elicit answers. You ‘may find students need these words: west coast, bay, Pacific Ocean, Golden Gate Bridge. Presentation (15 minutes) Activity A In pairs, students look at the map and read the text. They write the right numbers in the white circles on the map. Allow them to use dictionaries. Alternatively, you may wish to pre-teach key vocabulary: tip, peninsula, bay, coast, to connect, abundance, wildlife, situated, range. Walk round, giving help and encouragement. Check answers orally, explaining where necessary. (continued on page 42) FACIFI Pete (continued on page 42) a a a a a = a = = = = = = = z =a 9 San Francisco A Look at the map and read the text. Put the right numbers in the circles on the map. PACIEIC Zea San Francisco City, with its 43 hills, lies at the tip of a peninsula on the western coast of America. To the west Is the Pacific Ocean. To the east is (1) San Francisco Bay. A famous bridge, (2) the Golden Gate Bridge, connects the city with the | Marin Headlands. These green hills and quiet beaches mean that San Franciscans. | can get away from the noise of the city and be in the hills or by the sea in under ‘on hour. A short way along this coast one finds (3) the Muir Woods. As you go further north you reach (4) the Sonoma Mountains. Going west from there, you come To (5) Point Reyes Peninsula, an area known for its abundance of wildlife: The tallest building in San Francisco, (6) the Transamerica Pyramid, is situated in the northeast of the city. There is a small island in the bay itself, three miles east of Golden Gate Bridge. This is the famous island prison (7) Alcatraz. A second bridge, Bay Bridge, runs across the bay to Oakland, which has one of the busiest ports in the USA. Just north of Oakland is the city of (8) Berkeley, famous for the University of California, East of Berkeley and Oakland lies (9) the Diablo Coast Range, with mountains reaching up to 1173 metres. From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 PReTTeL) 4ad == RB? BO a: Teacher's notes Activity B In pairs, students read the sentences and write the right number for each. They use their dictionaries. Walk round and check what students have written. Also check answers orally. Write new words on the board in sentences. Practice (25 minutes) Activity C In pairs, students answer the questions. Check answers orally. For questions 2, 3 and 4, be ready to help students with vocabulary (see key). Encourage students to use their dictionaries. (continued on page 44) Key Bar a ds 6 2 © 1 Open answer 2 Possible answers seal sca oters, eagles, whales 3: Posibleansmers: the Himalayas, the Alp the Pyrenees, the Andes 4 Possible answer: spartows, pigeons, parrots, eagles 5 Three 6 Open answer (continued on page 44) LTT LILI LIGILILILILILILIL IL9 San Francisco (continued) B Work in pairs. Read these sentences. They tell you more about the places described above. Write the right numbers beside the sentences. a Notorious 1930s gangster Al Capone spent five years here b_ Some of the greatest scientists in the world are employed here. © This forest has redwood trees in it that are over 1000 years old. d_ This area has 360 species of birds. e This building reaches 360 metres above sea level and was disliked by San Franciscans when it opened in 1972. f This bridge, which connects San Francisco with the Pacific coast, cost $35 million to build and was opened in 1937. Work in pairs. Answer these questions. 1 Do you live by the sea or do you live inland? If you don’t live by the sea, would you like to? Say why/why not What wildlife do you think you might see on the Pacific coast of America? Name a famous mountain range in either Asia, Europe or South America. Name one species of bird. How many sides of a peninsula are surrounded by the sea? Aa kwn Which place in Activities A and B would you most like to visit? Say why. From Instont Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 ETE 3sa Teacher's notes Activity D Students read the text and underline the wrongly used words. They use their dictionaries. Students also try and guess what the right words are. Check answers orally, explaining where necessary. Activty E In pairs, students complete these sentences. Check what students have written. Also check answers orally and write model answers on the board. Write new words on the board in sentences. Activity F Students discuss these questions in small groups. Then have a whole class disucssion on the subject. Correct major errors. Key D ... Being an inland (coastal) city ... making circles Squares) s they do in many Aririan cities. the cenire ofthe countryside (cy) quite fast the meat (seafood sist clas. San Franciscans tik about the ether (00d) «lt. you must avoid (isi it you can. Conclusion (5 minutes) Students write two sentences describing San Francisco without looking at the handouts. Walk round and check what they have written Homework Written answers to Activity F. 1 of the sea breezes. 2 they are straight. 3 they are fun to ride and get you round the centre of the city quite fast. it isa coastal city, «San Francisco has an enormous population of, Chinese and Latin Americans. 6 wait'sa fine, delightful city LTT OR TON OR ON TOTO TLL LILI = = 7 TOT OTL OTL Th= z - —s a. a = = - & - aa 9 San Francisco (continued) D Work in pairs. Read this text. There are six words used wrongly. Find them and underline them. Think of suitable words to put in their place. down the steep hills. There are only three lines but they are fun to ride and get you round the ceatte of the countryside quite fost. The food is delicious in San Francisco. This is because of two things. Firstly, being on the coast, the meat is fist class — there are prawns as big as a man's hand. Secondly, Son Francisco has an enormous population of Chinese and Latin Americans. Consequently, there is 0 multicultural flavour to the cooking. San Franciscans talk about the weather a lot! Many people would list San Francisco as one All in all, San Francisco ~ or SF, a those who of the most delightful cities in the world. Being live there call it~ is a fine city, one you must {an inland city, there's 0 feeling of the sea in avoid if you con, the air; the sea breezes woke you up, make you ect well and sleep well. The city wos planned with straight roads, and these roads 1085 each other at right angles, making circles ‘as they do in many American cities. Very often you can find yourself on top of a hill in the city, looking down one of these straight 10045 os it rises and falls on its journey through the town. It’s 0 beautiful sight. A good way to travel these roads is by cable car. These are buses thot run on rails in the ground up and = E Work in pairs. Complete these sentences in writing. 