Binder [PDF]

Zitiervorschau

T E A C H E R’ S

N O T E S

2C A blind date Peter Maggs Type of activity

Procedure

Writing and speaking. Individual and group work.

1

Aim

2

To review past tenses.

Task To create a story by completing sentences and inventing details.

3

Preparation Make one copy of the worksheet for each student.

Timing

4

20 minutes

5

6

Divide the class into groups of three to four students. Explain that they are going to write a story about going on a blind date. Give one copy of the worksheet to each student. Give the students a few moments to look at the different stages. Then ask them to complete the first sentence. Encourage the students to be imaginative and amusing. Ask the students to fold their worksheet back so that what they have written is hidden and the next unfinished sentence is visible. Ask them to pass their worksheet to the student on their left. Ask the students to complete the sentence that is now at the top of the worksheet, fold their worksheet back and pass it to the student on their left as before. Repeat this until all the sentences have been completed. When the last sentence has been written, ask the students to open out the completed story and read it to the others in their group. Ask the students to choose the most interesting or amusing story in their group, which they then read to the whole class. The class listens to the stories and votes on the best.

I N S I D E O U T R e s o u rc e P ac k

2C A blind date Complete one part of the story of a blind date. Then fold the paper over and pass it to the person on your left. In preparation for my blind date last week, I had decided to wear ... (WHAT DID YOU WEAR?)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FOLD .......................................................................

As an ice-breaker, I had bought my date ... (WHAT HAD YOU BOUGHT?)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FOLD .......................................................................

We had arranged to meet in my favourite restaurant. (DESCRIBE IT)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FOLD .......................................................................

When I arrived, I couldn’t believe my eyes. My date was wearing ... (WHAT WAS YOUR DATE WEARING?)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FOLD .......................................................................

After we had sat down, my date surprised me again by ordering ... (WHAT DID YOUR DATE ORDER?)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FOLD .......................................................................

Then, out of the blue, my date got up and ... (WHAT DID YOUR DATE DO?)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FOLD .......................................................................

Out of the corner of my eye, I noticed that the waiter was ... (WHAT WAS THE WAITER DOING?)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FOLD .......................................................................

Nobody could have anticipated what happened next but, as it turned out, it was the perfect end to the evening. (WHAT HAPPENED?)

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out e-lesson

Week starting: 28th February 2005

1. A Catchy Little Tune A song which had originally been published as Good Morning To You was published on March 4th 1924, under a new name, Happy Birthday To You. Since then it has become one of the most recognizable tunes in the world. But who wrote it? Check out this week’s worksheet and find out. Level Intermediate and above How to use the lesson As the object of this exercise is for your students to reveal the identity of this song through answering the questions, there is not much you can say about the song by way of introduction to this reading. 1. Tell your students they have three minutes to read a story, after which they will have to answer some questions. 2. Give each student a copy of Worksheet A and three minutes in which to read it. 3. After three minutes stop your students and give each one a copy of Worksheet B. Divide the class into pairs and ask students to work together to answer the questions and write the answers in the grid. Students should try and do this without looking back at Worksheet A. Allow them to do this only when they have answered all the questions that they can. 4. Check answers in open class. If the questions have all been answered correctly, the title Happy Birthday To You should read from bottom to top. Answers: 1. Louisville 2. Morning 3. ditty 4. organ 5. Kentucky 6. Patty

7. kindergarten 8. Mildred 9. Thousands 10. assets 11. royalty 12. Principal

13. Columbia 14. Syne 15. copyright 16. spiritual 17. Warner 18. Birch

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Follow up For all things related to birthdays, check out the sites below – you can even plan your own birthday theme party! 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.planetpals.com/birthdayparty.html Scroll down to see Happy Birthday in every language http://www.warnerchappell.com/wcm/home2.jsp The current owners of the copyright http://www.famousbirthdays.com/ Who else was born on your birthday? Anyone famous? http://www.happybirthdaytoyou.com/ Send your friends a birthday card

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out A Catchy Little Tune

WORKSHEET A

Read the story and then answer the questions on Worksheet B.



This simple four-line ditty was written as a classroom greeting in 1893 by two sisters. Mildred Hill, a teacher at the Louisville, Kentucky Experimental Kindergarten, and Dr. Patty Hill, the principal of the same school, together wrote the song for their fiveyear-old pupils. The melody of the song was composed by Mildred, who was born in Louisville, Kentucky, U.S.A, on June 27th, 1859.  The song was first published in 1893, with the lyrics written by her sister, Patty, as Good Morning To All. 

  Mildred was an expert on spiritual songs and played the organ in her local church, while Patty, who later became a professor at Columbia University, specialized in kindergarten education. Although the song was published in 1893, it wasn’t copyrighted until 1935. The copyright was taken out under a different name and it wasn’t renewed until 1963. The song was popularised in the late 1930's when it was sung in the Broadway production of As Thousands Cheer, and has since become the mega-classic hit of all time.  In 1988, Birch Tree Group Ltd, the original publishers, sold the rights of the song, and all their other assets, to Warner Communications for an estimated $25 million. During the 1980s, the song was believed to generate about $1 million in royalties annually. Along with Auld Lang Syne (sung at midnight on New Year’s Eve) and For He's a Jolly Good Fellow (sung to celebrate someone’s achievement), it is among the three most popular songs in the English language. It continues to bring in around $2 million in licensing revenue each year, according to current publisher Warner Chappell.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out A Catchy Little Tune

WORKSHEET

B

Answer the questions. Write your answers in the puzzle below to reveal the name of the song. 1. In which city was Mildred born? 2. The song was originally titled Good ______ To All. 3. What’s the word for a short, simple song or poem? 4. Which musical instrument did Mildred play? 5. Which US state were the sisters from? 6. Which sister wrote the words of the song? 7. What do Americans call a school for 5 to 6 year-olds? 8. Which sister wrote the music for the song? 9. The Broadway show which made the song famous was called As ______ Cheer. 10. Money or property that a person or company owns. 11. You get paid this if someone uses your work. 12. What was Patty’s position at her school? 13. What was the name of the university where she later worked? 14. On New Year’s Eve, people sing Auld Lang ______. 15. If something is your intellectual property, it means you own the ______. 16. What kind of songs was Mildred an expert on? 17. The publishers who now own the song are called ______ Chappell. 18. The publishers who first owned the rights were called __________ Tree Group. 1 2 3 4 5 6 7 8

34

9

34 10

11 12 13 14 15 16 17 18

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out A Catchy Little Tune – Glossary achievement noun [count] a particular thing that someone has achieved: Winning the gold medal was a remarkable achievement. annual adjective calculated over a period of one year: an annual salary annually adverb asset noun [count] something such as money or property that a company owns compose verb [intransitive or transitive] to write a piece of music: The song was composed for their wedding. copyright noun [count or uncount] the legal right to decide who can make and sell copies of a book, show a film, perform a piece of music etc current adjective happening or existing now: Production is likely to remain at current levels. estimate verb [transitive] to guess or calculate an amount or value by using available information: It is impossible to estimate how many of the residents were affected. generate verb [transitive] to produce something, or to cause something to exist: The food processing industry generates billions of dollars a year.

organ noun [count] a large musical instrument with pipes of different lengths, played by pressing keys on it popularise verb [transitive] to make something popular with many people principal noun [count] the head of a school in countries other than the UK publish verb [transitive] to have something that you have written printed and sold: In 1934 he published another successful novel. renew verb [transitive] to arrange for something to continue revenue noun [count or uncount] income from business activities or taxes rights noun [plural] the legal authority to publish a book, play, film, piece of music etc, or to use it for a performance or production: the film rights to her book royalties noun [plural] money that a writer or performer gets each time their work is sold or performed spiritual adjective religious: spiritual leaders

license verb [transitive] if something is licensed, people have official permission to use it lyrics noun [plural] the words of a song mega- prefix very large: used with some nouns: Cruise is now a megastar. melody noun [count] a tune or song

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

I N S I D E O U T R e s o u rc e P ac k

5

A few quick questions FOLD

_______________________

feels _______________________ today.

_______________________

is named after _______________________ .

_______________________

thinks he/she looks like _______________________ .

_______________________

is sometimes called _______________________ by his/her friends.

_______________________

’s favourite country is _______________________ .

_______________________

would really like to visit _______________________ .

_______________________

would love to go on a date with _______________________ .

_______________________

’s favourite celebrity is _______________________ .

_______________________

’s dream holiday is _______________________ .

...................................................................................................................................................................................................

....................................................................................................................................................................................................

✂ ...........................................................................................................................................

_______________________

’s favourite sportsperson is ____ ___________________ .

_______________________

keeps fit by _______________________ .

_______________________

is the _______________________ person in the class! FOLD

........................................................................................................................................... © Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’S

5

N O T E S

A few quick questions

Jon Hird Type of activity

Notes & comments

Class mingle and sentence completion.

It may be useful to give the students time to prepare the questions they need to ask before they do stage 4. For example: How do you feel today?, Who are you named after?, Who / Which famous person do you look like?, Who do you have the most rows with?, What is your dream holiday?, How do you keep fit? An alternative procedure is for the students to try to guess the responses before they ask the questions. The person who guessed the most correctly is the winner.

Aims To consolidate asking questions and the topics and language from units 1 to 4 of Inside Out Pre-intermediate Student’s Book.

Task To complete statements about classmates by mingling and asking questions.

Preparation Make one copy of the worksheet per student.

Timing 30 minutes.

Procedure 1 2

3

4

5 6

Fold the worksheet so only the left column is visible. Give one worksheet to each student. Ask the students to write a different classmate’s name on each line in the left column. Alternatively, the worksheet is passed around the class and the students write their own names on the lines. (The latter ensures all students’ names appear equally as often) The worksheet is unfolded to reveal incomplete statements about the students’ classmates. For example, Thierry feels ______________ today. Emily is named after ______________ The students mingle around the classroom, asking and answering questions and completing the statements. For example, Thierry feels worried about his exam today. Emily is named after her grandmother. Encourage the students to ask further questions to find out more information. When all the sentences have been completed, the students, in pairs or small groups, tell each other what they have learned. Ask the students to report to the class anything interesting they have learned.

 Macmillan Publishers Ltd 2002

35

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

36

This page may be photocopied for use in class

Inside Out A New Year’s Eve Anecdote – Glossary dawn noun [count or uncount] the beginning of the day, when it begins to get light: We had to get up at the crack of dawn (=very early in the morning). dress up phrasal verb to put on clothes that are more formal than the clothes that you usually wear: Do I have to dress up for dinner? fireworks noun [plural] objects that make loud noises and coloured lights in the sky when they explode memorable adjective worth remembering, or easy to remember: a memorable experience toast verb [transitive] to drink a toast to someone

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out e-lesson

Week starting: 3rd January 2005

1. New Year’s anecdote Welcome back to Inside Out e-lessons for 2005. To kick off the New Year we’re starting with an integral feature of the Inside Out Student’s Book series – an anecdote. Anecdotes are extended speaking activities on a particular topic which provide an opportunity for students to develop their speaking skills. Appropriately, this anecdote is about a particularly memorable New Year’s Eve celebration your students have had. See the How to use the lesson section on how to set up and exploit the activity. Level Elementary and upwards How to use the lesson 1. Give each student in the class a copy of the worksheet and ask them to read the introduction. 2. Ask them to read the list of questions and to tick the questions they can, or want to, answer. Then give them time to think about what they are going to say and how they are going to say it. 3. Put students in pairs to exchange anecdotes. Option Before handing out the worksheet, ask your students to sit back and close their eyes. Ask them to listen as you read the introduction and the questions aloud and to think about what they evoke. (For a more detailed description of how to exploit anecdotes, see the Introduction at the front of the Teacher’s Book of any of the Inside Out levels). Follow up There are a number of ways you can follow up this lesson, depending on the level of your class. A Pre-intermediate class covering New Year’s Resolutions (going to) might enjoy the site on the next page on how to keep your resolution once you’ve made it. Another site below tells us about how New Year is celebrated in different countries around the world – possibly an ideal extension of the anecdote depending on the cross-cultural interests in your class. Higher levels may be interested to find out more about the background and history behind the way we celebrate New Year now. If so, check out the other sites.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.how-to-keep-your-new-years-resolution.com/ for those who are looking for ways of keeping their resolutions http://wilstar.com/holidays/newyear.htm a little background history of today’s celebration http://www.fathertimes.net/traditions.htm New Year traditions around the world http://web.ukonline.co.uk/conker/conkers-and-ghosts/december.htm http://web.ukonline.co.uk/conker/conkers-and-ghosts/january.htm traditions and customs for December and January

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out A New Year’s Eve Anecdote Think about a memorable New Year’s Eve celebration. You are going to tell a partner about it. Choose from the list the things you want to talk about. Think about what you will say and what language you will need.

 What year was it?  What was the weather like? Was it snowing? Or were you somewhere hot?  Where were you? At home, at a party, in a club or somewhere else?  Who were you with?  What did you wear? Did you dress up for the occasion?  Can you remember what you ate and drank that evening?  What happened at midnight?  What time did you go to bed?  Why was it a memorable New Year’s Eve?  Would you like to celebrate in the same way again?

Language toolbox It was on 31st December 2004. It was a Millennium celebration. Everybody wore evening dress. There were fireworks at midnight. We toasted the New Year with champagne. We went home at dawn. It was the best/worst New Year’s Eve I’ve ever had.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Level: Elementary and above

Inside Out e-lesson

Week starting: 4th April 2005

1. A Royal Wedding Twenty-four years after marrying Lady Diana Spencer, Charles, Prince of Wales is planning to walk down the aisle once more. But he is not allowed to walk down the aisle because both he and his betrothed are divorcees. This is just one of many problems which Charles and Camilla have faced lately. There are bound to be more before the big day… Level Good Intermediate and above How to use the lesson 1. Give each of your students a copy of the worksheet and ask them to fold it so that only the first exercise is showing. Tell them they have five minutes to read the story and find the extra word in ten of the lines. If they are not working very quickly, give them an extra minute. 2. When the time limit is up, stop your students and ask them to check their answers with the person sitting next to them. 3. Check answers in open class. Answers 1. 9 2. to 3. into 4. 9 5. 9

6. been 7. of 8. with 9. 9 10. one

11. never 12. 9 13. have 14. get 15. the

4. Ask your students to unfold their pieces of paper and work in pairs to complete the second part of the worksheet. Check answers in open class. Answers 1. around 2. to 3. in 4. with 5. to 6. around 7. in 8. as 9. as 10. in 11. for 12. of Follow up For those students who are interested, you could debate the future of this or any other royal family or even discuss how relevant a monarchy is in the 21st century. 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.royal.gov.uk/output/Page461.asp Straight from the horse’s mouth - the royal family’s official web site http://www.royalty.nu/news.html Keep up to date with royal news from around the world

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out A Royal Wedding 1. Read the story of Charles and Camilla’s wedding. There are fifteen lines. Ten of them contain one extra word. Find the extra words and write them in the column on the right. The first two lines have been done as examples. 1 On April 9th 2005, Charles, Prince of Wales and heir-apparent to the throne of the

________ 9

2 United Kingdom, marries to the love of his life. A time for joyous celebration then?

to ________

3 Well, apparently not. The British people are divided into: some are firmly against;

________

4 some are for and the rest don’t really care. Unlike Charles’s first marriage in 1981,

________

5 which was a fairytale marriage between the beautiful (and popular) Diana and the

________

6 prince, his latest wedding has been provoked more controversy than excitement.

________

7 One of the problems Charles faces is that not many of people of his country like

________

8 Camilla Parker-Bowles, the woman he is going to marry with, particularly as she was

________

9 the cause of the breakup of his fairytale marriage to Diana.

________

10 Another one problem is that both Charles and Camilla are divorcees and the Church

________

11 of England does not marry divorcees never. Charles will become head of the Church

________

12 of England when he becomes king, though, so his marriage has to be approved in

________

13 some way by the Church. In order to have satisfy this criteria, Charles has agreed to

________

14 get marry in a civil ceremony in Windsor and then have a church blessing in

________

15 St. George’s Chapel at the Windsor Castle.

________

2. Complete the story of the wedding, using the words in the box. with

as

for

to

in

of

around

750 million people (1) ___ the world watched Charles get married (2) ___ Diana, but just 30 people will attend his second marriage. His sister and brothers will be there, as will his eldest son, William. However, Charles’s mother, the Queen, will only join (3) ___ the celebrations at the blessing at Windsor Castle, along (4) ___ the other invited guests. The blessing will be open (5) ___ the media and TV pictures will be beamed (6) ___ the world to record the event. While the wedding has upset some people, others are delighted. Republicans (7) ___ many of the Commonwealth countries such (8) ___ Australia, New Zealand, Canada and Jamaica have seen this (9) ___ an opportunity to further their cause, and many more people (10) ___ those countries are beginning to feel the same way. So, is this a fresh new start (11) ___ Charles or the beginning (12) ___ the end for the Royal Family?

This page has been downloaded from www.insideout.net It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out A Royal Wedding – Glossary apparently adverb based only on what you have heard, not on what you are certain is true: Apparently, she resigned because she had an argument with her boss.

fairytale adjective extremely good, beautiful, or happy: a fairytale romance

approve verb [transitive] to give official permission for something: The new stamps were personally approved by the Queen.

firm adjective definite and not changing: Mark's a firm believer in discipline for children. firmly adverb

attend verb [intransitive or transitive] to be present at an event or activity: Most of his colleagues attended the wedding.

further verb [transitive] to help something to progress or to succeed: efforts to further the peace process

beam verb [intransitive or transitive] to send out light, heat, or radio or television signals: Pictures of the famine were beamed to television audiences all over the world.

heir noun [count] someone who will receive money, property, or a title when another person dies heir-apparent noun [count] an heir whose right to a rank or title cannot be taken away if another heir is born

blessing noun [count or uncount] protection and help from God breakup noun [count] the end of a marriage or serious relationship cause noun [count] 1 an event, thing, or person that makes something happen: The cause of death was found to be a heart attack. 2 an aim, idea, or organization that you support or work for: Campaigners hope that people will be sympathetic to their cause.

joyous adjective causing happy feelings media, the noun radio, television, newspapers, the Internet, and magazines, considered as a group: The story has been widely reported in the media. particularly adverb especially: The environment has become a major political issue, particularly in the past decade.

ceremony noun [uncount] the formal traditions, actions, and words used for celebrating a public or religious event: They celebrated Easter with lavish ceremony.

provoke verb [transitive] to cause a particular reaction, especially an angry one: The Minister's speech has provoked a furious reaction.

civil adjective done by the state, rather than by religious authorities: We were married in a civil ceremony.

republican noun [count] someone who thinks that their country should not have a king or queen

controversy noun [count or uncount] a disagreement that a lot of people have strong feelings about: the recent controversy over the school's new teaching methods

satisfy verb [intransitive or transitive] to provide what is needed or wanted: There's nothing like a cold drink to satisfy your thirst.

criteria (singular criterion) noun [plural] standards that are used for judging something or for making a decision about something: Everyone whose qualifications meet our criteria will be considered.

the throne noun [singular] the position of being a king or queen upset (present participle upsetting; past tense and past participle upset) verb [transitive] to make someone feel sad, worried, or angry: I'm sorry, I didn't mean to upset you.

divorcee noun [count] a person who is divorced This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

 Macmillan Publishers Ltd 2002

33

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

34

This page may be photocopied for use in class

T E A C H E R’ S

N O T E S

5B Action replay Pascual Pérez Paredes Type of activity

Answers

Vocabulary and reading. Pair work.

1

Aim To practise football vocabulary and collocations.

Tasks To match football collocations. To complete a football match report.

Preparation Make one copy of the worksheet for each student.

Timing 30 minutes

Procedure 1 2

3

4

5

Divide the class into pairs and give each student a copy of the worksheet. Explain that the students have to join the verbs (1–20) with the words or phrases (a–t) to form common football collocations. Allow students ten minutes to do this. Check the answers with the whole class. At this point, it may be useful to discuss the potential participants (striker, midfield player, goal keeper, defender, referee, coach, football team, etc.) in the actions. Now ask the students to complete the match report using verbs from the first exercise in their appropriate form. Circulate and monitor, helping as necessary. Check the answers with the whole class.

blow the whistle take / miss / be awarded a penalty / corner / free kick 8 f commit a foul 9d wave play on 10p open the scoring 11s dominate possession 12m take the lead 13n put the ball in the back of the net 14b score a goal 15j make a substitution 16g qualify for the Champions’ League 17a fail to score 18i create a chance (of scoring) 19e protest against a decision 20l shoot wide 6r 7c

2 1 2 3 4 5 6 7 8 9 10 11

qualified take score forced created deflected hit committed waved stopped protested

12 13 14 15 16 17 18 19 20 21

awarded take shot open failed taken put dominated made blew

Follow up 1

2

Using match reports from English language newspapers, ask students to read and find more football collocations and expressions. Ask the students to write a commentary of a football match.

I N S I D E O U T R e s o u rc e P ac k

5B Action replay 1 Match each verb (1–20) with a word or phrase (a–t) to form football expressions. k 1 hit –––– o 2 take –––– h 3 stop –––– q 4 deflect ––––

t 5 force –––– 6 blow ––––

7 take / miss / be awarded –––– 8 commit –––– 9 wave –––– 10 open –––– 11 dominate –––– 12 take –––– 13 put –––– 14 score –––– 15 make –––– 16 qualify –––– 17 fail ––––

a to score b a goal c a penalty / corner / free kick d play on e against a decision f a foul g for the Champions’ League h play i a chance (of scoring) j a substitution k the post / crossbar / woodwork

l wide m the lead n the ball in the back of the net o a free kick / corner p the scoring q a shot r the whistle s possession t a save

18 create –––– 19 protest –––– 20 shoot ––––

2 Complete the match report using appropriate forms of the verbs (1–20) above.

Leeds take control against Munich Leeds United last night (1) –––––––––––– for the Champions’ League group stages after Alan Smith gave them a 1–0 victory in Bayern Munich’s Olympic Stadium. The young striker struck left-footed in the 46th minute to (2) –––––––––––– the lead and (3) –––––––––––– the vital away goal. Five minutes into the game, a Paul Agostino header (4) –––––––––––– the first important save from Nigel Martyn, the Leeds goalkeeper, and at the other end Leeds also (5) –––––––––––– two early chances of scoring following left wing crosses. First, a Mark Vinduka shot was (6) –––––––––––– and then Danny Kelly saw his shot (7) –––––––––––– the woodwork. There was a moment of controversy in the tie when Borimirov (8) –––––––––––– a foul against Michael Duberry in the penalty area, but referee Claus Bo Larsen (9) –––––––––––– play on. Play was (10) –––––––––––– for two minutes while the Leeds players (11) –––––––––––– against the decision.

In what was an eventful period, Smith then fell in the box and was (12) –––––––––––– a penalty. Vinduka stepped up to (13) –––––––––––– it, but (14) –––––––––––– wide. Moments later, a defensive mix-up gave Vinduka another chance to (15) –––––––––– the scoring, but with only Michael Hofmann to beat, he (16) –––––––––––– to score. Immediately after half-time, Leeds forced a corner, which was quickly (17) –––––––––––– by Lee Bowyer and Smith (18) –––––––––––– the ball in the back of the net with a superb strike from twenty metres. This changed the pattern of the game and Leeds (19) –––––––––––– possession for the rest of the game. Both teams (20) –––––––––––– a couple of substitutions, but Bayern Munich failed to equalise. There were smiles of relief on the faces of all the Leeds players when the referee (21) –––––––––––– the final whistle after four minutes of injury time.

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

1

Teacher’s Notes for Intro Activities – Adrenalin Ask a few students Have you ever . . .? questions to establish the idea, check understanding of the concept and check pronunciation. Make it clear that ever means in your whole life. Past Experience 1

Pairwork. Students sort out the mixed up sentences. Check answers with the class. Have you ever ridden a horse on the beach? Have you ever been asked to make a speech? Have you ever met a famous person? Have you ever driven a Ferrari? Have you ever been to the top of a mountain? Have you ever crossed a desert? Have you ever appeared on a television programme? Have you ever caught a snake?

2

Students work individually to decide how their partner (the same person they had in 1) would answer the questions. Go through the possible answers with the class first. They should make a note of the answer next to each question, but should not consult their partner at all. Pairwork. Students compare their answers and confirm or deny the answers guessed by their partners.

3

In the same pairs, students discuss their answers and practise asking more Have you ever . . .? questions. You could start them off by allowing them to ask you some questions about your experiences. You could write a few key words on the board to give students some ideas, for example, eat/meet/see.

4

Download the audio tracks and save to disk – right click on the link and click save target as - or use a direct connection to onestopenglish. Go through the table with students and explain that each speaker on the recordings is going to be asked one of the Have you ever . . .? questions. They must make brief notes for each person as they listen. Emphasise that these are notes and they do not have to write full sentences. Students listen to the recording and make notes. Play the recording again for them to find any missing information.

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

2

a) Y b) Y c) Y d) Y e) Y

Playing rugby, jumping up to catch the ball.

Knocked off balance, fell on left leg, twisted ankle, couldn’t play for more than 3 months. Walking across field with Chased by mad horse, ran away sister and dog Playing football, playing Broke nose twice: once hit in the face by tennis other football player, once missed tennis ball and got hit on nose. Driving in Spain Car drove up fast, pulled in front of her and stopped Playing in sea Pulled away from beach by sea, panicked and swallowed water, almost drowned, rescued by someone

5

Pairwork. Students compare their answers and then ask each other questions from the table. Give them plenty of time to do this and encourage the questioner to add follow-up questions to find out as much information as possible. Encourage students to report back to the class any interesting facts or stories they heard from their partners.

6

Students look at the three headings in the table (Have you ever. . .? What are you doing . . .? What happened?). Elicit that the tenses are the present perfect, past continuous and past simple.

7

Pairwork. Students look at the tapescript and find further examples of each of the tenses. They then discuss the questions. a) present perfect b) past simple c) Both beginnings are grammatically correct, but 1 is more interesting because the use of the past continuous suggests that this is background information and something is about to happen. In 2 the past simple tells us what happened but gives no suggestion that there is more to tell.

Anecdote See introduction for more ideas on how to set up and monitor ‘anecdotes’. 1

Whole class. Introduce students to the expression a rush of adrenalin. Tell students that they are going to prepare and tell a story to a partner about when they felt a rush of adrenalin.

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

3

Students look at the language toolbox which gives a framework for storytelling. Get them to identify the different tenses used here. Elicit that a good structure makes a story easier to follow and more interesting. Go through the list of questions with the class and explain that these are here to help them structure their stories successfully. Give students ten to fifteen minutes to work on their stories individually. Go round and give help with vocabulary and structure as needed. Encourage them to write notes which will help them to tell the story in the right order, rather than writing the story down to be read out. 2

Pairwork. Students take turns to tell their stories. Encourage the listeners to listen carefully and attentively and to save any questions until the story is finished. Go round listening and noting any interesting stories you hear. Ask if any students particularly enjoyed the stories they heard. If so, get the relevant student to recount the story again for the rest of the class.

Notes - Web Activities – Adrenalin Challenge Students work on a series of tasks using the Web. They can work alone or in teams, in class time, if you have access to the Web, or at home. There are three sections. It is important that students understand that they should prepare questions for section 2 while doing each of the tasks in section 1. Ask students to write answers in notes. Check answers as a group.

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

4

Intro Activities - Past Experience 1 The grammar in the following sentences is correct, but the sentences don't make sense. The endings have been mixed up. Rearrange the sentences so that they make sense.

a. b. c. d. e. f. g. h.

Have you ever ridden a snake? Have you ever been asked to the top of a mountain? Have you ever met a desert? Have you ever driven a television programme? Have you ever been to make a speech? Have you ever crossed a famous person? Have a you ever appeared on a Ferrari? Have you ever caught a horse on a beach?

2 Work with a partner. How do you think your partner would answer each question?

a. Yes, I have. b. No, never,. . . but I'd like to. c. No, never,. . . and I wouldn't like to. 3 Discuss your answers. How well do you know each other? Ask more Have you ever . . .? questions. 4 Listen to the five people being interviewed about their past experiences and complete the table below.

a) had a sports injury? b) been in a dangerous situation? c) broken a bone? d) been really frightened? e) thought you were going to die? 5 Work with a partner. Compare your notes then ask each other the questions from 4. Find out as much as you can. 6 Look at the questions in bold in 4. Three tenses are used: the past simple, the past continuous and the present perfect. Match the names of the tenses to the questions.

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

5

7 Look at the tapescript. Find other examples of the three tenses.

a. Which tense is the most useful for introducing a new topic of conversation? b. Which would you probably use if you wanted to say exactly when something happened?

c. You want to tell a story. Which of these two beginnings do you prefer? 1 It was late summer. People were sitting in street cafes, enjoying the sunshine and watching the world go by. 2 It was late summer. People sat in street cafes, enjoyed the sunshine and watched the world go by.

Anecdote 1 Think back to a moment when you felt a rush of adrenalin. You are going to tell your partner about it. Choose from the list below the things you want to talk about. Think about what you will say and what language you will need. o o o o o o o o

Where were you? At home? In the car? At a sports event? In town? Did it happen recently? How old were you? Who were you with? What were you doing? What happened? How did you feel? What were the consequences? Would you like to have the same experience again?

Language Toolbox Stories are often told in five stages. 1) Introduction Have I ever told about the time I was attacked by a lion? 2) Background I was on holiday with Jan . . . We were travelling around Africa on my Harley . . . 3) Problem Suddenly I heard a sound in the jungle. . . The next moment I saw . . . So there we were, up the tree. . . We were beginning to feel rather nervous. 4) Resolution Then I had an idea. . . In the end I managed to get the bike started. . . I drove off at a hundred miles an hour. . .I didn't stop till I got to Nairobi. . . 5) Comment I often wonder what happened to Jan. . . 2 Tell your partner the story. Give as much detail as possible.

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

6

The Adrenaline Challenge (Note: Each challenge can be done independently.)

You have been chosen to participate in the most extreme Internet competition: The Adrenaline Challenge. You must virtually complete three different stages to complete the challenge. You win points in each challenge. You can work individually or as teams. Get your mouse ready...we' re about to begin.

The Challenge There are three stages in the Challenge: (1) Extreme Adrenaline Challenge 1 (2) Extreme Adrenaline Challenge 2 (3) The Ultimate Adrenaline Challenge

Extreme Adrenaline Challenge 1

In our first challenge you have to complete tasks in five of the six different extreme sports. Each sport will direct you to a Website and give you a specific task to complete. The player or players gets 25 points for each task completed correctly. While you are at that website, you will also be preparing for the second challenge. You have to prepare ONE question about each site you visit. The question should be difficult and the answer to the question MUST be in the site. You will use these questions in the second challenge.

The Sports:

(1) Skateboarding: Bob's Trick Tips

http://www.bobstricktips.com/ This site shows you how to do various tricks using a skateboard. Click on several. There are photo frames showing the trick and a description of how to do it (don' t worry, the vocabulary is difficult even for a native speaker). There is also a video clip that you can view with QuickTime. Visit several of the tricks and then compare two or three tricks. • Which ones look more complicated to do? • Why? Write notes for your answer. Don' t forget to write your question for the Extreme Sports Challenge 2. If you don' t have QuickTime you can download it free from: http://www.apple.com/quicktime/products/qt/

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

7

(2) Cave Diving: National Speleological Society: Cave Diving Section http://www.nsscds.com/index.html You are on the homepage of the website for cave divers. Click on the various links to find what these words, names or abbreviations refer to: Cow Springs Henry Nicholson NSS-CDS NCKMS Manatee Springs (Don' t forget to write your question for the Extreme Sports Challenge 2). (3) Rock Climbing: Harter Climbing http://harter-climbing.aci.net/yosemite.html Here are some pictures of a rock climbing expedition in Yosemite park. There are six picture (just click next to see all of them and start over to go back to the beginning. Imagine you are showing these pictures to a friend. Write what you would say as you show each one. If you want an example, look at " A Washington Column Side Show and Trip Primer" on the same page. (4) Snowboarding: The History of Snowboarding http://www.sbhistory.de/ Where did snowboarding come from? Find out. Put the following facts in the correct chronological order. Just click on the years on the webpage: a. Winterstick company started. b. Tom Sims produced his first snowboards. c. The first Snowboarding magazine came out. d. The first real ski technology for snowboards was introduced. e. The first National Snowboard race was held. f. Sherman Poppen invented "The Snurfer". g. Regis Rolland, stars in "Apocalypse Snow". h. Dimitrije Milovich made snowboards based on surfboards combined with the way skis work. i. "Jack" Burchett and his plank of plywood. (5) Supercross (motorcycles): Supercross.com http://www.supercross.com/school.php You are working for the Rick Johnson School of Champions, a school for supercross bikers. You have to make an advertisement for the school for the local newspaper. It has to be creative and include as much information as possible: purpose of school, requirements, cost, schedule, dates, etc. Use the information on the webpage.

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

8

(6) Hang Gliding: All about hang gliding http://www.ap-store.com/hanggliding.html On this web page you will find a number of DVDs about hang gliding.. Which DVD would you buy if you were interested in the following? a. ...the weather b. ...beginning hang gliding c. ...cross country hang gliding d. ...aerobatics (Note: more than one DVD might be useful. The player or team with the most correct links gets the points.)

Extreme Adrenaline Challenge 2

Congratulations on finishing the first challenge. In our second challenge, you will be challenging other players with the questions you wrote in the first challenge. Give your questions to another player or group of players. All players have a limited amount of time to find all the answers. The first group to find all the answers wins the second part of the challenge and will get 200 points. Here are the sites again: Skateboarding: Bob' s Trick Tips ( http://www.bobstricktips.com/ ) Cave Diving: National Speleological Society: Cave Diving Section ( http://www.nsscds.com/index.html ) Rock Climbing: Harter Climbing (http://harter-climbing.aci.net/yosemite.html ) Snowboarding: The History of Snowboarding (http://www.sbhistory.de/) Supercross (motorcycles): Supercross.com (http://www.supercross.com/ ) Hang Gliding: All about hang gliding (http://www.ap-store.com/hanggliding.html)

The Ultimate Adrenaline Challenge

What is the ultimate challenge? Mount Everest, of course. It is the fiftieth anniversary of the first ascent of the highest mountain in the world. Win additional points for each task you complete. You can do one or all of them. 25-point task: Compare mountain gear then and now http://www.pbs.org/wgbh/nova/everest/exposure/gear.html Equipment and clothing have changed a lot. Look at this website and write sentences comparing the old equipment on the left with the new version on the right. 25-point task: Mallory / Irvine Timeline http://www.pbs.org/wgbh/nova/everest/lost/mystery/ In 1924, George Leigh Mallory and Andrew "Sandy" Irvine tried to become the first men to climb Mount Everest. They never returned and the question of whether the reached the top or not has been debated since then.  Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

9

Read this article about the Mallory / Irvine expedition and then make a time-line about their adventure. Try to reconstruct exactly what happened to them on that fateful day. Include all the events in the correct chronological order. ------------|-----------------------------------------------------------------------------------------1921 first attempt Do you think Mallory / Irvine were the first men to climb to the top of Mount Everest? Why or why not? 35-point task: Everest cents http://www.nationalgeographic.com/adventure/0305/expert_everest.html It' s very expensive to climb Mount Everest. On this webpage you will see how much a typical adventure will cost. Your task: justify each expense. For example, the first one is: 1 Lead Guide ................................$25,000 Justification: You can' t find the best way up the mountain without an experienced guide. Besides, it can be very dangerous to travel with an inexperienced guide. 35-point task: High altitude http://www.pbs.org/wgbh/nova/everest/exposure/experts.html Hear what a world-renowned group of physiologists and climbers have to say about how humans are affected at altitude. One of the most difficult parts of climbing Mt. Everest is adjusting to the high altitude. In fact, many adventurers never get to the top because they get "mountain sickness". Either listen to one or two of these experts (RealAudio) or read the transcript of the interviews. Then prepare a short report about mountain sickness and how it can affect the human body. 50-point task: Interview with Conrad Anker: http://www.nationalgeographic.com/adventure/9909/profile.html "Last spring climber Conrad Anker set off for “a little high-altitude trekking.” He ended up finding the body of George Mallory, missing since 1924. Even before Anker joined the Mallory & Irvine Research Expedition on Everest, he was a star among alpinists, having completed brutal routes in the Karakoram, the Himalaya, Antarctica, and Patagonia." Read the interview and then answer these questions: • What do you think Conrad does for fun? • Why do you think the Mallory family was opposed to Conrad showing the pictures he took? • Why does Conrad like climbing? • What happened to Conrad in 1991? • What advice does Conrad give to climbers?

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

10

50-point task: Mount Everest Collage: Mount Everest Photo Gallery: http://www.mnteverest.com/photo.htm A collage is an art form in which the artist takes a number of images or words and puts them together on a piece of paper, in a frame or on a screen. The goal is to make a message or feeling by the very patterns, content and interactions. Usually you cut and paste images and sentences from magazines, but you can also make collages on your computer. All you need is a word processing program, Power Point, or a website editing program (like Front Page). You can see some collages at: Collage Townhttp://www.collagetown.com/gallery.shtml Look at the photos on this website. They are pictures of Mount Everest and the area around it. Make a collage. Imagine you are arriving at Everest. You plan to climb it. You see the villages around the mountain and the mountain itself. Try to capture your emotions in your collage. Tell your class about your collage when you finish. 50-point task: Life of Edmund Hillary: http://magma.nationalgeographic.com/ngm/0305/feature1/index.html “Edmund Hillary and Tenzing Norgay were the first two. Since them, 1,200 men and women from 63 nations have reached the summit. What does it take to stand on top of the world?" Find the following information in the article: Sir Edmund Hillary: Nickname? Brother' s name? Children' s names? Nationality? First wife' s name? 3 mountains he climbed? Hometown? Second wife' s name? What happened in 1975? Occupation? What happened in 1953? 75-point task: How we climbed Everest http://magma.nationalgeographic.com/ngm/0305/feature1/story.html You have been asked to interview Barry Bishop, a climber who reached the top of Mt. Everest. In preparation for your interview, read Mr. Bishop' s article about his adventure. Then, based on the content of the article, prepare ten questions you would like to ask Mr. Bishop. Don' t ask him information that is included in his article. 100-point task: Plan a trip to Everest http://www.nationalgeographic.com/ngexpeditions/expeditions_trip_1023.html On this specially crafted National Geographic Expedition from Tibet to Nepal, take in some of the finest mountain views on Earth as we celebrate the 50th anniversary of the Mount Everest ascent in the company of famed mountaineer Peter Hillary. Consider the fascinating world of Tibetan and Nepalese culture while visiting Lhasa, Shigatse, Gyantse, and Kathmandu; drive through spectacular scenery to Mount Everest Rongbuk Base Camp; and take day hikes into the beautiful surrounding countryside.  Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

11

Imagine you took part in this expedition. Write a day-to-day diary about your experiences. What did you see? What did your do? What adventures did you have? Include pictures from the Internet it you wish.

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

Tapescript for Adrenalin Listening – Anecdotes section A (I = Interviewer; B = Ben) I: B I: B

Have you ever had a sports injury? Yes, I have. I was playing rugby for the local team and it was just after kick-off. I was jumping up to catch the ball when a player from the other team knocked me over and I fell heavily on my left leg. Oh, dear. Were you badly hurt? Ah, yes, I twisted my ankle and couldn’t play rugby for more than three months.

B (I = Interviewer); D= Dina) I: D: I: D:

Have you ever been in a dangerous situation? Yes, I . . . I have. I was walking my dog one day with my sister and we were crossing this field. There was a horse in it and it suddenly started running towards us, looking really mad. What did you do? Well, I know you’re not supposed to run away from animals because they can sense your fear. But we ran away as fast as we could.

C (I = Interviewer; F = Frank) I: Have you ever broken a bone? F: Yes, I’ve broken my nose twice. The first time I was playing football and one of the other players hit me in the face. The second time, I was playing tennis. I missed the ball and it hit me right on my nose. D (I = Interviewer; P = Paula) I: Have you ever been frightened? P: Yes, I have. Last summer I was driving on the motorway in Spain and we were getting close to Barcelona. So I got into the right-hand lane ready to turn off the motorway when this car screeched up next to me, pulled in front of me and slammed on his brakes. I don’t know how I managed to slow down fast enough to avoid him. I’ve never been so frightened in my life. E (I = Interviewer; G = Glen) I: Have you ever thought you were going to die? G: Yeah. It was when I was eight or nine and I was at the beach with my parents. I was playing in the sea, but on the edge because I couldn’t swim. Suddenly, I realised that I couldn’t feel the bottom and the sea was pulling me further from the beach .For a few seconds, I panicked and I started swallowing a lot of water. Then I felt really calm, as if I was floating away. I was drowning. Fortunately, someone saw me and pulled me out in time.

 Macmillan Publishers Ltd 2003

T E A C H E R’ S

N O T E S

14C Against the clock Russell Stannard Type of activity

Procedure

Vocabulary. Pair work.

1

Aim To review and consolidate vocabulary from Units 8 to 13 of Inside Out Upper intermediate Student’s Book.

2

Task To do a vocabulary quiz against the clock.