6 1 2 3 You sleep well in San Francisco because ... You can see down the roads in San Francisco because ... You should travel by cable car in San Francisco because ... The seafood is good in San Francisco because ... You can eat many different kinds of cuisine in San Francisco because ... You should visit San Francisco because ... F Work in small groups. Discuss these questions. Have you ever been to the USA? If so, where? What was it like? If not, where would you like to go to and why? From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 ern Re 45_—- —E. a2ohosak Ladd J weepoe ate I ut Dee 46 Teacher's notes 10 Recipes Preparation Aim To understand and complete cooking instructions. Copy the handouts on pages 47 and 49 — one copy per student. Introduction (5-10 minutes) Ask students these questions: Do you cook? How ‘often? Do you enjoy cooking? When you cook, do you follow recipes? Students can then ask and answer in pairs. Example language: Do you use recipes? I’ve learnt t0 cook some things. But I often use recipes. Presentation (15-20 minutes) Activity A Students look at picture a and answer question 1. Elicit/teach: slice, leek. Then students read questions 2 and 3, Elicit/teach the word joke. They read the recipes and answer questions 2 and 3, without using dictionaries if possible. Check answers orally, explaining Where necessary. Question 3: Example of language to explain the joke: You don’t need a recipe for a glass of water. You just go to the tap and tum it on! Key A. 1 Someone is slicing leeks. 2 Recipe I: the picture ofthe glas of water Recipe 2: the pleture of someone slicing leeks 3 Recipe 1 isa joke. You don’t need a recpe to pour a ‘lass of water. Perhaps the writer is making a joke bout cookery writers. Sometimes they explain how ‘to cook very simple things, Activity B Check students understand the questions. Then they read the two recipes again. Encourage them to use their dictionaries if necessary, but not for every word. Then check orally, explaining where necessary. Write new words on the board in sentences. (continued on page 48) B 1a... poura glass of cold water: 1b. make leek and potato soup. 2 oll, vegetable stock, cream 3 salt and pepper 4 Open answer (continued on page 48) : i OTOH OTL TL TL TL TLL ATLL IIL RIL10 Recipes A Answer these questions. 1 What is happening in picture a? 2 Read these two recipes. Then match them with the pictures. 3. Which one of these two recipes is a joke? Explain why. a b 1 Take one glass of water (made | fleets oon of glass and without any 1 tre 20m! ot out of glass 2m scible) and | regetable stock holes in it if possible) 3 sattand pepper ; ace under the tap. onion s better than hot. « Foatatoes im fe tet the cold tap (marked C) © Slice th ” fun for a few seconds before Gila Set ad onions. Heat the ‘. aoe "Pan, add the leeks e glass. onion and c Sand Sort ee ‘to turn off the tap minutes “22K 9 for about ten oven the glass is full ~ but © Thinty sice the potatoes and = e it off too soon or the pan with the and add to | don't turn ie (ee stock. When it is ou won't have ae aan thiny a the heat, Simmer for th practice, you'll learn © Puree thetes ° vet you'll have a delicious Stir noe SOUP in 2 food processor, ass of water. Serves one am and serve B_ Now answer these questions. 1 Complete these sentences. a Recipe 1 tells you how to .. b Recipe 2 tell you how to ... 2 Which of the ingredients in recipe 2 are liquids? 3. Which ingredients are not in the instructions on how to make the soup? 4 Do you eat this soup or something like it in your country? From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000—_ ——_— : , ; : Teacher's notes Practice (20 minutes} Activity C Question 1: In paits, students go through recipe 2, underlining the cooking verbs. Encourage them to guess the meaning. If they can’t, explain. Then check orally, explaining where necessary. Then students write the verbs down and translate them. For questions 2 and 3, use the pictures to teach vocabulary: ccourgette, pepper, strip, wok, fry. Activity D Go through the ingredients in the list, checking students understand them. Note: Soy sauce is a Japanese sauce. Sherry is a pale or dark brown strong wine. Check students understand the questions. Then they read the recipe and answer the questions, using dictionaries where necessary. Then check answers orally, explaining where necessary. Write new words on the board in sentences. Key © 1 slice, heat, add, cook, boll lower the heat, imme, puree, stir serve 2 courgettes, (red) peppers, chicken 3 te was fied Optional Extension In pairs, students explain how to fry potatoes. Ask: How do you fry potatoes? Example language: Peel the potatoes and boil them for five minutes. Then thinly tice them. Heat some oil in a frying pan. When the oil is hot, ‘put the potatoes in the pan. Fry them for four ‘minutes each side, Conclusion (5 minutes) Activity E Example answer: I know how to cook steak and chips. Use dictionaries if necessary. Homework Ask students to find a recipe. They can choose from: a favourite recipe, one typical of their country/region, one they've tried and liked, one they've never tried but would like to try, one they found interesting or different, etc, Ask students to write the recipe in English and bring the recipe to the next lesson. D 1 Paragraph Picture © Paragraph 2/Picture a Paragraph 3/Picture b 2 ISlice 2Slice 3Heat 4Add 5 Add 6 Stir 7 Serve 48 AAT TOTTI TL TTT TTA TE IEILILIVILILILIL10 Recipes (continued) © Now answer these questions. 1 Which words in recipe 2 are cooking verbs? Write them down and translate i them. 2 Look at the three pictures below. What food can you see? 3. In picture b, how do you think the food was cooked? D Read the recipe below. 1 Match the pictures with the paragraphs. 2 Use some of the cooking verbs from recipe 2 to complete the sentences. 450g courgettes 30mloil —15ml soysauce —_1 red pepper 1 garlic clove pepper 450g chicken breasts 45m dry sherry 1). _. the courgettes and peppers into long thin strips. 2 Qo ..« the chicken into thin strips. (3) . the oil ina large frying pan or wok and fry the garlic for one minute. ' 4)... the chicken and cook for three or four minutes, i stirring ‘continuously. 