3

Preparation Make one copy of the worksheet for each pair of students.

Timing 15 minutes

Explain to the students that they are going to do a quiz to revise vocabulary from Units 8 to 13 of Inside Out Upper intermediate Student’s Book. The quiz is a race against the clock and they have four minutes to fill in the answers. Divide the class into pairs and give each pair a copy of the worksheet, placed face down on the table. Start the quiz. After four minutes, ask the students to put down their pens. Check the answers with the whole class. The winner is the pair that gets the most correct answers.

Answers teeth on the cheeks or chin very happy selfish incompatible skin intelligent/quick thinking 8 a geneticist 9 on the stairs 10 very tired 11 a house that is connected to another house on one side 1 2 3 4 5 6 7

12 13 14 15 16 17 18 19 20 21 22 23 24 25

crazy a surgeon an original no utter rubbish smooth you can recite it above the fire one sales no bolts stiff yes

Follow up Ask the students, in pairs, to write their own quizzes, using vocabulary from Units 8 to 13 of Inside Out Upper intermediate Student’s Book, for other pairs to do.

I N S I D E O U T R e s o u rc e P ac k

14C Against the clock 1

What are the white things you see in people’s mouths when they smile?

––––––––––––––––––––– ––––––

2

Where on the body can you normally see dimples?

––––––––––––––––––––– ––––––

3

How would you feel if you were ‘over the moon’?

––––––––––––––––––––– ––––––

4

A person who is self-centred can also be described as ...

––––––––––––––––––––– ––––––

5

What is the opposite of ‘compatible’?

––––––––––––––––––––– ––––––

6

What part of the body does a dermatologist treat?

––––––––––––––––––––– ––––––

7

What is another word for ‘quick-witted’?

––––––––––––––––––––– ––––––

8

Who studies genetics?

––––––––––––––––––––– ––––––

9

Where would you normally find banisters?

––––––––––––––––––––– ––––––

10

How would you feel if you were ‘on your last legs’?

––––––––––––––––––––– ––––––

11

What is a semi-detached house?

––––––––––––––––––––– ––––––

12

A person who is barmy can also be described as ...

––––––––––––––––––––– ––––––

13

Who normally performs operations?

––––––––––––––––––––– ––––––

14

What is the opposite of ‘a fake painting’?

––––––––––––––––––––– ––––––

15

Does ‘open-minded’ mean ‘intelligent’?

––––––––––––––––––––– ––––––

16

Would you describe something as ‘utter rubbish’ or ‘whole rubbish’?

––––––––––––––––––––– ––––––

17

What is the opposite of a ‘rough’ surface?

––––––––––––––––––––– ––––––

18

What does it mean if ‘you know something by heart’?

––––––––––––––––––––– ––––––

19

Where would you find a mantelpiece?

––––––––––––––––––––– ––––––

20

How many floors does a bungalow have?

––––––––––––––––––––– ––––––

21

What word can come before ‘force’, ‘figures’ and ‘pitch’?

––––––––––––––––––––– ––––––

22

Does ‘pretentious’ mean the same as ‘enigmatic’?

––––––––––––––––––––– ––––––

23

What is the odd-word-out? shutters / blinds / bolts / curtains

––––––––––––––––––––– ––––––

24

Were you frightened?’ ‘Yes, I was scared ––––– .’

––––––––––––––––––––– ––––––

25

If someone is trustworthy, can you depend on him/her?

––––––––––––––––––––– ––––––

.........................................................................................................

.........................................................................................................

....................................................................... Question Answer .......................................................................

.......................................................................

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out An Australian legend

WORKSHEET A

In Britain and America the name ‘highwayman’ refers to a robber that made fools of the authorities but was loved by the common people. The lives of people like Robin Hood, Dick Turpin, Billy the Kid and Ned Kelly have often been romanticized. Work in pairs. Find the answers to these questions on Worksheet B. Write the answers in the crossword to reveal the name for ‘highwaymen’ in Australia. 1. What was the name of the judge who sentenced Ned Kelly and Ellen Kelly? (7,5) 2. What was the nearest large city to Ned Kelly’s birthplace? (4) 3. Ned Kelly won a prize when he was a boy; what was it made of? (4) 4. How many movies have been made about Ned Kelly and his gang? (5) 5. Which country were Ned’s mother and father from? (7) 6. What was the surname of the policeman who assaulted Ned’s sister? (11) 7. The Kelly Gang consisted of: Ned Kelly, Dan Kelly, Steve Hart and … who? (3,5) 8. In which town were the gang finally caught? (9) 9. What did the gang members wear on their heads for protection? (7) 10. The gang robbed two banks. One was in Euroa; where was the other? (10) 11. What was Ned wearing under his armour when the police caught him? (4)

1 2 3 4 5 6 7 8 9 10 11

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out An Australian legend

WORKSHEET B

Edward ‘Ned’ Kelly was born in Beveridge, near Melbourne, Australia in January, 1855. He was the eldest boy in a family of eight children. His parents were originally from Tipperary in Ireland. When he was a schoolboy he risked his life to save another boy who was drowning. As a reward he was given a green silk sash with gold fringe. Ned's father died when Ned was twelve and he had to leave school to help take care of his family. The family moved to Glenrowan in Victoria, which today is known as Kelly Country. They were very poor and life was hard for people in Australia at that time. In 1871, when he was just sixteen, Ned was arrested for being in possession of a stolen horse. He was sentenced to three years of hard labour in prison. Four years after his release, in 1878, Police Constable Alexander Fitzpatrick called at the Kelly house after having a few drinks at the local bar. Fitzpatrick said that he wanted to speak to Dan (Ned’s younger brother) but he actually assaulted their younger sister Kate instead. The Kelly family threw him out. Fitzpatrick told his commanding officer that Dan and Ned had tried to murder him. Ned and Dan went into hiding but their mother Ellen Kelly and brother-in-law Will Skillion were arrested. Judge Redmond Barry sentenced Ellen to three years in prison and Will to six years of hard labour. When the police eventually found Ned and Dan, they (and two friends, Joe Byrne and Steve Hart) killed three policemen and escaped. In early 1879 the gang needed money to pay for food, shelter and lawyers for themselves and Ned and Dan’s mother so they robbed two banks; first at Euroa and then at Jerilderie. The police finally caught the Kelly Gang in June, 1880. The gang members arrived in Glenrowan and held about 60 hostages at the Glenrowan Inn. They wore heavy suits of armour and helmets which they believed would protect them from the police bullets. During the shoot-out with the police, Ned Kelly was shot twenty-eight times in the arms and legs (which were not protected by his armour) and was taken by the police. When they removed his armour, they found that he was wearing the sash that he had been given as a child for saving the drowning boy. The other Kelly Gang members died in the hotel. Ned Kelly was sentenced to death by Judge Redmond Barry (the same man who had unfairly sent Ned’s mother to prison). After the judge had passed sentence, Ned told him that he would be waiting for the judge ‘on the other side’. He was hanged on November 11th 1880. He was just twenty-five years old. Judge Redmond Barry died 12 days later. Since his death, Kelly has become an Australian legend, and the subject of a many books and three feature-length films; one in 1906, one in 1970 and most recently, one in 2003. To some, he is a folk hero, to others a common villain, but to all he is one of the most famous characters in the history of Australia.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out An Australian legend – glossary armour noun [uncount] metal clothing that soldiers wore in the past to protect their bodies

fringe noun [count] a decoration that consists of a row of fibres or thin pieces of cloth that hang down

arrest verb [transitive] if the police arrest someone, they take that person to a police station because they think that he or she has committed a crime: arrest someone for something: He was arrested for possession of illegal drugs.

gang noun [count] a group of criminals working together: a gang of thieves

assault verb [transitive] to attack someone violently: An elderly woman was assaulted and robbed.

hero (plural heroes) noun [count] someone who has done something very brave

the authorities noun [plural] the police or other organizations with legal power to make people obey laws: The French authorities have refused to issue him a visa. brother-in-law (plural brothers-in-law) noun [count] your sister's husband, or the brother of your husband or wife bullet noun [count] a small piece of metal that is shot from a gun: a bullet wound/hole commanding officer noun [count] an officer of any rank who controls a particular military group or operation common adjective ordinary, with no special status or rank: a common soldier/criminal drown verb [intransitive] to sink under water and die: Thirty people drowned when the boat sank in a storm. eventually adverb at the end of a long process or period of time: Eventually, we became good friends. feature film noun [count] a long film that is made for the cinema folk adjective based on the beliefs and methods of ordinary people: folk medicine/wisdom

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2003. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

helmet noun [count] a hard hat that you wear to protect your head

highwayman (plural highwaymen) noun [count] a man who in the past stopped people who were travelling on public roads in order to steal things from them hostage noun [count] a person who is the prisoner of someone who threatens to kill them if they do not get what they want: Six visiting businessmen were taken hostage by rebel groups. possession noun [uncount] a situation in which you have or own something: The brothers were caught in possession of stolen property. labour noun [count or uncount] work, especially physical work: The price includes the cost of labour. lawyer noun [count] someone whose profession is to provide people with legal advice and services: Mayer's lawyer spoke to the press today. legend noun [count] someone who a great many people know about and admire: the Hollywood legend, Elizabeth Taylor fool noun [count] someone who does not behave in an intelligent or sensible way make a fool (out) of someone to deliberately make someone seem stupid move verb [intransitive or transitive] to begin to live in a different house or area: We're moving next week.

Inside Out murder verb [transitive] to commit the crime of deliberately killing someone release noun [uncount] the act of letting someone leave a place such as a prison or hospital: The release of Nelson Mandela was watched by millions of people on TV. reward noun [count or uncount] something good that happens or that you receive because of something that you have done: You deserve a day off as a reward for working so hard. risk verb [transitive] to do something although you know that something that is bad could happen as a result: risk your life: to put yourself in a situation in which you could be killed rob verb [transitive] to take money or property from someone illegally: They were planning to rob the museum. romanticize verb [transitive] to think that something is better or more exciting than it really is sash noun [count] a long piece of cloth that you put around your waist or over one shoulder and across your chest, for example in an official ceremony sentence noun [count] a punishment that is officially given by a judge: She received the maximum sentence of ten years. sentence verb [transitive] if a judge sentences someone, they officially say what that person's punishment will be: He was sentenced to 15 years in prison. shoot-out noun [count] a fight using guns steal (past tense stole; past participle stolen) verb [intransitive or transitive] to take something that belongs to someone else without permission: jailed for three years for stealing cars throw someone out phrasal verb to force someone to leave a place or group: Several people were thrown out of the party. villain noun [count] an evil person or criminal This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2003. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 8th November 2004

1. An Australian legend On November 11th 1880 Ned Kelly was hanged in Melbourne Gaol in southern Australia after an 18-month manhunt. Was he the lawless thug that some people claim? Or was he (and his family and friends) the victim of systematic abuse from uncaring, brutal authorities? Make your own minds up after reading more about him in this week’s worksheet. Level Intermediate upwards How to use the lesson 1. Give your students a copy of Worksheet A and ask them to read the panel at the top. Ask them if they know any of the people mentioned. Establish that although these people were criminals, they have been remembered affectionately by historians and film makers because they all took on the system on behalf of the downtrodden. 2. Ask your students to look at the questions on Worksheet A, which are all about Ned Kelly, one of the criminals mentioned at the beginning. Tell your students that they are going to read about him. Give each student a copy of Worksheet B and divide your class into pairs. Each pair should work together to answer the questions on Worksheet A and write their answers in the grid. 3. Check answers in open class. If the questions have all been answered as below, the word bushrangers should read from top to bottom. The bush is another name for the outback, the remote interior of Australia where so many outlaws spent years of their lives in hiding. The outback is the only place where Australian Aborigines live in a more or less traditional way. Answers 1. Redmond Barry 2. Melbourne 3. silk

4. 5. 6. 7.

three Ireland Fitzpatrick Joe Byrne

8. Glenrowan 9. helmets 10. Jerilderie 11. sash

2. Related Websites Send your students to these websites, or just take a look yourself. Here are some websites that will help to fill in all the missing details about Ned Kelly http://www.abc.net.au/btn/australians/nedkelly.htm http://www.ironoutlaw.com/ http://www.bailup.com/index.htm http://www.ned-kelly.com/index.php Check out the 2003 Ned Kelly movie http://users.chariot.net.au/~michaelc/Elizabeth/famous1.htm More famous Australians here This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out e-lesson

Week starting: 28th March 2005

1. Are you an April Fool? Here comes April Fool's Day – watch your back! We have decided to mark the occasion with a departure from our usual text format. Instead, we have gone for a light-hearted matching exercise – eight quotes about fools. Level Upper intermediate and above How to use the lesson 1. Give each student in the class a copy of the worksheet. Ask them to look at the beginning of the quote on the left-hand side and then find its other half on the right-hand side. Ask your students to look for the words which connect the two halves. 2. Check answers in open class. Answers 1. e 2. g

3. f

4. h

5. d

6. a

7. c

8. b

3. Ask students to work in pairs or small groups to discuss the questions in exercise 2. 4. Open class feedback. You may wish to mention the spoof TV programmes that are shown on April 1st as well as spoof articles in newspapers. Maybe you could look out for some and take them into class to show your students. Otherwise, have a look at the last website below for some old spoof articles. 2. Related websites Send your students to these websites, or just take a look yourself. http://www.wilstar.com/holidays/aprilfool.htm for a history of April Fool’s Day, quotes and links http://www.snopes.com/holidays/april/aprlfool.htm This site disclaims some of the theories of the origins of April Fool’s Day http://www.april-fools.us/ Scroll down and check out the spoof stories – fabulous!

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Are you an April Fool? “The first of April is the day we remember what we are the other 364 days of the year.” Mark Twain

On April Fool’s Day we love to play tricks and jokes on each other. The recipient of the trick is then declared to be an ‘April fool’. There are many quotes about fools and their behaviour, like the one from Mark Twain above. 1. Match the one half of the quote on the left with the other half on the right. Look out for key words which connect the two halves. 1. You’ve got the brain of a four-year-old boy,

a. Then quit. There’s no use being a damn fool about it. (W. C. Fields)

2. Young men think old men are fools;

b. but you can’t fool all of the people all of the time. (Abraham Lincoln)

3. A generous man is

c. if the advertising is right and the budget is big enough. (Joseph E. Levine)

4. He that teaches himself

d. you must first break your mirror. (François Rabelais)

5. If you wish to avoid seeing a fool

e. and I bet he was glad to get rid of it. (Groucho Marx)

6. If at first you don’t succeed, try, try again.

f.

7. You can fool all the people all the time

g. but old men know young men are fools. (George Chapman)

8. You can fool all of the people some of the time, some of the people all of the time,

h. has a fool for a master. (Benjamin Franklin)

merely a fool in the eyes of a thief. (Henry Fielding)

2. Work in pairs or small groups. Discuss the following questions: 1. Do you play tricks on each other on April 1st? 2. Do you have the same tradition, but on another day in the year? 3. What sort of tricks do you play on each other? 4. Has anyone ever played a trick on you? 5. Have you ever played a trick on someone else?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Are you an April Fool? – Glossary advertising noun [uncount] the business of making advertisements: He works in advertising. avoid verb [transitive] to try to prevent something from happening: Try to avoid confrontation. avoid doing something: They could not avoid being drawn into the argument.

recipient noun [count] FORMAL someone who receives something trick noun [count] something you do in order to annoy someone or make people laugh at them, often by making them believe something that is not true: play a trick on someone: I thought he was playing a trick on me.

budget noun [count] the amount of money a person or organization has to spend on something: Two-thirds of their budget goes on labour costs. damn or damned adjective [only before noun] IMPOLITE used for emphasizing what you are saying, especially when you are annoyed about something: I can’t open the damn window. declare verb [transitive] to announce officially that something is true or happening declare someone/something (to be) something: Sarah was declared the winner. fool noun [count] someone who does not behave in an intelligent or sensible way You’re a fool if you think you’ll ever see that money again. fool verb [transitive] to trick someone by making them believe something that is not true: I was completely fooled by her. generous adjective giving people more of your time or money than is usual or expected: Merton is clearly a warm and generous human being. merely adverb used for emphasizing that something is small or unimportant: ONLY: This job is merely a way to pay my bills. quote noun [count] a quotation from a book, play, speech etc

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

T E A C H E R’ S

N O T E S

7C Ask me Peter Maggs Type of activity

Procedure

Writing and speaking. Individual and group work.

1

Aim To practise question forms.

Task

2

To write questions for each other and discuss the answers.

Preparation Make one copy of the worksheet for each student.

Timing 20 minutes

3

4

5

6

Explain to the students that they are going to write some questions for each other. Tell students that the questions have already been started, so they will only need to think of an appropriate ending. Give one copy of the worksheet to each student. Ask the students to write their name at the bottom of the worksheet where it says ‘Questions for ____’. Then tell them to pass their worksheet to the student on their left. Explain that the questions they write will be for the student whose name is at the bottom of the worksheet. Ask the students to complete the first question and write their name on the right. Then, ask them to fold the worksheet back so that their question is hidden and then pass the worksheet to the student on their left who repeats the same procedure. (If the class is small and a student sees his/her name at the bottom of the worksheet, he/she should pass it to the left without writing a question.) When all the questions have been written, ask the students to return the worksheet to the student whose name is at the bottom of the page. Ask the students to unfold their worksheets and read the questions. Ask them to find the person who asked each question and answer it. Conduct a class feedback session. Students report to the class the most amusing or interesting questions they were asked.

Notes & comments For a more controlled activity, ask students to work in pairs. Each student writes questions to ask his/her partner.

I N S I D E O U T R e s o u rc e P ac k

7C Ask me NAME How long have you ––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––– ?

––––––––––––––––––––––––––

Are you looking forward to –––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––– ?

––––––––––––––––––––––––––

Is it easy for you –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––– ?

––––––––––––––––––––––––––

If you could –––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––– ?

––––––––––––––––––––––––––

If you were me, ––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––– ?

––––––––––––––––––––––––––

Have you ever tried ––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––– ?

––––––––––––––––––––––––––

Do you get annoyed by ––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––– ?

––––––––––––––––––––––––––

Could you tell me ––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––– ?

––––––––––––––––––––––––––

Do you think it’s important –––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––– ?

––––––––––––––––––––––––––

Did you ever use to ––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––– ?

––––––––––––––––––––––––––

FOLD

FOLD

FOLD

FOLD

FOLD

FOLD

FOLD

FOLD

FOLD

Questions for –––––––––––––––––––––––––––––––––––––––––––––––––––– © Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out Australia Quiz – Glossary Aborigine or Aboriginal noun [count] an Australian who belongs to the race of people who were living in Australia before Europeans arrived

flag noun [count] a piece of cloth with colours or a pattern on it, used as a signal or for representing a country or organization

capital or capital city noun [count] the city where a country or region has its government: Madrid is the capital of Spain.

kangaroo noun [count] a large Australian animal that moves by jumping and carries its baby in a POUCH (= pocket on the front of its body)

celebrate verb [intransitive or transitive] to do something enjoyable in order to show that an occasion or event is special: They're celebrating the end of their exams.

mammal noun [count] an animal that is born from its mother's body, not from an egg, and drinks its mother's milk as a baby

coral noun [uncount] a hard pink, white, or red substance that grows in the sea: a coral necklace coral reef (= large area of coral under the sea)

percentage noun [count or uncount] an amount that is equal to a particular part of a total that has been divided by 100: Calculate what percentage of your income you spend on food.

coronation noun [count] a ceremony at which someone officially becomes a king or queen currency noun [count or uncount] the money that is used in a particular country: Russian currency direct verb [transitive] to be in charge of telling all the actors and technical staff who are involved in a film, play or programme what to do eucalyptus noun [count or uncount] a tall tree originally from Australia with leaves that do not fall off in winter. It produces an oil that is used in medicines.

population noun [singular] the number of people who live in a particular area: Los Angeles has a population of over 3 million. prime minister noun [count] the political leader in countries such as the UK that are governed by a parliament soil noun [count or uncount] the substance on the surface of the Earth in which plants grow: on British/US/Japanese etc soil in the UK, the US, Japan etc: the presence of foreign troops on Canadian soil

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 24th January 2005

1.Australia Quiz On January 26th Australians at home and abroad proudly celebrate Australia Day. To mark the occasion, we've put together a quiz on Australia for your students to enjoy. Level Good Pre-intermediate and upwards How to use the lesson 1. Divide the class into two teams, Team A and Team B. If there are more than ten students in your class, divide them into four teams (two Team As and two Team Bs). 2. Give each student in Team A a copy of Worksheet A and each student in Team B a copy of Worksheet B. If possible, the two teams should be at some distance from the other because the answers are clearly marked on the page, and they won't want the other team to see the answers! 3. First, ask the two teams to read the questions in Part 1 and find an answer underneath. Either check their answers yourself or copy the answers at the bottom of this page to give them. 4. After they have checked the answers, tell your students they are going to prepare a multiple-choice quiz for the other team. Refer them to Part 2, which shows an example of the question format. Ask them to do the same for all the questions. If you have wordprocessing facilities, ask your students to type out their questionnaires. 5. When they have finished, teams exchange their quizzes and select what they think is the correct answer for each question. 6. Check the answers as a team game with each team scoring one point for a correct answer. The team with the most points is the winner. Answers for Team A 1. Australia Day 2. Canberra 3. dollars 4. swimming 5. platypus 6. Baz Luhrmann 7. John Howard 8. 7.7 million sq km 9. Uluru Answers for Team B 1. joey 2. 2,000 km 3. koala 4. 19 million 7. 1770 8. Cate Blanchett 9. 25%

5. six

6. athletics

Follow up For any more information on any of the above, check out the websites below for project work or more quizzes. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.australiaday.gov.au/ Find out all about Australia Day http://www.csu.edu.au/australia/ Your guide to Australia http://grassroots.tisdaleschooldiv.sk.ca/olympics/grade8/D.Anew.htm Questions on Australia with loads of interesting links

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out

Australia Quiz

Team A

1. Match a question to an answer. 1. 2. 3. 4. 5. 6. 7. 8. 9.

What do Australians celebrate on January 26th? What is the capital of Australia? What currency do Australians use? Ian Thorpe is a well-known Australian sportsman. What is his sport? Which Australian animal is a mammal that lays eggs? Which Australian directed the films Romeo and Juliet and Moulin Rouge? What is the name of the Australian Prime Minister? How big is Australia? What is the Aboriginal name for Ayers Rock?

2. Prepare a multiple-choice quiz for Team B. Use the questions and answers from 1. Example:

What do Australians celebrate on January 26th? a. The Prime Minister’s birthday b. Queen Elizabeth’s coronation c. Australia Day ()

Try your hardest to be creative, and even amusing. 3. Take it in turns to read your questions to Team B or exchange tests with Team B and work together to complete Team B’s quiz.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Good Pre-Intermediate and above

Inside Out

Australia Quiz

Team B

1. Match a question to an answer. 1. 2. 3. 4. 5. 6. 7. 8. 9.

What is the name for a baby kangaroo? Australia’s Great Barrier Reef is the longest coral reef in the world. How long is it? Which Australian animal feeds on the leaves of the eucalyptus tree? What is the population of Australia? How many stars in total are there on the Australian flag? Cathy Freeman is a well-known Australian sportswoman. What is her sport? In what year did Captain James Cook land on Australian soil? Which Australian actress appears in the film Lord of the Rings? What percentage of Australians were not born in Australia?

2. Prepare a multiple-choice quiz for Team A. Use the questions and answers from 1. Example:

What is the name for a baby kangaroo? a. billy b. joey () c. rooey

Try your hardest to be creative, and even amusing. 3. Take it in turns to read your questions to Team A or exchange tests with Team A and work together to complete Team A’s quiz.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Good Pre-Intermediate and above

INSIDE OUT

I n t e r m e d i a t e R e s o u rc e P ac k

4C A windfall

One day, a few years ago, David Smith was working on his afternoon shift as a taxi driver. It was a warm day in August. On this particular day he was driving his black cab around the financial centre of London. He had stopped to buy a newspaper and was just getting back into his taxi when two men came running by. They were both wearing masks and had guns in their hands. They suddenly opened the doors of the taxi and told David to drive as fast as he could. The two men were incredibly nervous and one was shouting at the other. One of them was, in fact, so nervous that he was crying. David just drove, he didn’t know what to do, he was completely frozen. Luckily, that part of London is not that busy on a Saturday and so they quickly got away from the scene of the crime. However, the two men continued to argue and shout at each other. They were both swearing and shouting and suddenly one of them punched the other and then jumped out of the taxi. The other one immediately got out and chased after him. David quickly drove away. He was feeling sick from being so nervous but he couldn’t stop driving. He drove for at least 20 minutes until he felt safe. He then stopped the taxi and got out. He was sick on the side of the road from the nerves. When he got back in the taxi he noticed that the robbers had left the guns and a big black sack in the taxi. David looked in the bag. It was stuffed with foreign currency. Dollars, German marks, French francs and Japanese yen. There was so much money in the bag that when David took the money home and started counting it, he got bored and never counted it all; he said he had counted for more than five hours but as the money was in different currencies it had got very complicated. There was even money from countries he didn’t recognise. David had little choice but to hand the money in because he was, of course, worried about the guns. However, he never received any compensation and the two men were never arrested. In a radio interview some years later he admitted that he regretted not keeping the money. He also confessed that his wife had wanted him to ‘sit and wait and see what happens’. There was nearly one million pounds worth of used foreign currency.

✂ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . Connections to count

to cry to drive

black sack to get out

to keep

to leave

to punch to shout

wife

to swear

two robbers

bored complicated

compensation David Smith

foreign currency newspaper

five hours guns

not busy regret

to be interviewed

to shout

money one million pounds

stop to be sick

taxi driver to chase

© Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

4C A windfall Russell Stannard Type of activity

10 Ask students to get into groups of four and

Listening and speaking. Pair work.

get them to compare their connections, explaining why they made them. How many connections were the same? 11 Give them the story to read and to take away with them.

Aim To practise listening for key words in a narrative and using them to re-tell the story.

Task Active dictation.

Preparation Make a copy of the worksheet for each student and cut it in two as indicated. Practise telling (or reading out) the story on the worksheet.

Timing 15–20 minutes

Procedure 1 Tell the students you are going to tell them a

2 3 4 5 6

7

8 9

true story and that they should listen as carefully as possible but they cannot take notes. Tell the story – or read it to them. Divide the students into pairs. Give one copy of the ‘Connections’ sheet to each pair. Let them look at the words while you tell the story again. Explain that they should take it in turns to connect two words together and explain why they have connected the two words. The connections must be related to the story, e.g.: David and Taxi … because David is a taxi driver. Make sure students understand that they must explain why they have connected the two words. Explain that when they have connected two words together they should cross them out and they cannot use these words again. Circulate and monitor. Stop the activity when students begin to find it difficult to think of connections. They don’t have to connect them all.

Follow up By the end of stage 10 the students should be able to re-tell the whole story. Before giving them their own copy you could get them to re-tell the story collaboratively in their pairs or in groups. For homework you could get the students to write the story or, working from the text, to paraphrase it, telling it in different words.

Notes & comments If you have a big class, write the words on the board and get individual students to come up to the board and connect words. This way you have more control.

Inside Out Band Aid 20 – Glossary aid noun [uncount] money, food, or other help that a government or organization gives to people who need it: financial aid

image noun [count] a picture, especially one in a mirror or on a computer, television, or cinema screen: the flickering black-and-white images on the first cinema screens

AIDS or Aids noun [uncount] acquired immune deficiency syndrome: a serious disease that destroys the body's ability to defend itself against infection

malaria noun [uncount] a serious illness that you can get in a hot country if you are bitten by a mosquito

combined adjective formed by adding things together: What is your combined family income?

participate verb [intransitive] to take part in something: The rebels have agreed to participate in the peace talks.

contribute verb [intransitive or transitive] to give money, goods, or your time and effort in order to help someone to achieve something: Many local businesses offered to contribute to the fund.

proceeds noun [plural] money that a person or organization makes from selling or winning something, or from organizing an event

copy noun [count] a single newspaper, book, CD etc that is one of many that are all exactly the same: Her first album sold 100,000 copies. dependent adjective if you are dependent on someone or something, you need them in order to live or succeed: a married couple with dependent children They hate being dependent on their parents. distressing adjective making you feel extremely unhappy, worried, or upset: distressing news exceed verb [transitive] to be greater than a number or amount: a claim exceeding £500 famine noun [count or uncount] a serious lack of food that causes many people to become ill or to die feature verb [transitive] if something features a particular person or thing, they are an important part of it: a concert featuring music by Haydn and Mozart gather verb [intransitive or transitive] if people gather, or if someone gathers them, they come together in one place in order to do something: She gathered her children and ran for shelter.

provide verb [transitive] to give someone something that they want or need: Our office can provide information on the local area. provide someone with something: The lecture provided him with an opportunity to meet one of his heroes. punk noun punk or punk rock [uncount] a type of loud fast music with angry words punk or punk rocker [count] someone who likes punk music, or who dresses in the style of punk musicians record verb [intransitive or transitive] to put sounds or images onto a CASSETTE, CD, or video: Can you record the football for me at 10 o'clock? release verb [transitive] to make a film, video, or CD available for people to see or buy: They have just released their second album. relief noun [uncount] food, clothes, and money that is given to people who are in need of help: flood/disaster/earthquake relief resident noun [count] someone who lives in a particular place: Many local residents have objected to the new road.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out single noun [count] a musical record with only one song or piece of music on each side tuberculosis noun [uncount] a serious infectious disease that affects your lungs version noun [count] a form of something that is different from other forms or from the original: The latest version of the film is more like the book. washed-up adjective someone who is washed-up will never be popular or successful again

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out e-lesson

Week starting: 6th December 2004

1. Band Aid 20 Twenty years ago, the cream of British pop gathered to record a song in one day. The song was released as Do They Know It’s Christmas? and went on to make £8 million for charity. All proceeds were sent to relieve famine in Ethiopia. Twenty years later, they’re doing it all over again. It is now the suffering of the people of Darfur, Sudan, who are enduring a terrible famine, which the organisers of Band Aid 20 hope to alleviate. Level Good Intermediate and upwards How to use the lesson 1. Start the lesson with a discussion about what your students know about Band Aid (the charity), Live Aid (the huge transatlantic concert 20 years ago) or the current situation (famine) in Darfur, Sudan. If your students don’t know very much, it may be better to have a discussion on the merits of this type of charity after they have done the worksheet. 2. Divide the class into Group A and Group B. Give one copy of Worksheet A to each student in Group A and one copy of Worksheet B to each student in Group B. 3. Tell your students they have the same text, but there is some information missing from each worksheet. Explain that they are going to ask a member of the other group some questions to help them complete the text, but first they need to prepare the questions. 4. Ask the students to work together to prepare and write down the questions they need to ask to complete the text. 5. When all the students have prepared their questions, ask a student from Group A to work with a student from Group B. They should take it in turns to ask and answer the questions they have prepared and write the answer in the space in their text. 6. When both students have finished asking and answering, allow them to compare worksheets. 7. Check answers in open class. Suggested questions: 1. Where has the song Do They Know It’s Christmas? been re-recorded? 2. What is the new song called? 3. What did Bob Geldof see a report about (on the news)? 4. Who did he gather together? 5. Where did all the proceeds go? 6. How many copies of the song had Geldof hoped to sell? 7. How much did it raise? 8. What will the 2004 version raise money for? 9. How many people are dependent on food aid in that region? 10. What kills more people around the world than Aids, malaria and tuberculosis combined? This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out 11. How many of the UK’s top names have contributed their services once again? 12. How much was each artist paid? 13. Who is the only artist to feature on both versions? 14. What did she (Joss Stone) call Bob Geldof (by mistake)? 15. Which book was Gandalf a character in? 16. When was the single released?

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.bandaid20.com/ the official website http://www.undercover.com.au/news/2004/nov04/20041119_bandaid20.html who’s in it and who sings what http://www.chartattack.com/damn/2004/11/1504.cfm a short account of the day when everyone turned up to record the song http://www.teensay.co.uk/music/review.php?id=18 a review of the latest version http://www.makepovertyhistory.org a new organization campaigning to eliminate world poverty in 2005

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Band Aid 20

WORKSHEET A

Twenty years after its release, the song Do They Know It’s Christmas? has been re-recorded at 1) ________ . The idea is to raise money for famine relief in Africa. The new song is called Band Aid 20. It marks the 20th anniversary of the original song, which featured such stars as George Michael and Sting. In 1984 Bob Geldof, a washed-up punk rocker, was watching TV when he saw a report about 3) ________ on the news. The images were so distressing that he felt he had to do something about it. He gathered together the most famous performers in the UK at the time and they recorded Do They Know It’s Christmas? All the proceeds went to 5) ________ . Geldof had hoped to sell 100,000 copies of the song, but it actually sold 3.5 million copies in the UK alone and was number one in twelve other countries. It raised 7) ________ and became the biggest-ever selling UK single. The 2004 version will raise money for famine relief in Darfur, Sudan. At the moment there are 9) ________ people dependent on food aid in that region. The figure is likely to exceed 2 million by the beginning of next year, so immediate action is necessary. Hunger kills more people around the world every year than Aids, malaria and tuberculosis combined. 11) ________ of the UK’s top names have contributed their services once again. Each artist was paid nothing. The only artist to feature on both versions is 13) ________ , lead singer of the Irish band U2. He will sing the same line this time as he did last time. Other performers include Coldplay’s Chris Martin, Robbie Williams, Dido, The Darkness and new teenage sensation Joss Stone. Stone wasn’t even born when the original was recorded and had no idea who Bob Geldof was. In an interview she called Bob Geldof ‘Gandalf’ by mistake. Gandalf was in fact a character in the book 15) ________ . The single was released on 29th November, 2004. Bob Geldof and the 50 participating artists will be hoping that this single will provide the residents of Darfur with a happier Christmas this year than they would otherwise have had. Write the questions. 1 Where _________________________________________________________________? 3 What __________________________________________________________________? 5 Where _________________________________________________________________? 7 How much _____________________________________________________________? 9 How many______________________________________________________________? 11 How many______________________________________________________________? 13 Who __________________________________________________________________? 15 Which book ____________________________________________________________?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Band Aid 20

WORKSHEET B

Twenty years after its release, the song Do They Know It’s Christmas? has been re-recorded at Air Studios in London. The idea is to raise money for famine relief in Africa. The new song is called 2) ________ . It marks the 20th anniversary of the original song, which featured such stars as George Michael and Sting. In 1984 Bob Geldof, a washed-up punk rocker, was watching TV when he saw a report about famine in Ethiopia on the news. The images were so distressing that he felt he had to do something about it. He gathered together 4) ________ and they recorded Do They Know It’s Christmas? All the proceeds went to the charity Band Aid. Geldof had hoped to sell 6) ________ copies of the song, but it actually sold 3.5 million copies in the UK alone and was number one in 12 other countries. It raised £8 million and became the biggest-ever selling UK single. The 2004 version will raise money for 8) ________. At the moment there are 1.6 million people dependent on food aid in that region. The figure is likely to exceed 2 million by the beginning of next year, so immediate action is necessary. 10) ________ kills more people around the world every year than Aids, malaria and tuberculosis combined. Fifty of the UK’s top names have contributed their services once again. Each artist was paid 12) ________. The only artist to feature on both versions is Bono, lead singer of the Irish band U2. He will sing the same line this time as he did last time. Other performers include Coldplay’s Chris Martin, Robbie Williams, Dido, The Darkness and new teenage sensation Joss Stone. Stone wasn’t even born when the original was recorded and had no idea who Bob Geldof was. In an interview she called Bob Geldof 14) ‘________’ by mistake. Gandalf was in fact a character in the book The Lord of The Rings. The single was released on 16) ________ . Bob Geldof and the 50 participating artists will be hoping that this single will provide the residents of Darfur with a happier Christmas this year than they would otherwise have had.

Write the questions. 2 What __________________________________________________________________? 4 Who __________________________________________________________________? 6 How many______________________________________________________________? 8 What __________________________________________________________________? 10 What __________________________________________________________________? 12 How much _____________________________________________________________? 14 What __________________________________________________________________? 16 When _________________________________________________________________? This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out David Beckham Quiz 1. David Beckham was born in a. London. b. Manchester. c. Edinburgh.

2. He was born in a. 1975. b. 1976. c. 1977.

3. His playing position is a. attacking forward. b. midfielder. c. defender.

4. His nickname is a. Becks. b. Hammy. c. Bem.

5. His wife’s name is a. Melanie. b. Geri. c. Victoria.

6. His son’s name is a. Manhattan. b. Brooklyn. c. Bronx.

7. What number does he wear on his football shirt? a. 1 b. 7 c. 8

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

WORKSHEET A

8. Whose name does he have tattooed across the lower half of his back? a. his wife’s b. his mother’s c. his son’s

9. How much is his wedding ring worth? a. £8,000 b. £18,000 c. £80,000

10. What music does he listen to? a. Tupac Shakur b. Spice Girls c. Mozart

11. What is the nickname of his house? a. Posh Castle b. Beckingham Palace c. Brooklyn Heights

12. In the 1998 World Cup, during the game against Argentina, he a. was shown the red card b. scored all of England’s goals c. was seriously injured

13. In 2000, he was voted a. the world’s best player b. the world’s second best player c. the world’s third best player

14. He recently suffered an injury to his a. foot. b. leg. c. arm.

Inside Out Beckham

WORKSHEET B

D

avid Robert Joseph Beckham was born in Leytonstone, London on May 2nd, 1975. Keen on football from very early on, David won the Bobby Charlton Soccer Skills Award when he was 11. Five years later, at the age of 16, he signed on as a trainee at Manchester United Football Club. The following year, he made his first team debut as a substitute but it was another three years before he started playing full-time in the Premier League. He established himself as a quality player in the 1995/96 season and, in his midfield right position, the number 7 helped his team to win the FA Cup semi final against Chelsea. In 1996 he started playing for the England senior team and the year ended with him being voted Young Player of the Year. Beckham (nicknamed Becks) was going from strength to strength and it was no surprise that he was picked to play in the 1998 World Cup in France. By now he had become more than just a footballer, with as many girl fans as boy fans. He also had an attractive pop-star girlfriend, Victoria Adams, who was known to fans of the Spice Girls as Posh Spice. He was left out of the team for the first two matches of the World Cup, but in the match against Colombia he scored a stunning free kick and became the hero of England. However, in the next match, against Argentina, Beckham was sent off for a childish foul on Diego Simeone. England lost the match and went out of the World Cup. Everyone blamed Beckham and the newspapers wouldn’t leave him alone. Many predicted that his career was over – the fans hated him, the newspapers hated him and even people who didn’t know him hated him. Despite all the odds, he answered his critics by playing better football and keeping his temper under control. Gradually, the fans started to appreciate him once more. In 1999, his son Brooklyn was born and he married Victoria. The wedding reception took place in their huge house, nicknamed Beckingham Palace (the Queen of England lives in Buckingham Palace), and the bride and groom wore matching diamond wedding rings worth £80,000 each. To celebrate the birth of his son, he had the name ‘Brooklyn’ printed on his football boots and also had it tattooed in gothic letters across the lower part of his back. He also had a guardian angel tattooed on his back and his wife’s name tattooed in Hindi on his arm. Beckham is a big fan of the late rapper Tupac Shakur and the tattoos are inspired by the gangsta rap culture. So too is the expensive jewellery like his platinum and diamond earrings and gold and diamond Cartier bracelet. In 2000, he shaved off his beautiful, blond, boyish hair and took on a tougher appearance, looking more like a man. In the same year, he was voted second best player in the world after Rivaldo, the outstanding Barcelona and Brazil player. In 2001, he was made captain of the England team, a responsibility which brought out the best in him. During the matches, he led by example and showed that he could play with all his heart. In March 2002 he broke his foot playing for Manchester United against Deportivo La Coruna. There was chaos when England thought they had lost their captain but it now seems highly likely that his foot will have healed by the time his team have their first match in Japan. Whatever the football results, Beckham will leave the Japan/Korea 2002 World Cup a winner – he has advertising and sponsorship deals worth more than £5 million. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

Inside Out e-lesson

Week starting: 20th May 2002

1. Beckham On 21st May, 1904, the football federation’s international body, FIFA, was established. One of the glamorous stars of today’s game, David Beckham, has just celebrated his 27th birthday. This week’s worksheet takes a look at the man and his life. There are two pages to print. Click here to get your copies. http://www.insideout.net/warehouse/worksheets/may/IO047S-beckham.pdf Level Lower Intermediate upwards How to use the lesson 1. Ask your students what they know about the captain of the England football team. 2. Give each student in the class a copy of Worksheet A and ask them to choose an answer from the three possibilities. If students aren't sure of the answers, encourage them to make a guess. 3. Check answers in open class, but don't give any answers at this stage. 4. Give each student in the class a copy of Worksheet B and a time limit of four minutes to find the answers to the questions on Worksheet A. Ask your students to underline the parts of the text that contain the answers. 5. Check answers in open class. Answers 1. a 2. a

3. b

4. a

5. c

6. b

7. b

8. c

9. c

10. a 11. b 12. a

13. b

14. a

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.manutd.com/bio/bio.sps?iBiographyID=2533 Beckham biography from his team’s official site http://www1.kcn.ne.jp/~beckham7/ Terrific fan page from Japan http://www.footballnews.co.uk/clubs/10/1067/home.page The latest headlines on Beckham and his team, plus links to football news around the world http://www.manchester.com/java/sports/beautiful/bfiles.html Gossip, wedding photos and galleries of Beckham in action

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

I N S I D E O U T R e s o u rc e P ac k

1B Bob the babysitter

1

Do you have a preference (strong or mild) or no preference for a certain sex to do each of these jobs? Write M or F (male or female) and S or M (strong or mild), or NP (no preference) in each box.

your dentist your babysitter

her your child’s primary teac your mechanic inister your country’s prime m your bank manager u are in the pilot of the plane yo your doctor

2

your lawyer your hairdresser your driving instructor your secretary your boss your fitness instructor your nurse your teacher

In groups, discuss your views and explain your reasons. Useful phrases

Men and women are equally capable of verb + -ing ... Men/Women are better suited to verb + -ing because ... Because of a personal experience, I believe that ... I don’t mind whether my ____ is male or female. I’d rather my ____ was a man/woman because ... If I had to choose between a man and a woman, I’d probably prefer ...