3 (5) csnmminmnansun the courgettes and pepper and continue to cook for two minutes, until the chicken is cooked and the vegetables are tender but crisp. (6). .. in the sherry and soy sauce and cook for one minute. Add salt and pepper. (7) .. with boiled rice. E What do you know how to cook? Name three things. From Instant Lessons 2 Intermediate edited by Peter Wateyn-Jones © Penguin Books 2000 Povw re nM , ° Writing: & Lessons 11-20 11 Are you green? Aim “To activate vocabulary connected with the environment and green issues by completing the writing of a questionnaire and answering a letter. Preparation Copy the handout on page $1 - one copy per student. Introduction (5 minutes) Introduce the subject of conservation/ecology by saying that today you are green! Give a few examples of what you have done, for example: bought some recycled paper, cycled to school, etc. to help them to work out what this means. Then brainstorm for vocabulary on the topic, writing all the words and expressions on the board; for example: waste, recycle, energy, resources, etc. ‘Then write up the question: How green are you? and the answers: T'm very green = 1 Tim not very green 1... /I don't .. Students work briefly with a partner to ask each other the question. Listen to some of the answers as a class. Presentation and Practice 1 (30 minvies) Give each student a copy of the questionnaire. Explain that this is going to be put in a ‘magazine to sce how green the readers are, but the journalist writing it has had to go out on a big scoop and the deadline is fast approaching! They are going to work together in small groups to finish it off and test it on one another. Point cout that the questions need finishing as well as the scoring system and the score comments. Read through question 1 as an example, pointing out the structure, Le. a situation followed by a question followed by three possible answers. Work as a class to give each answer points - § for the best answer, 3 for the next best and 1 for the worst. Divide the class into small groups (between three and five students) and try to mix the abilities so that the more able can help the others, Their task is now to complete the questionnaire and its scoring, discussing it together and then filling in their own sheet. While they work, circulate to help with any problems. If necessary, allow students to add a fourth category: none of these. Once the questionnaires are ready, pair students ‘up with someone from another group so that they can ask each other the questions and note down the scores. End this part of the activity with a whole class round-up to see who are the greenest students ~ and, perhaps, the least green! Practice 2 (10 minutes) Present the following letter to the class either by reading it as a dictation, by writing it up on the board or by using an overhead projector. Dear Green Magazine, Twant to help the environment but I don’t know how. I'm fifteen and I live in a flat in a big city so can't cycle to school or grow vegetables. I don’t have ‘a car, go shopping or have much money. So what can 1 do? ‘A worried student Give them 5 minutes to write a short reply ‘working individually. When they have finished, put them into groups to read one another's letters and choose the best. The ones chosen by each group are read out to the whole class. Conclusion (5 minutes) Working as a class, try to decide on the three most important actions the students can take to help their own immediate environment. You might end by asking how many ways they could use/re-use the photocopied questionnaire! Homework Students could expand and write up their reply from Practice 2, or they could write a short questionnaire for you to fill in. The he he son mnp mow ue ODE TE TE TE TE TLL TMT Uaza 11 Are you green? Here is a questionnaire to find out! TL You tike magazines and read two or three a week. What do you do with your old magazines? (1) Give them to your friends to read. (2) Burn them in the garden. (3) Take them to the paper bank to be recycled 2 You buy food at your local shop. How do you carry it home? (1) Ask the shop for a cardboard box to carry it in. (2) Ask the shop to deliver it. (3) Bring your own bag with you. 3 You have bought some smart new clothes. What do you do with the old clothes that you don't wear any more? (1) Sell them and buy more clothes with the money. (2). Give them to a charity like the Red Cross, or to the church. 8) —___ A, You live 5km from the place where you work or study. How do you get there each day? Q) (yee, (2) Go ina friend's car to save petrol. @) - You've just spent a lovely day having a picnic on the beach. What do you do with the food you haven't eaten? (1) Throw it in the sea for the birds and fish to eat. @ — @) 6 - on ANSWERS: 1(1)= (2)= 2(1)= (2)= 3 (= (2)= 4 (= (= 5(1)= (2)= 6 (1)= @-= iwwayd 0€-02 juaaib aynb axe no, java 10N 02-0T “FaH2q 9q 0} OP UeD NO yeYM NOge HULYL {Ud—L6 Alan OU aIe MOA ION HO OT-O $au0IS From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000, 51= _— azz #25852e8 _ 2rRe laf wilt mel 82 Teacher's notes 12 My CV ‘Aim To write a simple curriculum vitae, following a standard format. Preparation Copy the handout on page 53 - two copies per student. Introduction (5 minutes) Introduce the topic of CVs by saying that a friend of yours has just applied for a job and that you have been helping him/her to write a CV. Explain what this means and ask the class to jot down ten pieces of information that should go in a typical one (see handout for ideas). Write these on the board and make sure everyone understands them. Presentation (15 minuies) Give everyone a copy of the handout and go through the different sections, Then say that you are going to tell them about someone you know and as you speak they should write the relevant information in the correct spaces (on the first handout only). Speak slowly and spell any proper names. Bob ~ that's short for Robert - Robert John Adams ~ is British although he now lives in the USA in Los ‘Angeles ~ at 1084 Franklin Avenue to be precise. ‘He's married to a friend of mine and he teaches International Law at the Central College for Legal Studies. Before that he worked as a legal adviser for {big international company in London for five years. He studied Law at the University of Oxford ‘and has a BA in Law and a Diploma in International Law. Before that he was at schoo! in Birmingham at St Martin's School for Boys where he did very well, passing four subjects at Advanced level = English, Spanish, History and Economics. He's a very keen cyclist, has a black bet in judo and he and are both very interested in computers and keeping fit. I have to ring him tonight on 213 851 0890 to wish him a happy birthday — he's 32 today! Repeat if necessary and then put students into pairs and let them compare their work. Briefly note the correct answers on the board (nothing was said about referees but presumably you ‘would be one for him as you know him so well!) Note vocabulary for qualifications (Advanced level/A level, diploma, degree, etc.) Practice (25 minutes) So now the class know how to put together a CV, ask them what sort of jobs it would be interesting to apply for and put a list of suggestions on the board. Encourage some interesting and unusual positions, for example: president of a small country /star of a new Hollywood blockbuster / guide for a round-the-world trip / English teacher to a royal family / head of their school / interpreter for the ‘American president / television news reporter / fashion designer / leader of an expedition to the South Pole, etc. Divide class into groups of four or five students and let each group choose a job to apply for. Give each student another copy of the handout. Allow S minutes for everyone to work individually to write a CV for theit job. They can include some of their own details and invent others, or they can write a purely imaginary (Explain that names must remain in their own language and that qualifications will need some kind of English explanation.) Students now work in groups and read one another's CY, choosing the best person for their particular job. Successful candidates read out their CV to the class for comment, Conclusion (5 minutes) Discuss what makes a good CV and what else is important, for example an interview, Are there things that should not be included in a CY, for example personal details? Homework ‘They write a CV or a short account of the career of someone they know. Key Name: Robert John Adams ‘Address: 1084 Franklin Avenue, Los Angeles, USA Telephone number: 213 851 0890 Date of birth: Exactly 32 years from the date ofthe lesson. ‘Nationality: British ‘Marital status: Married Education: St Martin's School for Boys, Birmingham; University of Oxford ‘Qualifications: A levels in English, Spanish, History and Economics; BA in Law; Diploma in Intemational Law Present postion: Teacher of International Law at Cental College for Legal Studies Previous employment: Legal adviser for international company in London for five years Additional skills and interests: cycling, judo (black bel), ‘computers, keeping fit ir i OTCOTTeTETTT eae Te Te ITT eT gy® 12 my ev Curriculum Vitae Name: Address: Telephone number: Date of birth: Nationality: Marital status: Educatic Qualifications: Present position: Previous employment: Additional skills and interests: Referees: From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000, ne 53 otaq 23 | | Ci | 2»so a> 2 Put Teacher's notes ‘Aim To practise writing postcards/short letters from a variety of places. Preparation Copy and cut up the handout on page 55 ~ one,copy per pair or group of three. Bring in a holiday postcard you have received. Introduetion (5 minutes) Bring in a holiday postcard you have received and read it to the class. Invite them to guess where itis from. Ask if they like receiving and sending postcards and what sort of information is usually given on them: what the person has been doing, the weather, future plans, hello to those back home, etc. Draw attention to the way a postcard is usually set out, with the ‘message on the left and the address on the right. Presentation (20 minutes) Divide the class into pairs or groups of three and give each pair/group a copy of the handout cut up into twenty slips of paper. Explain that two holiday postcards have been torn up and mixed up. Their task is to reconstruct the two cards correctly, using clues in the text and their knowledge of postcard layout. Each postcard has ten different pieces. The first pair/group to finish wins. Wait until several groups have finished before inviting them to read out the correct solutions. Note the vocabulary and style: short sentences, typical beginning and close, etc. Practice (20 minutes} [Ask the class to suggest interesting places to go on holiday (money no object) and write a list on the board. For example: the Moon, the North Pole, the Olympics, a space station, a submarine, a jungle, a safari, a carnival, an expedition, et. Put them back into their previous palrs/groups and ask them to write a postcard home from one of these places (or another place of their ‘own choosing), giving details about what they have been doing but not mentioning the place by name. Allow about 10 minutes for this, circulating to help with vocabulary if necessary. ‘Then each pair/group reads out the postcard and the rest of the class guess where it is from. While this is going on, make a note of any mistakes and then discuss these briefly on the board afterwards. Conclusion (5 minutes) Launch the shortest postcard competition! In some countries, postage is cheaper if fewer than five words are written on a card as the message Give 2 minutes for thought and then ask for ideas, The most pithy and interesting deserve a round of applause. Homework A dream holiday has not turned out as planned. Write an appropriate postcard home. Key Hi Catios [New York is great! We saw the Statue of Liberty yesterday morning and went to Central Parkin the afternoon. In the evening. ‘we had enormous hamburgers and French fries. ve now got an ‘American accent ~ you'll be able to hear it when I get home. Lots of love, Anna Dear Julie and Alan, Carlos Mendez Calle Menorca 5 Madrid Spain “Ths year we are in Nice in the south of France and the weather is Julie and Alan Webb fantastic. We go swimming every day and then to restaurants and 1 Beal Street discos at night. It’s wonderful to dance under the stars! Sydney ow was your holiday swimming round the Great Barrer Reef? New South Wales See you soon, Jamie and Sarah Australia a vom OTe Te Te TR TE TE TET TTT ILLITE LLL LILi De ie and a : | Dear Julie and Alan, — ! Julie and Alan Webb | I | This year we are in Nice, | in the south of France and 8 Beal Street | the weather is fantastic. | We go swimming every day i sydney | and then go to restaurants and discos at night. It’s wonderful ! ! | to dance under the ; New South Wales | How was you holiday swimming | round the Great Barrier Reef? | Australia | See you soon. Jamie and Sarah | : ; \ j Hi Carlos! | Carlos Mendez | | | New York is great! | We saw the Statue of } | Liberty yesterday morning Calle Menorca 5 d Ce ark i an went