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

1B Bob the babysitter Miguel Ángel Almarza Type of activity

4

Speaking. Group work.

Aim To promote discussion on a controversial issue.

Task To discuss and justify gender preferences for a variety of jobs.

Preparation Make one copy of the worksheet for each student.

5

Before the students start the activity, do an example with the whole class. Make sure you are not politically correct to encourage discussion, for example, If I were hiring a babysitter, I’d have a strong preference for a young woman. Women seem to have motherly feelings and are more sensitive and caring than men. Ask one of the stronger students to agree or disagree with your beliefs. After the discussion, ask each group to report their main points of agreement and disagreement to the class.

Timing

Follow up

30 minutes

Ask students to think of other jobs/skills or other aspects of society in which gender differences or stereotypes are prevalent.

Procedure 1

2

3

Introduce the topic by asking the students if they think that there are jobs which are better suited to either men or women. For example, Do women make better nurses? Do men make better doctors? Give each student a copy of the worksheet. Ask the students to look at the list of jobs and think about whether they have a preference for a man or a woman to do each job, and whether this preference is strong or mild, or if they have no preference. Allow students a few minutes to work through the jobs making their choices. Divide the class into groups of four. (Try to have a mixture of male and female students in each group.) Explain that they are going to discuss their views and justify their reasons to the other members of the group. Encourage the students to be frank and really say what they think, even if it is not diplomatic or politically correct (since the point of the task is to promote discussion on a controversial issue). Point out the box of useful phrases at the bottom of the worksheet.

Notes & comments Monitor the group discussions and note down any arguments which are interesting, witty, etc. Introduce these arguments into other groups to raise more points for discussion.

Inside Out e-lesson

Week starting: 16th May 2005

1. Bonnie and Clyde Few stories have captured the imagination quite like the story of Bonnie and Clyde, the latter-day Romeo and Juliet of Depression era gangsters. This brief account spans the last two years of their lives leading up to May 23, 1934 when they met their fate in the middle of the Louisiana countryside. Packed with relevant vocabulary, this text would fit perfectly into a lesson about crime and the law. Level Lower Intermediate and upwards How to use the lesson 1. Ask your students what they know about Bonnie and Clyde. If you don’t expect them to have heard of them, it may help to use a photo or direct them to the web addresses below. 2. Tell your students that they are going to answer some questions about Bonnie and Clyde but first they are going to read a short story about their final two years. Give each student in the class a copy of Worksheet A and tell them they have five minutes to read it. 3. After five minutes, ask your students to stop reading. Divide the class into pairs and give each student a copy of Worksheet B. Ask them to find the name of the police chief by answering questions 1-10. 4. The first pair to have answered all the questions correctly and found the name Frank Hamer is the winner. 5. Check answers in open class. Answers: 1. four 2. waitress 3. jail 4. gun 5. Buck 6. hardware 7. Great Depression 8. poem 9. Blanche 10. truck 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.crimelibrary.com/americana/bonnie/main.htm A full history of Bonnie and Clyde. Check out Bonnie's poem – very moving. http://www.dallashistory.org/history/dallas/bandc.htm Key dates in Bonnie and Clyde’s story http://texashideout.tripod.com/bc.htm A picture gallery. Images of the young lovers. Some are graphic and may upset some people.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out WORKSHEET A

Bonnie and Clyde Read the story of Bonnie and Clyde.

F

our days before Christmas 1929, nineteen-year-old Bonnie Parker was making hot chocolate at a friend’s house when a man called Clyde Barrow walked through the door. It was love at first sight. At the time, Bonnie was working as a waitress in a small café and Clyde was just entering the world of crime as a petty thief.

Shortly after they met, Clyde was arrested and sent to jail. Although his sentence was short (his crime wasn’t very serious), he asked Bonnie to smuggle a gun into the prison so that he could use it to escape. He was re-arrested two weeks later, and given a much longer sentence. He was released on February 8, 1932, after serving only two years. Just over a month after his release, he and his gang (which now included Bonnie) robbed a hardware store. In April they robbed another, this time killing a man. Over the next year, this happened on four more occasions with two policemen among the victims. By now Bonnie and Clyde had become famous; people all over the United States were cheering them on in their fight against the law. Many Americans had lost faith in the legal and political system after losing everything they owned in the Great Depression. In the economic climate of the time, Bonnie and Clyde became national heroes. On April 14, 1933, Bonnie and Clyde were hiding out in Joplin, Missouri, with Clyde’s brother, Buck, and his wife, Blanche. Meanwhile, the police had gathered outside and were waiting to arrest them. In the shoot-out which followed, two officers were killed, but the gang members managed to escape unharmed. Two months later, on the run, an exhausted Clyde failed to see a road sign and crashed their car, seriously burning Bonnie’s leg. A little while later, the gang booked into some tourist cabins for an overnight stay, but, once more, the police surrounded them. This time they were not so lucky. Bonnie and Clyde escaped but Clyde’s brother, Buck, was killed and his wife, Blanche, was arrested and later imprisoned. Both Bonnie and Clyde were very close to their families. On May 6, 1934, they arranged a family meeting outside their hometown of Dallas, Texas. Both of them knew they were going to die soon and Bonnie gave her mother a beautiful poem which she had written. Eighteen days later, on May 24, 1934, driving along a small country road in Louisiana, Bonnie and Clyde slowed down when they saw a friend’s truck at the side of the road. They didn’t realize that there were a group of police officers hiding behind the trees, waiting for them. The police chief gave the signal and the officers started shooting, quickly killing the young lovers. The story of Bonnie and Clyde lives on in people’s hearts and minds as a tragic, romantic story of a modern day Romeo and Juliet, with machine guns.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out WORKSHEET B

Bonnie and Clyde 2. Answer the questions. Write your answers in the crossword puzzle to reveal the name of the police chief who hunted, and finally caught, Bonnie and Clyde. 1. How many days before Christmas, 1929, did Bonnie and Clyde meet? (4) 2. What was Bonnie’s job? (8) 3. Where did Clyde go soon after they met? (4) 4. What did Bonnie bring him to help him escape? (3) 5. What was Clyde’s brother’s name? (4) 6. A month after Clyde’s release from prison, what kind of shop did they rob? (8) 7. What was the name of the difficult economic climate in America at that time? (5,10) 8. What did Bonnie give her mother at their last meeting? (4) 9. Who was caught and sent to prison after the car crash? (7) 10. What did Bonnie and Clyde see at the side of the road, just before they died? (5)

1 2 3 4 5

6 7 8 9 10

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Bonnie and Clyde – Glossary arrest verb [transitive] if the police arrest someone, they take that person to a police station because they think that he or she has committed a crime: Police raided the building and arrested six men. at first sight/glance when you first see something or find out about something, before you know more details: At first glance, the theory seems to make a lot of sense. cheer verb [intransitive or transitive] to give a loud shout of happiness or approval: The crowd cheered and threw flowers. cheer someone on to shout loudly in order to encourage someone climate noun [count] the general situation or attitudes that people have at a particular time: We are unable to increase wages in the current economic climate. crash verb [intransitive or transitive] if a vehicle crashes, or if someone crashes it, it hits something: Three people were killed when their car crashed into a tree. crime noun 1 [count] an illegal activity or action: She was unaware that she had committed a crime. 2 [uncount] illegal activities in general: new laws to help fight crime Depression noun [count or uncount] a period of time when there is a lot of unemployment and poverty because there is very little economic activity: the world depression of the 1930s escape verb [intransitive] to get away from a dangerous or unpleasant place: She was shot while trying to escape from prison. exhausted adjective extremely tired and without enough energy to do anything else: After two days of travel the children were completely exhausted.

gun noun [count] a weapon that shoots bullets or large shells: Their police officers all carry guns. hardware noun [uncount] equipment such as tools, pans, and other things that you use in your home and garden hide out [phrasal verb] to go somewhere where no one can find you: We used to hide out from our parents here. imprison verb [transitive] to put someone in a prison, or to keep them in a place that they cannot escape from jail noun [count or uncount] a place where people are put as punishment for a crime: Adam spent 3 years in jail for drug possession. machine gun [noun] a gun that fires a lot of bullets very quickly on the run trying to hide or escape from the police petty adjective minor: a petty criminal/thief/offender poem noun [count] a piece of writing that uses beautiful or unusual language. It is arranged in lines that have a particular beat and often rhyme. prison noun [count or uncount] an institution where people are kept as a punishment for committing a crime: He was sent to prison for armed robbery. release verb [transitive] to let someone leave a place where they have been kept: The authorities had recently released two suspects. rob verb [transitive] to take money or property from someone illegally: They were planning to rob the museum.

faith noun [uncount] a strong belief that someone or something is good: The public have lost faith in what the government is doing.

sentence noun [count] a punishment that is officially given by a judge: He is serving a three-year sentence for burglary.

gang noun [count] a group of criminals working together: a gang of thieves

serve verb [transitive] to spend time in prison: He's serving a life sentence for murder.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out shoot-out noun [count] a fight using guns smuggle verb [transitive] to take someone or something secretly or illegally into or out of a place surround verb [transitive] to be all around something or someone: Armed police quickly surrounded the building. tragic adjective causing or involving great sadness, because someone suffers or dies truck noun [count] a large road vehicle that is used for carrying goods: a truck driver unharmed adjective not hurt or damaged victim noun [count] someone who has been harmed or killed as the result of a crime: a murder victim

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out Braveheart – Glossary attack noun [count or uncount] a violent attempt to harm someone or something: The city was under attack throughout the night. betray verb [transitive] if you betray your country, your family or friends, you deliberately do something that harms them break (past tense broke; past participle broken) verb [transitive] to destroy someone's confidence, determination, or happiness: Twenty years in prison had not broken his spirit. carry something out to do something that you have been told to do or that you have promised to do: Maybe she ought to have carried out her threat to go to the police. conquer verb [intransitive or transitive] to take control of land or people using force cruelty noun [count or uncount] cruel behaviour: cruelty to children/animals declare verb [transitive] to announce officially that something is true or is happening: I was in Germany when war was declared. defeat verb [transitive] to win against someone: France defeated Italy 3-1. execute verb [transitive] to kill someone as a punishment for a crime: The prisoner is due to be executed next week. force noun [count] a group of people doing military or police work: Both countries have withdrawn their forces. heir noun [count] someone who will receive money, property, or a title when another person dies independence noun [uncount] freedom from control by another country or organization: Lithuania was the first of the Soviet republics to declare its independence. insult noun [count] something that seems to show a lack of respect for someone or something: This exam is an insult to my students' intelligence.

knight noun [count] in the past, a European soldier from a high social class who wore a suit of armour (=a metal suit) and rode a horse manipulate verb [transitive] to influence someone, or to control something, in a clever or dishonest way nickname noun [count] an informal name that your friends or family call you that is not your real name noble noun [count] a member of the nobility the nobility [noun singular] the people in the highest social class in some countries occupy verb [transitive] to be in control of a place that you have entered in a group using military force: The region was quickly occupied by foreign troops. outnumber verb [transitive] if one group outnumbers another, there are more in the first group than in the second spirit noun [uncount] an enthusiastic or determined attitude: She showed a lot of spirit. the throne [noun singular] the position of being a king or queen treason noun [uncount] the crime of trying to harm or destroy your country's government try (past tense and past participle tried) verb [transitive] to judge a person or case in a court of law. try someone for something: He was tried for murder and found guilty. troops noun [plural] soldiers uprising noun [count] a political situation in which a large group of people opposes and tries to defeat the government or the person who rules their country war noun [count or uncount] fighting between two or more countries or groups, that involves the use of armed forces and usually continues for a long time: They have been at war for five years.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 16th August 2004

1. Braveheart Seven hundred years ago the Scots were giving English King Edward I a pain in the neck, particularly one Scotsman called William Wallace. This week in 1305, William Wallace met a gruesome end at the hands of King Edward I in London. This week we pay tribute to William Wallace (as portrayed by Mel Gibson in the film Braveheart) in an information gap with ‘wh-’ questions activity. Level Good Intermediate and upwards How to use the lesson Optional lead in: You could pre-teach the wealth of vocabulary in the story about William Wallace (see Glossary). 1. Start the lesson with a discussion about whether your students have seen the film Braveheart, what they thought of it and what they can remember about it. 2. Divide the class into Group A and Group B. Give one copy of Worksheet A to each student in Group A and one copy of Worksheet B to each student in Group B. 3. Tell your students they have the same text, but there is some information missing from each worksheet. Explain that they are going to ask a member of the other group some questions to help them complete the text, but first they need to prepare the questions. 4. Ask the students to work together to prepare and write down the questions they need to ask to complete the text. 5. When all the students have prepared their questions, ask a student from Group A to work with a student from Group B. They should take it in turns to ask and answer the questions they have prepared and write the answer in the space in their text. 6. When both students have finished asking and answering, allow them to compare worksheets. 7. Check answers in open class. Suggested questions: 1. When was he born? 2. Where was he born? 3. What did his father (Sir Malcolm) belong to? 4. What was King Edward I’s nickname? 5. How tall was he (William) by 1286? 6. Who occupied Scotland (following Alexander III’s death)? 7. How old was he when his father was killed (by English troops)? 8. What was William determined to fight for? 9. Who became the new Scottish king in 1292? This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out 10. When did he (Edward) conquer Scotland? 11. Where did he (Edward) put de Balliol (after conquering Scotland)? 12. Where did the two armies meet? 13. What was Wallace given (as a reward) by the Scottish nobles? 14. How many men did Edward lead against Wallace? / How many men were in Edward’s army? 15. Where did he go to get help? 16. Who did he go to (in France) to get help from? 17. What was he tried for? 18. Who led an uprising? 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.magicdragon.com/Wallace/ Images of William Wallace and the Scotland of his time http://www.electricscotland.com/history/wallace.htm A full biography of Wallace and everything else Scottish http://www.bjt.net/~melanie/scottour.html A virtual Braveheart tour of Wallace’s Scotland http://www.bbc.co.uk/history/scottishhistory/independence/features_independence_wallace.s html a concise history of William Wallace

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Braveheart

WORKSHEET A

William Wallace was born in 1) ________ in Ayrshire, Scotland. His father, Sir Malcolm belonged to the 3) ________ . Around the time of William’s birth King Edward I, whose nickname was Longshanks, came to the throne of England. By 1286 William had grown into a strong young man and stood at a height of more than 5) ________ tall. In the same year, the king of Scotland, Alexander III, died unexpectedly, leaving no heir to the throne. In the confusion which followed, King Edward occupied Scotland. The Scottish nobles did little to protect their people from the cruelty of the occupying forces. When William was just 7) ________ , his father was killed by English troops. From this point on, it seemed William was determined to fight for Scottish independence. In 1292, 9) _________ became the new Scottish king. Edward I approved of the choice because he thought he could manipulate de Balliol. However, when de Balliol refused to fight with the English against the French, Edward declared war against him. He conquered Scotland in 1297 and put de Balliol 11) ________ . Meanwhile, William Wallace had been carrying out attacks on English troops. These attacks were growing stronger and so was support for Wallace. The death of one of Edward’s knights was taken as a personal insult and he sent an army against Wallace. The two armies met in front of Stirling Castle. Even though the Scots were outnumbered, they managed to win a famous victory. As a reward, William Wallace was given a 13) ________ by the Scottish nobles, and became Sir William Wallace. In 1298 Edward I led an army of 90,000 men against Wallace and defeated him at Falkirk. Wallace disappeared for several years after this defeat. It is believed he went to 15) ________ to get help from King Philip IV. On August 5th, 1305, Wallace was betrayed by Sir John Montieth, a Scottish knight, near Glasgow. He was taken to London and tried for 17) ________ . On August 23rd he was cruelly executed. Edward hoped this would break the spirits of the Scots. It did the opposite. Robert the Bruce led an uprising almost immediately, which saw Scotland gain independence and him crowned King Robert I. Wallace finally had the freedom for which he had lived and died.

Write the questions. 1 When _________________________________________________________________? 3 What __________________________________________________________________? 5 How tall________________________________________________________________? 7 How old________________________________________________________________? 9 Who __________________________________________________________________? 11 Where _________________________________________________________________? 13 What __________________________________________________________________? 15 Where _________________________________________________________________? 17 What __________________________________________________________________? This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Braveheart

WORKSHEET B

William Wallace was born in around 1270 in 2) ________ . His father, Sir Malcolm belonged to the Scottish nobility. Around the time of William’s birth King Edward I, whose nickname was 4) ________ , came to the throne of England. By 1286 William had grown into a strong young man and stood at a height of more than two metres tall. In the same year, the king of Scotland, Alexander III, died unexpectedly, leaving no heir to the throne. In the confusion which followed, 6) ________ occupied Scotland. The Scottish nobles did little to protect their people from the cruelty of the occupying forces. When William was just twenty-one, his father was killed by English troops. From this point on, it seemed William was determined to fight for 8) ________ . In 1292 John de Balliol became the new Scottish king. Edward I approved of the choice because he thought he could manipulate de Balliol. However, when de Balliol refused to fight with the English against the French, Edward declared war against him. He conquered Scotland in 10) ________ and put de Balliol in prison. Meanwhile, William Wallace had been carrying out attacks on English troops. These attacks were growing stronger and so was support for Wallace. The death of one of Edward’s knights was taken as a personal insult and he sent an army against Wallace. The two armies met in front of 12) ________ . Even though the Scots were outnumbered, they managed to win a famous victory. As a reward, William Wallace was given a knighthood by the Scottish nobles, and became Sir William Wallace. In 1298 Edward I led an army of 14) ________ men against Wallace and defeated him at Falkirk. Wallace disappeared for several years after this defeat. It is believed he went to France to get help from 16) ________ . On August 5th, 1305, Wallace was betrayed by Sir John Montieth, a Scottish knight, near Glasgow. He was taken to London and tried for treason. On August 23rd he was cruelly executed. Edward hoped this would break the spirits of the Scots. It did the opposite. 18) ________ led an uprising almost immediately, which saw Scotland gain independence and him crowned King Robert I. Wallace finally had the freedom for which he had lived and died. Write the questions. 2 Where _________________________________________________________________? 4 What __________________________________________________________________? 6 Who __________________________________________________________________? 8 What __________________________________________________________________? 10 When _________________________________________________________________? 12 Where _________________________________________________________________? 14 How many______________________________________________________________? 16 Who __________________________________________________________________? 18 Who __________________________________________________________________?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Brazil – Glossary adopted verb someone's adopted country is the country they have chosen to live in and not the one they were born in.

independence noun [uncount] freedom from control by another country or organization:

archer’s bow a weapon made from a long curved piece of wood, used for shooting arrows.

legacy noun [count] something such as a tradition or problem that exists as a result of something that happened in the past

blend noun [count] a combination of different tastes, styles, or qualities that produces an attractive or effective result.

mermaid noun [count] an imaginary sea creature that has the body of a woman and the tail of a fish

border verb [transitive] to be next to another country or region: Jordan holds a key position, bordering both Israel and Iraq.

plantation noun [count] a large farm where crops such as tea, coffee, cotton, and sugar are grown: a sugar plantation

cover verb [transitive] to be all over a surface or object.

regent noun [count] someone who governs a country in the place of a king or queen who is ill, young, or not available to govern.

corruption noun [count] dishonest or illegal behaviour by powerful people: The men were arrested on charges of corruption campaign noun [count] a series of actions that are intended to achieve something such as a social or political change: an election/advertising campaign civilian noun [count] someone who does not belong to the armed forces or the police. declare verb [transitive] to announce officially that something is true or is happening: I was in Germany when war was declared. disguise verb [transitive] to hide something such as your feelings or intentions: a thinly disguised attempt to embarrass the prime minister flee (past tense fled; past participle fled) verb [intransitive or transitive] to escape from a dangerous situation or place. impeachment noun [count] the process of formally accusing a public official of committing a serious crime relating to their job, especially in the USA.

scandal noun [count or uncount] a situation in which people behave in a dishonest or immoral way that shocks people: a sex scandal slave noun [count] someone who belongs by law to another person and who has to obey them and work for them. stability noun [uncount] a situation in which things continue without any major changes or problems. shift (past tense shifted; past participle shifted) verb [intransitive or transitive] to change, or to change something: Public opinion had shifted sharply to the left following the war. tribe noun [count] a large group of related families who live in the same area and share a common language, religion, and customs. unloading verb [intransitive or transitive] to take goods (or people) off a vehicle. weak adjective not powerful or effective, and unlikely to be successful.. wealth noun [uncount] a large amount of money and other valuable things: a man of immense wealth

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 29th August 2005

1. Brazil September 7th is the National Day of Brazil. To mark the occasion we've put together a text about Brazil with an accompanying multiple choice quiz. Level: Upper intermediate and above How to use the lesson: 1. Brainstorm all the things your students know about Brazil. 2. Give each student in the class a copy of Worksheet A and ask students to work in pairs to answer the ten questions. Remind students that they can refer to the information that was brainstormed on the board to help them. 3. Check the students’ answers in open class, but don't offer any answers yet. 4. Give each student in the class a copy of Worksheet B and ask them to read the text to check their answers. 5. Check all the answers in open class. Answers: 1 c 2 b 3 b 4 c 5 a 6 d 7 True 8 c 9 b 10 a As a follow up you could set students a project. Divide the class into groups. Each group makes a quiz and text about a country of their choice and presents it to the class. Encourage students to find interesting information and lots of pictures. 2. Related Websites Send your students to these web sites, or just take a look yourself. http://psg.com/~walter/brasil.html Can’t afford a ticket? Take a virtual tour. http://www.maria-brazil.org/ A look at the culture of Brazil. http://www.lonelyplanet.com/destinations/south_america/brazil/ Thinking of going? Check out this guide. http://www.geocities.com/TheTropics/3416/minis_i.htm Check out the capital city – fabulous! This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Brazil Quiz

WORKSHEET A

1. How many countries does Brazil border? a. 6 b. 8 c. 10 d. 12

6. The president of Brazil is a. Tancredo Neves b. José Sarney c. Fernando Collor de Mello d. Luiz Inacio Lula da Silva

2. What percentage of South America does Brazil cover? a. nearly 40% b. nearly 50% c. nearly 60% d. nearly 70%

7. True or false: Brazil is the only Latin American country in which Portuguese is the national language.

3. What is the population? a. 75 million b. 175 million c. 275 million d. 375 million

4. Where does the name Brazil come from? a. an early explorer b. a tribe of Indians c. a type of wood d. a kind of fruit

5. What is the capital? a. Brasilia b. Salvador c. Rio de Janeiro d. São Paolo

8. Brazil’s world-famous carnival originated in a. Portugal b. Spain c. Italy d. Africa

9. Quimbanda and umbanda are a. football teams b. religious cults c. samba schools d. pop groups

10. Capoeira is a popular a. dance b. drink c. beach d. musical instrument

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Brazil

WORKSHEET B

Geography Since its settlement by the Portuguese in the 16th century, Brazil has been a constant fascination to foreigners. First it was gold, then rubber and coffee and more recently the exotic sights and sounds of South America’s largest nation. Of the twelve other nations of South America, Brazil borders all but two, Chile and Ecuador. Although it covers nearly half the continent, almost 60% of the 175 million population live in the southern and southeastern states. The north of the country, home to the mighty Amazon rainforest, occupies 42% of Brazil, yet its population is less than that of New York.

History Discovered in 1500 by Portuguese explorer Pedro Alves Cabral, Brazil earned its name from pau brasil, or brazilwood, whose red dye was highly valued in Europe. In 1549, King João III of Portugal made the country a royal colony with Salvador (in the northeast) as its capital. At the same time, ships were unloading slaves taken from the west coast of Africa to help build the country and work on the sugar plantations. After the discovery of gold in the 17th century, the colony’s centre of wealth shifted from the northeast to the southeast, and in 1763, the capital moved from Salvador to Rio de Janeiro. In 1807, Napoleon conquered Portugal and King João VI fled to Brazil and set up his court in Rio. When he eventually returned to Portugal, in 1821, he named his son, Dom Pedro, as regent, making him head of government for Brazil. The Portuguese parliament, however tried to return Brazil to its colonial status. Realizing the Brazilians would never accept this, Pedro declared independence from Portugal on September 7th, 1822, in the process creating the Brazilian Empire, the first monarchy in the Americas. In 1831 his son, Pedro II, took over the regency at the age of five and ruled until 1889 when a military revolt declared the country a republic. Gradually the country returned to stability under civilian presidents and in 1960, under president Juscelino Kubitschek, the country’s capital moved again to Brasilia, a city practically built from scratch. In 1964, Brazil again returned to a series of military governments. The election of Tancredo Neves in 1985, the first civilian president in 21 years, brought a nationwide wave of optimism, but when he died vice-president José Sarney took over. Weak and unpopular, Sarney was succeeded by Fernando Collor de Mello in 1989 who, 3 years later, faced impeachment due to a corruption scandal and resigned. In 1994, Fernando Cardoso was elected president, beginning a period of greater stability. Luiz Inacio Lula da Silva, commonly known as Lula, was elected president in 2002, after his fourth campaign for the office. President Lula, a former union leader, is Brazil's first working-class president.

Culture Although Brazil is the only South American country to have adopted the language and culture of Portugal, there are strong influences from the native Indians and from the Africans, particularly in Bahia. Salvador’s carnival seems inspired by African traditions but its origins lay in Europe. Starting as Saturnalia in Rome, adopted by Christians as the festival before Lent, the name probably comes from a translation of ‘goodbye to meat’; carne vale. Predominantly Roman Catholic, the mixture of Indian, African and European cultures results in a unique blend of religions in Brazil. Iemanjá, the African goddess of the sea, is sometimes characterized as the Virgin Mary, sometimes as a sea goddess or a mermaid. Under the umbrella of macumba, black magic (quimbanda) and white magic (umbanda) form just a part of the religious diversity of the nation. Another legacy of the Africans is capoeira. Brought over by the slaves, it is a foot-fighting technique disguised as a dance. Today, you can see this rhythmic exercise being performed on street corners in Salvador to the music of the berimbau, a one-stringed instrument resembling an archer’s bow.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

 Macmillan Publishers Ltd 2002

49

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

50

This page may be photocopied for use in class

Inside Out Cary Grant – Glossary accept verb [transitive] to take something that someone gives you: It gives me great pleasure to accept this award. award verb [transitive] to give someone a prize: Students who complete the course successfully will be awarded a diploma. comedy noun [uncount] entertainment intended to make people laugh on condition (that) used for saying that one thing will happen only if another thing also happens: They agreed to speak on condition that their names would not be used in the article. depart verb [intransitive] to leave a place and start a journey entitle verb [transitive] to give a title to a book, poem, or piece of music: Her first novel was entitled More Innocent Times. hit noun [count] something or someone that is very successful and popular: The film was a massive hit at the box-office. honorary adjective an honorary university degree or title is given to honour someone, although they have not earned it in the usual way be a household name to be very well known modesty noun [uncount] the tendency not to talk about yourself, your achievements, or your abilities even if you are successful

prevent verb [transitive] to stop something from happening: prevent something (from) happening: Rubber seals are fitted to prevent gas from escaping. produce verb [transitive] to make or grow something: The body produces chemicals to control the pain. retire verb [intransitive] to stop working permanently, especially when you are old: He retired from the army last month. role noun [count] the character that is played by a particular actor in a film or play: Who is playing the role of Hamlet? screen test noun [count] an occasion when an actor performs in front of the cameras to try to get a part in a new film stroke noun [count] a serious medical condition that can make someone suddenly unable to speak or move: Leni suffered a stroke and died at the age of 89. suffer verb [intransitive or transitive] to experience something very unpleasant or painful: In wars, it's usually innocent civilians that suffer. troupe noun [count] a group of performers tour verb [intransitive or transitive] to visit different several places for pleasure or to perform

nominate verb [transitive] to officially suggest that someone should be given a job, or that someone or something should receive a prize poor adjective having little money and few possessions a poor family/area/country This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 17th January 2005

1. Cary Grant One hundred and one years ago in a small house in a poor part of Bristol, England, Cary Grant was born. When he was nine years old, his mother was admitted to an asylum. Nobody told him where his mother had gone. Little wonder then that he seized the opportunity to escape at the age of fourteen and make a new life for himself in the United States. Find out more about the man and his work in this week’s worksheet. Level Intermediate and above How to use the lesson 1. Give each of your students a copy of the worksheet and ask them to fold it so that only the first exercise is showing. Tell them they have four minutes to read the story and find the extra word in each line. If they are not working very quickly, give them an extra minute. 2. When the time limit is up, stop your students and ask them to check their answers with the person sitting next to them. 3. Check answers in open class. Answers 1.  2. he 3. departed 4. has 5. 

6. away 7.  8. was 9. of 10. had

11. over 12. doing 13.  14. man 15, 

4. Ask your students to unfold their pieces of paper and work in pairs to complete the second part of the worksheet. Check answers in open class. Answers 1. a 2. – 3. –

4. a 5. the 6. the

7. a

8. –

9. a

10. the 11. the

12. the

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.carygrant.net/ Everything you need to know about Cary Grant http://www.seeing-stars.com/StarIndexes/CaryGrant.shtml Take a wander around Cary Grant’s Hollywood http://www.meredy.com/carytriv.htm Take the Cary Grant trivia quiz, if you dare This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Cary Grant 1. Read the story of Cary Grant’s life. There are fifteen lines. Ten of them contain one extra word. Find the extra words and write them in the column on the right. The first two lines have been done as examples. 1 Archibald Alexander Leach was born to a poor family in Bristol, England on January

________ 

2 18th, 1904. He worked in a local theatre before he joining a comedy troupe at the age

he ________

3 of fourteen. In 1920, after two years touring Britain, the troupe set off departed for the

________

4 United States. Once the US tour had ended, Archie has decided to stay on in New

________

5 York. He played a few roles on Broadway before going to California in 1931 for a

________

6 screen test at Paramount. He passed away, on the condition that he change his name.

________

7 He chose the name Cary Grant and a star was born.

________

8 He was made his debut appearance in 1932 and within three years had become a

________

9 household name, playing opposite of such stars of the day as Katharine Hepburn.

________

10 Over the next 30 years Cary Grant had produced hit after hit, from She Done Him

________

11 Wrong (1933) over to Charade (1963).

________

12 Grant was nominated for an Academy Award as Best Actor in 1941 for doing his

________

13 performance in Penny Serenade (1941), and again for None But The Lonely Heart

________

14 (1944).  He was unlucky man in both cases, but in 1970 was awarded an honorary

________

15 Oscar for his "unique mastery of screen acting."

________

2. Complete the story of the life of Cary Grant. Put a, the or – (nothing) into each space. The first one has been done as an example.

a daughter, Jennifer, in (2) ___ 1966 by his fourth Married five times, Cary Grant had (1) ___ wife, actress Dyan Cannon. He immediately retired from making (3) ___ films to become (4) ___ full-time father. During (5) ___ 1980s, he toured (6) ___ United States with (7) ___ one-man show entitled An Evening with Cary Grant and was in (8) ___ Davenport, Iowa when he suffered (9) ___ stroke and died on November 29, 1986. Cary Grant is remembered for most of his 75 films, but perhaps he is more famous for being (10) ___ type of gentleman that every man wants to be and every woman wants her man to be. Author Ian Fleming wrote (11) ___ James Bond series with Cary Grant in mind, but modesty prevented Grant from accepting (12) ___ role when the Bond books were turned into films.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Intermediate and above

I N S I D E O U T R e s o u rc e P ac k

7C Changes

Subjects ✸ ✸ ✸ ✸ ✸ ✸ ✸ ✸

Pop music Fashion in your country Your personality The cost of living in your country The way people do their jobs The weather in your country Telecommunications Family life in your country

✸ ✸ ✸ ✸

The kind of holidays you like

✸ ✸ ✸ ✸

Education in your country

Transport in your country Your social life Television and newspapers in your country Shops in your country The things you like to eat and drink Sport in your country

YOUR CHART Has completely changed in the last ten years

Has changed a little in the last ten years

Hasn’t changed at all in the last ten years

YOUR PARTNER’S CHART Has completely changed in the last ten years

Has changed a little in the last ten years

Hasn’t changed at all in the last ten years

© Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

7C Changes Matthew Jones Type of activity Speaking. Pair and group work.

Aims To practise present perfect for general experience at an unspecified time in the past.

Task To categorise a range of subjects according to whether they have changed completely, a little, or not at all over the past ten years.

Preparation Make one photocopy of the worksheet for each student.

Timing 45–60 minutes.

Procedure 1

2

3

4 5

6 7 8

Write the following three titles, as column headings on the board: Has completely changed in the last 10 years Has changed a little in the last 10 years Hasn’t changed at all in the last 10 years Demonstrate the task by discussing one of the subjects in relation to yourself / your opinion and placing the subject in the appropriate column. Either dictate the subjects one by one or tell students to read the subjects and place them in the appropriate column for themselves. Give students time to prepare to justify their category choices. Tell students to interview their partner and complete the second chart for them, giving reasons for their choices. Circulate, monitoring use of present perfect and past simple. Feedback on language. Put students into groups of four to discuss the topics they have put into different columns.

9

If your students are all from the same country, you could then discuss as a class the general topics, e.g. the way people do their jobs, trying to reach consensus on the appropriate columns.

Follow up Students might predict how these subjects may change in the next ten years.

Notes & comments To generate maximum participles, intervene where students are not giving the reasons for their choices to one another. Allow used to for past states and habits. Highlight form and meaning if necessary.

I N S I D E O U T R e s o u rc e P ac k

9B Character crossword boring cheerful confident dishonest friendly hardworking honest insecure insensitive interesting lazy miserable mysterious open optimistic pessimistic quiet sensible sensitive silly talkative unfriendly

1 2 3 4

6

5

7

O P E N

8 9

11

10 12

13 14 15 16

17

18

20

19

21

22

The following are all opposites: 1 down and 15 down

5 down and 9 across

12 across and 17 across

2 across and 18 across

6 down and 19 across

13 across and 14 across

3 down and 11 down

7 across and 22 across

16 down and 20 across

4 down and 8 down

10 down and 21 down

© Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’S

N O T E S

9B Character crossword Jon Hird Type of activity

Answers

1

U

2

Crossword.

H O N E

4

To consolidate and practise using character adjectives.

7

I

Task To complete a crossword by identifying opposite character adjectives.

One copy of the worksheet per student.

8

B

9

O P

13

S

I

L

N

2

I M I

S

19

I V

C H E

P

R

N S

E N S

I

3

O

T

S

E

E

S

N

S

N

E

R

I

D

R

E

M

L

A

Y

B

S

T

I

I

T

E N S

I

C

B

L

S

E F H A R D W O R K

T 20

I

I

E

O

N S L

Q U

E I

I

D 21

D

T

T

17

F U L I

E N S

M L A Z Y S E

E

N

S

11

15

C

S H O N E

22

T

12

C

R

P

M

V E

G

E

6

I

16

T D

I

S

L Y 14

5

T

A 18

30 minutes.

Give one copy of the worksheet to each student. Tell students to complete the crossword using the words on the worksheet and the clues given. Explain that there is only one correct way of completing the crossword, using all the words on the worksheet.

T

K

G

Procedure

10

A

R

Timing

1

T

F

Aims

Preparation

S

T

I E T

Y V E

E

C U R S

I

E

N G

Inside Out China Quiz – Glossary background noun [count] the part of a picture or pattern that is behind the main people or things in it: a picture of palm trees with mountains in the background border verb [transitive] to be next to another country or region: Jordan holds a key position, bordering Israel and Iraq. character noun [count] a letter, number, or symbol that is written or printed: Your computer password may be up to 12 characters long. compass noun [count] a piece of equipment used for finding your way, with a needle that always points to the north consider verb [transitive] to have a particular opinion about someone or something: consider someone/something (to be) something: We all considered him a hero. consist phrasal verb consist of something to be made of particular parts or things: Breakfast consisted of dry bread and a cup of tea. dumpling noun [count] a small solid lump of cooked food made from flour and water flag noun [count] a piece of cloth with colours or a pattern on it, used as a signal or for representing a country or organization gunpowder noun [uncount] a substance that is used for causing explosions or for making fireworks initiate verb [transitive] FORMAL to make something start invent verb [transitive] to design or create something that did not exist before: The mountain bike was invented in the US. life-size adjective a life-size picture, model etc of something is the same size as the real thing lucky adjective if you are lucky, something good happens to you as a result of luck: A lucky winner will receive £100.

martial art noun [count] a sport that is a traditional Asian form of fighting such as karate or judo philosophy noun [count or uncount] the study of theories about the meaning of things such as life, knowledge, and beliefs, or a particular theory that results from this study: Eastern philosophies population noun [singular] all the people who live in a particular area: Less than 40% of the population voted in the last election. populous adjective a populous area has many people living in it principal adjective main or most important: The principal aim of the project is to provide an answer to this question. province noun [count] one of the large areas that some countries are divided into razor noun [count] a small tool or piece of electrical equipment that you use for shaving reform noun [count or uncount] a change that is made in order to improve a situation or system: economic reforms the most important reform of the police service in over 30 years roughly adverb used for showing that an amount or number is not exact: The meeting lasted roughly 45 minutes. slow motion noun [uncount] action that is shown more slowly than the real speed: Let's see it again in slow motion. spicy adjective with a strong hot flavour statue noun [count] an image of a person or animal that is made of stone, wood, metal etc warrior noun [count] a soldier

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out e-lesson

Week starting: 20th September 2004

1. China Quiz On September 21st, 1949, the People’s Republic of China was proclaimed. The country has seen huge changes over the last 55 years, but 55 years is but a mere moment in the 5,000 year history of China. Recently China picked up 32 gold medals at the 2004 Athens Olympics and in 2008 Beijing will host the Olympic Games. This week we celebrate the achievements of this immense country in a general knowledge quiz. Level: Good Intermediate and upwards How to use the lesson: 1. Divide the class into small groups. 2. Give each group a copy of the worksheet and a time limit of 10-15 minutes to discuss possible answers to the questions. You may prefer to give your students the list of links on the next page and ask them to find the answers by visiting the relevant web sites. 3. Go through the answers in open class. Each group scores one point for a correct answer. There are 20 possible points. 4. The team with the highest score is the winner. Answers 1. d 2. c. In 1997 Chongqing was made a municipality. It instantly deposed Shanghai as the largest city in China. 3. a 4. True 5. c. They are: North Korea, Russia, Mongolia, Kazakhstan, Kyrgyzstan, Tajikistan, Afghanistan, Pakistan, India, Nepal, Bhutan, Myanmar, Laos and Vietnam. 6. b 7. b 8. a 9. False. 4 and 7 are unlucky numbers. 6, 8 and 9 are lucky numbers.

10. b. There are about 50,000 Chinese characters, but most are archaic. 11. a. The Yangtze River is 6,300 km long, The Yellow River is 5,464 km long and the Pearl River is 2,197 km long. 12. True 13. d 14. b 15. c 16. a 17. d 18. b 19. True 20. d. a sheng = pan pipes, ruan = guitar, san-xian = banjo. Hu li is a fox.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.infoplease.com/ipa/A0107411.html An overview of China http://www.enchantedlearning.com/asia/china/ And lots more to learn here http://www.chinatoday.com/city/a.htm#Chongqing Details about Chinese cities http://en.wikipedia.org/wiki/Chongqing A closer look at Chongqing http://www.travelchinaguide.com/intro/social_customs/lucky_number.htm Chinese lucky numbers and other traditions http://en.wikipedia.org/wiki/Terracotta_Army The Terracotta Army http://sln.fi.edu/tfi/info/current/inventions.html Just a couple of the many things invented in China http://www.chcp.org/music/Vmusic.html Chinese musical instruments http://www.quia.com/dir/chinese/ Have fun – play some games on a Chinese theme

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out China Quiz 1. What is the population of China? a. 500 million b. 800 million c. 1 billion d. 1.3 billion

11. Which of these is not a principal Chinese river? a. Jade River b. Yangtze River c. Yellow River d. Pearl River

2. What is the largest and most populous city? a. Beijing b. Shanghai c. Chongqing d. Hong Kong

12. True or false? China’s flag consists of four small stars and one big one on a red background.

3. What’s the capital of China? a. Beijing b. Shanghai c. Chongqing d. Hong Kong 4. True or false? Tiananmen Square in Beijing is the largest square in the world. 5. How many countries border China? a. 7 b. 11 c. 14 d. 17 6. Which leader initiated economic reforms in 1978? a. Mao Zedong b. Deng Xiaoping c. Jiang Zemin d. Hu Jintao 7. A traditional greeting in China is… a. ‘How’s the family?’ b. ‘Have you eaten?’ c. ‘Have you taken a shower lately?’ d. ‘How’s business?’ 8. After 99 years of British government, Hong Kong was returned to Mainland China on… a. July 1 1997 b. July 1 1998 c. July 1 1999 d. July 1 2000

13. The Gobi Desert stretches across a huge part of China and Mongolia. In Mongolian, ‘gobi’ means… a. mountain b. sand c. wind d. desert 14. The province of Sichuan is famous for its… a. sweet and sour food. b. spicy food. c. small fried/steamed snacks. d. dumplings. 15. What is Tai Chi? a. a traditional dance b. a dish from northern China c. slow motion martial arts d. 1st century Chinese philosophy 16. The Chinese traditionally refer to their country as ‘Zhongguo’, which means a. Middle Kingdom b. Old Country c. Immense Republic d. Eastern Empire 17. The Terracotta Army consists of… a. 2,000 lifesize statues of warriors b. 3,500 lifesize statues of warriors c. 5,000 lifesize statues of warriors d. 7,500 lifesize statues of warriors 18. Which of these was not invented in China? a. paper b. the razor c. gunpowder d. the compass

9. True or false? The numbers 4 and 7 are considered lucky in China.

19. True or false? October 1st is China’s National Day.

10. A well-educated person in China should know… a. roughly 2,000 Chinese characters b. roughly 10,000 Chinese characters c. roughly 25,000 Chinese characters d. roughly 50,000 Chinese characters

20. Which of these is not a musical instrument? a. sheng b. ruan c. san-xian d. hu li

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Gong Xi Fa Cai – Glossary almanac noun [count] a book published every year that tells you about the movements of the planets, the times of the tides, and the dates of important events beast noun [count] an animal, especially a dangerous or strange one bite noun [count] an act of cutting or breaking something with your teeth, usually in order to eat it: Anthony ate half his burger in one bite. capable adjective capable of (doing) something able to do something: The port is capable of handling 10 million tonnes of coal a year. I don't think I've achieved everything I'm capable of. celebration noun [count] a party or special event at which you celebrate something: The whole family showed up for our anniversary celebration. decoration noun [count or uncount] something nice that you use to make something else look more attractive emperor noun [count] a man who rules an empire ensure verb [transitive] to make certain that something happens or is done: ensure (that): Our new system ensures that everyone gets paid on time. fall (past tense fell; past participle fallen) verb [intransitive] to happen on a particular day or date: Christmas falls on a Saturday this year.

lunar adjective relating to the moon match noun be no match for someone to be not as good, strong, clever etc as someone mouthful noun [count] an amount of food or drink that you put in your mouth at one time origin noun [count] the place or moment at which something begins to exist: The college can trace its origins back to the 18th century. prey on phrasal verb prey on someone or prey upon someone to harm someone who is weak or cannot defend themselves prosperous adjective rich and successful ride (past tense rode; past participle ridden) verb [intransitive or transitive] to sit on a bicycle, motorbicycle, or an animal such as a horse and control it as it moves: Have you ever ridden on a camel? scare off phrasal verb scare someone away or scare someone off to make someone so frightened that they run away similar adjective things that are similar are like each other but are not exactly the same: We have similar interests. swallow verb [intransitive or transitive] to make food or drink go down your throat and into your stomach: She quickly swallowed the rest of her coffee.

firecracker noun [count] a firework that makes a loud noise when it explodes legend noun [count] an old story about imaginary people and events in the past: Greek myths and legends

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 7th February 2005

1. Chinese New Year (Gong Xi Fa Cai) Happy New Year, again. This time though, it’s the beginning of a new year in the Chinese lunar calendar; the Year of the Rooster. This week's worksheet tells of the legend behind the tradition in a gapped text. Level Intermediate and above How to use the lesson 1. Ask your students what they know about Chinese New Year - When is it? How long does it last? What are some of the traditions? etc. 2. Give each student in the class a copy of the worksheet and ask them to complete the text in pairs. 3. When students have finished the task, ask them to check their answers with another pair. 4. Check answers in open class. Answers: 1 on 2 in 3 In 4 on 5 of 6 of 7 on 8 on 9 to 13 away/off 14 away/off 15 up 16 on 17 In 18 for

10 of 11 off 19 for 20 on

12 out

Follow up You may want to ask your students to find some more legends relating to Chinese New Year. Or maybe facts, traditions or even recipes. If so, see below. 2. Related Websites Send your students to these websites, or just take a look yourself. Learn more about Chinese astrology from any or all of these links. http://www.holidayinsights.com/other/cnewyr.htm http://www.new-year.co.uk/chinese/calendar.htm http://www.chineseastrologyonline.com/2005.htm http://www.usbridalguide.com/special/chinesehoroscopes/Rooster.htm http://en.wikipedia.org/wiki/Chinese_new_year

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Gong Xi Fa Cai (A Happy and Prosperous New Year) Complete the text with the words in the box. to

on

in

of

up

out

off

away

for

The Chinese New Year does not always fall 1)____ the same date each year, although it is always 2)____ January or February. It's an important celebration all over the world and there are similar celebrations in Japan, Korea and Vietnam. 3)_____ the past, it was the emperor of the time who decided when the New Year started. Today, celebrations are based 4)____ Emperor Han Wu Di's almanac which uses the first month of the Lunar Year as the start 5)_____ the Chinese New Year. The origins of the Chinese New Year's celebrations date back thousands of years. Legend tells 6)_____ a monster named Nian (which in modern Chinese means 'year') that preyed 7)_____ people 8)_____ New Year's Eve. The beast had a huge mouth and could swallow several people in one bite. One day, an old man came 9)_____ the rescue of the frightened people. He stood in front of Nian and said "My friends here tell me you are very capable, but are you capable 10)____ swallowing other beasts instead of these weak people who are no match for you?" The monster immediately showed 11) _____ his power by eating several beasts in one mouthful. The people had been saved by the old man who turned 12)_____ to be an immortal god. He told the people to put red paper decorations on their windows and doors and to make as much noise as possible to scare 13)_____ Nian in case he returned. With that, he rode 14)_____ on the back of the beast Nian. Today, the people of China still put 15)_____ red paper and light firecrackers 16)____ New Year's Eve, although the origins are probably long-forgotten. 2005 is the year of the Rooster. 17)_____ the coming year, it is important for us to prepare 18)_____ any difficult situations we might meet. We should also make sure we are there 19)_____ our friends and family because we may rely 20)____ their help much more this year than last. This will ensure we all have a Happy New Year.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Intermediate and above

T E A C H E R’ S

N O T E S

5A Clueless Tania Bastow and Ceri Jones Type of activity

Procedure

Mill drill. Whole class.

1

Aim To practise defining clauses.

2

Task To complete a crossword.

Preparation Photocopy one set of the clues for each group of twelve students and cut them up. If there are fewer than twelve students in the class, either hand out one clue to each student and write in the solutions for the other clues on the grid, or give students more than one clue. Make enough copies of the crossword grid for each student.

Timing 30 minutes

3 4

5 6 7

Explain to the class that they are going to complete a crossword. Give each student a copy of the crossword and one or two clues. Explain that they must help each other to complete the crossword. Before they start, they need to memorize their clues as they will be handing them back to you. Allow a couple of minutes and then collect the clues back from the students. Ask the students to stand up and mingle, exchanging clues and completing their crosswords. They should not show – or tell – each other any solutions. Circulate, monitoring and helping with any problems. When most of the students have finished, call an end to the activity. Check the solutions with the whole class. Then ask them to re-write as many of the clues as they can remember.

Solutions Across 2 toys 4 love 5 holidays 8 teenager 9 pram 10 zebra 11 soap

Down 1 playmate 3 smile 6 c e re a l 7 pupil 8 tears

Inside Out Christopher Columbus – Glossary abandon verb [transitive] to stop doing something before it is finished, or before you have achieved your aims: The game had to be abandoned because of rain.

discipline noun [uncount] the practice of making people obey rules and punishing them if they do not: He believes in strict discipline.

administration noun [count] the government of a country at a particular time, especially in the US: the Reagan administration

establish verb [transitive] to make something start to exist or start to happen: Mandela was eager to establish good relations with the business community.

back verb [transitive] to support a person, organization, or plan, so that they are more likely to succeed: Both main parties are backing these proposals. colonist noun [count] one of the people who establish a colony or go to live in it colony noun [count] a country that is controlled by another country colonize verb [transitive] to take control of another country by going to live there or by sending people to live there conditions noun [plural] the situation or environment in which something happens or someone lives: Their role is to create the conditions for peace in the region. continent noun [count] one of the very large areas of land on the Earth, for example Asia or Africa contribution noun [count] something that you give or do that helps someone to achieve something or helps to make something successful: We are asking all parents for a contribution towards the cost of the trip. convince verb [transitive] to persuade someone to do something: convince someone to do something: They tried to convince him to buy a cheaper car. crew noun [count] the people who work on a ship, aircraft etc: can be followed by a singular or plural verb: All the passengers and crew on board the jet were killed. disarray noun [uncount] a situation in which people are very confused or things are not organized: The committee was in complete disarray.

expedition noun [count] a long journey to a dangerous or distant place exploration noun [count or uncount] a journey around an area in order to learn about it or in order to search for something valuable such as oil explore verb [intransitive or transitive] to travel around an area in order to learn about it, or in order to search for something valuable such as oil: The town is a good base from which to explore this part of Italy. funding noun [uncount] money that a government or organization provides for a specific purpose gather verb [intransitive or transitive] if people gather, or if someone gathers them, they come together in one place in order to do something: She gathered her children and ran for shelter. impose verb [transitive] to force people to accept something: impose something on someone: I wouldn't want to impose my views on anyone. chain noun [count or uncount] a series of metal rings that are connected to each other: Women prisoners were kept in chains. in charge (of) phrase if you are in charge, you have control over someone or something and are responsible for them: He was put in charge of the whole investigation. independent adjective not influenced by anyone else, and therefore fair: an independent inquiry line your pockets phrase to obtain money, especially by acting dishonestly

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out marooned adjective left in a place and unable to leave mouth (plural mouths) noun [count] the place where a river is widest and joins the sea noblewoman noun [count] a woman who is a member of the nobility persistent adjective continuing to do something in a determined way, especially something bad or annoying persistence noun [uncount] pirate noun [count] someone who steals things from ships while they are sailing praise verb [transitive] to express strong approval or admiration for someone or something: The painting was highly praised. reach verb [transitive] to arrive somewhere: We hoped to reach the camp before dark. report noun [count] a spoken or written description of a particular subject, situation, or event: We're getting reports of more fighting in the area. reputation noun [count or uncount] the opinion people have about how good or bad someone or something is: The town has a bad reputation. spot verb [transitive] to notice someone or something: Maria spotted the book lying under the chair. visionary adjective with imagination and clear, often new ideas of how things should be done: his visionary leadership wreck verb [transitive] to destroy or damage something badly

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 7th March 2005

1. Christopher Columbus Hero or villain? The answer probably depends on where in the world you live. Last year in Venezuela, supporters of president Hugo Chávez destroyed a 100-year-old statue of Columbus in Caracas. They accused Columbus of imperial genocide and compared him with U.S. President George W. Bush. Indeed, there appear to be more negative stories about Columbus than positive ones these days, but what is undeniable is that his legacy was to establish a lasting link between the Americas and the rest of the world. Level Upper Intermediate and above How to use the lesson 1. Find out what your students know about Columbus (eg, where he was from, when he lived etc.). Give each student in the class a copy of Worksheet A and allow them five minutes to read through it. 2. Tell the students they are going to prepare a test for each other. Divide the class into two teams, A and B. 3. Cut Worksheet B in half and give each member of each team the corresponding half. Tell the teams that they have ten answers which they have to make questions for, using the text in Worksheet A. Make it clear that they can only make the questions from the information in Worksheet A, not from their own ideas. See below for suggested questions. Depending on the level of the class, close monitoring may be necessary while the students are preparing their questions. 4. When both teams have finished preparing their questions, ask them to turn Worksheet A over so that they can't see it. 5. Teams take it in turns to ask each other the questions and to answer them. Before answering, the team can discuss their answer, but once they have given an answer, they cannot change it. The team with the highest number of correct answers is the winner. Possible questions Team A 1. Where was Christopher Columbus born? 3. How far did he have to swim when his ship was destroyed? 5. What was the name of his son? 7. Who were the Spanish monarchs that funded his expedition? 9. What is the name of the islands that Columbus first spotted? 11. How many ships did he leave Spain with on his second expedition? 13. Which island did he discover on his second expedition? 15. Where is the Orinoco River? 17. When did Columbus die?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Team B 2. Who destroyed Columbus’s ship in 1476? 4. What was his brother’s name? 6. What did Columbus call East Asia? 8. How many ships did Columbus leave with on his first expedition? 10. Which title was he given when he returned from his first expedition? 12. How many new colonists did he take on his second expedition? 14. When did he return from his second expedition? 16. How long was he marooned on Jamaica for? 18. Who first colonized the New World? 2. Related Websites Send your students to these websites, or just take a look yourself. http://www1.minn.net/~keithp/v1.htm Take a closer look at the first expedition http://www.mariner.org//educationalad/ageofex/columbus.php A more detailed (and prettier) history of Christopher Columbus http://www.kidsdomain.com/holiday/columbusday.html Lots of links to Christopher Columbus

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Christopher Columbus

WORKSHEET A

Early Years Born in Genoa in 1451, Christopher Columbus became a sailor when he was 21. In 1476, his ship was destroyed in the Atlantic by pirates, forcing him to swim ten km back to the coast of Portugal. Columbus stayed in Lisbon, living with his brother Bartholomew. He found work as a sugar buyer in the Azores, Cape Verde and Madeira, and married Portuguese noblewoman Filipa Perestrello e Moniz in 1479. A year later their son, Diego Colón, was born. Columbus believed one could reach East Asia, which he called ‘the Indies’, by sailing west and tried for a long time to get funding for an expedition. Finally, after eight years of trying, he convinced Spanish monarchs Ferdinand and Isabella to back him. Voyages to the New World First Expedition In 1492, Columbus sailed from Spain with three ships, the Santa María, the Pinta and the Niña. After sailing due west for 30 days, his crew were ready to turn round and go home when, on October 12th, they spotted land (which turned out to be the Bahamas). On December 5th they reached Hispaniola, where Columbus left men to develop a colony while he hurried back to Spain to a hero’s welcome. He was given the title Admiral of the Ocean Sea and was made governor-general of all new lands he had discovered or would discover. Second Expedition Columbus sailed from Cádiz on September 24th, 1493 with 17 ships and 1200 new colonists. He arrived at Hispaniola where he found his original colonists had all been killed. He set up a new colony nearby then set off to explore the coast of Cuba. After discovering Jamaica he returned to Hispaniola to discover his new colony in disarray; his attempts to impose discipline on the colonists led some to return to Spain to complain about his administration. Leaving his brother Bartholomew in charge, Columbus himself returned to Spain in 1496. Third Expedition On his third expedition, in 1498, Columbus sailed farther south to Trinidad. He sailed across the mouth of the Orinoco River (in present Venezuela) and realized that he saw a continent, but without further exploration he hurried back to Hispaniola to administer his colony. In 1500 an independent governor arrived, sent by Isabella and Ferdinand as the result of reports on conditions in the colony, and he sent Columbus back to Spain in chains. Fourth Expedition It was 1502 before Columbus finally gathered together four ships for a fourth expedition. He had hoped to re-establish his damaged reputation, but his ship was wrecked and he was marooned on Jamaica for a year. He was forced to abandon his dreams and return to Spain. Columbus died in 1506, still believing that he had discovered the coast of East Asia. Opinion remains divided about his contribution to history. Some accuse him of being a murderer who lined his pockets with stolen gold. Others praise him as visionary whose persistence resulted in the discovery of the New World. What is certain is that he wasn’t the first European to discover the New World - the Vikings had colonized Newfoundland 500 years earlier. But his voyages marked the beginning of continuous European efforts to explore and colonize the Americas, which was a turning point in history. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Christopher Columbus

WORKSHEET B

Team A Here are the answers to some questions. Read the text on Worksheet A and prepare questions for the answers below. Team B will then have to answer your questions as part of a quiz. 1. 3. 5. 7. 9. 11. 13. 15. 17.

Genoa 10 km Diego Colón Ferdinand and Isabella the Bahamas 17 Jamaica in Venezuela 1506

Where was Christopher Columbus born?



Team B Here are the answers to some questions. Read the text on Worksheet A and prepare questions for the answers below. Team A will then have to answer your questions as part of a quiz. 2. 4. 6. 8. 10. 12. 14. 16. 18.

pirates Bartholomew the Indies three Admiral of the Ocean Sea 1200 1496 one year the Vikings

Who destroyed Columbus’s ship in 1476?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

I N S I D E O U T R e s o u rc e P ac k

1A Common ground ––––––––––––––––––––––––––––––––––––––––––––

I’ve never visited

––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––– ▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

––––––––––––––––

....................................................................................................................................................................................................

I wouldn’t like to

................................................................................................................................................ ...................................................

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . ✂ . . .▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼ ▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

............................... . . ................................. ............................... . . ...................................

I like eating

–––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

I didn’t –––––––––––––––––––––––––––––––– yesterday. ▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

............................... . . ................................. ............................... . . .................................

I’ve got a friend called ––––––––––––––––––––––––––––––––––––––––––––

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

My favourite film is

––––––––––– –––

–––––––––––––––––––––––––––––––––––––––––––– ▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

............................... . . ................................. ............................... . . .................................

I’m currently learning how to ––––––––––––––––––––––––––––––––––––––

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

I don’t want to

––––––––––– ––––– ––––– ––– –––––

–––––––––––––––––––––––––––––––––––––––––––– ▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

............................... . . ................................. ............................... . . .................................

I love listening to

––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

I can’t ––––––––––––––––––––––––––––––––– very well. ▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

............................... . . ................................. ............................... . . .................................

I had ––––––––––––––––––––––––––––––––––– for breakfast today.

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

I’ll never ––––––––––––––––––––––––––––– again. ▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

................................................................... ...................................................................

I used to ––––––––––––––––––––––––––––– as a child.

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

I’m not keen on

––– ––––– ––––– ––––– –––– – ––––– –– – ––

–––––––––––––––––––––––––––––––––––––––––––– ▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

............................... . . ................................. ............................... . . .................................

I’ve always wanted to

–– ––– ––– ––– –––– ––

––––––––––––––––––––––––––––––––––––––––––––

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

Last Saturday I

–– ––– ––– ––– ––– ––– ––– ––– ––– ––– ––– ––– ––– ––– ––– ––– –

–––––––––––––––––––––––––––––––––––––––––––– ▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

.........................................................................................................................................

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

1A Common ground Miguel Ángel Almarza Type of activity

Procedure

Speaking. Whole class.

1

Aim

2

To practise agreeing (so and neither) and disagreeing.

3

Task To find students with similar opinions and experiences.

Preparation Make enough copies of the worksheet so that each student can take three cards. Cut up the cards as indicated.

Timing 20 minutes

4

Place the cards face down on your desk and ask the students to each take three. Ask the students to complete the sentence on each card with information that is true for them. Ask the students to walk around, pause with a student they meet and take turns to read their sentence or react to their partner's sentence. For example: Student A: I like eating lamb. Student B: Really? So do I. / I don't. Student B: I didn’t watch TV yesterday. Student A: Really? Neither did I. / I did. The students then continue circulating, pausing with other students to read (or react to) the other sentences. Circulate and monitor, helping as necessary. When they have finished, the students report to the class what they found out about each other. For example: I used to wear glasses as a child, and so did Sara. I’m currently learning how to ride a motorbike, but Juan isn’t.

Notes & comments This activity works well as an ice-breaker with students who do not know each other very well. You may want to precede the activity with some controlled practice of auxiliary verbs in different tenses, including examples with never. For example: Student A: I’ve never visited France. Student B: Neither have I. / I have.

T E A C H E R’ S

N O T E S

8A Computer helpline Piotrek Steinbrich Type of activity

Suggested answer

Reading and speaking. Pair work.

A man was having a problem with his new computer. He phoned Computer helpline and explained that when he was typing, the words just disappeared. The assistant asked about the screen and the man replied that it was blank. He also mentioned the screen wouldn’t accept anything he typed. The assistant asked if he could move the cursor around the screen and the man said he couldn’t. He repeated that it wouldn’t accept anything he typed.

Aim To practise reporting verbs.

Task To put in order and report a telephone conversation.

Preparation Make one copy of the worksheet for each pair of students. Cut up the worksheet as indicated.

Timing 30 minutes

Procedure 1

2

3

4

Explain that the students are going to report a conversation in which a man calls a helpline about a problem with his computer. Before starting the activity, brainstorm reporting verbs with the class, e.g. said, told, suggested, insisted, shouted, added, assured, explained, repeated, recommended, confirmed, stated, confessed, instructed, etc. Divide the class into pairs and divide the eight conversation strips equally between the students in each pair. Tell the students not to show their strips to their partner. Explain that their task is to reconstruct the conversation by reporting what was said in the correct order. Tell the students to work out which is the first part of the telephone conversation and report it to their partner, then the second part, and so on until they have reported the eight sections of the conversation. Encourage students to use as many different reporting verbs as they can. Circulate and monitor, helping as necessary. Ask some (or all) of the pairs to report their version of the telephone conversation to the class.

Then the assistant asked the man if the monitor had a power indicator. The man confessed that he didn’t know. The assistant suggested that the man check where the power cord went into the back of the monitor. He also recommended that the man check if it was plugged in properly. The man confirmed that it was. Then the assistant asked the man if he had seen a second cable when he was looking at the back of the monitor. The man confessed that he hadn’t. The assistant confirmed that there were two cables and asked the man to look behind the monitor again and find the other cable. When the man said that he had found the second cable, the assistant asked him to follow the cable and tell him if it was plugged securely into the back of his computer. The man stated that he couldn’t see. The assistant suggested that he put his knee on something and lean over but the man confessed that he couldn’t see because it was dark. Then he added that the office light was off and the only light he had was coming in from the window. The assistant told the man to turn the lights on but the man said he couldn’t because there was a power failure. After a few moments the assistant assured the man that he had the problem sorted out. He asked the man if he still had the boxes the computer had come in. The man said he did, so the assistant instructed him to get the boxes, unplug the computer and pack it up in the boxes. He told the man that he had to take the computer back to the shop he had bought it from. When the man asked if it was really that bad, the assistant insisted that it was. When the man asked what he should say, the assistant shouted that he should tell the shop assistant that he was too stupid to own a computer.

I N S I D E O U T R e s o u rc e P ac k

8A Computer helpline Assistant: Computer helpline. May I help you? Caller: Yes, well, I’m having a problem with my new computer. I was typing a report, and all of a sudden the words disappeared. Assistant: Hmm. So what does your screen look like now?

.........................................................................................................................................

❚❚❚❚❚❚❚❚❚❚

Caller: Assistant: Caller: Assistant:

Nothing. It’s blank. It won’t accept anything when I type. Can you move your cursor around the screen? There isn’t any cursor. I told you, it won’t accept anything I type. Does your monitor have a power indicator?

.........................................................................................................................................

❚❚❚❚❚❚❚❚❚❚❚❚❚

Caller: I don’t know. Assistant: Well, why don’t you then look at the back of the monitor and find where the power cord goes into it. Can you see that? Caller: Yes, sure. Assistant: Great. Follow the cord to the plug, and tell me if it’s plugged in properly.

.........................................................................................................................................

❚❚❚❚❚❚❚❚❚❚❚❚

Caller: Yes, it is. Assistant: When you were behind the monitor, did you notice that there were two cables plugged into the back of it, not just one? Caller: No. Assistant: Well, there are. I need you to look again and find the other cable.

.........................................................................................................................................

❚❚❚❚❚❚❚❚❚❚

Caller: Assistant: Caller: Assistant:

OK. I’ve found the cable. Follow it for me, and tell me if it’s plugged securely into the back of your computer. I can’t see. Even if you put your knee on something and lean over?

.........................................................................................................................................

❚❚❚❚❚❚❚❚❚❚

Caller: Assistant: Caller: Assistant:

Oh, it’s not because I don’t have the right angle – it’s because it’s dark. Dark? Yes. The office light is off, and the only light I have is coming in from the window. Well, turn on the office light then.

.........................................................................................................................................

❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚

Caller: I can’t. There’s a power failure. Assistant: A power ... A power failure? Aha. Okay. We’ve got it sorted out now. Do you still have the boxes your computer came in? Caller: Well, yes. Assistant: Good. Get them, unplug your computer and pack it up just like it was when you got it. Then take it back to the shop you bought it from.

.........................................................................................................................................

❚❚❚❚❚❚❚❚❚❚

Caller: Assistant: Caller: Assistant:

Really? Is it that bad? Yes, I’m afraid it is. Well, all right then, I suppose. What should I tell them? Tell them you’re too stupid to own a computer!

.......................................................................................................................................................................................................

❚❚❚❚❚❚❚❚❚❚

......................................................................................................................................................................................................

✂ ..........................................................................................................................................

........................................................................................................................................... © Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out Victorian Soap – Glossary affect verb [transitive] to have a strong effect on someone's emotions: She had been deeply affected by her parents' divorce. autobiography noun [count] a book about your life that you write yourself autobiographical adjective be a household name to be very well known clerk noun [count] someone whose job is to look after the documents in an office contribution noun [count] a story or article that is written for a newspaper or magazine course noun [count] the way that things develop over a period of time: In the normal course of events, he would have left on time. court noun [count or uncount] a place where trials take place and legal cases are decided: The man will appear in court on Monday. debt noun [uncount] a situation in which you owe money to other people: I don't like being in debt. deeply adverb very, or very much: Your mother is deeply concerned. establish verb [transitive] to achieve success, so that people recognize your skill, qualities, or power: establish yourself/someone (as something): Reagan quickly established himself as a promising film actor.

factory noun [count] a building where large quantities of goods are produced using machines: She works in a factory. hasten verb [transitive] to make something happen sooner or more quickly imprison verb [transitive] to put someone in a prison, or to keep them in a place that they cannot escape from intense adjective very great, or extreme: The pain was intense. irresponsible adjective not sensible, or not able to be trusted to be reasonable: an irresponsible driver journal noun [count] a newspaper or magazine that contains articles relating to a particular profession or subject: a scientific journal misery noun [uncount] the state of being extremely unhappy or uncomfortable move verb [intransitive or transitive] to begin to live in a different house or area: We're moving next week. novelist noun [count] someone who writes novels pessimistic adjective expecting the worst thing to happen in every situation: Doctors are pessimistic about his chances of making a full recovery. polish noun [count or uncount] a substance that you rub onto an object to make it shine: furniture/shoe polish

exhausting adjective extremely tiring

portray verb [transitive] to show or describe someone or something in a particular way: Opponents portray the president as weak and ineffectual.

extensive adjective spreading over a large area: The hotel has extensive grounds, including a private lake. extensively adverb The building was extensively damaged by fire.

progressive adjective developing gradually: The disease causes progressive deterioration of the nervous system. progressively adverb

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out publish verb [transitive] to have something that you have written printed and sold: In 1934 he published another successful novel. reporter noun [count] someone whose job is to write articles or make broadcasts about events in the news solicitor noun [count] in the UK, a lawyer who gives legal advice, writes legal contracts, and represents people in the lower courts of law sudden adjective happening very quickly and without any sign that it is going to happen: She felt a sudden pain in her hip. title noun [count] the name of a book, film, or other work of art: What's the title of her new book? volume noun [count] a book

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out

Victorian Soap 1.

Quickly read through the text to find out how these numbers relate to Dickens’ life: 7

2.

25

1870

21

12

38

1858

Now read the text again. There are eighteen lines. Twelve of them contain one extra word. Find the extra words and write them in the column on the right. The first two lines have been done as examples.

1

The novelist Charles Dickens was born in Portsmouth, England on February 7, 1812. He

 ______

2

and his family then moved to Chatham, near London, where he had spent the happiest

had ______

3

time of his life. However, when his parents were imprisoned for being in a debt, he

______

4

entered a period of intense misery which deeply affected him. He started working, at the

______

5

age of twelve, in a boot polish factory. Later, he worked out as a solicitor’s clerk and then

______

6

as a court reporter. At the age of twenty-one old, he started sending in contributions to a

______

7

monthly journal and by 1837, at the age of twenty-five, he had been published an entire

______

8

volume of work under the title of The Posthumous Papers of the Pickwick Club.

______

9

Over the next five years, Dickens was established himself as a household name with

______

10

novels such like Oliver Twist, Nicholas Nickelby and The Old Curiosity Shop.

______

11

Throughout the 1840s he and his wife travelled extensively in the Europe and America.

______

12

At thirty-eight, Dickens started to writing David Copperfield (1849-50), a largely

______

13

autobiographical work portraying his father as the irresponsible Mr Micawber. In his

______

14

forties his novels did became progressively pessimistic, possibly following the course of

______

15

his own marriage, which ended in 1858. He has formed a relationship with Ellen Ternan,

______

16

a young actress, and put his energy into performing public readings of his own works.

______

17

The readings were successful but however they were also exhausting, which no doubt

______

18

hastened his sudden death in 1870.

______

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out e-lesson

Week starting: 30th January 2006

1. Charles Dickens Charles Dickens was born on February 7th, 1812. He became one of the most prolific writers of the Victorian age and his works remain popular. This week’s worksheet provides a biography in a text that contains an extra word on some lines. Level Intermediate and upwards How to use the lesson 1. Ask your students what they know about Charles Dickens. Do they know any titles of his books? Have they read any of his work, either in English or their own language? 2. Give one copy of the worksheet to each student in the class and ask students to work in pairs. Ask them to read the text quickly and find the answers to question 1. Students should compare their answers with their partner. 3. Check answers in open class. 4. Ask students to read the text again. This time they should find the extra word, where necessary. Once again, ask students to compare answers with their partner. Check answers in open class. Answers Possible answers for question 1: He was born on 7th February. By the age of 25, he had published The Posthumous Papers of the Pickwick Club. He died in 1870. He started sending in written contributions to a journal at the age of 21. He started working in a boot polish factory when he was 12. At the age of 38, he started writing David Copperfield. His marriage ended in 1858. Question 2: 1.  2. had 3. a 4.  5. out 6. old 7. been 8.  9. was

10. such 11. the 12. to 13.  14. did 15. has 16.  17. however 18. 

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.fidnet.com/~dap1955/dickens/ Biography, illustrations, a map of Dickens’ London and much more http://www.dickensmuseum.com/ Visit the Dickens museum http://www.imdb.com/name/nm0002042/ A listing of all the TV and film versions of Dickens’ stories

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

T E A C H E R’ S

N O T E S

6A Digital world Pascual Pérez Paredes Type of activity

Procedure

Vocabulary and reading. Pair work.

1

Aim To practise using everyday words in a computer context.

2

Task To complete two different texts using the same set of missing words.

Preparation

3

Make one copy of the worksheet for each student.

Timing 15 minutes

Explain to the students that they will be given a worksheet with two gapped texts – one in an everyday context, the other in a computer context. They are going to complete both texts using the same set of words. Divide the class into pairs and give each student a copy of the worksheet. Ask the students to fill in the gaps in both texts using the words in the box. Every word occurs once in each text. When most of the students have finished, check the answers with the whole class.

Answers A 1 2 3 4 5 6 7 8 9

virus window menu notebook crash mouse bug click memory

B 1 2 3 4 5 6 7 8 9

memory click window crash mouse virus bug notebook menu

I N S I D E O U T R e s o u rc e P ac k

6A Digital world bug

click

crash

memory

menu

mouse

notebook

virus

window

A We had a terrible evening. For a start, Peter was coming down with a (1) ––––––––––––– and he felt awful. We had to wait half an hour for our table, which was in the corner, even though I specifically asked for one next to the (2) ––––––––––––– and then another half-hour just to get the (3) ––––––––––––– . The waiter was useless. We had to ask for everything about three times and then he brought the wrong order anyway. I don’t know why he didn’t just write it down in a little (4) ––––––––––––– like they usually do. We’d just got the first course, which was actually quite good, when there was this huge (5) –––––––––––– from the kitchen and the chef stormed out with a big ladle in his hand and started shouting and swearing at the waiter in front of all the customers. Frankly, I knew how he felt. But for me, the worst thing was just after the first course when we suddenly saw a (6) –––––––––––– running across the floor, closely followed by the restaurant cat. Well, that was it for me. I couldn’t eat another thing. Peter struggled on until he found a bright green (7) ––––––––––––– in his tomato salad. Honestly, you should have seen his face! At that precise moment there was a (8) ––––––––––––– and a flash and I looked up to see a photographer. He’d just taken our picture. ‘Something to preserve your (9) ––––––––––––– of this evening?’ he said. I’m not going to tell you what I said!

B I had a terrible evening. I got home late from work and still had a report to finish. As you know, my computer is really old and slow – I really need to install more (1) ––––––––––––– . Anyway, when I tried to double-(2) ––––––––––––– on the file I wanted to work on, a (3) ––––––––––––– appeared telling me that the file could not be opened. So I decided to try opening it using a different programme but that only made my computer (4) ––––––––––––– completely. The screen went blank and the (5) ––––––––––––– froze. By this time, I was tearing my hair out – it was past midnight and I still hadn’t started working on that report. I phoned my computer guru friend, Matt, and he told me I probably had a (6) ––––––––––––– in my system. I must have got it from one of those stupid joke e-mail attachments – you know, like the ‘Love (7) –––––––––––––’ one. I had to resort to using my (8) ––––––––––––– but I hate the keyboard on it – it’s too small. At least I got my report finished. Matt’s going to send me some software to fix the problem. He also told me in future to go to the applications (9) ––––––––––––– and launch a good protection programme before opening unknown files. Good advice and better late than never, I suppose. © Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

+PUKFG1WV e-lesson

Week starting: 22nd April 2002

1. Discoveries and Inventions On April 25th, 1874, radio pioneer Gugliermo Marconi was born. On April 26th, 1452, painter and inventor Leonardo da Vinci was born and on April 27th, 1791, inventor of the Morse Code Samuel Morse was born. Can you guess what this week’s theme is? There are two pages to print. Click here to get your copies. JVVRYYYKPUKFGQWVPGVYCTGJQWUGYQTMUJGGVU#RTKN+15KPXGPVKQPRFH JVVRYYYKPUKFGQWVPGVYCTGJQWUGYQTMUJGGVU#RTKN+15KPXGPVKQPTVH Level Pre-intermediate and upwards How to use the lesson 1. Divide your class into pairs or small groups. Give each student in the class a copy of Worksheet 1. 2. Ask your students to first discuss who invented what and then to write in the name of the product in the left-hand column. Explain that it is not necessary for them to write in any dates (right-hand column) yet. This stage should not take any more than two or three minutes as most students will only know a handful of these people. 3. Conduct an open-class discussion on who invented what. Accept all ideas but offer no answers at this stage. With stronger classes ask students to predict when they think each of the inventions was made, to within ten years. Then hand out Worksheet 2 and give them a time limit to check their answers and find the missing information (5 minutes for Intermediate, 3 minutes for Upper Intermediate). If you haven’t asked students to guess the dates of the inventions they can just find the dates on Worksheet 2. 4. Check answers in open class. Answers 1. The telephone / 1876 2. The motorcycle / 1885 3. Tea bags / 1908 4. The zip / 1913 5. The aeroplane / 1903 (December 17) 6. X-rays / 1895 7. The ballpoint pen* / 1935 8. Liquid paper / 1951 9. The aqualung / 1943 10. The aerosol spray can / 1927 11. Jeans / 1873 12. Adhesive tape* / 1930 13. The sandwich* / 1762 This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

QuickTime™ and a BMP decompressor are needed to see this picture.

+PUKFG1WV 14. The safety pin / 1849 Notes *In the UK, we still call ballpoint pens by the name of the inventors, biro. *Although many people call adhesive tape by the name of the company Scotch, in the UK we know it by another brand name, Sellotape. * The son of the current Earl of Sandwich has just started up a new business – he sells upmarket sandwiches to businesses in London. Follow up Discuss which of these discoveries and inventions your students feel was the least and which they feel was the most important for the development of mankind. For more inventors and possible research subjects, see the websites below. 2. Related Websites Send your students to these websites, or just take a look yourself. JVVRKPXGPVQTUCDQWVEQOEUHCOQWUKPXGPVQTUKPFGZJVO!QPEGVTWG an a-z of international inventors plus loads of links JVVRYGDOKVGFWKPXGPVYYYCTEJKXGJVON inventors searchable by inventor or invention JVVRYYYGPEJCPVGFNGCTPKPIEQOKPXGPVQTUKPFGZDUJVON more inventors searchable by name or invention

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

QuickTime™ and a BMP decompressor are needed to see this picture.

Inside Out Discoveries and Inventions

WORKSHEET 1

1. Using the words in the box, complete the following statements: the motorcycle the aqualung the aerosol spray can

jeans

the zip

the sandwich tea bags

the aeroplane

the telephone

adhesive tape

liquid paper

the safety pin

the ballpoint pen

x-rays

When? The telephone 1876 1. ______________________ was invented by Alexander Graham Bell. _______________ 2. ______________________ was invented by Gottlieb Daimler.

_______________

3. ______________________ were invented by Thomas Sullivan.

_______________

4. ______________________ was developed by Gideon Sundbach.

_______________

5. ______________________ was invented by the Wright brothers.

_______________

6. ______________________ were discovered by W. K. von Roentgen. _______________ 7. ______________________ was invented by the Biro brothers.

_______________

8. ______________________ was invented by Bessie Nesmith.

_______________

9. ______________________ was invented by Cousteau and Gagnan.

_______________

10. ______________________ was invented by Eric Rotheim.

_______________

11. ______________________ were invented by Levi Strauss.

_______________

12. ______________________ was invented by Richard G. Drew.

_______________

13. ______________________ was invented by John Montagu.

_______________

14. ______________________ was invented by Walter Hunt.

_______________

2. Check your answers on Worksheet 2 and find out when each of these inventions and discoveries took place.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

Inside Out Discoveries and Inventions ADHESIVE TAPE Richard G. Drew (1886-1956) invented masking tape and clear adhesive tape (also called cellophane tape or Scotch tape) in 1930. Drew was an engineer for the 3M (Minnesota Mining) company. AEROSOL SPRAY CAN The first aerosol can was invented by Erik Rotheim of Norway. On November 23, 1927, Rotheim patented a can with a valve and propellant systems it could hold and dispense liquids. AEROPLANE The first working aeroplane was invented, designed, made, and flown by the Wright brothers, Wilbur (1867-1912) and Orville (1871-1948). On December 17, 1903, the "Flyer" flew a distance of 37m for 12 seconds at Kitty Hawk, North Carolina, USA. AQUALUNG The aqualung is a breathing apparatus that supplies oxygen to divers and allows them to stay underwater for several hours. It was invented in 1943 by Jacques-Yves Cousteau and Emile Gagnan. This safe, easy-to-use, and reliable device was the first modern scuba system. SANDWICH The sandwich was invented by John Montagu, the 4th Earl of Sandwich (1718-1792). In 1762, the story goes, he was too involved in a card game to have a formal meal, so he instructed his cook to put some meat between two slices of bread to save him time. He named the snack after himself. ZIP The zip was developed in 1913 by the SwedishAmerican engineer, Gideon Sundbach. He was successful at selling his invention, which he called the Hookless 2. He sold these fasteners to the US Army, who put zips on soldiers' clothing and equipment during World War I. LIQUID PAPER Liquid Paper is a quick-drying, paper-coloured (white) liquid that is painted onto paper to correct printed material. Liquid Paper was invented in 1951 by Bessie Nesmith (1922-1980). Nesmith was a secretary in Texas, USA, before the time of word processors. She began selling her popular invention, and soon ran the very successful Liquid Paper company. Her son, Michael Nesmith, was a member of the Sixties rock group The Monkees.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

WORKSHEET 2

SAFETY PIN The safety pin was invented by Walter Hunt in 1849. Hunt's pin was made by twisting a length of wire. Hunt invented the safety pin in order to pay a debt of $15; he eventually sold the rights to his patent for $400. JEANS Levi Strauss (1829-1902) was an entrepreneur who invented and marketed blue jeans. In 1873, Strauss patented the idea of using copper rivets at the stress points of sturdy work trousers. They were sold initially to the miners of the Californian Gold Rush. TEA BAGS Tea bags were invented by Thomas Sullivan around 1908. The first bags were made from silk. Sullivan was a tea and coffee merchant in New York who began packaging tea samples in tiny silk bags. Many of his customers brewed their tea in the bags rather than in the traditional way of brewing loose tea in a teapot, and the tea bag was born. MOTORCYCLE A gas-powered motorcycle was invented by the German inventor Gottlieb Daimler in 1885. His mostly wooden motorcycle had iron-banded wheels with wooden spokes. This bone-crunching vehicle was powered by a single-cylinder engine. TELEPHONE The telephone (meaning "far sound") is the most widely used telecommunications device. It was invented in 1876 by Alexander Graham Bell. His device transmitted speech sounds over electric wires. BALLPOINT PEN The first non-leaking ballpoint pen was invented in 1935 by the Hungarian brothers Lazlo and Georg Biro. Lazlo was a chemist and Georg was a newspaper editor. The brothers patented their invention and then opened the first ballpoint manufacturing plant in Argentina, South America. X-RAYS X-rays were discovered in 1895 by Wilhelm Konrad von Roentgen. He was a German physicist who discovered that, with the help of radiation, he could photograph objects (including part of his own skeleton) that were hidden behind opaque shields. Roentgen called these waves "X-radiation" because so little was known about them.