to Central Par! ! Madria ! in the afternoon. i ; In the evening we had enormous | hamburgers and french fries. ! you'll be able to hear it | when I get home. Lots of love, ! Anna I’ve now got an American accent — From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 TET 38SRERSBR rpeoase & feig | | Ee | 2 z Put Pea 56 Teacher's notes 14 A warm welcome Aim reserve hotel accommodation. | Preparation Copy and cut wp the handout on pase 57 ~ one copy per student. Introduction (5 minutes) Introduce the topic by saying that you are planning to spend a few nights in a hotel and have received details. Now you have to decide what sort of hotel and room you want. Write the letters SDTF on the board and ask the class to guess what sort of rooms they refer to (Single, Double, Twin, Family). Then add an e to each letter, so you have: Se De Te Fe and ask for suggestions. (¢ = en suite, meaning ‘that there is a private bathroom attached to the room.) Presentation (15 minutes) Activity A Give students a copy of the symbols. Explain that these are standard symbols to give details of what facilities are available. Divide the class into small groups (four students maximum) and ask them to write down what they think each symbol means. When they have done all they can, give them the rest of the handout. They should look at the list and use this to help them complete their work. Those who finish early should choose the five facilities they consider most important and also any they do not consider useful, Go through the answers checking that everyone understands, and discuss facilities. Practice (25 minutes) Activity B Read through the details of the Swan Hotel and explain that each group Is now going to write a letter to this hotel to book some rooms for a short break. To introduce vocabulary for hotel facilities and to practise writing a letter to Check first that they know how to set out a formal letter and if necessary do a model on the board. Then discuss what information they need to give the hotel: number of adults and children, number and type of rooms, length of stay, dates, time of arrival and departure, meals, required, car parking, etc. Also discuss any requests: special diets, animals, disabled access, facilities for children, price, special rates, payment, etc. Ask each group to note down, some details on a piece of paper, for example: ‘A stay of two nights for a couple and a six-year-old child, Saturday 7 February and Sunday 8 February. ‘Bed, breakfast and dinner. All vegetarians. Would like to bring their dog. Would like to know the rate for the child and the total cost. ‘The information they write down will be given to another group who will then write the letter to the Swan Hotel. Give a few minutes for groups to make their list and then collect and redistribute. Students at first work individually to write the letter and then read what the others in their group have written. Taking the best from each one, they write a final letter all together which is read aloud. Conclusion (5 minutes) Activity C Draw students’ attention to the text about Jennifer and Barney Wainwright, at the bottom of the page. Ask them, in pairs, to work out the Wainwrights’ bil, referring to the tariff of the Swan Hotel. Homework Students can write a personal letter to a hotel to ‘book a room. Key c £288.50 momomomomom on tn ee A mn mBR 14 Awarm welcome A Hotels and Guest Houses POrwv FRO Mm dkms *¥ Nv * Private parking * Dogs by arrangement e Special rates for children * * Licensed club or bar * Cot provided « Central heating * Heated pool « * Special Christmas/New Year package * Non-smoking establishment ¢ Lift « « TV in rooms ¢ Tea/coffee facilities in rooms * Evening meals available * Vegetarian diets * Ground floor rooms * Babysitting service * * Children’s play area Facilities for disabled * Telephone in rooms « THE SWAN HOTEL A 17th-century hotel fully restored with comfort, style and all modern conveniences. Perfectly situated with picturesque views of the surrounding countryside. First class service in a friendly atmosphere with superb award- winning restaurant. [deal centre for visiting the area. ‘OPEN ALL YEAR Low Season Low Season High Season High Season Bed and breakfast Dinner, bed and Bed and breakfast Dinner, bed and breakfast breakfast Midweek $% $37.00 $35.50 $42.00 Weekend £39.50 $47.00 $45.50 $52.00 All double rooms have a private bathroom en suite, colour TV and tea making facilities. All guests have the use of the two sitting rooms and dining room. Prices are per person on a double occupancy basis and include service, a full English brealkfast and VAT: Low Season: January, February, March, November and December (special rates apply for ‘Christmas and New Year) Midweek: Sunday to Thursday inclusive ‘Afternoon Tea: $4.75 The Swan Hotel Sherborne Dorset @S Br: 01849 294301 - ¢ Jennifer and Barney Wainwright stay three nights at the Swan Hotel, bed and breakfast, arriving on Thursday 12 April at 6pm and leaving on Sunday 15 April after breakfast. They have dinner on Thursday and Saturday and afternoon tea on Friday. What is their total bill? From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 Pec 87Put Poa $8 Teacher's notes 15 Where to go and what to see Aim To practise writing simple tourist literature describing the attractions of the area. Preparation Copy the handout on page 59 - one copy per student. (Optional) Bring in some English tourist brochures as examples. Introduction (10 minutes) Tell the class that some friends of yours are coming to visit and ask for suggestions as to where to take them both in the town and in the surrounding area. List these on the board, trying to get at least a dozen places and making sure that students know the English words for each one, for example: museum, old house, park, church, etc. Introduce the subject of tourism and tourist literature by asking about tourists to the area and where they could get information. Presentation and Practice 1 (25 minutes) Give out the handouts and explain that you are going to look at tourist information about a city in England called Rochester. Show its position ‘on the map and give students a few minutes to read the information before asking them to turn the handouts over and note down Rochester's main attractions (six mentioned by name plus shops/pubs, etc.) Check these and then focus on the historical details and ask the students to pick out from the text all the expressions that talk about the past, for example: for over a thousand years, since Roman times, medieval, 