 Macmillan Publishers Ltd 2002

55

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

56

This page may be photocopied for use in class

T E A C H E R’ S

N O T E S

6C Dotcom Vincent A. Desmond Type of activity Reading and discussion. Group work.

Aims To develop reading skills. To develop discussion skills.

Task To discuss and develop an idea for a dotcom.

Preparation Make one copy of the worksheet for each student.

Timing 30 minutes

Procedure 1

2

3

4

Ask the students to define the difference between a traditional company and a ‘dotcom’. (A dotcom interacts with its customers on a website. It is open twenty-four hours a day, every day of the year and most transactions are done on the Internet. Dotcoms tend to be cheaper to run as they have lower staff and location costs.) Write the following statements on the board. Ask the students in pairs or groups to discuss whether these statements are true or false for their countries. a Young people are more interested in dotcoms than older people. b Most people would quit their jobs if they had a good dotcom idea. c Most people envy dotcom entrepreneurs who have made a lot of money. d A TV competition to win £2,000,000 funding for a dotcom would attract a lot of interest. Give a copy of the worksheet to each student. Ask the students to read the text and find out if the statements on the board are true or false for the UK. Divide the class into groups of three to four students. Ask each group to come up with an idea for a dotcom which meets the

5

requirements mentioned in the text, i.e. interesting, original, practical, clear and economically strong. Ask the groups to consider the following questions: • What service, product or information will you sell/provide? • Why is the Internet the best place for this business? • Will the website be free and make money from advertising or will customers pay? • How will customers pay? • How will you send the product or information to the customers? • What makes your idea different from a conventional business? Ask each group to explain its idea to the class. The class can then vote on which should receive the £2,000,000 investment mentioned in the text.

Answers a True

b

False

c False

d False

I N S I D E O U T R e s o u rc e P ac k

6C Dotcom Hi! My name’s Marzia and I’m from Parma in Italy. I’m a nurse in an old people’s home. It’s not a bad job. The pay is terrible, but the hours are quite good. My boss is a monster, but never mind.

News

Markets

Search:

Dotcom Ask people whether they are interested in Internet companies and most yawn. Ask if they want to appear on television to compete for Internet start-up funding and only 7,000 apply. That’s the lesson of an opinion poll carried out for the Financial Times.

sport cityline education

Dotcoms:

• only exist on the

•

•

INTERNET VENTURES FAIL TO STIR THE IMAGINATION

entertainment work

•

Companies

business money

•

Industries

internet are global from the start because they are located on the www advertise products and services on the internet have low staff and location costs as most business can be automated and the company can be sited in a cheap location have got customers that can do business at any time, 24 hours a day, 365 days a year

In the FT.com poll only seven per cent of the 2,000 people questioned said they would like to be part of the dotcom industry. Only three per cent would give up their jobs if they had an idea for a dotcom business. Younger people were only a little more enthusiastic. Only twelve per cent of people aged between fifteen and thirty-four would like to be part of the industry, and only four per cent would quit their jobs if they had a dotcom idea. These are the sort of people who comprise the would-be entrepreneurs who have applied to the Channel 4 e-millionaire TV show, presented by Jon Snow. The show aims to combine business ideas with £2 million of funding raised from a group of business investors. Staff at the show’s UK DOT-COM centre are examining the applications, looking for interesting ideas, originality, practicality, clarity of presentation and strong economics. They will shortlist fifteen, to be questioned on TV by a panel of business experts and celebrities. The five winners, chosen by TV viewers, will reach the final where their plans will be presented to the group of investors, who will decide who is funded. James Hill, head of the centre, says that the quality of the applicants is variable, but that there will be at least one hundred worth considering. Jon Snow expects a variety of contestants, but unless they are compelling, the programme may struggle to awaken interest. The Financial Times poll shows that only twelve per cent of the British public envy dotcom millionaires. Twenty-two per cent of people say they are overrated and overhyped, and eighteen per cent think they are opportunists. But ten per cent say the country needs more risk-takers like them and eighteen per cent say the country needs more creative people like them. Adapted from the Financial Times, 22 May 2000

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

7B Early warning system Piotrek Steinbrich Type of activity

Procedure

Reading and writing. Individual and pair work.

1

Aims To practise writing skills. To consolidate grammar from Units 1 to 6 of Inside Out Advanced Student’s Book.

2

Task To expand a short text.

3

Preparation Make one copy of the worksheet for each pair of students. Cut up the cards as indicated.

Timing 40 minutes

4

5

Divide the class into pairs and give each pair a copy of the Early warning system text. Allow them a few minutes to read it. Then explain any unfamiliar vocabulary. Give each pair a set of cards. Explain that the students are going to expand the text using the words on the cards. As an example, read out a card and ask the students where they might put it in the text. Working in pairs, ask the students to expand and rewrite the text. Circulate and monitor, helping as necessary. When the students have finished, ask them to exchange their new texts with another pair to compare versions. Invite several pairs to read their versions to the class.

Suggested answer In a desert in Nevada, a few years ago, NASA was doing a test run for a future Mars expedition. On the second day of the test, a passing group of Native Americans, who lived locally, stopped to watch the strange goings-on. Having some free time, an enthusiastic young NASA official went over to talk to them. Assuming they knew nothing of space travel, he carefully explained that the work was in preparation for an expedition to explore Mars. The mostly elderly Native Americans politely asked if they could send a message for any life that might be on the planet. Amused by the unusual request, the NASA official immediately agreed. He took the message they had written in their own language back to the base headquarters. Confused NASA officials looked repeatedly at the message but, not knowing the language, none of them could understand it. Several years later, an expert on Native American languages came across the forgotten message and when he translated it burst out laughing. It appeared that the message read: “Watch out for these people – they come to take your land!”

I N S I D E O U T R e s o u rc e P ac k

7B Early warning system Early Warning System NASA was doing a test run for a future Mars expedition. A passing group of Native Americans stopped to watch the goings-on. A NASA official went over to talk to them. He explained that the work was in preparation for an expedition to explore Mars. The Native Americans asked if they could send a message for any life on the planet. The NASA official agreed. He took the message back to the base headquarters. NASA officials looked at the message but none of them could understand it. An expert on Native American languages came across the message and burst out laughing. The message read: “Watch out for these people – they come to take your land!”

confused

.........................................................................................................................................

elderly

enthusiastic

having some free time

that might be

.........................................................................................................................................

strange

immediately

in a desert in Nevada

it appeared that

.........................................................................................................................................

mostly

not knowing the language

on the second day of the test

forgotten

.........................................................................................................................................

politely

repeatedly

Several years later

they had written in their own language

.........................................................................................................................................

assuming they knew nothing of space travel

when he translated it

who lived locally

young

.........................................................................................................................................

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

............................................................................................................................

carefully

.................... .................... .................... .................... .................... ....................

amused by the unusual request

.................... .................... .................... .................... .................... ....................

a few years ago

.................... .................... .................... .................... .................... ....................

............................................................................................................................

✂ .........................................................................................................................................

Photocopiable

 Macmillan Publishers Ltd 2002

51

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

52

This page may be photocopied for use in class

ENGLISH INSIDE OUT Week starting: 14th August 2000

1 English Inside Out - Elvis Presley On August 16, 1977, Elvis Presley died of a huge heart attack. He was famous all over the world as being the King of Rock 'n' Roll, but how much do you really know about the man? This week's worksheet consists of a quiz and a text about his life. There are two pages to print. Click here to get your copies. http://www.insideout.net/warehouse/worksheets/August/elvis.pdf Level: Intermediate and higher How to use the lesson: 1. Give one copy of the quiz to each student (or pair of students) in the class. 2. Check their answers but don't correct them. 3. Give one copy of the biography text for students to check their answers. 2 Websites related to the lesson

Send your students to these websites, or take a look yourself. http://wallofsound.go.com/artists/elvispresley/home.html for a biography of Elvis and much more. Or, try these two: http://www.handwriting.org/archives/97aug_02.html http://members.xoom.com/iloveelvis/bio.html http://members.tripod.com/~gloco/GloriaElvisPresleyHomePageindex.html for biography, pictures and links to many more Elvis sites

English Inside Out lesson taken from www.insideout.net

©Macmillan Publishers Ltd. 2000

Elvis (The King) Quiz 1 Elvis was born in: a) Missouri b) Mississippi c) Tennessee d) Texas 2 True (T) or false (F)? Elvis had a twin brother 3 Before becoming a star, he worked as a: a) Mechanic b) Model c) Truck driver d) Taxi driver 4 His first recording label was called: a) Sun Records b) Moon Records c) Planet Records d) Star Records 5 His first hit record was called: a) Jailhouse Rock b) Love Me Tender c) Flaming Star d) Heartbreak Hotel 6 True (T) or false (F)? Elvis spent 2 years in the US Army

7 How many times did he marry? a) Once b) Twice c) Three times d) He never married 8 How many films did he make? a) 13 b) 23 c) 33 d) 43 9 His house was called: a) Prezland b) Graceville c) Prezville d) Graceland 10 True (T) or false (F)? His favourite food was fried chicken. 11 How many records did he have in the charts? a) 53 b) 67 c) 79 d) 107 12 He died at what age? a) 38 b) 42 c) 46 d) 48

English Inside Out lesson taken from http://www.insideout.net

© Macmillan Publishers Ltd. 2000

The Life of Elvis Presley

O

N JANUARY 8, 1935, Gladys Presley gave birth to twin boys, Elvis Aaron and Jessie Garon, in Tupelo, Mississippi. Sadly, only Elvis survived and when he was 13, he and his family moved to Memphis, Tennessee, where he went on to graduate from High School in 1953.

After finishing school, Elvis was working as a truck driver when one day he decided to record a song for his mother’s birthday. This led to him being asked to record some sessions for Sun Records, a small Memphis label and in no time a legend was born. In late 1955, his recording contract was sold to RCA Victor and a year later he had his first hit record, Heartbreak Hotel. In the same year, he also made his first feature film, Love Me Tender, which secured him a place in Rock and Roll history. He made a further three films before being drafted into the army in March, 1958. He returned from his posting in Germany two years later with 16 year-old Priscilla Beaulieu, whom he eventually married in 1967. On his return, he resumed his movie career but, in the 29 more films he made, only his role in Flaming Star came close to fulfilling the potential he showed in his first four films. At the end of the sixties, Elvis started to put on weight and spend more and more time in his huge house, Graceland. His behaviour became increasingly difficult and, in 1973, he and Priscilla divorced. At every opportunity, Elvis used to indulge in his favourite dish of peanut butter and banana sandwiches fried in butter, which only served to help his weight balloon and his health suffer. Despite success in the early-mid seventies with live concert appearances and some memorable ballads, his weight continued to increase. On August 16, 1977, at the young age of 42, after charting more than 107 hits over a 20 year career, Elvis suffered a fatal heart attack. There are many who claim the King is still alive and some who claim to have actually seen him at the supermarket or in a bar. There is one thing, however, we can be sure of - his music will certainly never die.

English Inside Out lesson taken from http://www.insideout.net

© Macmillan Publishers Ltd. 2000

Inside Out e-lesson

Week starting: 2nd May 2005

1. Europe Quiz May 9th is Europe Day. Hurrah! To celebrate the occasion we’ve put together a quiz to test your knowledge of Europe. Level Lower Intermediate upwards How to use the lesson 1. Tell your students they are going to look at some statements about Europe and decide if they are true or false. They are then going to have to bet anything from 10 to 100 points (depending on how confident they feel) on their guess. 2. Divide the class into pairs or small groups and give each pair/group a copy of the quiz. 3. Ask your students to discuss each statement and decide if they think it’s true or false. In the first column they should write T or F. In the second column they have to write in the number of points they are willing to bet on their guess (10 points only if they don’t feel very confident, going up to 100 if they are very sure of their answer). They can only between 10 and 100 points. 4. After giving enough time for students to discuss their answers, it’s time to score. Either choose a student to be the scorer (s/he will need a copy of page 2 of the Teacher’s Notes) or do it yourself. Each pair/group calls out their answer and how many points they have bet. If they have answered correctly, students enter their points in the final column (points won). If they have answered incorrectly, they should enter their points in the third column (points lost). To increase competitiveness and ensure your students do not cheat, you can ask them to swap worksheets before checking the answers. At the end of the quiz, students add up their entries in the third and fourth columns and then subtract the total of the third column from the total of the fourth column to give the total number of points they have won. The pair/group with the most points is the winner.

Follow up This quiz could constitute part of a project on Europe. With help from the websites on the next page, your students could find out much more about Europe as a whole, or a specific country (history, geography, people and fashions etc.) and make a presentation and class display.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Answers 1. False. According to statistics the population of Portugal is actually 9.9 million. 2. True. 3. True. When Maria married Frenchman Pierre Curie, she became Marie along with the change to her surname. 4. False. The Rhine goes nowhere near the Czech Republic. 5. False. Karl Marx is in fact buried in Highgate Cemetery in London, England. 6. True. The first Modern Olympics were held in Athens 108 years ago, in 1896. However, the famous five rings didn’t make their first appearance until 1920. 7. True. The splendid capital city which gave its name to an equally splendid chicken recipe. 8. False. The Spanish flag contains a horizontal yellow band between two red bands, with the Spanish coat of arms in the centre. 9. True. During the summer the sun never truly sets. 10. True. It flows for 652 km from the north-west of Italy, across the north and into the Adriatic Sea. 11. False. Switzerland is not currently a member of the European Union. 12. False. Cars from Germany have a ‘D’ (Deutschland) on their number plate. 13. False. Abba are Swedish. 14. True. There are a staggering 179,584 islands in Finland. 15. True. Her name was also given to one of Jupiter’s moons. 16. False. The ancient name for Paris was Lutetia. 17. True. It measures 3,685 km and flows entirely within Russia. 18. False. Denmark has the oldest monarchy in Europe. Current monarch, Queen Margrethe II, can trace her family line directly back for more than a thousand years to the Vikings. 19. False. There are twelve stars on the flag, not ten. The number of stars is invariable, twelve being the symbol of perfection and entirety. The blue of the flag represents the sea and sky of the planet, whilst gold is the colour of enlightenment. 20. True. They were the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia.

2. Related Websites Send your students to these websites, or just take a look yourself. http://europa.eu.int/abc/symbols/9-may/decl_en.htm What is Europe Day? Check it out, along with the EU flag and anthem http://www.enchantedlearning.com/geography/flags/europe.shtml European flags and much more http://news.bbc.co.uk/1/hi/world/europe/2063419.stm Here’s a very quick test to see how much you know http://www.eun.org/eun.org2/eun/en/SpringSite_Resources/sub_area.cfm?sa=3387 Links to lots of other quizzes on Europe http://www.eurovision.tv/ebu/micro_index.htm Check out this year’s Eurovision Song Contest, from Kiev

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Europe Quiz Decide if the following statements about Europe are true or false. Then bet a minimum of 10 points up to a maximum of 100 on your choice. T/F

Points bet

Points lost

Points won

1

The population of Portugal is 19.9 million.

__

______

______

______

2

The flags of Croatia, Luxemburg, Netherlands, Russia, Slovakia, Slovenia and Yugoslavia all contain red, white and blue horizontal stripes.

__

______

______

______

Scientist Marie Curie was born in Poland. Her maiden name was Maria Sklodowska.

__

______

______

______

The river Rhine runs through (or borders) Switzerland, Austria, Czech Republic, Germany and Netherlands.

__

______

______

______

Karl Marx is buried in the famous Père Lachaise cemetery in Paris, along with many other celebrities.

__

______

______

______

6

The first modern Olympic Games were held in Greece.

__

______

______

______

7

Kiev is the capital of Ukraine.

__

______

______

______

8

The flags of Belgium, Germany and Spain all contain yellow, black and red horizontal stripes.

__

______

______

______

In Reykjavik, Iceland’s capital, it is possible to see stars in the sky for 18 hours of the day during the winter.

__

______

______

______

10 The longest river in Italy is the Po.

__

______

______

______

11 Switzerland became a member of the European Union in 1995.

__

______

______

______

12 Cars from Denmark have a ‘D’ on their number plate.

__

______

______

______

13 Pop group Abba, who won the Eurovision Song Contest exactly 31 years ago, in 1974, are Norwegian.

__

______

______

______

14 Finland has the greatest number of islands in the world.

__

______

______

______

15 The name Europe came from the mythological Greek heroine Europa.

__

______

______

______

3 4 5

9

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out T/F

Points bet

Points lost

Points won

16 The ancient name of Paris was Lucretia.

__

______

______

______

17 The longest river in Europe is the Volga.

__

______

______

______

18 Great Britain has the oldest monarchy in Europe.

__

______

______

______

19 The flag of Europe is blue and has a circle of ten golden stars in its centre.

__

______

______

______

20 10 countries entered the European Union on 1st May 2004.

__

______

______

______

Total points (subtract points lost from points won)

______

______

Total points won

______

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Europe Quiz – Glossary ancient [adjective] relating to a period of history a very long time ago: the ancient Greeks/Britons/Egyptians bury verb [transitive] to put someone's dead body in the ground during a funeral ceremony: All his family are buried in the same cemetery. contest noun [count] a competition: a writing contest flag noun [count] a piece of cloth with colours or a pattern on it, used as a signal or for representing a country or organization heroine noun [count] a woman who you admire a lot horizontal [adjective] straight and parallel to the ground–opposite vertical maiden name noun [count] the original family name of a woman who uses her husband's family name now monarchy noun [count or uncount] a system of government in which a country is ruled by a king or queen mythology noun [count or uncount] a collection of ancient traditional stories about gods, heroes and magic: Roman mythology mythological [adjective] number plate noun [count] an official sign on the front and back of a car or truck, with numbers and letters on it population noun [singular] the number of people who live in a particular area: Los Angeles has a population of over 3 million. stripe noun [count] a line of one colour on a background of a different colour: a white shirt with red stripes

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

 Macmillan Publishers Ltd 2002

45

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

46

This page may be photocopied for use in class

Inside Out e-lesson

Week starting: 25th April 2004

1. Expo 2005 As tensions simmer in the Far East, here is an opportunity for the world community to get together and shake hands. More than 120 countries are gathering in Aichi Prefecture in Japan for the World’s Fair, which this year combines an appreciation of technological advances with an awareness that they must not be at the expense of the Earth’s welfare. Level Upper Intermediate and above How to use the lesson 1. Tell the class you are going to give them each part of a text about Expo 2005 and the history of the World’s Fair, but that the text is in three parts. Each student in the class will have one third of the story to read. 2. Divide the class into groups of three and give each group a copy of Worksheet A cut into three parts, A, B and C. 3. Tell the students they have four minutes to read their part of the text, after which time they are going to answer some questions about it. 4. After four minutes, give each group one copy of Worksheet B. Tell them they have to work together to answer the questions. Encourage students to answer them without looking back at the texts. 5. Check answers in open class. Answers 1. Aichi Prefecture (between Tokyo and Osaka) 2. Thirty-five years ago (1970) 3. Nature’s Wisdom 4. 121 5. More than 15 million 6. Disneyland 7. (any three of the following) Spain, Australia, Nepal, Canada, Germany, United States 8. Benjamin Franklin 9. six 10. Morizo and Kiccoro 11. London 1851 12. The Crystal Palace 13. 28 14. The Eiffel Tower 15. Industrial progress

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Follow up Students find their own countries Pavilion on the Expo 2005 website and make a class display.

2. Related Websites Send your students to these websites, or just take a look yourself. http://www-1.expo2005.or.jp/en/index.html Have a wander round this year’s World’s Fair http://www.expomuseum.com/ Visit the expomuseum http://atimes.com/atimes/Japan/GD02Dh01.html An article that goes into greater depth and detail about the impact of this year’s fair

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out WORKSHEET A

Expo 2005 (A) In 1851 Queen Victoria, and the people of London, hosted the first World’s Fair. It was called the Great Exhibition and was organized to showcase innovations in industry at that time. The Crystal Palace, which was an immense glass pavilion built in Hyde Park, demonstrated the talents of the Victorian engineers and set the standard for future World’s Fairs. Twenty-eight other countries participated, making it a truly global exhibition. And, in a world without television, it was a perfect way to witness customs and cultures of people from all over the world. Exhibitions in Paris, Vienna and Philadelphia followed, each one better, and grander, than the one before. In 1889, Paris held its Exposition Universelle and unveiled its latest feat of engineering, the Eiffel Tower. Throughout the twentieth century, countries all over the world took it in turns to host the World’s Fair. Since the first one, the celebration of industrial progress has been at the heart of the World’s Fairs. 

Expo 2005 (B) This year, nearly one hundred and fifty years after the first World’s Fair and thirty-five years since Japan last held it, Aichi Prefecture in Japan hosts Expo 2005 from March 25th to September 25th. The theme of this year’s fair is Nature’s Wisdom. It is a more reflective look at our quest for all things newer, better and more sophisticated over the last 150 years. It says ‘technology is good and industrial progress is good, but only if they don’t harm the Earth’. Our diminishing natural resources and increased levels of pollution have brought us to a point where we need to consider how to devise technology that will not put the world itself at risk. One hundred and twenty-one countries will participate in the fair and Aichi, which lies between the capital Tokyo and Japan’s second city Osaka, is expecting in excess of 15 million visitors over the 185 days. Aichi, among other things, is home to the famous Toyota car company. 

Expo 2005 (C) But even though the environmental message of this year’s fair is a serious one, don’t expect straight faces. There are thousands of shows, concerts and rides to keep smiles on even the most demanding faces. Think ‘Disneyland meets ancient Japan’ and you’ll have some idea of what to expect. Visitors can expect to be impressed by the entries in the Spanish, Australian, Nepalese and Canadian Pavilions. The United States pays homage this year to Benjamin Franklin, born exactly 300 years ago, who proved that lightning is electricity. And the German Pavilion features a ride in which six visitors at a time can experience the exciting world of biotechnology on a virtual journey from the centre of the earth, through water, air and fire. Fasten your safety belts… The mascots of Expo 2005 are two animated ‘forest sprites’ who have their own TV series. Morizo, the Forest Grandfather, and Kiccoro, the Forest Child, will be a familiar sight to all those who attend the fair. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out WORKSHEET B

Expo 2005 In groups of three, A, B and C, answer these questions about this year’s World’s Fair.

1. Where in Japan is this year’s World’s Fair? 2. When was the last time that Japan held the World’s Fair? 3. What is the theme of this year’s fair? 4. How many countries are taking part in this year’s fair? 5. How many people are expected to attend? 6. This year’s World’s Fair has been described as a cross between ancient Japan and what? 7. Name three countries that have particularly impressive Pavilions this year. 8. Who is the United States honouring in their Pavilion? 9. How many people at a time can go on the German ride? 10. What are the names of the mascots in this year’s World’s Fair? 11. Where and when was the first World Fair? 12. What was built for the first World’s Fair? 13. How many countries took part in the first World’s Fair? 14. Which famous landmark was presented in the 1889 World’s Fair? 15. Since it first started, the main purpose of the World’s Fair has been to celebrate what?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Expo 2005 – Glossary animated adjective an animated film consists of a series of drawings that look as if they are moving

innovation noun [count or uncount] a new idea or piece of equipment, or the use of new ideas or equipment

at risk in a situation in which something that is unpleasant or dangerous could happen to you: The laws will put many small businesses at risk.

lie (present participle lying; past tense lay; past participle lain) verb [intransitive] to be in a particular position or place: The farm lay a few miles to the north.

biotechnology noun [uncount] the use of bacteria and cells from plants and animals for industrial or scientific purposes

mascot noun [count] an animal, person, or object that is thought to be lucky or that is used as a symbol of a team or organization

demanding adjective needing a lot of attention, time, or energy: a demanding child/job devise verb [transitive] to invent a method of doing something diminish verb [intransitive or transitive] to become less, or to make something become less: The intensity of the sound diminished gradually. feat noun [count] something that is impressive that someone does

natural resources Br noun [plural] useful substances such as coal and oil that exist in a country participate verb [intransitive] to take part in something: The rebels have agreed to participate in the peace talks. pavilion noun [count] a building or tent at an exhibition or show quest noun [count] a long difficult search

harm verb [transitive] to injure, damage, or have a bad effect on someone or something: chemicals that harm the environment

reflect verb [intransitive] to think about something carefully and seriously reflective adjective

heart noun [count] the central part of something: a beautiful house deep in the heart of the English countryside

ride noun [count] a machine at an amusement park that people ride in for fun

homage noun [singular or uncount] something that someone does or says in order to show respect or admiration

showcase noun [count] an event that emphasizes the good qualities of someone or something

host verb [transitive] to arrange a special event and provide the area, equipment, or services needed for it

sophisticated adjective complicated and advanced in design: highly sophisticated electronic equipment

immense adjective extremely large an immense amount of money

sprite noun [count] a small magical creature in traditional stories, especially one that lives in or near water

impress verb [transitive] if someone or something impresses you, you admire them: I was extremely impressed by the novel.

standard noun [count or uncount] a level of quality or achievement, especially one that most people think is normal or acceptable: He sets himself high standards.

in excess of something more than a particular amount This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out a straight face if someone has a straight face, they look serious even though they are being funny or they are in a funny situation talent noun [count or uncount] a natural ability for doing a particular activity well: She had an obvious talent for music. theme noun [count] the main subject of something such as a book, speech, discussion, or art exhibition: Love and honour are the main themes of the book. unveil verb [transitive] to remove the cover from something as part of an official ceremony virtual adjective created or shown by computers, or existing on computers or on the Internet: a virtual community wisdom noun [uncount] the ability to make good decisions based on knowledge and experience: The Egyptian leader was praised for his courage and wisdom. witness verb [transitive] to be present when something important happens: We are witnessing the third change of government in three years.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out Fauvism – Glossary beast noun [count] an animal, especially a dangerous or strange one bold adjective clear, bright, and strong in colour: a shirt with bold blue and yellow stripes brush noun [count] an object that you use for painting, cleaning things, or making your hair tidy, consisting of a handle with fibres fixed to it: Remove any loose dirt using a soft brush.

flat adjective smooth and level on the surface, with no lumps or slopes: The farmland is very flat. imitate verb [transitive] to copy something: Italian ice cream is imitated all over the world. influence verb [transitive] to affect someone or something: What factors influenced your decision to take the job?

canvas noun [count or uncount] cloth on which artists paint, or a painting done on this cloth

intense adjective very great, or extreme: the intense heat of the midday sun

chaos noun [uncount] a situation in which everything is confused and not organized

movement noun [count] a group of people who work together in order to achieve a particular aim: the peace movement

common adjective used, done, or shared by two or more people: These issues are common to all our clients.

nickname verb [transitive] to give someone a nickname nickname noun [count] an informal name that your friends or family call you that is not your real name

concentrate verb [intransitive or transitive] to give all your attention to the thing that you are doing: Just concentrate on your work. concern noun [count or uncount] something that you think is important: My only concern is to find my daughter. critic noun [count] someone whose job is to give their opinions about things such as books, films, or plays cubism noun an early 20th-century style of painting in which the artist paints several different views of a person or object in a single painting, usually using straight lines cutout noun [countable] a shape cut out of a piece of card or wood embers noun [plural] pieces of wood or coal that are still hot and red after a fire has stopped burning exhibit verb [intransitive or transitive] to put something interesting in a public place so that people can go and look at it: His work will be exhibited in Moscow later this year.

primary colour noun [count] one of the colours red, blue, or yellow that are combined to make other colours Renaissance noun the period in Europe between the 14th and 16th centuries when there was increased interest in art, literature, and science rich adjective a rich colour, sound, or smell is strong in a nice way sculpture noun [count or uncount] a solid object that someone makes as a work of art by shaping a substance such as stone, metal, or wood shading noun [uncount] lines or colours that represent areas of shadow in a drawing or painting short-lived adjective lasting for a short period of time stroke noun [count] a single short line or mark made with a pen or brush

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out team up phrasal verb to work together with someone thick adjective a thick object or material has a long distance between two opposite sides, edges, or surfaces: a thick woollen sweater three-dimensional adjective not flat, but able to be measured in height, depth, and width wild adjective a wild animal or plant lives or grows on its own in natural conditions and is not raised by humans: The wild rose is a familiar sight in woods and hedges. work noun [count or uncount] something that someone makes or does: works of literature

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out e-lesson

Week starting: 13th June 2005

1 Fauvism This year we celebrate the centenary of Fauvism. 100 years ago a group of young artists lead by Henri Matisse formed a loose alliance under the nickname ‘Les Fauves’. The movement only lasted a short time but its influence is still being felt. Find out more about the Fauvists in this week’s worksheet. Level Good Intermediate and upwards How to use the lesson 1. Divide the class into two groups, A and B. 2. Give one copy of Worksheet A to each student in Group A and one copy of Worksheet B to each student in Group B. 3. Tell the students they have the same story but there is some missing information in each worksheet. They will need to ask a person from the other group for the missing information but first they need to write the questions. 4. Ask the members of each group to work together to write the questions. Make sure all members of the group write the same questions. Be on hand to help the students to create the questions. 5. When they have finished preparing the questions, ask one member of Group A to work with one member of Group B. They should take it in turns to ask and answer the questions until both Worksheet A and B are completed. Suggested questions 1.Where did the artists come together? 2. What were they nicknamed? 3. What does ‘Les Fauves’ mean (in French)? 4. Who was their leader? 5. Who had they (the artists) been heavily influenced by? 6. What were the Fauvists not interested in? 7. When did they exhibit their work? 8. Where did they exhibit their work? 9. What was the name of the well-known art critic? 10. What was in the centre of the room? 11. Who was a late arrival to Fauvism? 12. How old was Braque when he joined the Fauves? 13. How long did Fauvism last? 14. What did Matisse move into (working with) in later life? 15. Who did Braque team up with? 16. What did they [Braque and Picasso] form? This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Follow up As a follow up to the lesson, you may want to ask your students to prepare some questions for each other. Suggest they take a look at the following websites. 2 Related websites Send your students to these websites, or just take a look yourself. A selection of websites on Fauvism and the artists most associated with it. http://www.nga.gov/feature/artnation/fauve/beasts_2.shtm http://www.artcyclopedia.com/history/fauvism.html http://www.artlex.com/ArtLex/f/fauvism.html http://www.tiscali.co.uk/reference/encyclopaedia/hutchinson/m0001258.html

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Fauvism

WORKSHEET A

Complete the questions at the bottom of the page. Then ask your partner the questions and complete the text.

A

t the beginning of the twentieth century, a few artists came together in 1) _____________ and formed a short-lived movement. They were nicknamed ‘Les Fauves’, which means 3) _____________ in French. Their leader was the artist Henri Matisse. The artists had been heavily influenced by the works of 5) _____________ and ________________, who placed most importance on the use of rich colours in their work. Following the same style, the artists concentrated on thick brush strokes of intense colour. Unlike the Impressionists before them, the Fauvists were not interested in imitating nature. Their paintings consisted of flat (there was no shading to create a three-dimensional feel) bold, primary colours arranged attractively on the canvas. Organised chaos. The group exhibited their work in 7) _____________ at the Salon d’Automne in Paris. A well-known art critic, named 9) _____________, attended the exhibition. In the centre of the room was a piece of Renaissance sculpture. The critic commented ‘Donatello au mileu des fauves’ (Donatello among the wild beasts), and the nickname stuck. A late arrival to Fauvism was 11) _____________. He was just twenty-five years old when he joined the Fauves in 1907. But, like a butterfly, Fauvism only lived for a short time. It lasted for just 13) _____________ years. The group of artists that had come together with common beliefs and concerns were now all moving in different directions. By 1908 Fauvism, as a movement, was over. Matisse continued his interest in the emotional use of colour. In later life he moved into working with paper cut-outs. Braque, on the other hand, teamed up with 15) _____________ and together they formed cubism (another nickname given by the critic Vauxcelles). Although Fauvism was short-lived, it played an important role in influencing future generations of artists. The works of modern artists like Wassily Kandinsky and Paul Klee grew from the embers of Fauvism. 1) Where ________________________________________________________________ ? 3) What _________________________________________________________________ ? 5) Who __________________________________________________________________ ? 7) When _________________________________________________________________ ? 9) What _________________________________________________________________ ? 11) Who _________________________________________________________________ ? 13) How long _____________________________________________________________ ? 15) Who _________________________________________________________________ ?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Fauvism

WORKSHEET B

Complete the questions at the bottom of the page. Then ask your partner the questions and complete the text.

A

t the beginning of the twentieth century, a few artists came together in Paris and formed a short-lived movement. They were nicknamed 2) _____________ , which means ‘wild beasts’ in French. Their leader was the artist 4) _____________ . The artists had been heavily influenced by the works of Van Gogh and Gauguin, who placed most importance on the use of rich colours in their work. Following the same style, the artists concentrated on thick brush strokes of intense colour. Unlike the Impressionists before them, the Fauvists were not interested in 6) _____________ . Their paintings consisted of flat (there was no shading to create a three-dimensional feel) bold, primary colours arranged attractively on the canvas. Organised chaos. The group exhibited their work in 1905 at the 8) _____________ in Paris. A well-known art critic, named Louis Vauxcelles, attended the exhibition. In the centre of the room was a piece of 10) _____________. The critic commented ‘Donatello au mileu des fauves’ (Donatello among the wild beasts), and the nickname stuck. A late arrival to Fauvism was Georges Braque. He was just 12) _____________years old when he joined the Fauves in 1907. But, like a butterfly, Fauvism only lived for a short time. It lasted for just three years. The group of artists that had come together with common beliefs and concerns were now all moving in different directions. By 1908 Fauvism, as a movement, was over. Matisse continued his interest in the emotional use of colour. In later life he moved into working with 14) _____________. Braque, on the other hand, teamed up with Pablo Picasso and together they formed 16) _____________ (another nickname given by the critic Vauxcelles). Although Fauvism was short-lived, it played an important role in influencing future generations of artists. The works of modern artists like Wassily Kandinsky and Paul Klee grew from the embers of Fauvism. 2) What _________________________________________________________________ ? 4) Who __________________________________________________________________ ? 6) What _________________________________________________________________ ? 8) Where ________________________________________________________________ ? 10) What ________________________________________________________________ ? 12) How old ______________________________________________________________ ? 14) What ________________________________________________________________ ? 16) What ________________________________________________________________ ? This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Fight for your rights – Glossary banner noun [count] a wide piece of cloth with a message on it, often stretched between two poles: Thousands of people carried banners and flags.

exclude verb [transitive] to deliberately prevent someone or something from being involved in an activity or from entering a place: Cover it with plastic to exclude light.

bill noun [count] a written document containing a proposal for a new law: pass a bill: A bill was passed lowering the legal age of consent.

exclude someone from something: The committee now has to decide whether to exclude him from the competition.

campaign noun [count] a series of actions intended to produce political or social change: a literacy/recruitment/anti-drug campaign campaigner chain verb [transitive] chain someone/something to something: Protesters had chained themselves to the railings. challenge verb [transitive] to question whether something is true, accurate, or legal: No one has challenged the assumptions that are made in the report.

found verb [transitive often passive] to start an organization, company, political party etc: The newspaper was founded in 1909. inspire verb [transitive] to give someone the enthusiasm to do or create something: Inspired by her example, other zoologists have begun working with apes in the wild. interrupt verb [transitive] to make something stop for a period of time: At the tennis championships, rain interrupted play for an hour this afternoon.

colonial adjective relating to a system or period in which one country rules another: years of colonial rule

involvement noun [count or uncount] the act of taking part in an activity, event, or situation: involvement in: There is no evidence of his direct involvement in the bombing.

consequence noun [count] a result or effect of something: serious/disastrous/dire consequences: Climate change could have disastrous consequences for farmers

leadership noun [uncount] the position of being the leader or being in charge of an organization, country etc: under someone's leadership: They invaded the Roman Empire under the leadership of Alaric I.

defiance noun [uncount] refusal to obey a person or rule: She spoke with a tone of defiance.

movement noun [count] a group of people who share the same aim and work together to achieve it: the peace movement

dramatic adjective sudden and surprising or easy to notice: a dramatic increase in sales dramatically adverb

momentum noun [uncount] progress or development that is becoming faster or stronger: gain/gather momentum: Interest in human rights issues has gained momentum.

era noun [count] a period of time that has a particular quality or character: We are living in an era in which technology is developing very rapidly.

narrow adjective limited in the way that you look at things and not willing to consider other ideas: The book takes a rather narrow view of what we mean by civilization.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out opposition noun [uncount] strong disagreement with a plan or policy, especially when this is shown in active attempts to prevent something:

suspend verb [transitive often passive] to officially stop something for a short time: Operations at the plant have been suspended because of safety concerns.

opt verb [intransitive] to make a choice or decision from a range of possibilities: opt to do something: married couples opting to be taxed as two single persons

usher verb [transitive] to make an activity or process begin: The talks ushered in a new era of international co-operation.

Parliament noun [uncount] the main law-making institution in some countries. pass verb [transitive] to make a law, proposal etc become official, usually by voting to accept it: one of the worst laws ever passed

violence noun [uncount] violent behaviour: He had endured years of intimidation and violence. vote verb [intransitive or transitive] to formally express an opinion by choosing between two or more issues, people etc

patient adjective someone who is patient is able to wait for a long time or deal with a difficult situation without becoming angry or upset: It's difficult to be patient when you're stuck in a traffic jam. petition noun [count] a document signed by many people that asks someone in authority to do something: petition against: More than 300 villagers have signed a petition against the building project. premier noun [count] a Prime Minister railing noun [count] a fence made of narrow posts supporting an upper bar raise verb [transitive] to take care of children while they are growing up: raise a family: For most parents, raising a family is a positive challenge. rough-and-tumble noun [uncount] the rough way in which a particular activity is usually done, especially one in which there are no rules: rough-and-tumble of: It's all part of the roughand-tumble of a political campaign. suited adjective [never before noun] right for a particular purpose or situation, because of having all the qualities that are needed: suited to: She is ideally suited to the job.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 31st January 2005

1. Fight for your rights What do the following all have in common: actor Russell Crowe, mountaineer Sir Edmund Hillary (conqueror of Everest), the movie Lord of the Rings (and its director Peter Jackson) and the All Blacks rugby team? Answer: they were all made in New Zealand. This week New Zealand commemorates Waitangi Day (the country’s national day) on February 6th. Among the many things that New Zealand is famous for, it was the first country to grant women the vote. Many of us take the right to vote (suffrage) for granted but this week we focus on the courageous women who fought hard to achieve equal rights. And the battle doesn’t go as far back as some may think; Switzerland only achieved suffrage in 1971, while South Africa didn’t achieve it until as recently as 1994. Level Upper Intermediate upwards How to use the lesson 1. Give your students five minutes to read through Worksheet A and remember as many of the details as they can. Tell them they are going to answer questions about it, but they shouldn’t write anything down at this stage. 2. After five minutes stop your students. Ask them to turn over their pieces of paper. 3. Give each student a copy of Worksheet B. Tell them that by answering the questions they can find the names of the two New Zealand women prime ministers. Divide the class into pairs and ask students to work together to answer the questions and write the answers in the grid. 4. Check answers in open class. If the questions have all been answered as below, the names Shipley and Clark should read from top to bottom. (See links at foot of page) Answers 1. 2. 3. 4. 5.

suffragists children politics Kate Sheppard Millicent Fawcett

6. Emmeline 7. Sylvia 8. banners 9. prison 10. Richard Sneddon

11. Christabel 12. New Zealand 13. Suffragettes 14. railings 15. King George V

2. Related Websites Send your students to these websites, or just take a look yourself. http://en.wikipedia.org/wiki/Jenny_Shipley Jenny Shipley, New Zealand’s first woman prime minister http://en.wikipedia.org/wiki/Helen_Clark Helen Clark, New Zealand’s second, and current, prime minister http://www2.worldbook.com/features/whm/html/whm010.html#beginnings a brief history of the suffrage movement http://www.historylearningsite.co.uk/suffragettes.htm the Suffragettes This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Fight for your rights

WORKSHEET A

In early colonial New Zealand women were excluded from any involvement in politics. The same applied to women in societies all around the world. Most people accepted the idea that women were naturally suited to keeping a home and raising children, while only men were fit for the rough-and-tumble world of politics. In the 1800s, however, growing numbers of women began to challenge this narrow view of the world and began to organize the fight for their legal and political rights. They formed a movement for women’s suffrage. These campaigners became known as suffragists. The movement gained momentum from the mid 1880s under the leadership of Kate Sheppard. Campaigners organized petitions to Parliament: in 1891 over 9,000 signatures were collected; in 1892 almost 20,000; and finally in 1893, nearly 32,000 – nearly 25% of the adult female population in New Zealand. Despite opposition from politicians like New Zealand Premier Richard Sneddon, who warned that any disturbance to the natural roles of men and women could have terrible consequences for society, the suffragists campaign paid off. On 8th September 1893 the bill was passed by 20 votes to 18, making New Zealand the first self-governing country to allow women the right to vote. Suffragists celebrated throughout the country and around the world. For women in some countries, the struggle would be an even longer and more difficult one. The success of New Zealand’s suffragists inspired Millicent Fawcett to found the National Union of Women’s Suffrage in Britain in 1897. But her patient campaign moved far too slowly for some. In 1903, Emmeline Pankhurst founded the Women’s Social and Political Union with her daughters Christabel and Sylvia. These women were prepared to use violence, if necessary, to get what they wanted. They became known as the Suffragettes and their arrival ushered in a new era; women were no longer prepared to wait patiently. The Suffragettes interrupted political meetings carrying banners reading ‘Votes for Women’, and when they were arrested they opted to go to prison rather than pay a fine. Meanwhile, more Suffragettes chained themselves to railings outside Parliament and, most dramatically, one woman killed herself in public. Emily Wilding Davison threw herself underneath King George V’s horse at the 1913 Derby horse race. She was very badly injured and died in hospital four days later. There is no knowing where the Suffagette movement may have taken their struggle to next, but World War I interrupted their campaign. They suspended their defiance and chose to put all of their strength and energy into helping the war effort. After the war the Government showed their appreciation to these suffrage campaigners-turned-war heroes by passing the Representation of the People Act in 1918, entitling women over the age of 30 the right to vote. It was, at least, a start. The landmark ruling in New Zealand in 1893 continued to have its effect on women all around the world throughout the twentieth century and continues today in the twenty-first.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Upper Intermediate and above

Inside Out Fight for your rights crossword

WORKSHEET B

New Zealand has been led by two women Prime Ministers over the last nine years. Answer the questions. Write the answers in the crossword to reveal their names. 1. The name given to campaigners for women’s rights (11) 2. Women in the 19th century were expected to look after the house and raise these (8) 3. Which profession is described as ‘rough-and-tumble’? (8) 4. This woman was the leader of the New Zealand movement in the 1880s (4,8) 5. Inspired by events in New Zealand, this woman started up a Union in Britain (9,7) 6. Mrs Pankhurst (her first name) (8) 7. Mrs Pankhurst’s daughter (6) 8. Campaigners in Britain held these up demanding ‘Votes for Women’ (7) 9. The British campaigners preferred to go here than pay a fine (6) 10. He was New Zealand’s Prime Minister when women gained the right to vote (7,7) 11. Mrs Pankhurst’s other daughter (4) 12. Which country was the first in the world to grant women the right to vote? (3,7) 13. What were the more pro-active campaigners in Britain known as? (12) 14. What did they often chain themselves to? (8) 15. Who did the horse that killed Emily Wilding Davison belong to? 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Upper Intermediate and above

Inside Out e-lesson

Week starting: 1st August 2005

1. Who invented it? Ever wondered who first thought up chewing gum or candy floss? You have? Well, this week’s worksheet is definitely up your street. On August 6th 1762 John Montagu, the 4th Earl of Sandwich invented the sandwich. He is just one of the people featured in this week’s food inventions worksheet. Level Pre-Intermediate upwards How to use the lesson 1. Give your students a copy of Worksheet A and ask them to look at the pictures down the left-hand side. Make sure your students are clear what each of the items are. If you use American English in your classroom/country, there are some differences: candy floss (BrE) is cotton candy (AmE); ice lollies (BrE) are Popsicles (AmE); potato crisps (BrE) are potato chips (AmE). These differences should not affect students’ ability to do the task. 2. Give your students three minutes to read the descriptions on the right and match them to a picture. 3. After three minutes stop your students and go through the answers in open class. Answers (with commentary) 1f 2d 3g 4e (An Italian man named Italo Marchioni received a patent in early 1904 to produce ice cream cones, so there was clearly more than one inventor of the ice cream cone.) 5c (It was first called the Epsicle – a mixture of Epperson and icicle and later became the Popsicle.) 6a (John Montagu was the 4th Earl of Sandwich – that’s why a sandwich is called a sandwich and not a montagu!) 7h (these days gelatin is used to make marshmallows squishy rather than marsh mallow) 8b 4. Give students two or three minutes to discuss the questions. Collect some feedback around the class and then ask them to turn over their pieces of paper. 5. Give each student a copy of Worksheet B. Ask your students to work in pairs and decide (without looking at Worksheet A) which sentences are true and which are false. 6. When all students have finished, give them one minute to check their answers against Worksheet A. Then check answers in open class. The pair with the most correct answers are the winners. Answers 1. 2. 3. 4. 5.

False True True False False

6. False 7. True 8. True 9. False 10. True

11. False 12. False 13. True 14. False 15. True

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Follow up You could have a lot of fun with this subject. There are plenty more food inventions and the links below provide some information. You could divide your class into groups and get them to research one particular food invention, gathering as much information as they can find, which they then have to present as a poster to put up on the classroom walls. 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.open-sandwich.co.uk/history/sandwiches.htm Learn a little more about the 4th Earl of Sandwich http://www.freep.com/features/food/sfame11_20030211.htm Here are some milestones in sandwich history http://www.factmonster.com/spot/accidentalinventions1.html Food that came about by accident http://www.enchantedlearning.com/inventors/food.shtml Some more food-related inventions http://www.historic-uk.com/CultureUK/Trendsetters.htm Some more gastronomic trendsetters

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Who invented it?

WORKSHEET A

1. Match a food item from the first column with its description in the second column. 1 Chocolate chip cookies

a) In 1762 John Montagu, an English Earl, was too busy playing cards to leave the table and have a formal meal. He asked his servant to put some meat between two pieces of bread and bring it to him. This snack was named after him and these days it is the most popular lunchtime meal in Britain.

2 Candy floss

b) In 1853 a customer at the Moon Lake Lodge resort in Saratoga Springs, New York, was being very awkward about his French Fries – he was complaining that they were too thick. Chef George Crum made up another batch but the customer was still not satisfied. Annoyed by the customer, Crum made a batch that was so thin it was impossible to eat with a fork. To his surprise, the customer loved them, and these days so do the rest of the world.

3 Chewing gum

c) In 1905 eleven-year-old Frank Epperson mixed up a fruit drink in his back garden, in San Francisco, California. By accident he left the drink outside overnight. When he discovered it in the morning, the juice had frozen around the mixing stick. Young Frank had invented something which would make him a lot of money.

4 Ice cream cones

d) In 1897 William Morrison and John C. Wharton, from Nashville, Tennessee, invented a way of heating and spinning sugar in thin threads onto a stick so that it forms a large ball of fine material. When you eat it, it melts in the mouth. It is commonly found, along with toffee apples, at fairs and carnivals.

5 Ice lollies

e) In 1904, at the St. Louis World’s Fair, an unlucky ice cream vendor ran out of dishes to put his ice cream in. Ernest Hamwi was in the next stall selling Syrian pastry and offered to help. He rolled up some of the pastry so that the vendor could put his ice cream inside. It was a great success and ice creams have been sold in this way ever since then.

6 Sandwiches

f) In 1930 Ruth Wakefield was busy making her favourite chocolate biscuits in Whitman, Massachusetts, when she realised that she had run out of cooking chocolate. She broke some normal eating chocolate into the mixture instead. Ruth noticed that when the biscuits came out of the oven, the chocolate hadn’t melted but was still in small bits. These biscuits have sold very well ever since.

7 Marshmallows

g) In 1845 Thomas Adams gave up trying to make a synthetic type of rubber from chicle, the dried sap of a Mexican jungle tree. He put some chicle in his mouth and started munching on it. He realised that he had discovered another use for it. He added some flavours such as liquorice and mint and it has not stopped selling since then.

8 Potato crisps

h) These soft sweets were originally made and eaten by the Egyptians more than three thousand years ago. They made them from the root of the plant which shares the same name and grows by the banks of the river Nile.

2. Discuss the following questions in pairs. Which of the food inventions above do you like most? Which do you like least? What is your favourite sandwich filling? This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Who invented it?

WORKSHEET B

3. Without looking back at Worksheet A, decide which sentences are true (T) and which are false (F). 1. The man who invented the sandwich was named James Mortimer. 2. The sandwich is the most popular lunchtime meal in Britain. 3. When George Crum made potato crisps he hoped to annoy the customer. 4. The customer was annoyed when he was presented with the potato crisps. 5. Frank Epperson left his fruit juice outside overnight intentionally. 6. Frank Epperson didn’t make any money from his invention, the ice lolly. 7. Candy floss is commonly found at fairs. 8. The first ice cream cone was a piece of rolled Syrian pastry. 9. The ice cream cone was invented in 1914. 10. Ruth Wakefield invented chocolate chip cookies by accident. 11. Chocolate chip cookies are made with baking chocolate. 12. Thomas Adams made synthetic rubber from chicle. 13. Chewing gum was invented in 1845. 14. The Greeks first made marshmallows two thousand years ago. 15. Marshmallows used to be made from the root of a water plant.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Who invented it? – Glossary annoyed adjective feeling slightly angry or impatient: We were all annoyed with him for forgetting.

fair noun [count] an event where people ride on special machines and play games to win prizes

awkward adjective difficult and embarrassing: Luckily, nobody asked any awkward questions.

fine adjective very thin and narrow, not thick or heavy: fine hair

bank noun [count] a raised sloping area of land, for example along the side of a river: We climbed a steep bank.

fork noun [count] an object that you use for eating, with a handle and three or four points on the end

batch noun [count] a quantity of people or things that arrive, are made, or are dealt with at the same time: a batch of cakes

freeze (past tense froze; past participle frozen) verb [intransitive or transitive] to become solid or hard because of extreme cold, or to make something solid or hard: The water had frozen solid.

biscuit noun [count] a small flat dry cake that is usually sweet: a packet of chocolate biscuits bit noun [count] a small piece or part of something: There were bits of broken glass everywhere. by accident by chance, without being planned or intended: I discovered the answer by accident. Candyfloss noun [uncount] a sweet food consisting of very thick strings of sugar wrapped around a stick. cards noun [plural] the activity of playing games with a set of 52 cards: Let's play cards this evening. carnival noun [count or uncount] a festival in the streets in which people play music, dance, and wear colourful clothes chewing gum noun [uncount] a type of sweet that you chew for a long time but do not swallow cookie noun [count] American English: biscuit cone noun [count] 1 an object with a circular base that rises to a point 2 an object shaped like a cone that you put ice cream in. You can also eat the cone. customer noun [count] a person or company that buys goods or services: Supermarkets use a variety of tactics to attract customers.

French fries noun [plural] Chips (= long thin pieces of potato that have been fried) ice lolly noun [count] a piece of sweet flavoured ice or ice cream on a stick invent verb [transitive] to design or create something that did not exist before: Alfred Nobel invented dynamite. liquorice noun [uncount] a black substance with a strong flavour, used for making sweets and medicines lunchtime noun [uncount] the time in the middle of the day when people usually eat lunch: I'm going swimming at lunchtime. marshmallow noun [count or uncount] a soft white sweet with a thick round shape material noun [count or uncount] a substance that is used for a particular purpose: Brick was used as the main building material. melt verb [intransitive or transitive] to change a solid substance into a liquid, or to be changed from a solid into a liquid: Melt the butter in a small saucepan. mint noun [uncount] a small plant with green leaves that have a strong smell and a cool pleasant taste

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out mix something up phrasal verb to put things together without any order: I sorted all the papers and you've mixed them up again. mixture noun [count or uncount] a substance such as food that is the result of mixing different things: Spoon the mixture into the cake tins. munch verb [intransitive or transitive] to eat something in a noisy way overnight adverb during the night, or for one night: They stayed overnight at the hotel. pastry noun [uncount] a food made by mixing flour, fat, and water. The mixture is rolled flat and used for making pies and other food. resort noun [count] a place where people go for a holiday: a ski resort roll verb [transitive] to fold something or wrap it around itself so that it forms a tube or a ball: I always roll my clothes when I pack them. root noun [count] the part of a plant that grows under the ground: Olive trees have deep roots.

spin (past tense and past participle spun) verb [intransitive or transitive] to turn round and round quickly, or to make something do this: The dancers were spinning in circles. stall noun [count] a large table or a small building that is open at the front. Stalls are used for selling things or for giving people information. stick noun [count] a thin piece of wood, especially one that has been broken or cut from a tree: I went out to find some sticks for a fire. synthetic adjective made from artificial substances thick adjective a thick object or material has a long distance between two opposite sides, edges, or surfaces: a thick woollen sweater thread noun [count or uncount] a long thin fibre used for sewing: You need a longer piece of thread. toffee noun [count or uncount] a sticky brown sweet made by cooking together sugar, butter, and water vendor noun [count] someone who sells something, but not in a shop

rubber noun [uncount] a strong substance that bends easily and is used for making things such as tyres and boots run out of phrasal verb to use all of something and not have any left: Many hospitals are running out of money. sap noun [uncount] a sticky substance that is found in plants and trees satisfied adjective pleased with what has happened, or with what you have achieved: a satisfied customer servant noun [count] someone whose job is to cook, clean, or do other work in someone else's home snack noun [count] a small amount of food that you eat between meals: Coffee, tea, and snacks are available throughout the day.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 4th July 2005

1.World Football Quiz 75 years ago, on July 13th 1930, the first World Cup kicked off in Uruguay. Of the thirteen countries which attended the championships, nine were American (Uruguay, Paraguay, Argentina, Brazil, Chile, Peru, Bolivia, Mexico and the United States – yes, the United States!), and the other four were European (France, Belgium, Yugoslavia and Romania). To mark the 75th anniversary, we’ve put together a short World Football Quiz. Level Pre-intermediate and upwards How to use the lesson 1. Divide the class into two teams, Team A and Team B. If there are more than ten students in your class, divide them into four teams (two Team As and two Team Bs). 2. Give each student in Team A a copy of Worksheet A and each student in Team B a copy of Worksheet B. If possible, the two teams should be at some distance from the other because the answers are clearly marked on the page, and they won't want the other team to see the answers! 3. First, ask the two teams to read the questions in Part 1 and find an answer underneath. Either check their answers yourself or copy the answers at the bottom of this page to give them. 4. After they have checked the answers, tell your students they are going to prepare a multiple-choice quiz for the other team. Refer them to Part 2, which shows an example of the question format. Ask them to do the same for all the questions. If you have wordprocessing facilities, ask your students to type out their questionnaires. 5. When they have finished, teams exchange their quizzes and select what they think is the correct answer for each question. 6. Check the answers as a team game with each team scoring one point for a correct answer. The team with the most points is the winner. Answers for Team A 1. Keira Knightley 2. four 3. five 4. Uruguay 5. 1930 6. China 7. Real Madrid 8. Manchester United 9. forty-two Answers for Team B 1. Pele 2. Ronaldinho 3. Thierry Henry 4. Kemari 7. United Kingdom 8. twenty-two 9. seventeen

5. USA

6. Germany

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Follow up For any more information on any of the above, check out the websites below for project work or more quizzes. 2. Related Websites Send your students to these websites, or just take a look yourself. http://fifaworldcup.yahoo.com/06/en/ Next year’s World Cup information http://www.fifa.com/en/index.html FIFA’s homepage http://www.footballnetwork.org/dev/historyoffootball/history2.asp More about the ancient Japanese game of football http://www.footballnetwork.org/dev/historyoffootball/history1.asp More about the ancient Chinese game of football http://www.360soccer.com/pele/ Learn more about Edson Arantes do Nascimento http://www.ifhof.com/hof/halloffame.asp The International Football Hall of Fame – is your favourite player here? http://www.sportingnews.com/archives/worldcup/1930.html http://news.bbc.co.uk/sport3/worldcup2002/hi/history/default.stm A couple of sites dedicated to World Cup history

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out

World Football Quiz

WORKSHEET A

1. Match a question to an answer. 1. 2. 3. 4. 5. 6. 7. 8. 9.

Which actress played a striker in the film Bend It Like Beckham? The World Cup is held every ________ years. How many times have Brazil won the World Cup? In which country did the first World Cup take place? In which year was the first World Cup held? The first football match was recorded in 200 BC. In which country? Which team has won the European Champions Cup most times? Which is the richest football club in the world? The oldest scorer in a World Cup is Cameroon’s Roger Milla in 1994. How old was he?

2. Prepare a multiple-choice quiz for Team B. Use the questions and answers from 1. Example:

Which actress played a striker in the film Bend It Like Beckham? a. Jodie Foster b. Kate Winslet c. Keira Knightley ()

3. Take it in turns to read your questions to Team B or exchange tests with Team B and work together to complete Team B’s quiz.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out

World Football Quiz

WORKSHEET B

1. Match a question to an answer. 1. 2. 3. 4. 5. 6. 7. 8. 9.

What is football legend Edson Arantes do Nascimento’s nickname? Who was FIFA’s ‘2004 Player of the Year’? Which footballer was voted ‘Sexiest Sportsman of 2005’? Football was played 1500 years ago in Japan. What was it called? Which country’s team has won the Women’s World Cup the most times? Where is the 2006 World Cup taking place? In which country did today’s football rules originate? How many players are allowed on the pitch during a match? The youngest scorer in a World Cup is Brazil’s Pele in 1958. How old was he?

2. Prepare a multiple-choice quiz for Team A. Use the questions and answers from 1. Example:

What is football legend Edson Arantes do Nascimento’s nickname? a. Ronaldo b. Pele () c. Jairzinho

3. Take it in turns to read your questions to Team A or exchange tests with Team A and work together to complete Team A’s quiz.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out World Football Quiz – Glossary actress noun [count] a woman who performs in plays and films. Many women performers prefer to be called actors rather than actresses.

score verb [intransitive or transitive] to get a point in a game or sport: He scored the first goal after five minutes. scorer someone who scores

allow verb [transitive] to give someone permission to do something or have something: I'm sorry, sir, but smoking is not allowed.

striker noun [count] a football player whose job is to score goals

BC abbreviation before Christ: used after a date to show that it refers to a time before the birth of Jesus Christ bend (past tense and past participle bent) verb [intransitive or transitive] to curve or fold something, or to be curved or folded: His arm was so stiff he couldn't bend it at all.

take place phrase to happen: The Olympics take place every four years. win (past tense and past participle won) verb [intransitive or transitive] to defeat everyone else by being the best, or by finishing first in a competition: Every time we play tennis, she wins.

FIFA Fédération Internationale de Football Association (official French name) Translation: International Federation of Association Football hold (past tense and past participle held) verb [transitive] to organize something such as a meeting or event: The government agreed to hold a referendum. legend noun [count] someone who a great many people know about and admire: the Hollywood legend, Elizabeth Taylor nickname noun [count] an informal name that your friends or family call you that is not your real name originate verb[intransitive] to begin to exist or appear for the first time pitch noun [count] a flat area of ground that is used for playing sports on: a football/cricket/rugby pitch record verb [transitive] to make a record of something that has happened, usually by writing it down: They were asked to record the time at which the attack happened. rich adjective having a lot of money, property, or valuable possessions: one of the world's richest countries This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

I N S I D E O U T R e s o u rc e P ac k

1A Getting to know you __________’s greatest achievement is _____________________________________________ The living person __________ most admires is ______________________________________ __________’s favourite journey is _________________________________________________ The best decision __________ has ever made was __________________________________ The worst decision __________ has ever made was _________________________________ __________’s most treasured possession is _________________________________________ The single best moment of __________’s life was ___________________________________ A word that sums up __________ is _____________________________________________ One of __________’s negative characteristics is _____________________________________ The most amazing place __________ has ever visited is ______________________________ __________’s idea of perfect happiness is __________________________________________ __________ is learning English because ___________________________________________ The talent __________ would most like to have is ___________________________________ Something __________ really objects to is _________________________________________ A characteristic __________ really admires in people is _______________________________ A characteristic __________ really dislikes in people is _______________________________ __________’s greatest ambition is ________________________________________________ __________ wishes he/she were more ____________________________________________

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

1A Getting to know you Jon Hird Type of activity

Procedure

Speaking. Whole class.

1

Aim To practise asking questions.

Task To complete sentences about classmates by asking questions.

Preparation Make one copy of the worksheet for each student.

Timing 30 minutes

2

3

4

Give one copy of the worksheet to each student. Tell the students that they are going to find out more about each other and then complete the sentences with information about their classmates. Explain that they do this by mingling around the classroom, asking and answering appropriate questions to complete the sentences. For example, What’s your greatest achievement? Which living person do you most admire? What’s your favourite journey? etc. Students then write, for example, Peter’s greatest achievement is overcoming his fear of spiders. The living person Maria most admires is her grandmother. Lucy’s favourite journey is the walk upstairs at bedtime. Allow the students to move around the classroom talking to whomever they like, but encourage them to talk to as many different people as possible. When the students have completed all the sentences, divide the class into pairs or small groups and ask them to share what they have found out about each other. Conduct a class feedback session. Invite the students to report to the whole class anything interesting they have learned.

Follow up Ask the students to write further questions to find out more about each other, and then interview each other.

T E A C H E R’ S

N O T E S

8C Give us a clue Russell Stannard Type of activity

Answers

Speaking. Pair work.

1D (Down) inbox: the part of your e-mail program where you find your new e-mails 2D monitor: the computer screen 3D surf: a verb to describe the way you explore the Internet 4D webcam: like a video camera but it broadcasts images over the Internet 5A (Across) scanner: converts images into digital form so that they can be stored or manipulated by computers 5D server: a central computer from which other computers obtain information 6A browser: the program that allows you to access the world wide web 7D graphics: drawings or artwork 8D hard drive: the part of your computer that holds all the information 9D software: a computer program and the instructions which control what a computer does 10D attachment: a file you add to an e-mail 11A programmer: the person who writes software for a computer 12A modem: a device that links a computer and a telephone so that data can be transmitted at high speeds from one computer to another 12D mouse: it’s connected to the keyboard of a computer and it moves the cursor on the computer screen 13D keyboard: the set of keys on a computer that you press in order to make it work or type words 14A upgrade: to improve existing equipment 15D icon: a symbol on the computer screen, e.g. print, save, etc. 16A delete: to remove text, data, files, etc. from a computer 17A download: to transfer data from a large computer storage system to a smaller one 18A bookmark: to add a website address to the favourites menu so that you can access it again quickly

Aim To practise defining words related to computers and the Internet.

Task To complete a crossword.

Preparation Make one copy of the worksheet for each pair of students. Cut up the worksheet as indicated.

Timing 30–40 minutes

Procedure 1

2

3

4

5

Explain to the students that they are going to work in pairs to complete a crossword containing words related to computers and the Internet. Explain that each student in a pair has a half-completed crossword and they have to ask their partner for definitions to guess their missing clues. Do an example definition with the class, for example, 12 Down, It’s connected to the keyboard of a computer and it moves the cursor on the computer screen (mouse). Divide the class into pairs, A and B, and give the students the appropriate half of the worksheet. Tell the students not to show each other their crosswords. Allow the students time to prepare their definitions. Circulate, helping with vocabulary as necessary. Students work in pairs to complete the crossword, asking and answering questions, for example, Student A: What’s 2 Down? Student B: It’s the computer screen. Student A: Monitor? Student B: Yes, that’s right. What’s 5 Across? When most of the students have finished, check the answers with the whole class.

I N S I D E O U T R e s o u rc e P ac k

8C Give us a clue A

1

6

7

G R A

2

I N B O X

4

8

9

5

W E B C A

3

S C A N N E R

10

11

P R O G R A M M E R H 12 I M O D E M C 14 S U P G R A 16

D E

L E

T E

18

13

K D E Y B 17 O A R D

A T T A C H M E N T

15

✂ ........................................................................................................................................... 2

1

B

4

6

5

B R O W S E R

7

8

9

11

16

S O F T W A R E

H A R D D R I V E

S E R V E R

M O N I T O R

3

S U R F

10

12

M O 14 U S E

13

15

I C 17 D O W N L O A N

D

18

B

O O

K M A R K

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

11C Globetrotters Tania Bastow and Ceri Jones Type of activity

Procedure

Pair work and group discussion.

1 2

Aim To practise the present perfect.

3

Task To choose the best candidate for an award.

4

Preparation Make one photocopy of the worksheet for each student.

Timing 30 minutes

5 6

Divide the class into groups. Tell the students that they have to award the ’Globetrotter Extraordinaire’ trophy. Give each student a copy of the worksheet. Allow a couple of minutes for silent reading. Circulate, checking that students have understood. Ask the students, to discuss the questions and complete each line with the name of one student in the group. After the discussion the students decide who to award the trophy to. Let the spokesman/woman for each group announce the winners.

Follow up Ask the students to write a prize-giving speech for the award ceremony.

I N S I D E O U T R e s o u rc e P a c k

11C Globetrotters Who in your group … has used the greatest number of different forms of transport?

(100 points)

____________ ______________________

has used the most unusual form of transport?

(100 points)

____________ ______________________

has visited the most continents?

(100 points)

____________ ______________________

has visited the most capital cities?

(100 points)

____________ ______________________

can say ‘Thank you’ in the most languages?

(100 points)

____________ ______________________

can count to ten in the most languages?

(100 points)

____________ ______________________

has spent the least time in his/her own country in the last twelve months?

(100 points)

____________ ______________________

(a) number of hours from start to finish

(100 points)

____________ ______________________

(b) number of kilometres from start to finish

(100 points)

____________ ______________________

has spent the most time in a foreign country?

(100 points)

____________ ______________________

has eaten the most unusual food?

(100 points)

____________ ______________________

has been on the longest journey?

❖

❖

Our

Globetrotter Extraordinaire is ________________________________________________

❖

❖

© Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

7B Greetings from San Francisco Jon Hird Type of activity

Answers

Grammar. Individual or pair work.

Hi Virginia and Lena,

Aim To review and consolidate grammar from Units 1 to 6 of Inside Out Upper intermediate Student’s Book.

Task To read an e-mail and identify and correct twentyfive grammatical errors.

Preparation Make one copy of the worksheet for each student.

Timing 30–40 minutes

Procedure 1

2

3 4

Give a copy of the worksheet to each student and explain that the e-mail contains twentyfive grammatical errors. Ask the students to work individually or in pairs. Allow them plenty of time to read the e-mail and identify and correct the errors. Ask the students to compare their corrected e-mails in pairs or small groups. Check the answers with the whole class.

Follow up This exercise may well reveal some language areas that need reviewing. Be prepared to refer to the relevant units in the Inside Out Upper intermediate Student’s Book.

Sorry I haven’t been in touch recently. I‘ve been intending to write to you for ages, but I’ve been so busy studying for my exams that I haven’t had time to do anything else for weeks now. I really am fed up with it! However, as soon as the exams are over, I’m planning to spend a couple of weeks on a beach somewhere. Because –– of I’ve been studying so hard, I haven’t had time to go out and I’ve managed to save up a bit of money. I’m thinking of going to Thailand actually. You have both been there, haven’t you? Do you remember the names of any cheap hotels in Bangkok, and is it a good idea to book a room before I go? Do you think two weeks is enough time to see the place? Despite the exams, I am still really enjoying being here in San Francisco. It’s a great city with lots to do. It’s really clean, relaxed and very cosmopolitan. There are some excellent shops and –––– the most things are much cheaper than back home. My apartment overlooks the bay and you can see the Golden Gate Bridge and Alcatraz, the famous prison, from my bedroom window. I visited the prison a few days ago actually. Everything there is exactly the same as the day they stopped using it as a prison. Did you to know the gangster Al Capone spent ten years there? Apparently the worst thing about being there was that in the evenings, they used to be able to hear laughter and parties from the mainland. With all the work I’m doing at the moment I know that feeling! Anyway, time to do more studying – if only I had worked harder earlier in the course! Please write back soon and tell me all the latest news. I miss you lots. Love, Marcella xxxxxx

I N S I D E O U T R e s o u rc e P ac k

7B Greetings from San Francisco Read the e-mail and correct the twenty-five grammatical mistakes.

Previous

Next

Reply

Reply All

Forward

From:

“Marcella”

Subject:

Greetings from San Francisco

Message:

Delete

Attachments

Print

To: “The girls” Sent: 15 April, 7.23 pm

Hi Virginia and Lena, Sorry I haven’t been in touch recently. I’ve been intending writing to you for ages, but I’ve been so busy studying for my exams that I don’t have time to do anything else for weeks now. I really am fed up for it! However, as soon the exams are over, I’m planning spending a couple of weeks on a beach somewhere. Because of I’ve been studying so hard, I haven’t been having time to go out and I’ve managed to save up a bit of money. I’m thinking to go to Thailand actually. You had both been there, didn’t you? Do you remember the names of any cheap hotels in Bangkok, and is it good idea book a room before I go? Do you think is two weeks enough time to see the place? Despite the exams, I am still really enjoying to be here in San Francisco. It’s great city with lots to do. It’s really clean, relaxed and very cosmopolitan. There are some excellent shops and the most things are much cheaper than back home. My apartment overlooks the bay and you can see the Golden Gate Bridge and Alcatraz, the famous prison, from my bedroom window. I have visited the prison a few days ago actually. Everything there is exactly the same as the day they stopped to use it as a prison. Did you to know the gangster Al Capone was spending ten years there? Apparently, worst thing about being there was that in the evenings, they would be able to hear laughter and parties from the mainland. With all the work I do at the moment I’m knowing that feeling! Anyway, time to do more studying – if only I worked harder earlier in the course! Please write back soon and tell me all the latest news. I miss you lots. Love, Marcella xxxxxx

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

I N S I D E O U T R e s o u rc e P ac k

13A Guess my job

? ? ? ? ? ? ? ?

A Choose one job from the box below. Describe what you have been doing recently. Can your partner guess what your job is? Examples University student I’ve been working 18 hours a day recently – my exams are in 2 weeks’ time. I haven’t been out for weeks now. But I feel quite happy – I’ve revised almost all the topics – and I haven’t got much left to do.

Florist I’ve been incredibly busy today – tomorrow is Valentine’s Day. I’ve been making bouquets all day.

a baby sitter a nurse

a famous tennis player

an accountant

a computer specialist

a kitchen designer

a sports journalist

a shop assistant

a radio newsreader

? ? ? ? ? ? ? ?

✂ ...........................................................................................................................................

? ? ? ? ? ? ? ?

B Choose one job from the box below. Describe what you have been doing recently. Can your partner guess what your job is? Examples University student I’ve been working 18 hours a day recently – my exams are in 2 weeks’ time. I haven’t been out for weeks now. But I feel quite happy – I’ve revised almost all the topics – and I haven’t got much left to do.

Florist I’ve been incredibly busy today – tomorrow is Valentine’s Day. I’ve been making bouquets all day.

a ballet dancer a politician

a waiter

a house-wife/house-husband

a flight attendant

a sales representative

an artist

a lawyer

a taxi driver

© Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

? ? ? ? ? ? ? ? Photocopiable

T E A C H E R’S

N O T E S

13A Guess my job Priscilla Osborne Type of activity

Procedure

Speaking. Individual work. Pair work.

1

Aims

2

To practise the present perfect continuous and simple.

3

Task To talk about the activities and achievements of people in different professions over a period of time.

4

Preparation Make one copy of the worksheet for each pair and cut the copies up as indicated.

Timing

5

15–25 minutes.

6 7

Review the usage of the present perfect continuous and simple with the class. Read out the two examples – the student and the florist. Ask the class to guess what jobs the two people are describing. Divide the class into pairs. Give each Student A a copy of worksheet A and each Student B a copy of worksheet B. Explain that they will take it in turns to describe the daily activities of people in different professions. They must not use the words in the actual job title. So, with the example, the word flower cannot be used when describing the florist’s job. The other student should guess what the job is. Give the students sufficient time to choose the jobs they are most interested in and to prepare a short paragraph describing their daily activities. Circulate and monitor. Note down any serious or interesting mistakes for later correction.

Notes & comments If the class is confident in their language use, encourage the students to make it difficult for each other to guess what the profession is by describing the more unusual aspects of the job.

Inside Out Remember, remember… – glossary barrel noun [count] a large round container with a flat top and bottom, used for storing liquids blow (something) up phrasal verb if something blows up, or if someone blows something up, it explodes and is destroyed: Terrorists had threatened to blow up the embassy. cellar noun [count] a room under a building, below the ground conspiracy noun [count or uncount] a secret plan by a group of people to do something that is bad or illegal

hang (past tense and past participle hanged) [transitive] to kill someone by putting a rope around their neck and making them fall: He was hanged for murder in 1942. plot noun [count] a secret plan to do something bad, made by two or more people: a kidnap plot a plot against the government torture verb [transitive] to hurt someone deliberately in a very cruel way as a punishment or in order to make them give information

core noun [count] the most important or most basic part of something: The club has a small core of active members. conspirator noun [count] someone who is involved in making a secret plan to do something that is bad or illegal deny verb [transitive] to say that something is not true: deny doing something: He still denies murdering his wife. devise verb [transitive] to invent a method of doing something effigy noun [count] a model of someone, especially one that is destroyed in a protest against them frame verb [transitive] INFORMAL to make someone seem to be guilty of a crime when they are not, for example by lying to the police fuse noun [count] an object like string, or a piece of electrical equipment, that is used for making a bomb explode gunpowder noun [uncount] a substance that is used for causing explosions or for making fireworks (=objects that burn to produce noise and coloured light)

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2003. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out e-lesson

Week starting: 1st November 2004

1. The Gunpowder Plot Nearly four hundred years ago, a group of 13 committed men devised a plan to blow up the British Parliament killing the king and all the politicians, something we may all have been tempted to try. However, these men may have in their dastardly plot had it not been for one man who just couldn’t keep a secret… Read all about it in this week’s worksheet. Level Good Intermediate upwards How to use the lesson 1. Give one copy of Worksheet A to each student in the class. Focus their attention on the newspaper story on the left-hand side. Give students a couple of minutes to read through the story and answer the question in 1. (Answer: He (and his friends) wanted to blow up the King and the Government). 2. Direct students’ attention to the questions on the right of the page. Ask them to read the questions. Give out Worksheet B and ask them to work in pairs to find the answers to the questions. 3. Check answers in open class. Answers to 2. 1. Guy Fawkes 2. York 3. 36 4. Robert Catesby 5. Francis Tresham 6. 13 7. They were captured

8. Four were shot. The rest were hanged. 9. Families build bonfires, light fireworks and eat potatoes and sausages. 10. A model of Guy Fawkes, which is burned on a bonfire.

Follow up Use the links below to create a project about Guy Fawkes. The burning of bonfires is also connected to the Celtic origins of Halloween; your students may like to make a joint presentation of the origins of the two festivals. 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.bonefire.org/guy/index.php Tells the whole story. http://www.innotts.co.uk/asperges/fawkes/indexx.html Listen to the introduction. Then follow the pages by clicking on the arrow at the bottom right of the page. http://www.cyberwitch.com/Wychwood/Temple/hallows.htm According to this, Bonfire Night is just Samhain (Celtic end-of-summer festival) in disguise. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Remember, remember…

WORKSHEET A

1. Read the newspaper extract below. What did the man in the story want to do?

The London Times

November 5, 1605

HOUSE OF COMMONS HORROR Last night, a shock discovery was made under the Houses of Parliament just hours before our king, James I, opened Parliament. A man calling himself John Johnson was found in a small room in the cellar filled with barrels of gunpowder and fuses. He claimed to be “looking after them for a friend”. However, palace sources have revealed that he was one of a number of conspirators who planned to blow up the Houses of Parliament, killing the King and his Government. 35 year-old Johnson, address unknown, is known to be a Catholic who wishes to “end the line of Protestant kings and return the country to its Catholic faith”. He also claims to have been framed, and denies being the person responsible for organizing this outrageous ‘Gunpowder Plot’, but one thing is sure; this country will never forget the name of John Johnson!

2. Look at the questions and then find the answers on Worksheet B. 1.

What was John Johnson’s real name?

2.

Where was he from?

3.

How many barrels of gunpowder were there?

4.

Who was the organiser of the Plot?

5.

Who wrote to his relative and mentioned the Plot?

6.

How many conspirators were there?

7.

Were they captured or did they escape?

8.

What happened to them?

9.

What happens in England on November 5th?

10. Nowadays, what is a ‘Guy’?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out The Gunpowder Plot

T

WORKSHEET B

he Gunpowder Plot was a conspiracy to kill King James I, as well as the Members

of the House of Lords and Commons at the re-opening of Parliament. It was devised by a group of Catholics in protest against the anti-Catholic laws that were being introduced by the King. Robert Catesby was the leader of the group. It was he and his cousin, Thomas Wintour, and two other friends, Thomas Percy and John Wright who formed the core. They were joined by nine more men; among them was Guy Fawkes (or Guido as he preferred to be called) from the city of York, in the north of England. Fawkes found a cellar directly under the House of Lords and rented it out under the false name of John Johnson. The conspirators stored thirty-six barrels of gunpowder there, and Fawkes, who was an explosives expert, was to light the fuses on November 5th, 1605. The plot failed because one of the conspirators, Francis Tresham, sent a letter to his relative who was a member of the House of Lords. The letter warned him not to attend the opening ceremony of Parliament. The letter was passed on to the authorities, who took action. Guy Fawkes was found in the vault on the night of November 4th with 36 barrels and a number of fuses. He was imprisoned and tortured, eventually revealing the names of the conspirators. Soldiers of the King surrounded Holbeach House, in the Midlands, where they knew the plotters to be hiding. In the fight that followed, four of them were shot dead, including Catesby and Percy, who were actually killed by the same bullet. The others were imprisoned and hanged along with Guy Fawkes on January 31st, 1606. These days, on November 5th, children all over England celebrate Guy Fawkes Night by building huge bonfires and lighting fireworks. It’s a family tradition and an occasion to eat potatoes baked by the flames and eat charred sausages. There is always a ‘guy’ on top of the fire; a guy is an effigy (model) of Guy Fawkes, dressed in the clothes of the 17th century. Are they celebrating his execution or honouring his attempt to do away with the government? Who knows.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

I N S I D E O U T Pre-intermediate R e s o u r c e P a c k

7B Half a conversation

Read Andy’s conversation and write Bob’s replies below. Andy: Have you seen Angie recently? ..... How is she? ..... Really? What happened? ..... Amazing! ..... No, I haven’t. Have you? .....

Blank conversation A Write Bob’s replies here. Then tear off this section and swap it with someone from Group B. Andy: ____________________________ Bob:

____________________________

Andy: ____________________________ Bob:

____________________________

Andy: ____________________________ Bob:

____________________________

Andy: ____________________________ Bob:

____________________________

Andy: ____________________________ Bob:

____________________________

Conversation B Read Andy’s conversation and write Bob’s replies below. Andy: Have you been on holiday

this year? ..... Where did you go? ..... Wow! What did you do there? ..... You lucky man! ..... No, I haven’t, but I’ve heard it’s fantastic. What do you think? .....

.......................................................................................................................................................................................................

Conversation A

......................................................................................................................................................................................................

FOLD

........................................................................................................................................................................................................

✂ ...........................................................................................................................................

FOLD

Blank conversation B Write Bob’s replies here. Then tear off this section and swap it with someone from Group A. Andy: ____________________________ Bob:

____________________________

Andy: ____________________________ Bob:

____________________________

Andy: ____________________________ Bob:

____________________________

Andy: ____________________________ Bob:

____________________________

Andy: ____________________________ Bob:

____________________________

..........................................................................................................................................

© Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’S

N O T E S

7B Half a conversation Neil McMahon Type of activity

6

Writing and speaking. Pair work.

Aims To practise present perfect for time up to now and past simple for finished time.

7

Task To complete, practise and perform conversations.

Preparation Make one copy of the worksheet for every four students and cut in half where indicated.

Timing

8

Tell students to read Bob’s replies in their new ‘blank conversation’ sections and imagine what Andy’s remarks are. They should then write Andy’s remarks on the lines provided in their new ‘blank conversation’ sections. When all students have finished writing Andy’s remarks, ask them to get into pairs with one student from Group A and one student from Group B in each pair. In their pairs, students then check each other’s conversations for mistakes and practise reading them aloud. When all pairs have practised the conversations, ask several pairs to perform their for the class.

30 minutes.

Procedure 1

2

3

4

5

Divide the class into two groups, A and B. Hand out worksheet A to each student in Group A and worksheet B to each student in Group B. Tell students that they are going to read one half of a telephone conversation and they must try to reconstruct the other half. Students could work individually or in pairs within their groups. Tell them to look at Andy’s first sentence and imagine what Bob’s reply is. They should write Bob’s reply in the ‘blank conversation’ section of the worksheet. Students continue, writing Bob’s replies to Andy’s remarks. Circulate, checking students are completing Bob’s half of the conversation naturally and accurately onto the worksheet. Note down any serious or interesting mistakes for later correction. When students have finished, ask them to tear off the ‘blank conversation’ section of their worksheet and exchange it with a student from the other group. The students from Group A will now be looking at Group B’s ‘blank conversation’ sections and vice versa.