17th-century, from the Stone Age, from ... to sn» dating from ... Check understanding. Divide the class up into small groups of two to four students and allocate to each group one of the places of interest in your own town/area. Give them about 5 minutes to write a few sentences about it, circulating to help and encourage. Anyone who finishes early should be encouraged to write a few general sentences that could be used for an introduction. The class finally present a Where to go and what to see in..., with the various groups reading out their contributions. in Practice 2 (1.5 minutes) If your town is twinned with another town in a different country, use this fact as an introduction to the idea of a group of English- speaking tourists coming to visit. (Otherwise talk about an exchange programme.) Explain that the class are now going to try their hands at being travel agents. A group of fifteen English-speakers of all ages are coming to their town for a day's visit and the class have been asked to organize their programme, from 9am until 9pm, including all meals and refreshments. Divide the class into groups and give them about $ minutes to write their timetables, Conclusion (5 minutes) Listen to the different timetable suggestions and vote on the best one, making sure that time has been allowed for food, drink, rest, taking photos and buying souvenirs. Homework Students could write a more extended description of a place of interest and illustrate it with either a photograph or a drawing. This work could then be combined into a wall display about the local area and its various attractions. They might also like to find out about places in Britain they would be interested in visiting. = fyi er TT TOT in ir ie ele ye ry ig Tk Lk Tk bk Tk eaSN 15 Where to go and what to see Castle Rochester Upon Medway Guildhall Positioned miduoay between London and the Channel ports, the city of Rochester has stood guard over the river Medway crossing for over a thousand years. Kings and queens, soldiers and sailors, pilgrims and traders have all passed through Rochester. There has Cathedral DON’T MISS... The Charles Dickens Centre Dramatic audiovisual displays bring the world of Dickens to life. Guildhall Museum 17th-eentury building containing exhibits on local history from the Stone Age to the present day. Motor Cycle Museum Collection of British motorcycles from 1921 to 1977. Restoration House Where Charles II stayed in 1660 on his way to London to be crowned king, been a settlement here since Roman times and part of ‘the medieval city walls can still be seen today in the High Street Closer to our own times, there are strong associations with the famous author Charles Dickens ‘who lived near Rochester and set many of his novels in this region. Every year there is a Dickens Festival in ‘May/June, when over 10,000 people dress up in costume and provide street entertainment. ‘Today Rochester is easily accessible from London by rail and road and is a handy stopping off point for ‘visitors coming from the Channel ports, There are many craft and antique shops, as well as fea rooms, coffee shops and old pubs. The city isa master in the art of hospitality — it has been welcoming visitors for centuries w Rochester Castle particularly fine example with gardens and good. views up the river, Rochester Cathedral An impressive church dating from 1080. Dickens Festival From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000, Geers 59 eae eaeTeacher's notes 16 In the news this week ... Aim To work on short news items - writing and answering questions about facts and figures and writing headlines. Preparation (Optional) Introduction (5 minutes) Introduce the idea of news, either by showing an English newspaper and pointing out one or two of the main articles, or by asking students to tell you briefly about some of the main news items of that day/week. Talk about how headlines are used to attract our attention and make us want to read the article but are not always very informative. Presentation (10 minutes) ‘Write the six headlines from the news items on the board. Divide the class into three groups. Each group works on two of the headlines and tries to imagine what the articles would be about. Students should work individually and write one sentence for each headline. Have a whole class feedback asking students to read their sentences and note how many different ideas there are. (You may like to keep these on. the board to compare with the real articles later) Practice (30 minutes} Divide the class into six groups and give each member of the group the same news item. They should read this carefully, making sure they understand it fully by asking you about any vocabulary or using a dictionary. They should also check pronunciation. Within the groups, students work in pairs to write out five questions on a piece of paper, leaving space for the answers. Stress that the questions need to be clear and correct as another group will be answering them. They should put the headline on the top of the paper as a title. ‘When everyone is ready, each pair finds Copy and cut up the handout on page 61 - one copy per six students, so each student can have one news item. Bring in a copy of an English newspaper. another pair who has worked on a different article. First they exchange questions and read these, asking one another for clarification if necessary. Then they take it in turns to read out their article to the other pair, who listen carefully and attempt to note down the answers to the questions. When both pairs have answered the questions, they re-exchange papers and the answers are marked and corrected by the question-setters. A whole class feedback can identify and congratulate those who managed to answer all. five questions correctly and can compare the actual articles with those that were imagined in the first presentation phase. Was anybody close to the real thing? (Note: if time and interest allow, it is possible for each pair to work with a third pair, reading their item again and answering questions on another article. In this case, each member of the pair needs to write out a separate set of questions.) Conclusion (5 minutes) Read out the following short item and invite everyone to write a headline - the more eye- catching and intriguing, the better. Here's the latest thing for shoppers in large supermarkets ~ a mini tram-train! It allows ‘customers to sit in comfy seats and just put out their hands to choose what they want. And you don’t need a ticket! Homework To write a short news item, complete with headline, on some small local event that has happened that week. Ob OR =zy 16 In the news this week %p ves ae the set ad se acoaing 8 a ey OTE se ee Te sey sl at manent ston gp a ha ie 0 gis Mobile TS see say prove to bE a probler tere ising phones ss om tp cain neo Bast ‘most polite in smash | NUMBERS CHANGE \ AGAIN Telephone numbers in six areas of the United Kingdom will have to be changed because of the increasing number of telephone connections. | In April these areas will be given new area codes, all starting with 02, In London the 0171 and 0181 codes will be combined into an 020 code covering the whole of the capital. 