Follow up After the students have performed their finished conversations, combine the pairs into groups of four. Ask the students to study the structure of the conversations. Elicit suggestions and write them on the board. Tell the students they are going to write a complete conversation for homework about a new topic, using the same structure.

Notes & comments If this is the first time your class has done this type of activity, you may wish to do a complete example first on the board. Alternatively, you could skip stage 6 so students only create half the conversations themselves.

Inside Out Hallowe’en – Glossary accept verb [transitive] to recognize that something is true, fair, or right: This argument is unlikely to be accepted by the court.

lantern noun [count] a light inside a transparent container that has a handle for carrying it

accuse verb [transitive] to say that someone has done something wrong or illegal: accuse someone of something: Her employers accused her of theft.

light-hearted adjective funny and not intended to be serious

ancestor noun [count] someone who lived a long time ago and is related to you associate verb [transitive] if one thing is associated with another, they are connected: The problem is often associated with heavy drinking.

offering noun [count] something that people give origin noun [count] the place or moment at which something begins to exist: The college can trace its origins back to the 18th century. pagan adjective relating to any religion that is not one of the main religions of the world

celebrate verb [intransitive or transitive] to do something enjoyable in order to show that an occasion or event is special: Let's have a party to celebrate.

pray verb [intransitive or transitive] to speak to God or a saint, for example to give thanks or to ask for help: They prayed for peace.

Christianity noun [uncount] the religion that is based on the ideas of Jesus Christ

pumpkin noun [count or uncount] a large round vegetable with a thick orange skin

costume noun [count or uncount] clothes that the actors wear in a play or film

revisit verb [transitive] to visit a place or situation you have been in before: Last week he revisited his old neighbourhood.

devil noun [count] an evil spirit disappear verb [intransitive] to no longer happen or exist: The symptoms should disappear within a few days. druid noun [count] a priest in the ancient Celtic religion establish verb [transitive] to make something start to exist or start to happen: Mandela was eager to establish good relations with the business community. establish yourself/someone (as something): Reagan quickly established himself as a promising film actor. evil adjective very bad or cruel: a dangerous and evil dictator free verb [transitive] to let someone leave a prison or similar place: The organization works to free political prisoners. huge adjective extremely large: She arrived carrying two huge suitcases.

ritual noun [count or uncount] a formal ceremony safe adjective not damaged, hurt, or lost: Everyone arrived safe and sound. scare verb [transitive] to make someone feel frightened: I'm sorry, I didn't mean to scare you. scare someone away or scare someone off to make someone so frightened that they run away scary adjective frightening: a scary story spirit noun [count] the part of a person that many people believe continues to exist after death: His spirit will always be with us. tradition noun [count or uncount] a very old custom, belief, or story: Native American culture and traditions

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out unfit adjective below the accepted quality or standard for a particular use or purpose: an unfit mother witch-hunt noun [uncount] an attempt to find all the people in a particular group in order to punish them unfairly worship verb [transitive] to love and admire someone or something very much

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 24th October 2005

1. Hallowe'en We are heading there fast: pumpkins are being hollowed out and witches costumes are being prepared. But where did it all start? This week's worksheet answers the question in an A/B information gap on the history of Hallowe'en. Level: Good Intermediate and upwards How to use the lesson: 1) Ask your students to think of as many things as they can connected with Hallowe'en. Write them on the board as they are called out. After this, ask if any of the students know where Hallowe'en started. 2) Divide the class into two groups, A and B. Give one copy of Worksheet A to each student in Group A and one copy of Worksheet B to each student in Group B. Ask them to work with a partner in their group to complete the questions at the bottom of the page. The aim of writing the questions is so students can ask the other group for the missing information in their text. 3) When they have written the questions and you have checked that the questions are acceptable, ask students to find a partner from the other group, and to form pairs of A and B. 4) Tell them to take it in turns to ask and answer the questions and write down the answers they get in their text. Remind them not to look at each other's paper until the end. At the end of the activity, they can check each other's texts. Suggested questions: 1. Where does the name Hallowe'en come from? 2. What does All Hallows Eve mean? 3. Who celebrated the last day of the year on October 31st? 4. What was their (the druids’) god called? 5. Why did he (Samhain) free the spirits of the dead? 6. What did they (the druids) leave for their ancestors? 7. What did they wear? 8. What did the Pagan ritual become? 9. Who disappeared (along with the origins of the festival)? 10. Who said witches were unfit to live? 11. What were witches accused of? 12. What is seen as a bit of light-hearted fun? As a follow up, ask students in pairs/small groups to find some other information about Hallowe'en and prepare a 'scary' class poster. Students may wish to check out the following sites for additional information.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out 2. Related Websites Send your students to these websites, or take a look yourself. http://www.historychannel.com/exhibits/halloween/?page=home The History Channel gives Hallowe’en the full treatment - spooktacular! http://www.novareinna.com/festive/world.html Hallowe’en around the world http://www.inspirationline.com/Brainteaser/halloween.htm And some more http://www.blackdog.net/holiday/halloween/ Hallowe’en games for kids of all ages

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Hallowe’en

WORKSHEET A

Complete the questions at the bottom of the page. Then ask your partner the questions and complete the text. The name Hallowe’en comes from 1) _______________ , which means ‘Holy Evening’. Although this is the original Christian name for the evening of October 31st, it goes back much further. Two thousand years ago, in Europe, the 3) _______________ celebrated the last day of the year on October 31st. They believed that their god, who was called Samhain, freed the spirits of the dead on this day so that they could 5) _______________ . The druids left offerings for their ancestors and other good spirits, and prayed for their safe return. To scare away the evil spirits, on the other hand, they lit huge fires and wore 7) _______________ . As Christianity established itself, the Pagan ritual became a Christian tradition, but the Christians accepted only one God, and 9) _______________ disappeared along with the origins of the festival. However, the tradition of burning large fires and of dressing in scary costumes carried on. Throughout the 16th and 17th centuries, there was a huge increase in witch-hunts after Christian priests said that witches were ‘unfit to live’. Witches were accused of 11) _______________ , killing animals and making people ill. The image of evil witches and devils became associated with Hallowe’en and has continued until now. These days, Hallowe’en is seen as a bit of light-hearted fun but, next time you see a pumpkin lantern or witch’s costume, remember how different things used to be. 1)

Where _____________________________________________________________?

3)

Who ______________________________________________________________?

5)

Why ______________________________________________________________?

7)

What ______________________________________________________________?

9)

Who ______________________________________________________________?

11) What ______________________________________________________________?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Hallowe’en

WORKSHEET B

Complete the questions at the bottom of the page. Then ask your partner the questions and complete the text. The name Hallowe’en comes from ‘All Hallows Eve’, which means 2) ‘_____________’. Although this is the original Christian name for the evening of October 31st, it goes back much further. Two thousand years ago, in Europe, the Celtic druids celebrated the last day of the year on October 31st. They believed that their god, who was called 4) _______________ , freed the spirits of the dead on this day so that they could revisit their homes. The druids left 6) _______________ for their ancestors and other good spirits, and prayed for their safe return. To scare away the evil spirits, on the other hand, they lit huge fires and dressed in frightening costumes. As Christianity established itself, the Pagan ritual became 8) _______________ , but the Christians accepted only one God, and Samhain disappeared along with the origins of the festival. However, the tradition of burning large fires and of dressing in scary costumes carried on. Throughout the 16th and 17th centuries, there was a huge increase in witch-hunts after 10) _______________ said that witches were ‘unfit to live’. Witches were accused of worshipping the devil, killing animals and making people ill. The image of evil witches and devils became associated with Hallowe’en and has continued until now. These days, 12) _______________ is seen as a bit of light-hearted fun but, next time you see a pumpkin lantern or witch’s costume, remember how different things used to be. 2)

What ______________________________________________________________?

4)

What ______________________________________________________________?

6)

What ______________________________________________________________?

8)

What ______________________________________________________________?

10) Who ______________________________________________________________? 12) What ______________________________________________________________?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

+PUKFG1WV e-lesson

Week starting: 4th March 2002

1. A Catchy Little Tune #UQPIYJKEJJCFQTKIKPCNN[DGGPRWDNKUJGFCU)QQF/QTPKPI6Q;QWYCURWDNKUJGFQP /CTEJVJWPFGTCPGYPCOG*CRR[$KTVJFC[6Q;QW5KPEGVJGPKVJCUDGEQOG QPGQHVJGOQUVTGEQIPK\CDNGVWPGUKPVJGYQTNF$WVYJQYTQVGKV!%JGEMQWVVJKUYGGMŏU YQTMUJGGVCPFHKPFQWV6JGTGCTGVYQRCIGUVQRTKPV%NKEMJGTGVQIGV[QWTEQRKGU JVVRYYYKPUKFGQWVPGVYCTGJQWUGYQTMUJGGVU/CTEJ+15JCRR[RFH JVVRYYYKPUKFGQWVPGVYCTGJQWUGYQTMUJGGVU/CTEJ+15JCRR[TVH Level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

MKPFGTICTVGP /KNFTGF 6JQWUCPFU CUUGVU TQ[CNV[ 2TKPEKRCN

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

%QNWODKC 5[PG EQR[TKIJV URKTKVWCN 9CTPGT $KTEJ

QuickTime™ and a BMP decompressor are needed to see this picture.

+PUKFG1WV Follow up (QTCNNVJKPIUTGNCVGFVQDKTVJFC[UEJGEMQWVVJGUKVGUDGNQYŌ[QWECPGXGPRNCP[QWT QYPDKTVJFC[VJGOGRCTV[ 2. Related Websites 5GPF[QWTUVWFGPVUVQVJGUGYGDUKVGUQTLWUVVCMGCNQQM[QWTUGNH JVVRYYYRNCPGVRCNUEQODKTVJFC[RCTV[JVON 5ETQNNFQYPVQUGG*CRR[$KTVJFC[KPGXGT[NCPIWCIG JVVRYYYJCRR[DKTVJFC[EQOGZCORNGULURDKTVJFC[ARCTV[KPFGZLUR!RIRCTV[ #P[QPGJCXKPICDKTVJFC[KP[QWTENCUU!2NCPCRCTV[ JVVRYYYYCTPGTEJCRRGNNEQOYEOJQOGLUR 6JGEWTTGPVQYPGTUQHVJGEQR[TKIJV JVVRYYYHCOQWUDKTVJFC[UEQO 9JQGNUGYCUDQTPQP[QWTDKTVJFC[!#P[QPGHCOQWU! JVVRYYYJCRR[DKTVJFC[VQ[QWEQO 9KVJVJGTKIJVUQHVYCTG[QWECPUGPF[QWTHTKGPFUUQOGNQXGN[ECTFU

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

QuickTime™ and a BMP decompressor are needed to see this picture.

Inside Out A Catchy Little Tune

WORKSHEET

A

1. Read the story and then answer the questions on Worksheet B

¯

This simple four-line ditty was written as a classroom greeting in 1893 by two sisters. Mildred Hill, a teacher at the Louisville, Kentucky Experimental Kindergarten, and Dr. Patty Hill, the principal of the same school, together wrote the song for their 5 year-old pupils. The melody of the song was composed by Mildred, who was born in Louisville, Kentucky, U.S.A, on June 27th, 1859. The song was first published in 1893, with the lyrics written by her sister, Patty, as Good Morning To All.

Mildred was an expert on spiritual songs and played the organ in her local church, while Patty, who later became a professor at Columbia University, specialized in Kindergarten Education. Although the song was published in 1893, it wasn’t copyrighted until 1935. The copyright was taken out under a different name and it wasn’t renewed until 1963. The song was popularised in the late 1930's when it was sung in the Broadway production of As Thousands Cheer, and has since become the mega-classic hit of all time. In 1988, Birch Tree Group Ltd, the original publishers, sold the rights of the song, and all their other assets, to Warner Communications for an estimated $25 million. During the 1980s, the song was believed to generate about $1 million in royalties annually. Along with Auld Lang Syne (sung at midnight on New Year’s Eve) and For He's a Jolly Good Fellow (sung to celebrate someone’s achievement), it is among the three most popular songs in the English language. It continues to bring in around $2 million in licensing revenue each year, according to current publisher Warner Chappell.

Glossary reference: The Macmillan English Dictionary for Advanced Learners, 2002

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

Glossary ditty noun [C] often humorous a short simple song or poem. copyright noun [C/U] the legal right to have control over the work of a writer, artist, musician etc. If you own the copyright on something, it is your intellectual property, and other people must pay you to broadcast, publish or perform it: The court case was brought to decide who owns the copyright. asset noun [usually plural] [C] something such as money or property that a person or company owns: The business has assets totalling £5.1 million. revenue noun [C/U] income from business activities or taxes: The magazine had been losing advertising revenues for months. royalty noun [usually plural] [C] a payment that someone such as a writer or musician gets each time their work is sold or performed.

Inside Out WORKSHEET

B

2. Answer the questions. Write your answers in the puzzle below to reveal the name of the song. 1. 2. 3. 4. 5. 6. 7. 8. 9.

In which city was Mildred born? The song was originally titled Good __________ To All. What’s the word for a short, simple song or poem? Which musical instrument did Mildred play? Which U.S state were the sisters from? Which sister wrote the words of the song? What do Americans call a school for 5 to 6 year-olds? Which sister wrote the music for the song? The Broadway musical which made the song famous was called As __________ Cheer. 10. Money or property that a person or company owns. 11. You get paid this if someone uses your work. 12. What was Patty’s position at her school? 13. What was the name of the university where she later worked? 14. On New Year’s Eve, people sing Auld Lang __________. 15. If something is your intellectual property, it means you own the __________. 16. What kind of songs was Mildred an expert on? 17. The publishers who now own the song are called __________ Chappell. 18. The publishers who first owned the rights were called __________ Tree Group. 1 2 3 4 5 6 7 8

34

9

34 10

11 12 13 14 15 16 17 18

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2002.

Inside Out Hawaii Quiz – Glossary base noun [count] the bottom part, edge, or surface of something: The statue stands on a large round base.

main adjective most important, or largest: We eat our main meal in the evening.

breeze noun [count] a light wind: a gentle/light/slight breeze

nickname noun [count] an informal name that your friends or family call you that is not your real name

consist of something phrasal verb to be made of particular parts or things: Breakfast consisted of dry bread and a cup of tea.

population noun [singular] the number of people who live in a particular area: Los Angeles has a population of over 3 million.

cobra noun [count] a poisonous African or Asian snake

privately adverb by people who provide money themselves, rather than by governments: privately owned businesses

corner noun [count] the part of an object, space, or room where two edges or sides meet: The 'Start' button is in the left-hand corner of the screen. creature noun [count] anything that lives except plants: a small furry creature discover verb [transitive] to find something that was hidden or that no one knew about before: William Herschel discovered Uranus in 1781. explorer noun [count] someone who travels around a place that other people do not know much about in order to find out what is there flag noun [count] a piece of cloth with colours or a pattern on it, used as a signal or for representing a country or organization

source noun [count] a person, place, or thing that provides something that you need or want: A garden was the source of inspiration for the painting. state noun [count] a region of a country that has its own government: the state of Michigan stripe noun [count] a line of one colour on a background of a different colour: a white shirt with red stripes tip noun [count] a narrow or pointed end, especially of something long or thin: the tip of your nose/finger

grow (past tense grew; past participle grown) verb [transitive] if you grow plants, you look after them and help them to develop: They grew all their own vegetables. income noun [count or uncount] money that someone gets from working or from investing money: What is your approximate annual income? island noun [count] a piece of land that is completely surrounded by water: islands off the west coast of Canada This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 8th August 2005

1. Hawaii Quiz On August 12th, 1898, Hawaii was annexed by the United States. Twelve years after that it became a US territory and it wasn’t until 1959 that it became the 50th (and latest) US state. But just how much is known about this sunshine state? Why not do the quiz and find out? Level Lower Intermediate upwards How to use the lesson 1. Tell your students they are going to look at some statements about Hawaii and decide if they are true or false. They are then going to have to bet anything from 10 to 100 points (depending on how confident they feel) on their guess. 2. Divide the class into pairs or small groups and give each pair/group a copy of the quiz. 3. Ask your students to discuss each statement and decide if they think it’s true or false. In the first column they should write T or F. In the second column they have to write in the number of points they are willing to bet on their guess (10 points only if they don’t feel very confident, going up to 100 if they are very sure of their answer). They can only bet between 10 and 100 points. 4. After giving enough time for students to discuss their answers, it’s time to score. Either choose a student to be the scorer (s/he will need a copy of page 2 of the Teacher’s Notes) or do it yourself. Each pair/group calls out their answer and how many points they have bet. If they have answered correctly, students enter their points in the final column (points won). If they have answered incorrectly, they should enter their points in the third column (points lost). To increase competitiveness and ensure your students do not cheat, you can ask them to swap worksheets before checking the answers. At the end of the quiz, students add up their entries in the third and fourth columns and then subtract the total of the third column from the total of the fourth column to give the total number of points they have won. The pair/group with the most points is the winner. Follow up This quiz could constitute part of a project on the United States or simply countries in the world. With help from the websites on the next page, your students could find out much more about Hawaii, or the US (history, geography, people and fashions etc.) and make a presentation and class display. Alternatively, they could use some of the encyclopaedia sites to research other countries.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Answers 1. 2. 3. 4. 5.

6. 7. 8. 9.

10.

11. 12.

13. 14. 15.

False. According to statistics the population of Hawaii is just 1.26 million. True. True. It had actually been a US territory since 1900, but it only became a state in 1959. False. Honolulu is on the island of Oahu, not Hawaii. Oahu has the largest population of all of the Hawaiian islands. True. Although the islands were originally discovered and inhabited by Polynesians (between 300 and 600 AD), British explorer Captain James Cook visited the islands on his way back from Australia (which he had also just discovered). He named the islands after John Montagu, 4th Earl of Sandwich, who was one of his sponsors (and, incidentally, the inventor of the quick snack the ‘sandwich’). False. Keanu Reeves was born in Beirut, Lebanon and grew up mostly in Toronto, Canada. However, his father was of Chinese/Hawaiian origin, which is why he has a Hawaiian name. True. False. The Hawaiian flag does have eight stripes (one for each main island), but it has the Union Jack (the British flag) in the top left-hand corner, not the US flag. True. The island of Niihau was bought for $10,000 in 1872 by Elizabeth Sinclair (who was originally from Scotland). She and her family started up a cattle farm there. In 1915, her grandson Aubrey Robinson closed the island to all outside visitors. In 1999, the descendants of Aubrey Robinson finally shut down the farm. It is possible to visit the island these days. True. From base to tip, Mount Everest is 8,848 metres tall, while Mauna Kea is 10,189 metres tall. This doesn’t mean that Mauna Kea is taller, though: 5,981 metres of Mauna Kea is under the sea. From sea level, Mauna Kea is just 4,208 metres high. Not bad, but not even half the height of Everest False. The Waikiki Cobra does not exist. In fact, there aren’t any snakes in Hawaii. The most dangerous creature is probably a tiger shark, found in the waters around Hawaii, but you’re more likely to get hit by a falling coconut than a bitten by a shark. False. Even though Hawaiians are very hospitable, the motto actually means: ‘The life of the land is perpetuated in righteousness’. But if you want to know how to say ‘welcome’ in Hawaiian, it’s ‘E komo mai’ and the ‘house of the sun’ is actually ‘haleakala’ (which is the name of one of Maui’s largest mountains). True. True. Because it’s the only state in the tropics. False. Hawaii’s main source of income is from tourism. Sugar, macadamia nuts and coffee are all important exports and Hawaii produces a third of the world’s pineapples, but the most important source of income is from the millions (more than 6.5 million last year) of tourists that come to enjoy the sun and the surf.

2. Related Websites Refer to these websites for more information. http://en.wikipedia.org/wiki/Hawaii http://www.infoplease.com/ipa/A0108204.html A couple of encyclopaedia references to Hawaii http://www.enchantedlearning.com/usa/states/hawaii/ A look at Hawaii as part of the 50 states of the United States http://adventuremaui.com/haleakala.htm Check out Haleakala http://www.hawaii.com/ Feast your eyes on some of these sights This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Hawaii Quiz Decide if the following statements about Hawaii are true or false. Then bet a minimum of 10 points up to a maximum of 100 on your choice. T/F

Points bet

Points lost

Points won

1

The population of Hawaii is 4.9 million.

__

______

______

______

2

Hawaii consists of eight main islands: Hawaii, Lanai, Kahoolawe, Oahu, Maui, Niihau, Molokai and Kauai.

__

______

______

______

Hawaii became the 50th state (of the United States) on August 21st, 1959.

__

______

______

______

4

Honolulu, the capital city, is on the island of Hawaii.

__

______

______

______

5

In 1778, explorer Captain James Cook ‘discovered’ the Hawaiian islands and named them ‘The Sandwich Islands’.

__

______

______

______

6

Actor Keanu Reeves was born and grew up in Hawaii.

__

______

______

______

7

Keanu means ‘cool breeze over the mountains’ in Hawaiian.

__

______

______

______

8

The flag of Hawaii consists of eight stripes (one for each of the main islands) and has the flag of the United States in the top left-hand corner.

__

______

______

______

The island of Niihau has a population of 230 and is privately owned (by a family named Robinson).

__

______

______

______

From its tip to its base, Hawaii’s tallest mountain, Mauna Kea, is taller than Mount Everest.

__

______

______

______

11

The most dangerous Hawaiian creature is the Waikiki Cobra.

__

______

______

______

12

Hawaii’s motto Ua mau ke ea o ka aina I ka pono means ‘We offer a warm welcome to those who come to visit the house of the sun’.

__

______

______

______

13

Hawaii’s nickname is ‘The Aloha State’.

__

______

______

______

14

It is the only US state that grows coffee.

__

______

______

______

15

Hawaii’s main source of income comes from sugar.

__

______

______

______

______

______

Total points won

______

3

9

10

Total points (subtract points lost from points won)

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 27th June 2005

1. Ernest Hemingway On July 2, 1961, Ernest Hemingway took his favourite hunting gun into his study and ended his life. This was a dramatic ending to a life full of action and adventure. Read on to find out more about the man, his books, his loves and his adventures. Level Upper Intermediate and above How to use the lesson 1. Tell the class you are going to give them each part of a story about the life of writer Ernest Hemingway, but that the story is in three parts. Each student in the class will have one third of the story to read. It may help if you can dig up a picture of the writer for those students not familiar with him. 2. Divide the class into groups of three and give each group a copy of Worksheet A cut into three parts, A, B and C. 3. Tell the students they have four minutes to read their part of the story, after which time they are going to answer some questions about it. 4. After four minutes, give each group one copy of Worksheet B. Tell them they have to work together to answer the questions. 5. Check answers in open class. Answers 1. five (he was the first son in a family of six) 2. At his father’s cabin in northern Michigan 3. He drove an ambulance for the American Red Cross 4. Agnes von Kurowsky 5. A Farewell To Arms 6. Paris 7. Gertrude Stein, Ezra Pound and F. Scott Fitzgerald 8. Four. The Sun Also Rises; A Farewell To Arms; For Whom The Bell Tolls; The Old Man and the Sea 9. 28 (or 29) 10. Four 11. Three 12. The Spanish Civil War 13. Cuba 14. The Nobel Prize (1954) 15. He shot himself

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. Here are a handful of sites that contain everything you could wish to know about Ernest Hemingway. http://www.lostgeneration.com/ welcome to the Hemingway Resource Center http://www.ehfop.org/life/ lots of stuff here including pictures of his wives http://www.npg.si.edu/exh/hemingway/ a complete account of Hemingway’s life

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out WORKSHEET A

Ernest Hemingway (A) Ernest Hemingway was born on July 21, 1899, in Oak Park, Chicago. He was the first son in a family of six children. His home life was difficult as his mother Grace was very strict but he enjoyed a good relationship with his father Clarence. He loved the summer holidays, which he spent at his father’s cabin in northern Michigan where his father taught him to hunt and fish; a passion that remained with him for the rest of his life. After graduating from high school Ernest worked briefly for the Kansas City Star newspaper as a copywriter before leaving for Italy to work as an ambulance driver for the American Red Cross. The United States had entered World War I and Ernest had tried to enlist in the army but was refused because of poor eyesight. The Red Cross was his only way in. Shortly before his nineteenth birthday he was wounded in his legs and taken to a hospital in Milan. While he was recovering in hospital, he fell in love with his nurse, Agnes von Kurowsky. He proposed to her but she turned him down and he returned to the United States alone. 

Ernest Hemingway (B) In 1920 Ernest moved to Paris with his new wife Hadley Richardson to further his career in journalism. Life wasn’t easy in Paris for the young couple and it got even harder when their son John was born in 1923. Ernest’s writing was bringing in very little money. However, they met some very influential expatriate in Paris. Gertrude Stein, Ezra Pound and F. Scott Fitzgerald all played an important part in Ernest’s development as a writer. In 1926 he published his first major novel, The Sun Also Rises, a book that chronicled the lives of bohemian Americans living in post-World War I Europe. It was an immediate success, but his marriage to Hadley had reached its end. In 1928, shortly after his divorce, he married fashion writer Pauline Pfeiffer. In the same year his father committed suicide, Ernest’s wife Pauline nearly died giving birth to their son Patrick and they left Paris and moved back to the United States, settling in Key West, Florida. In 1929 Ernest published his second major novel, A Farewell To Arms. He drew on his World War I experiences and his wartime romance in Italy. 

Ernest Hemingway (C) Life was good in Key West and Ernest loved sailing and fishing in the Gulf of Mexico. His son Gregory was born in 1931. In the mid 1930s he covered the Spanish Civil War for the North American Newspaper Alliance, and showed his clear opposition to Franco and fascism. These views were different from his wife’s and he and Pauline divorced. In 1940 he published the famous For Whom The Bell Tolls, based on his experiences in Spain. In the same year he married Martha Gelhorn and relocated from Key West to Cuba. The marriage didn’t last long and by late 1944 he had divorced Martha and married war correspondent Mary Welsh. In 1952 he published his final major work, The Old Man and the Sea, for which he won the 1954 Nobel Prize. In 1959, after Castro’s Cuban revolution, the Hemingways left Cuba and settled in Idaho, U.S.A. However, a mixture of depression, ill health and alcohol abuse led Ernest to take his life in the same way that his own father had done 33 years earlier. On July 2, 1961, three weeks before his 62nd birthday, Ernest Hemingway died from a self-inflicted gunshot wound.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out WORKSHEET B

Ernest Hemingway In groups of three (A, B and C) answer these questions about Ernest Hemingway.

1. How many brothers and sisters did Ernest Hemingway have? 2. Where did he spend his childhood summers? 3. What work did he do in Italy? 4. Who did he ask to marry him there? 5. Which of his books does he refer to their relationship in? 6. Which European city did he spend eight years in? 7. Who helped him to grow as a writer? 8. How many major works did he publish? Name them. 9. How old was he when his father died? 10. How many times did he marry? 11. How many children did he have? 12. Which European war did he cover as a journalist? 13. Where did he and his wife Martha live? 14. Which writing prize did he win and when did he win it? 15. How did Ernest Hemingway die?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Ernest Hemingway – Glossary abuse noun [uncount] the use of alcohol or illegal drugs in a way that is harmful to your health: alcohol/drug abuse bohemian adjective living in an informal way that is considered typical of artists and writers: a bohemian lifestyle cabin noun [count] a small simple wooden house in the mountains or in a forest: a log cabin chronicle verb [transitive] to make a record of events in the order in which they happened copywriter noun [count] someone whose job is to write the words for advertisements correspondent noun [count] a newspaper or television reporter, especially one who deals with a particular subject or area: a special report from our political correspondent John Sergeant divorce noun [count or uncount] a legal way of ending a marriage: I wanted a divorce. divorce verb [intransitive or transitive] to take legal action to end your marriage. If two people agree to stop living together, but do not legally end their marriage, they separate: Paula's parents divorced when she was 14. draw on phrasal verb [transitive] to use something that you have gradually gained or saved: As an actor, you often draw on your own life experiences. enlist verb [intransitive or transitive] if someone enlists or is enlisted, they join the armed forces of their country: Charlie left soon after he was enlisted in the Army. expatriate noun [count] someone who lives in a foreign country: Prague has a large population of American expatriates. eyesight noun [uncount] the ability to see: My eyesight is really bad.

hunt verb [intransitive or transitive] to kill animals for food or for their skin or other parts, or for sport: Crocodiles were hunted and killed for their teeth. influential adjective able to influence the way other people think or behave: He is one of the most influential figures in the government. poor adjective of low quality: poor health/eyesight/hearing propose verb [intransitive or transitive] to ask someone to get married to you: He proposed to her in August. relocate verb [intransitive or transitive] to move to a different place, or to make someone do this: We've relocated to the north of London. self-inflicted adjective a self-inflicted injury, condition etc is one that you cause yourself: a self-inflicted gunshot wound settle verb [intransitive] to go and live permanently in a particular place: Her relatives had come to America and settled in strict adjective someone who is strict has definite rules that they expect people to obey completely: Dad's very strict with us about table manners. suicide noun [count or uncount] the action of deliberately killing yourself: commit suicide (= kill yourself): Police believe he committed suicide. turn down phrasal verb [transitive] to refuse to accept an offer or request: How could you turn down such a fantastic job? wound noun [count] an injury in which your skin or flesh is damaged, usually seriously. He suffered serious wounds to his back and stomach. wound verb [transitive] if someone is wounded, they are injured by something that damages their skin or flesh, especially severely: Two soldiers died and three others were wounded in the attack.

gunshot noun [count] the bullets shot from a gun: He died from a gunshot wound to the head. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

T E A C H E R’ S

N O T E S

4C Hidden word Peter Maggs Type of activity

Procedure

Speaking and listening. Individual and group work.

1

Aim

2

To improve fluency.

Task To speak for one minute, incorporating a designated word.

Preparation Make one copy of the worksheet for each group of three to five students. Cut up the cards as indicated. Each group needs a watch with a second hand.

Timing 20 minutes

3

Divide the class into groups of three to five students and give each group a set of cards placed face down on the table. Explain that the students are going to take turns to pick up one of the cards (without showing it to the rest of the group) and speak for one minute on a topic. The topic is not what is written on the card but one chosen by the rest of the group, for example, the weather, shopping, British food, films, etc. The aim is to subtly include the word on the card in the speech. At the end of the minute, each student in the group guesses what the word was. If a student correctly guesses the word, he/she scores a point. If nobody guesses, the speaker scores the point. The student with the most points at the end of the game is the winner. While the students are playing the game, circulate and monitor, noting down any errors which can be used for a correction activity at a later stage.

Follow up Prepare a Spot the mistake or Grammar auction activity using the errors which you noted down while students were playing.

Notes & comments This activity is based on an idea by Paul Jones. Hidden word can be used to recycle vocabulary that students have recently learned.

I N S I D E O U T R e s o u rc e P ac k

4C Hidden word taxi driver

........................... ........................... ........................... ........................... ........................... ........................... ...........................

tennis racket

........................... ........................... ........................... ........................... ........................... ........................... ...........................

........................... ........................... ........................... ........................... ........................... ........................... ...........................

monkey

wedding ring

.........................................................................................................................................

shop assistant

armchair

giraffe

passport

.........................................................................................................................................

newspaper

London bus

trousers

spaghetti

.........................................................................................................................................

umbrella

pilot

guitar

bicycle

.........................................................................................................................................

dictionary

ice hockey

dolphin

chewing gum

.........................................................................................................................................

cornflakes

bananas

ashtray

identity card

.........................................................................................................................................

CD-ROM

The Beatles

footballer

underwear

.........................................................................................................................................

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

.......................................................................................................................................................................................................

.........................................................................................................................................

.......................................................................................................................................................................................................

✂

Photocopiable

T E A C H E R’ S

N O T E S

13B Home Sweet Home Peter Maggs Type of activity

Procedure

Speaking and presenting. Group work.

1

Aim To review vocabulary related to homes.

2

Task To prepare a short presentation of an ideal home.

Preparation Make one copy of the worksheet for each student.

3

Timing 30 minutes

4

Explain that students are going to design a home and then present it to the rest of the class. Divide the class into groups of three to four students and give each student a copy of the worksheet. Explain that the worksheet contains choices of possible locations, styles and features for their house. Allow enough time for each group to prepare their ideal home and draw a floor plan. Allow students some time to prepare their presentation. While students are preparing, circulate and monitor, helping as necessary. When all the groups are ready, ask each one to make its presentation. The class votes on the best presentation.

I N S I D E O U T R e s o u rc e P ac k

13B Home Sweet Home You’re going to design a home and make a short presentation of it to the rest of the class. Money is no object, but you haven’t got much time.

Location The following locations are available.

◗ One floor of an abandoned warehouse right in the centre of a big city, 100m by 100m. Huge

◗ ◗

◗

◗ ◗

windows, high ceilings. Surrounded by restaurants, cinemas, shops, clubs. No garden or parking. An empty field on the edge of a river, with woodland all around. Beautiful and tranquil. Ten kilometres from the nearest village and one kilometre from the nearest road. An undeveloped coastal site in a small village eight kilometres from the nearest city. Year-round sunshine. Includes its own private beach, but most of the site is woodland and you’ll need to cut down the trees to build the house. An old barn and windmill set in a plot of land on the outskirts of a village in the mountains. Skiing from October to March, beautiful walks and rides and breathtaking views all year round. Occasional snow storms. An uninhabited Pacific island. Lots of beaches, beautiful scenery, open land to build on. It’s a six-hour ferry crossing to the mainland. (The ferry passes the island once a week.) A lush, green site in the leafy suburbs of a small, wealthy town. Convenient for shops and services, and with good schools nearby. Easy access to the motorway and a frequent train service to the city.

Style

Features

What sort of design would you like?

What special features would you like?

◗ ◗ ◗ ◗ ◗ ◗

◗ ◗ ◗ ◗ ◗ ◗

Modern or traditional? Conservative or fashionable? Rural or urban? Cosy or spacious? Minimalist or opulent? Elegant or comfortable?

swimming pool stable gym recording studio security (CCTV, etc.) sauna

◗ ◗ ◗ ◗ ◗ ◗

artificial lake tennis courts fountain vineyard library helicopter landing pad

Once you’ve chosen your site and discussed the style and features you want, you’re ready to begin. Start by drawing a floor plan. Think about how many rooms you want. Do you want several floors or do you want everything on one floor? What furniture do you need? What kind of garden do you want? When you’ve finished, make your presentation to the class.

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

 Macmillan Publishers Ltd 2002

17

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

18

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

55

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

56

This page may be photocopied for use in class

Inside Out Hugh Grant – Glossary accent noun [count] a way of saying words that shows what country, region, or social class someone comes from: an upper-class British accent archetypal adjective [only before noun] very typical of a particular type of person or thing: In his dark suit, he looked like the archetypal businessman. big time, the noun the highest and most successful level in a profession, especially entertainment or politics: She had finally made it to the big time. cad noun [count] OLD-FASHIONED a man who behaves in an unkind or unfair way, especially towards women cast (past tense and past participle cast) verb [transitive] to choose a performer for a particular part or for a particular type of part in a film, play etc cast someone as something: She was tired of always being cast as a sex symbol. catapult verb [intransitive or transitive] to suddenly put someone into an important position charming adjective attractive and pleasant: He's a very charming man. command verb [transitive] FORMAL to have a particular price or value, especially a high one: Ivory still commands a very high price. commitment noun [uncount] enthusiasm for something and a determination to work hard at it: I am delighted with the level of commitment you have all shown. conduct noun [uncount] FORMAL the way someone behaves, especially in relation to particular rules or accepted ways of behaving: Two players were sent off for violent conduct. deceitful adjective behaving dishonestly in order to trick people degree noun [count] a course of study at a university, or the qualification that you get after completing the course elude verb [transitive] FORMAL to not manage to achieve an aim: Financial success eluded him. floppy adjective

soft and hanging down in a loose or heavy way: a big floppy hat graduate verb [intransitive] to complete your studies at a university or college, usually by getting a degree graduate from: He graduated from Yale University in 1936. joint adjective [only before noun] involving two or more people or done by them together: a joint decision jointly adverb: a jointly owned property laughing stock noun [count] a person or thing that everyone thinks is very silly lewd adjective referring to sex in a rude or unpleasant way location noun [count or uncount] a place where a film or TV programme is made away from a studio: on location: a thriller shot entirely on location lucky break noun [count usually singular] an opportunity that helps you to be successful: Kiefer's big break came with the film Stand By Me. poke fun at to make jokes about someone or something in an unkind way probation noun [uncount] a system by which someone who has committed a crime is not sent to prison, but has to agree not to break the law again and to let a probation officer check their behaviour for a specific period of time get/be given probation: Harris was given 18 months' probation. prostitute noun [count] someone who is paid to have sex with people. This word usually refers to a woman. public school noun [count or uncount] an expensive private school where students usually live as well as study: She had a public school education. repressed adjective someone who is repressed has strong feelings that they do not show or that they refuse to admit that they have: He had been raised in a very repressed Victorian family.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out reprise verb [transitive] to do something again: In the film, she successfully reprises the role she played in the stage musical. rude adjective not polite ruthless adjective willing to make other people suffer so that you can achieve your aims: a ruthless dictator/killer sack verb [transitive] to tell someone they can no longer work at their job: Hundreds of workers are to be sacked at the factory. self-absorbed adjective too concerned about yourself and not interested in other people simian noun [count] a monkey or ape simpering adjective trying to be friendly and pleasant in a way that appears silly and not sincere: She spoke in a simpering tone. slacker noun [count] someone who tries to avoid working split up (past tense and past participle split) phrasal verb [intransitive] to end a marriage or romantic relationship: Her parents split up a few months ago. stutter noun [singular] a problem in speaking that causes you to repeat some particular sounds more than you should: talent noun [count or uncount] a natural ability for being good at a particular activity talent for: She had an obvious talent for music.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 6th September 2004

1. The archetypal Englishman Hugh Grant turns 44 on the 9th September. After spending the last ten years entertaining us as the nervous Englishman in light comedy films, Hugh Grant recently said that he’s ready to quit and do something more worthwhile. Perhaps that will include settling down with his latest girlfriend Jemima Khan who seems to have stolen his heart. Level Upper Intermediate and above How to use the lesson 1. Give each student a copy of Worksheet A and four minutes in which to read it. Students shouldn’t write anything down at this stage. (If you expect your students to know something about Hugh Grant you may wish to give them Worksheet B first followed by Worksheet A in which they can check their answers). 2. After four minutes stop your students. Ask them to turn over their pieces of paper. 3. Give each student a copy of Worksheet B. Divide the class into pairs and ask students to work together to decide whether the statements are true or false. 4. When they have finished allow time for students to check their answers against Worksheet A and then check answers in open class. Answers a) b) c) d) e) f) g) h) i) j) k) l) m) n) o) p)

True False. His middle names are John and Mungo. False. He graduated from Oxford University. True True False. He tried teaching but it didn’t suit him. True False. He was sacked for not having a union card. False. He met Elizabeth Hurley while making Rowing With The Wind. True False. He won a BAFTA and a Golden Globe. False. Elizabeth thought he looked like a monkey so their company was given the name Simian. True False. His public image improved after his arrest. True True

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.mycelebritynews.co.uk/Hugh-Grant-Celebrity-News-82.html All the latest news about Hugh and Jemima and other recent events in his life http://www.seeing-stars.com/Died/Scandals1.shtml Embarrassing details of Hugh’s arrest and all those other bad boys and girls in Hollywood http://www.filmbug.com/db/1308 Short biography of Hugh with lots of links

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out The archetypal Englishman

WORKSHEET A

1. Read about actor Hugh Grant and then look at the statements on Worksheet B. With his floppy hair, public school accent and nervous stutter, Hugh Grant was always going to be cast as the typical upper class Englishman. His lucky break came, though, when he decided to turn himself into a laughing stock and go from drama into light comedy. Born Hugh John Mungo Grant on September 9th 1960 in London, England, Hugh was the younger of two boys. His mother was a teacher and his father ran a carpet company. Hugh attended Oxford University from 1979 to 1983 and left with a degree in English Literature. While he still was at university he appeared in the film Privileged, which gave him his first taste of what was to come. After leaving university Hugh faced an uncertain future. He tried teaching but quickly decided it was not for him. He then joined a comedy group named The Jockeys of Norfolk. Most of their performances were in the pubs and clubs of London. The group did not stay together for long, but long enough for Hugh to realise that he had a talent for comedy. In 1984 Hugh got a part in the film The Bounty, starring Mel Gibson, which was going to be shot on location in Tahiti. However, he was sacked on the day he was due to leave because he didn’t have a union card. Three more years passed before Hugh had his next chance in the movies, and then, in 1987, he was cast as typical repressed Englishman Clive Durham in the film Maurice. The critics loved it and Hugh Grant and his co-star James Wilby jointly won the Volpi Cup at the Venice Film Festival. The following year in Rowing With the Wind he played Lord Byron and in the role of his lover Claire was an actress named Elizabeth Hurley. The pair became real life lovers and stayed together for the next thirteen years. Between 1988 and 1994 Hugh continued to play the same sort of character in most of his films. In 1994, though, he was finally given the chance to poke fun at his stereotype in a light comedy called Four Weddings And A Funeral. The film was a huge success. It took $320 million and became the highest earning British film ever made. Hugh won a BAFTA and a Golden Globe, although the Oscar still eludes him, and was catapulted into the big time. In the same year he and Elizabeth started up their own production company. They called it Simian Films because, according to Elizabeth, Hugh looks like a monkey. If 1994 was Hugh’s best year, 1995 was probably his worst. He was arrested by the police in Los Angeles for lewd conduct after being caught in his car with prostitute Divine Brown. He was fined $1,200 and given two years’ probation, but worse was the prospect of public humiliation and damage to his relationship with Elizabeth. But remarkably the incident seemed to improve his image rather than damage it. Even his relationship carried on for five more years. Nevertheless, his next film success didn’t come until 1999, with the film Notting Hill, co-starring Julia Roberts. From then on Hugh Grant hasn’t really looked back. These days he plays fewer simpering characters and more deceitful ones. In Bridget Jones’ Diary in 2001 he played the part of Bridget’s cheating boss/lover. In 2002 he appeared as a lazy, self-absorbed slacker in About A Boy, more interested in sex than commitment. He reprises his role of charming cad in the sequel to Bridget Jones, out in early 2005. The past has been up and down for Hugh Grant, but the future is looking bright, especially as he can now command between $12 and $15 million per film. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out The archetypal Englishman

WORKSHEET B

2. Look at the statements about Hugh Grant. If a statement is true, write T next to it. If a statement is false, write F next to it.

a)

Hugh Grant was born in London, England.

b)

His middle names are Jerry and Mungo.

c)

He graduated from Cambridge University.

d)

He has one elder brother and no sisters.

e)

He made his first appearance in a film while he was still at university.

f)

He would have been a teacher if he hadn’t become an actor.

g)

He was briefly a member of a comedy group called The Jockeys of Norfolk.

h)

He was sacked from the film The Bounty for being rude to Mel Gibson.

i)

Hugh Grant met Elizabeth Hurley while making of the film Maurice.

j)

The couple split up after 13 years together.

k)

Hugh Grant won an Oscar for his performance in Four Weddings And A Funeral.

l)

He named his production company after his pet monkey Simian.

m)

He was arrested in Los Angeles in 1995.

n)

His arrest destroyed his public image in the United States.

o)

Hugh Grant plays more ruthless characters these days.

p)

He now earns up to $15 million per film.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

I N S I D E O U T R e s o u rc e P ac k

3B Irregular battleships Worksheet A In the first grid on your worksheet there are ten irregular verbs. They are all in the past tense or the past participle. They are written forwards, backwards, upwards or downwards, but not diagonally. Your partner has to find your verbs without seeing your worksheet and you have to find ten verbs in your partner’s worksheet. Play the game by taking turns to call out grid references, for example A1, C5, G3 etc. When you name a square your partner has to tell you what’s in it. The winner is the first to find all the other verbs in his or her partner’s worksheet. A B C D E F G H 1 W 2 O 3 N 4 5 N 6 W 7 O 8 R 9 H 10 T A B

N E L O T S

G R D E L

P D R O

D R A E G O N E E C D E F G H

I

A B C D E

J

E W 1 2 3 U T 4 5 V E 6 7 H 8 9 T A 10 I J

F G H

I

J

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10 A B C D E

F G H

I

J

✂ ........................................................................................................................................... Worksheet B In the first grid on your worksheet there are ten irregular verbs. They are all in the past tense or the past participle. They are written forwards, backwards, upwards or downwards, but not diagonally. Your partner has to find your verbs without seeing your worksheet and you have to find ten verbs in your partner’s worksheet. Play the game by taking turns to call out grid references, for example A1, C5, G3 etc. When you name a square your partner has to tell you what’s in it. The winner is the first to find all the other verbs in his or her partner’s worksheet. A B C D E F G H 1 2 3 4 5 6 7 8 9 10

G N U S T L I U B

M A D E

T

I

R U H

W O K E K N U R D M A W S

A B C D E

J

C U T

S A T T H G U A T A B C D E F G H I J

1 2 3 4 5 6 7 8 9 10

F G H

I

J

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10 A B C D E

F G H

I

© Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

J

Photocopiable

T E A C H E R’ S

N O T E S

3B Irregular battleships Ruth Sánchez García Type of activity

Follow up

Spelling, speaking. Pair work.