1 changed its 400° al : Terese a seit ne ‘in charge of warships an th women are i have considerable women Sree nente Pt | Sera pe om ou 7 \ oan a altogether and discussions | women ce state a | Fitow yard submarines. eet seve on st CENTRAL HEATING \ IN CAVES | A scientist is trying to help some of |. Britain's endangered bats to survive | by providing central heating in a | cave. The rare bat, which has a wingspan of up to 45cm, nov only numbers about 5,000. Two special heater in the cave will give the bats almost perfect conditions. A VALUABLE BUTTERFLY A tiny brooch that was bought at a junk shop for only 50p was sold yesterday in London for £13,225. ‘The brooch is shaped like a butterfly and is over a hundred years old. The owner thought the stones were of no value but in fact, they were diamonds.Put 2 Teacher's notes 17 Lots of letters Aim ‘To study and practise different styles of letter writing for different occasions. Preparation Copy the handout on page 63 - one copy per student. Bring in several pairs of scissors for students to cut up the individual cards. Introduction (5-10 minutes) Introduce the topic by saying that you had to write eight different letters last weekend, Invite the class to guess what different occasions could have prompted them, for example: an invitation 4 request for information a thank you letter «a good luck letter a letter making a booking 4 get well soon letter, et. ‘Try to list as many different types of letters as you can. Which are the most difficult to write? Presentation (10 minutes) Give out the handouts and look at the six types of letter described in the boxes and the six extracts, Students work individually and then in pairs to match the extract with the type of letter it comes from. Draw attention to the useful expressions, namely: I/we woutd be delighted if. Tshould like to .. Itis with regret that .. Tam pleased to .. hope .. let me know to inform you that .. Practice 1 (15 minutes) ‘Write six more types of letter on the board: apologies complaints thank you congratulations ‘good luck ‘get well soon Divide the class into groups of three to five students. Each group now works on writing a suitable sentence for each of these occasions. For example: Lam sorry you have been disturbed by my television. Please investigate the matter and let me know what action you intend to take. Thank you for the new scarf, which will be most useful this winter and was a very generous present. Twas so glad to hear of your new position and send ‘my warmest congratulations. T thought I would write to wish you all the best in your exams. T'm somry to hear that you are not feeling so well ‘and do hope that you will be better soon. When they are ready, give out scissors. They cut up the blank boxes and write the sentences in six of them and the occasions in a further six. Practice 2 (10 minutes} Collect these in and then redistribute them so that each group has a set of twelve cards written by another group. These are placed on the desk in front of them face down. Students now take it in turns to turn over two cards to see if they match (ie. the extract suits the occasion). If not, they turn them face down again. If they do match, they keep the pair. The student with the most pairs wins. Note: if time allows, this can be extended by cutting out the first six cards as well and adding these to the set. Sets can also be passed round and compared. Conclusion (5-10 minutes) People write fewer letters nowadays because we have other means of communication such as the phone, e-mail, etc. Are there some occasions when only a letter is suitable and why? Homework Students can choose one or two of the extracts and occasions and expand these into full letters, Key job acceptance: [am pleased to accept your offer {hangeof address We shal be m bookings: Should lke to reserve. resignation: tis with regret that. bon voyage: ave a wonderful stay invitations: We would be delighted you could join usBR 17 Lots of letters job acceptance bookings bon voyage i change of address resignation invitations | We would be delighted | if you could join us to Tam pleased to accept your offer of the post of Personal I should like to reserve i Assistant, startingon | a table for 10 for 12.30 on Wednesday 18 October. celebrate our wedding at 10.30am at St James Church, Crawley. September Ist. Have a wonderful stay and do let me know what life is like over there. We shall be moving on June Ist and hope you will visit us once we are settled in, It is with regret that | have to inform you of || my intention to leave | the company. i From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 PE 332 SR == —_ i? Mm i Teacher's notes 18 Telling stories Aim To develop storytelling and editing skills. Preparation Copy the handout on page 65 - one copy per student. Introduction (5 minutes) ‘Write on the board the following question: What makes a good story? Invite answers and list them, for example: an interesting story or characters, suspense, a good beginning and end, etc. Presentation (10 minutes) Give out the handouts and read the story with the class. Explain that they are going to ‘transform this boring account into an exciting short story about modern times. First they are going to expand the bare bones with details and descriptive words. Do the first sentence together as an example and list on the board some of the different ways it could be expanded to paint a much more vivid picture. For example: Feeling very tired, Tom came home to his small untidy flat after a long day's work in the factory. OR It was a cold November evening and Tom was 34 years old when he came home after two months of looking for work and decided things had to change. OR Feeling very pleased with himself, Tom came hhome after a few drinks in the pub to celebrate his ‘promotion and salary increase at work, Invite other suggestions, noting how the first sentence will set the tone for much of what follows. Practice 1 (10 minutes) Students work individually to expand the story, adding details and descriptions to the basic story outline. Circulate to give encouragement and ideas but do not correct work. Practice 2 (10 minutes) The students now work as editors. Take in the stories and redistribute them so that each person has a story written by someone else. Their job is to correct this story, using a different coloured pen, to make it accurate and. well written. Encourage them to check spelling. and grammar and put in any improvements they can think of. Lastly they think of a possible beginning and ending and note these in the box. Practice 3 (10 minutes) The story now goes to a third student who copies out the story correctly, incorporating the beginning and the ending suggested and making the whole thing sound as good as possible. Conelusion (10 minvies) ‘Once the final drafts are ready, students can. form groups and read one another's. Some ‘examples can be read to the class and a few chosen for special congratulations. Invite comments on the writing and editing phases. Homework Students choose one of the versions they particularly liked and write this out in detail to make an interesting story. I HL LY = = = : 2 7 = 7 2 7BR 18 Telling stories Tom came home after work. His wife came back late. They had dinner and watched television. That night they could not sleep because of loud noises. Next morning they decided to move. Expansion Beginning and ending From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 EL 6s Seanad66 Teacher's notes 19 Create a word puzzle ‘Aim Preparation To create a simple word puzzle, wri Copy the handout on page 67 ~ on students. iting clues and choosing the vocabulary. ¢ copy per student and an extra copy per 4-6 Introduction (5 minutes} Conduct a quick class survey to find out how many students like or do crosswords and word puzzles. What sort? Why do they like them? Also find out why the not-so-keen don’t like them! Preparation (10 minutes) Give out the handouts and look at the completed word puzzle on the subject of sport. Draw attention to the hidden vertical word athletics and to the way the word puzzle is constructed. Ask the class to suggest clues for each answer, For example, for racket: You need one to play tennis; for helmet: You wear it to protect ‘your head, etc. Write clues on the board as models and show how you can read the hidden word downwards once you have solved all the clues, using the number of letters to help you Practice (25 minutes) Divide the class into groups of between four and six students who are going to work together to create a word puzzle. Give each group a theme from which they must choose their vocabulary and a hidden word of nine letters (to be kept a closely guarded secret), which will form the backbone of their word puzzle. Here are some suggestions: theme hidden word music orchestra travelling passenger entertainment rehearsal household possessions furniture the human body eyelashes food and drink vegetable First they write their hidden word downwards and then they find other words from their patticular topic area to make up this word. They work on clues to enable others to find the words and thus discover the secret word. When each group is ready, give them a new clean handout to write out the clues, leaving the word puzzle grid blank but putting in the correct number of squares to indicate the number of letters. They should also write the theme and their own names. Conelusion (10 minutes) Collect in the sheets and redistribute so that each group now has a word puzzle to complete. See if all groups can do this and find the hidden word. Ask for feedback on how good the clues ‘were and how well chosen the vocabulary was. Homework ‘To make up a word puzzle with clues, either on a subject of their choice or on a topic area that you would like to revise. momo om mM mM mM mom mM TL TL TL OT TELL T IrRy 19 Create a word puzzle R C|K/E/T H/E|L|M/E Cc A|M|P|I/O|N A R/E/FJE|R E M/|A C\H Ww N|N/E|R Ss O|R E From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000 TEL 7 eo.Teacher's notes 20 Looking after yourself Aim "To be able to write simple warnings and advice - dos and don'ts. Preparation Copy the handout on page 69 ~ one copy per student. (Optional) Bring in large pieces of paper for the students to use to present their leaflets Introduction (5 minutes) ‘Talk about some plans you have for going to the beach. Ask the students if they go, what activities they like to do there and what dangers there could be. Note some of these on the board. Presentation (10 minutes) Give out the handout and look at it together, explaining any vocabulary and pointing out the ‘use of the imperative. Focus attention on the dos and don'ts and explain that one do and one don’t is missing each time and has been written at the bottom of the sheet. Students work individually to put the instructions in the correct places. Check all answers. Practice (30 minutes) Tell the students that they are now going to work together in small groups to write a similar advice leaflet on this subject: Keeping yourself fit and healthy [Ask them to suggest various aspects, for example: diet, exercise, fresh air, sleep, stress, ‘alcohol, fobacco, etc. Write these on the board. The students now work together in pairs/groups to think of some dos and don'ts for each aspect. ‘Those students who work faster could try to write several under each heading. They could also think about illustrations. Circulate to give help and encouragement. ‘The final leaflets could be presented to the class in several ways: either written on a large sheet of paper and held up for all to see, or read out so that you can note the different dos and don'ts on ‘the board, or written out on the back of the handout and passed from group to group. Conelusion (5 minutes) ‘What do members of the class do to keep fit? Is there anyone who does all the dos and none of the don'ts?! Homework To write this out as a finished leaflet with some iMustrations/design. Key Swimming: Do swim in company. Don’t swim for atleast an hour after meals. Ifyou get into dificlty: Do remain calm. Don’t exhaust yourself Diving: Do check the depth ofthe wate first. Don't dive into shallow water, Windsurfing: Do keep out of the way of swimmers. Don't sail at night Fishing from rocks: Do wear highly visible clothing, Don’t fish alone. mm a TR TE TE TE TE TL TL TLL TLL LI LIL