•

Aim To practise the spelling of irregular verbs.

Task Spelling game.

•

Ask the students to make a list with the infinitive, past tense and past participle forms of the twenty verbs that they have found. Use the blank grids below to play the game again: students can write in their own verbs. The grids can also be used for other lexical fields.

Preparation

Notes & comments

Make one copy of the worksheet for every two students and cut them in two as indicated.

For lower level classes, if you think it will take too long for the students to find out the verbs, write the twenty verbs on the blackboard before starting the game.

Timing 30–40 minutes

Procedure 1

2 3 4

5

6

Ask if any of the students have played the game ‘Battleships’. If anyone has, ask them to explain it to the rest of the class. Ask the students to form pairs of Student As and Student Bs. Give each student a copy of the relevant worksheet. Tell the students that the object of the game is to find ten irregular verbs in the past tense and past participle in their partner’s grid. Ask the students to read the instructions on their worksheets carefully. You may want to pre-teach some of the key lexis: a grid, to score a hit, to miss, your turn, your go. Circulate, checking that students spell the verbs correctly.

Answers The verbs on Worksheet A are: grew, stolen, won, led, put, heard, gone, ate, thrown, drove. The verbs on Worksheet B are: sung, drunk, made, built, sat, hurt, woke, swam, cut, taught.

A B

C D E

F

G

H

I

J

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10 A B C D

A

E

F

G H

I

J

B C D E

F

G H

I

J

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10 A

B C D E

F

G H

I

J

T E A C H E R’ S

N O T E S

13C It’s like talking to a brick wall! Jon Hird Type of activity

Procedure

Reading and speaking. Pair work.

1

Aim To revise and practise expressions/idioms related to the home and houses.

2

Tasks To make expressions/idioms by choosing the correct alternative. To use the expressions/idioms in discussion.

Preparation Make one copy of the worksheet for each student. Cut the worksheet into two sections as indicated.

3 4

Timing 30 minutes

5

Divide the class into pairs and give each student a copy of the top section of the worksheet. Ask the students, in pairs, to complete the expressions/idioms by choosing the correct alternative. Encourage the students to think of any similar expressions in their own language and ask them to make calculated guesses if necessary. You may wish to allow the students to use a dictionary. You could introduce a competitive element where the pair with the highest score is the winner. Check the answers with the whole class. Give each student a copy of the discussion section of the worksheet. Ask the students to take turns to tell their partner about the people and situations. Encourage them to ask questions to find out more information. Ask the students to report to the class anything interesting from their discussions.

Answers 1 b 8 c

2 b 9 b

3 c 10 c

4 a

5 c

6 b

7 a

I N S I D E O U T R e s o u rc e P ac k

13C It’s like talking to a brick wall! 1 Choose the correct alternative to complete the expressions. 1

He never listens to what I’m saying. It’s like talking brick wall . to a ––––––––––––––––––

a thick hedge 2

b

brick wall

c wooden fence

The hotel we’re staying in is OK, but nothing to –––––––––––––––––– about. a send a letter home b write home c telephone home

3

He hit the –––––––––––––––––– when I told him I’d scratched his car. He was so angry. a wall

4

b floor

c roof

I don’t know the people who live –––––––––––––––––– very well. They only moved in a month or so ago. a next door

b the next door

c at next door

5

I feel so relaxed here. It really is –––––––––––––––––– . a a house from house b a house from home c a home from home

6

He smokes like a –––––––––––––––––– . He really should give up. a fire b chimney c cooker

7

Aaarrrgh! If I hear that awful song one more time! It’s driving me –––––––––––––––––– . a up the wall b through the door c over the roof

8

We were hoping to go away for a few months, but I couldn’t get time off work, so our plans went out of the –––––––––––––––––– . a letterbox

9

b door

We’re really good friends. In fact, we got on like a –––––––––––––––––– from the moment we first met. a burning house

10

c window

b house on fire

c fire in the house

I feel terrible this morning. We had a night on the –––––––––––––––––– last night. a bricks b slates c tiles

✂ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 2 Tell your partner about ... 1

a time when you felt like you were talking to a brick wall.

2

a place you’ve been which unfortunately was nothing to write home about.

3

a time when you, or someone you know, hit the roof about something.

4

the people who live next door to you.

5

somewhere which is a home from home.

6

someone who smokes like a chimney.

7

something which drives you up the wall.

8

a time when your plans went out of the window.

9

someone you get on with like a house on fire.

10

when you last had a night on the tiles.

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out James Dean – Glossary accident noun [count] a crash involving a car, train, or other vehicle: The accident was caused by ice on the road. angry adjective very annoyed: Are you angry with me? appear verb [intransitive] to be on television or in a play, film, or concert: She is currently appearing in a Broadway musical. attend verb [intransitive or transitive] to go regularly to a place such as a school or a church: Born in India, he attended high school in Madras. aunt noun [count] the sister of your mother or father, or the wife of your uncle: I loved visiting my aunt and uncle. born adjective when a baby is born, it comes out of its mother's body and starts its life: The twins were born on 29 August, 1962.

journey noun [count] an occasion when you travel from one place to another, especially over a long distance: We had a long journey ahead of us. kill verb [intransitive or transitive] to make a person or other living thing die: Each year thousands of people are killed and injured on the roads. move verb [intransitive or transitive] to begin to live in a different house or area: We're moving next week. offer verb [transitive] to let someone know that you will give them something or do something for them if they want it: offer someone something: They haven't offered me the job yet. part noun [count] the person played by an actor in a film, play, or television programme, or the words that the actor speaks: She'd be really good for that part.

buy (past tense and past participle bought) verb [intransitive or transitive] to get something by paying money for it: I need to buy some clothes.

passion noun [count] a strong enthusiasm or interest: a passion for classical music

celebrate verb [intransitive or transitive] to do something enjoyable in order to show that an occasion or event is special: They're celebrating the end of their exams.

practise verb [intransitive or transitive] to repeat an activity regularly so that you become better at it: How many hours a day do you practise?

commercial noun [count] an advertisement on television or radio

return verb [intransitive] to go back to a place where you were earlier, or to come back from a place where you have just been: Seven years later we returned to the village.

compete verb [intransitive] to try to win a competition: Her dream was to compete in the Olympics. famous adjective if someone or something is famous, a lot of people know their name or have heard about them: He dreamed of becoming a famous footballer. final adjective last in a series: The final payment is due next month. involved adjective affected by or included in an activity, event, or situation: They became involved in a lengthy dispute.

role noun [count] the character that is played by a particular actor in a film or play: Who is playing the role of Hamlet? success noun [uncount] the achievement of something that you planned to do or attempted to do: The chairman thanked all those who had contributed to the success of the company. teenager noun [count] a young person between the ages of 13 and 19 uncle noun [count] the brother of one of your parents, or the husband of your aunt: The business was owned by my uncle.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 26th September 2005

1. James Dean On September 30th it is exactly fifty years ago that James Dean died. He crashed his Porsche on the way to a car race in California, and ended a career which was just taking off. He only ever made three films, two of which were released after his death. In portraying the angst-ridden teenager who is at odds with the world around him, he became, and remains, a tragic icon. Level Elementary and above How to use the lesson 1. Ask your students what they know about James Dean – When did he live? What was he famous for? How did he die? etc. 2. Give each student in the class a copy of the worksheet and ask them to complete the text in pairs. 3. When students have finished the task, ask them to check their answers with another pair. 4. Check answers in open class. Answers: 1 on 2 in 3 to 4 to 5 with 12 in 13 on 14 of 15 in

6 on

7 to

8 in

9 in

10 with

11 for

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.jamesdean.com/index.php James Dean official website http://www.jamesdeangallery.com/ visit the James Dean Gallery and take a video tour http://www.reelclassics.com/Actors/Dean/dean.htm learn more about the roles he played in his most famous films http://www.jamesdeanartifacts.com/index.php Learn about James Dean’s roots at the Fairmount Historical Museum

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out James Dean Complete the story of James Dean’s life. Use the words in the box. in

to

on

for

with

of

James Dean was born 1) _____ February 8, 1931 2) _____ Marion, Indiana. When he was five years old, he moved 3) _____ Los Angeles with his family. Four years later he returned 4) _____ Indiana after his mother died. He lived 5) _____ his aunt and uncle 6) _____ their farm. He returned 7) _____ Los Angeles to attend Junior College and then UCLA (University of California, Los Angeles). But he soon left university to become an actor. He had small parts 8) _____ films from time to time, and he sometimes appeared 9) _____ TV commercials. In 1951 he moved from LA to New York and joined the famous Actors Studio. He studied 10) _____ the very best actors of the time, including Marlon Brando. The Actors Studio was famous 11) _____ a style of acting called ‘method acting’ – the actor has to ‘feel’ the role before being able to perform it. In 1954 director Elia Kazan offered him a part 12) _____ his film East of Eden. James played an angry young teenager. Immediately after James Dean finished work 13) _____ East of Eden, he started work on Rebel Without a Cause. In March, 1955, he celebrated his success in East of Eden by buying a Porsche in which he could practise his passion, road racing. During the making 14) _____ his third, and final film Giant, he made his last journey. He was driving to Salinas, California to compete in a car race when he was involved 15) _____ an accident and killed. He was only twenty-four years old.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

T E A C H E R’ S

N O T E S

12C Just a minute! Ruth Sánchez García Type of activity

4

Filling in a table. Whole class or group work.

Read out the first category from the list below. If nobody finishes after one minute, call Stop!.

Aim To practise countable and uncountable nouns.

List of categories 1

Something you have in the kitchen.

Task

2

Something you can’t live without.

To fill in a grid with countable and uncountable nouns.

3

Something you had when you were a child.

4

Something you would like to have.

5

Something you can put in your pocket.

Preparation

6

Something you are wearing now.

Make one copy of the worksheet for each student.

7

Something in the classroom.

8

Something you can see in the street.

9

Something you can buy with your pocket

Timing

money/salary.

20–30 minutes 10

Procedure 1 2

3

Give one copy of the worksheet to each student. Ask the students to look carefully at the grid on the worksheet. Point out to them that there are six columns with quantifiers as headings. Explain the rules of the game to the students: • Students have to complete the lines with words that fit the categories you are going to read aloud. If necessary, remind the students of the rules for quantifiers and countable/uncountable nouns. • Students have a maximum of one minute to come up with a word under each heading and they must write only one word per category. • If a student completes their entire line before the time is up, they have to say Stop! and the rest of the class must stop writing. • Students score one point for every correct word and two points for every ‘original’ word – a word that only one student has written. • The winner of the game is the student with the most points.

Something you would like for your next birthday.

5

6

The students say their words. Check that the words are grammatically correct and are appropriate for the context. Give the students their points and carry on with the second category on the list.

Follow up Once you have finished your categories, encourage the students to add some more. If the students have enjoyed the game, you can use the same procedure to practise any other grammar or lexical field (e.g. vocabulary categories: clothes, food, sports, etc.).

I N S I D E O U T R e s o u rc e P a c k

12C Just a minute!

© Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

5A Keep talking Jon Hird Type of activity

4

Speaking. Board game. Individual and group work.

Aim To practise verb + gerund and verb + to + infinitive structures.

Task To speak about various topics for thirty seconds.

Preparation Make one copy of the worksheet for each group of two to four students. Each student will need a counter and each group will need a dice.

Timing

Answers 1 2 3 4 5 6 7 8

1

2 3

Divide the class into small groups of two to four students. (Larger groups are possible if you have a particularly large class.) Give each student a counter and each group a copy of the worksheet and a dice. Explain the game: • The students take turns to roll the dice, move along the board with their counter according to the number on the dice and talk, for thirty seconds without stopping, about the topic on the square. • The students should begin talking by using the prompt in the square, putting the verb in brackets into the correct form. For example: Something I really hate doing is ironing shirts because ..., I started learning English because ..., A famous person I’d really like to meet is Prince William because ... • One student in the group acts as timekeeper and the rest decide if he/she successfully spoke for the full thirty seconds without stopping. If successful, the student can play next time round. If not, he/she misses a turn. • The winner is the first person to reach the ‘finish’ square.

learning doing to watch doing to do to visit to do to do

9 10 11 12 13 14 15 16

singing doing to do to see to eat doing to meet visiting

17 18 19 20 21 22

doing to do doing to do doing studying

Follow up 1

30 minutes

Procedure

When they have finished, ask the students to report to the class anything interesting they found out about each other.

2

Give a copy of the worksheet to each student and ask them to write in the correct form of the verb. Ask the students to choose one or more of the prompts and write a few sentences either about themselves or, from memory, about another student with whom they played the game.

Notes & comments The students, as a group or individually, can decide the correct form of the verbs before the game is played.

I N S I D E O U T R e s o u rc e P ac k

¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; QQQQQQQQQQQ ¢¢¢¢¢¢¢¢¢¢¢ ;;;;;;;;;;; 5A Keep talking

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out e-lesson

Week starting: 21st March 2005

1. Keira Knightley Keira Knightley was born twenty years ago this week. In the last couple of years she’s earned herself a reputation as a young actress with great ambition and looks to match. Winner of the London Critic Circle’s Best Newcomer Award in 2003, Keira’s is definitely a face to look out for in coming years. Level Elementary upwards How to use the lesson 1. Brainstorm what your students know about Keira Knightley. Give each student in the class a copy of the worksheet. Ask them to fold the worksheet along the dotted line and read the statements. 2. When students have looked at the statements, ask them to read through the story of Keira’s life to find out which are true and which are false. 3. After students have had time to compare their answers in pairs, check answers in open class. Answers 1. 2. 3. 4. 5. 6. 7. 8. 9.

False. She was born twenty years ago True. False. Her father is an actor but her mother is a writer (she was an actor). False. She asked for one when she was three. She didn’t get one until she was six. True. She has dyslexia. True False. She played football well. False. She played the role of Lara Antipova in Dr. Zhivago. False. She appeared in Love, Actually, which was made by the same people who made Four Weddings and a Funeral and Notting Hill. 10. True.

2. Related Websites Send your students to these websites, or just take a look yourself. Check out the latest news in the life of Keira from these fan sites. http://www.keiraknightleypalace.com/ http://www.keiraknightley.cjb.net/ http://www.kkwavefront.org/

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Keira Knightley Which of these statements about actress Keira Knightley are true (T) and which are false (F)? Read the text and find the answers. 1 2 3 4 5 6 7 8 9 10

Keira was born 21 years ago. She was born in the U.K. Her parents are both actors. Keira got her first agent when she was three years old. She finds it difficult to read and spell words correctly. Keira’s first big film role was Star Wars: The Phantom Menace. She tried, unsuccessfully, to play football in Bend It Like Beckham. Keira played the role of Elizabeth Swann in Dr. Zhivago. She appeared in Four Weddings and a Funeral and Notting Hill. Keira’s last film, King Arthur, wasn’t a success with cinema audiences.

K

eira Knightley was born in Teddington, London, England, on March 22nd 1985. Her mother Sharman McDonald was an actress many years ago but now writes plays. Her father Will Knightley is an actor. Keira wanted to act from an early age. She asked her parents for an agent to manage her career when she was three years old. Her parents refused. Three years later, when Keira was six years old, she was still asking her parents for an agent. They agreed, but not until she agreed that she would only take acting jobs during the school holidays. Her parents believed that her school education was more important than anything else and Keira found lessons more of a challenge than many other students because she was dyslexic. After appearing in many plays and films, Keira got her first big break in Star Wars: The Phantom Menace in 1998, when she was 13 years old. Only three years later Keira showed her acting ability as a disobedient teenager in the thriller The Hole. And in the same year she played the part of a star footballer in a local girls’ team in the comedy drama Bend It Like Beckham. In this film she showed footballing talent as well as acting talent. This was Keira’s breakthrough role. As Lara Antipova in the 2002 remake of Doctor Zhivago, Keira found success with U.K. television viewers. When Pirates of the Caribbean: The Curse of the Black Pearl was released, audiences loved actor Johnny Depp's pirate Jack Sparrow. Keira played Elizabeth Swann, the governor’s daughter who is kidnapped by a group of pirates. Soon afterwards, Keira was one among many stars in the film Love, Actually, another film from the makers of Notting Hill and Four Weddings and a Funeral. Although Keira’s last film King Arthur, was not a smash, at 20 years old Keira has many more successful years to look forward to.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Keira Knightley – Glossary actress noun [count] a woman who performs in plays and films. Many women performers prefer to be called actors rather than actresses.

dyslexia noun [uncount] a medical condition that makes it difficult for someone to read, write, and spell words correctly dyslexic adjective

agent noun [count] someone whose job is to help a person by finding work for them, or to help a person or company by dealing with their business for them: a literary/shipping/travel agent

kidnap verb [transitive] to illegally take someone away and make them a prisoner, especially in order to make their family or a government give you money

among or amongst preposition included in a particular group of people or things: Robert was the only one among them who had ever ridden a horse. appear verb [intransitive] to be on television or in a play, film, or concert: She is currently appearing in a Broadway musical. audience noun [count] the people who watch or listen to a performance: His jokes offended many people in the audience. break noun [count] an opportunity that helps you to be successful: Kiefer's big break came with the film Stand By Me. breakthrough noun [count] a time when you begin to be successful: The breakthrough came in the 20th minute with a header from Barnes. challenge noun [count or uncount] something that needs a lot of skill, energy, and determination to deal with or achieve: I felt I needed a new challenge at work. cinema noun [count] a building where you go to watch films: We went to the cinema last night. comedy noun [count] a funny film, play, or television programme disobedient adjective refusing to do what someone in authority has told you to do or to obey orders or rules drama noun [count] a play for the theatre, television, or radio

look forward to something phrasal verb to feel happy and excited about something that is going to happen manage verb [transitive] to be in charge of a company, an area, or people that you work with: He manages the family business. parent noun [count] your mother or father: Has Joe met your parents yet? part noun [count] the person played by an actor in a film, play, or television programme, or the words that the actor speaks: She'd be really good for that part. pirate noun [count] someone who steals things from ships while they are sailing play verb [transitive] to have a particular part in a play or film: She played Blanche in A Streetcar Named Desire. refuse verb [intransitive or transitive] to say that you will not do or accept something, or will not let someone do something: I asked him to apologize, but he refused. release verb [transitive] to make a film, video, or CD available for people to see or buy: They have just released their second album. remake noun [count] a film that uses the same story as a previous film role noun [count] the character that is played by a particular actor in a film or play: Who is playing the role of Hamlet?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out smash noun [count] something such as a play, film, or song that is extremely successful spell (past tense and past participle spelt or spelled) verb [intransitive or transitive] to write or say the letters of a word in the correct order: Her writing is neat, but she can't spell. talent noun [count or uncount] a natural ability for doing a particular activity well: She had an obvious talent for music. teenager noun [count] a young person between the ages of 13 and 19 thriller noun [count] a book, play, or film that tells an exciting story unsuccessful adjective something that is unsuccessful does not achieve what you want: another unsuccessful attempt to reach agreement unsuccessfully adverb

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

T E A C H E R’S

N O T E S

6A Let’s talk! Simone Foster Type of activity

•

Speaking. Group work.

Aim To practise using gerunds and infinitives after particular verbs.

Task To play a board game where students form questions using gerunds and infinitives. These questions form the basis of group discussion.

Preparation Make one copy of the worksheet for every group of three to five students. Obtain dice and a set of counters for each group.

Timing 30–45 minutes.

Procedure 1

2 3 4

Write two examples on the board – one which requires the gerund and one which requires the infinitive: Do you like _______ (go) to the theatre? (going) Have you decided _______ (go) out tonight? (to go) Elicit the correct form for each sentence. Divide the class into groups of three to five. Explain the rules of the game: • Students throw the dice and move around the board. • If they land on a question, the student must form the question correctly using the gerund or infinitive form. The student then asks this question to another member of the group who must give an appropriate answer. • If the student lands on a one word prompt, e.g.: DECIDE, then any other member of the group must form a question for the person who landed on that square. The question must use the key word in an appropriate tense and with the correct verb pattern e.g.: When did you decide to come to England?

The students proceed until someone has finished. If time and inclination allows, they can start again in new groups.

Answers 2 3 4 6 7 8 10 11 13 14 16 17 19 20 21 22 23 25 27

Do you enjoy speaking English? Do you spend a lot of time reading in English? What kinds of music do you hate listening to? What kind of house do you hope to live in when you’re 60? Are there any household jobs you can’t stand doing? Do you prefer going to the cinema or watching videos? Are there any sports you hate playing? What kind of job do you hope to have in five years time? Do you mind other people smoking next to you in public places? What countries do you want to visit next year? Have you planned to go anywhere on holiday next year? When did you start learning English? What do you love doing on Friday evenings? What sports do you enjoy watching but not playing? Do you mind going to the dentist? Do you generally feel like going out on a wintery day? When was the last time you arranged to meet someone? What do men waste time doing in your country? Is there any food that you don’t bother washing before you eat it?

 Macmillan Publishers Ltd 2002

67

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

68

This page may be photocopied for use in class

I N S I D E O U T R e s o u rc e P ac k

3A Life is a journey

I felt as if I was at a crossroads / roundabout in my life.

1 Choose the correct alternative to make metaphors. 1 I was at the top /peak of health.

2 I managed to do it even though the odds / chances were against me.

3 I spent years drifting / floating from one thing to another.

4 The news was difficult to eat / digest at first.

5 It was such a half-fried / half-baked idea I still can’t believe it worked.

6 My heart sank / slipped when I heard the news.

7 It was a rocky road / stony street, but we’re still friends.

8 It was one of the most valuable / precious moments in my life.

9 It gave me a lot of drink / food for thought.

10 I felt on top of the world / over the earth.

11 To my surprise they gave me a really warm / hot welcome.

12 I was my own worst opponent / enemy.

13 It turned into a run / race against time.

14 All I could see was a sea / lake of people.

15 It was a total waste / loss of time.

2 Think about times when these sentences have been true for you. Discuss in groups.

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

3A Life is a journey Jon Hird Type of activity

Procedure

Reading and speaking. Pair and group work.

1

Aim To revise and practise metaphors.

2

Task To make metaphors by choosing the correct alternative.

3

Preparation Make one copy of the worksheet for each student.

Timing

4

30 minutes

Give one copy of the worksheet to each student. Elicit/Teach the literal meaning of any unfamiliar vocabulary. Divide the class into pairs and ask the students to choose which they think is the correct alternative to make metaphors. Encourage them to think about similar metaphors in their own language. Check the answers with the whole class, establishing meaning as you do this. Ask students to tell you metaphors which are similar in their own language. Divide the class into small groups. Ask students to think about times when any of the sentences were true for them and discuss these situations. Circulate and monitor, helping with vocabulary as necessary.

Answers 1 2 3 4 5 6 7 8

peak odds drifting digest half-baked sank rocky road precious

9 10 11 12 13 14 15

food on top of the world warm enemy race sea waste

Inside Out Little Red Riding Hood – Glossary belly noun [count] INFORMAL your stomach, or the front part of your body between your chest and your legs cottage noun [count] * a small house in a village or in the countryside devour verb [transitive] to eat something very fast because you are hungry hood noun [count] the part of a coat or jacket that covers your head huntsman noun [count] someone who hunts wild animals, especially foxes latch noun [count] a lock for a door that needs a key to open it from the outside, although it can be opened from the inside without one nasty adjective unkind, offensive, or violent: path noun [count] a way from one place to another that people can walk along: Amy walked up the path to the house. plump adjective slightly fat, in a pleasant way scissors noun [plural] a tool for cutting paper, with two blades that open and shut shine (past tense and past participle shone) verb [intransitive] to produce a bright light: The sun was shining brightly.

spring (past tense sprang; past participle sprung) verb [intransitive] to jump or move quickly and with a lot of energy in a particular direction: The young man turned to hit him, but Corbett sprang back. sunbeam noun [count] a ray (=bright line) of light that shines down from the sun swallow verb [intransitive or transitive] to make food or drink go down your throat and into your stomach: She quickly swallowed the rest of her coffee. sweet adjective kind and gentle: He's such a sweet man. tender adjective soft, and easy to cut and eat velvet noun [uncount] cloth that is very soft on one side and smooth on the other weak adjective lacking physical strength or good health: The illness had left him too weak to speak. wolf (plural wolves) noun [count] a wild animal that looks like a large dog wood noun [count] a small forest: We walk the dog in the woods behind our house.

skin noun [count or uncount] the outer layer of a person's or animal's body: She has beautiful soft skin. snip verb [transitive] to cut something in a short quick movement using scissors snip noun [count] snore verb [intransitive] to breathe noisily while you sleep

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out e-lesson

Week starting: 13th September 2004

1. Little Red Riding Hood The last of the Brothers Grimm, Jakob, died this week in 1863. The brothers were famous for collecting and publishing a vast number of German folk stories, which have since become internationally famous. This week’s worksheet tells one of these folk stories, Little Red Riding Hood. Level Good Intermediate and upwards How to use the lesson 1. Divide the class into two groups, A and B. Tell the students they are going to read a famous children’s story, but they will need to work together in their groups to complete it. 2. Give each student in the class a copy of the worksheet and ask Group A to complete the first half of the story (up to 22) with one word only in each space. Ask Group B to complete the second half (23-44). Encourage students to anticipate which word goes into each space by looking at the sentence (or even paragraph) as a whole. 3. When both groups have finished writing, check their guesses and write them up on the board. One guess only per space. 4. Check answers in open class. Award one point for each correct guess. The group with the most points at the end is the winner. Answers: 1. who 2. gave 3. which 4. take 5. fall 6. bottle 7. take 8. wolf 9. of 10. said 11. going

12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

got make live eat with here if saw flowers time into

23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33.

knocked get door word bed open answer her over eyes ears

34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44.

teeth jumped asleep heard long cut woke took ate drank ended

5. If you have the facilities to record the story onto an audio cassette, this could be a chance for students to listen to the story and check their answers. After they have listened and checked their answers, award an extra point for each word they have written which you think is a possible alternative for the actual answer (e.g. the answer for 2 is gave; it could also have been made.) If there is no opportunity for the students to listen to a recording of the story, allow everyone time to read and enjoy the completed worksheet.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.pitt.edu/~dash/grimm.html Brothers Grimm home page http://www.nationalgeographic.com/grimm/ Let the National Geographic take you on a journey… http://www-2.cs.cmu.edu/~spok/grimmtmp/ Here’s a huge collection of well-known stories http://www.grimmfairytales.com/ Read and listen to some of their stories

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Little Red Riding Hood

O

nce upon a time there was a sweet little girl 1) ______ was loved by everyone she knew, especially by her grandmother. Once her grandma 2) ______ her a little riding hood made of red velvet, 3) ______ suited her so well that she would never wear anything else. So she was always called Little Red Riding Hood.

One day her mother gave her some cake and a bottle of juice and asked her to 4) ______ them to her grandmother. “Set out before it gets late, and don’t run off the path, or you may 5) ______ down and break the 6) ______ , and then your grandmother will get nothing.” “I’ll 7) ______ care,” promised Little Red Riding Hood. However, as Little Red Riding Hood reached the wood, she met a 8) ______ . She didn’t know what a nasty creature he was, and wasn’t at all afraid 9) ______ him. "Hello, Little Red Riding Hood," he 10) ______ . "Hello, wolf," she replied. "Where are you 11) ______ so early in the day, my child?" "To my grandmother's." "What have you 12) ______ in your basket?" "Cake and juice. I’m taking them to my poor sick grandmother to 13) ______ her stronger." "Where does your grandmother 14) ______ , child?" "Just beyond the wood. Her house is next to the three large oak trees. Do you know it?" The wolf thought to himself what a tender young creature she was. What a nice plump mouthful - she would be tastier to 15) ______ than the old woman. So he walked for a short time 16) ______ Little Red Riding Hood, and then he said, "Look how pretty the flowers are around 17) ______ . Why don’t you look round? You walk along so seriously as 18) ______ you were going to school, but everything else here in the wood is so happy." Little Red Riding Hood looked up, and when she 19) ______ the sunbeams dancing through the trees, and pretty flowers growing everywhere, she decided to pick her grandmother some fresh 20) ______ . “It’s so early, I’ve still got plenty of 21) ______”. And so she ran from the path into the wood to look for flowers. She didn’t realise she was getting deeper and deeper 22) ______ the wood.

Meanwhile the wolf ran straight to the grandmother's house and 23) ______ at the door. "Who’s there?" "Little Red Riding Hood," replied the wolf. "Lift the latch," called out the grandmother, "I am too weak to 24) ______ up." The wolf lifted the latch, the 25) ______ sprang open, and without saying a 26) ______ he went straight to the grandmother's bed, and devoured her. Then he put on her clothes and her cap and got into 27) ______ . Little Red Riding Hood was surprised to find the cottage door 28) ______ . When she went into the room, she had such a strange feeling. She called out but there was no 29) ______ . So she went to the bed and saw 30) ______ grandmother lying there with her cap pulled 31) ______ her face, looking very odd. "Grandmother, what big 32) ______ you have," she said. "All the better to see you with, my dear. " "But grandmother, what big 33) ______ you have." "All the better to hear you with, my child." "Oh, but, grandmother, what big 34) ______ you have." "All the better to eat you with." And the wolf 35) ______ out of bed and swallowed up Little Red Riding Hood. Feeling full, the wolf lay down again in the bed, fell 36) ______ and began to snore very loudly. A huntsman was passing the house and 37) ______ the noise. He went into the room and saw the wolf lying in bed. “Oh, it’s you, is it?” he said. “I’ve been looking for you for a 38) ______ time!” Then he took a pair of scissors, and 39) ______ open the stomach of the sleeping wolf. When he had made two snips, he saw the little red riding hood shining, and then he made two more snips and the little girl sprang out. Then the old grandmother came out alive too, barely breathing. They quickly gathered some heavy stones and they filled the wolf's belly. When he 40) ______ up, he tried to run away, but couldn’t. Instead he fell down dead. All three were delighted. The huntsman 41) ______ the wolf's skin home with him. The grandmother 42) ______ the cake and 43) ______ the juice and felt much better. And Little Red Riding Hood was relieved everything had 44) ______ happily.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out e-lesson

Week starting: 11th April 2005

1. London Bridge On April 18th, 1968, Robert McCulloch bought London Bridge. He dismantled it, shipped it back to the United States and rebuilt it in the middle of the Arizona desert. Lake Havasu City is now a thriving tourist resort and boasts a genuine antique as its centrepiece. Level Intermediate upwards How to use the lesson 1. Ask your students whether they are familiar with the nursery rhyme London Bridge is falling down. The origins of the song may go back to as early as the fourteenth century (see websites below). There have been several London Bridges. The one which was built in 1831 started to sink into the mud of the River Thames and so was offered for sale. Tell your students they are going to read the strange but true story of how London Bridge ended up on another continent. 2. Give each student a copy of Worksheet A and ask students to work together to complete the story by putting the words and numbers from the box into the appropriate space. 3. Stop your students after five or six minutes. Give each student a copy of Worksheet B so that they can check their guesses. 2. Related Websites Send your students to these websites, or just take a look yourself. http://en.wikipedia.org/wiki/London_Bridge_is_falling_down the nursery rhyme explained and links to the history of London Bridge http://www.rhymes.org.uk/london-bridge-is-falling-down.htm some more of the same here http://www.desertusa.com/mag98/aug/stories/lkhav.html http://www.outwestnewspaper.com/london.html http://www.roadtripamerica.com/places/havasu.htm http://www.prairieghosts.com/londonbrdg.html These four sites will help you take a closer look at Lake Havasu

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out London Bridge

WORKSHEET A

1. Complete the text with the words and numbers from the box. 16,000 Long Beach, California 2.5 World War II 1971 Tudor-style 140 River Thames Robert McCulloch London double-decker bus 1,000 London London Bridge is falling down… The British government were certainly singing this song in the mid-1960s, when they decided to put the (1) ____________ -year-old bridge up for sale. American businessman and founder of Lake Havasu City (2) ____________ offered (3) $____________ million, and his offer was accepted. In 1968, the bridge was carefully taken apart and each stone was given a code. The whole bridge was then shipped (4) ____________ kilometres to (5) ____________ . From there it was taken by truck to Lake Havasu City, a small recreational resort on the banks of Lake Havasu in Arizona. It took three years and a further $7 million before work was completed, on October 10, (6) ____________ . Until the arrival of the bridge, Lake Havasu City’s main claim was that it had been an army rest camp during (7) ____________ . Nowadays, with over (8) ____________ businesses, two newspapers and a college, it’s a desert playground with a difference. Of the 2 million tourists who visit Lake Havasu City every year, many are surprised to learn that the bridge originally crossed the (9) ____________ in (10) ____________ before taking up its new residence in Arizona. An English village has grown up around the bridge and there are many (11) ____________ houses giving the place a very traditional British feel; you can even buy ice cream from a shop in a red (12) ____________ . You are reminded that you are not in England, though, by the constant sunshine warming the stones of the old bridge, which provides visitors with a splendid backdrop to this most particular city.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out London Bridge

WORKSHEET B

2. Check your answers against the complete text. London Bridge is falling down… The British government were certainly singing this song in the mid-1960s, when they decided to put the 140-year-old bridge up for sale. American businessman (and founder of Lake Havasu City) Robert McCulloch offered $2.5 million, and his offer was accepted. In 1968, the bridge was carefully taken apart and each stone was given a code. The whole bridge was then shipped 16,000 kilometres to Long Beach, California. From there it was taken by truck to Lake Havasu City, a small recreational resort on the banks of Lake Havasu in Arizona. It took three years and a further $7 million and work was completed on October 10, 1971. Until the arrival of the bridge, Lake Havasu’s main claim was that it had been an army rest camp during World War II. Nowadays, with over 1,000 businesses, two newspapers and a college, it’s a desert playground with a difference. Of the 2 million tourists who visit Lake Havasu City every year, many are surprised to learn that the bridge originally crossed the River Thames in London before taking up its new residence in Arizona. An English village has grown up around the bridge and there are many Tudor-style houses giving the place a very traditional British feel; you can even buy ice cream from a shop in a red London double-decker bus. You are reminded that you are not in England, though, by the constant sunshine warming the bricks of the old bridge, which provides visitors with a splendid backdrop to this most particular city.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out London Bridge – Glossary backdrop noun [count] the situation or place in which something happens: Negotiations were carried out against a backdrop of continued fighting.

remind verb [transitive] to help someone to remember something: remind someone (that): She reminded me that we had met before.

bank noun [count] a raised sloping area of land, for example along the side of a river: We climbed a steep bank.

residence noun [count] a house or other place where someone lives: the President's official residence

bridge noun [count] a structure that supports a road, railway, or path going over a river, over another road etc: Go over the bridge and then turn right. claim noun [count] a statement that something is true but with no definite proof code noun [count] a set of numbers, letters, or symbols used for a particular purpose, for example to give information about a product or as part of a phone number constant adjective continuous or regular over a long period of time: the constant noise of traffic desert noun [count or uncount] a large area of land with few plants and dry weather

resort noun [count] a place where people go for a holiday: a ski resort ship verb [transitive] to send goods to customers, usually by air or land splendid adjective very good, impressive, or enjoyable stone noun [count] a small piece of rock: Children threw stones at him. take something apart phrasal verb to separate an object into its pieces: Ben was taking apart an old bicycle. take up something phrasal verb to fill a particular amount of space or time: These files take up a lot of disk space.

double-decker or double-decker bus noun [count] a bus that has both an upper and a lower level where people can sit founder noun [count] someone who starts an organization or institution particular adjective clearly different and belonging to just one person or thing playground noun [count] an area of land where children can play, especially at a school recreation noun [count or uncount] things that you do to enjoy yourself recreational adjective

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 23rd May 2005

1. London Tour On May 31st, 1669, the London diarist Samuel Pepys wrote his last entry and on May 26th, 1703 he died. More than 150 years later, in 1859, Big Ben (the famous bell in the tower next to the Houses of Parliament) started operating. This week’s worksheet was just crying out to be about London. Enjoy the tour. Level Pre-Intermediate and upwards How to use the lesson 1. Divide the class into pairs or small groups and give one worksheet to each student in the class. 2. Ask students to work together to decide which of the statements are true and which are false. As an option, offer bonus points for groups who can correct the wrong answers. 3. When the students have finished reading the statements and have decided on their answers, check through the answers in open class, awarding a point for a correct answer (and bonus points for corrections if you’ve asked your students to make them). The group or pair of students with most points are the winners. As a follow-up to the worksheet, your students may like to find out more about the places mentioned, by trying some online London quizzes or a London Webquest. If so, they may find the links below useful.

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.aboutbritain.com/ Click on the names of London locations in the right-hand column http://www.onestopenglish.com/Culture/Web-Quest/webquestlon.htm Check out the London webquest on the best ELT site around Here is a selection of links to London quizzes http://www.hatchend.harrow.sch.uk/quiz/londonquiz.html http://users.pandora.be/christiaan.bosmans/advanced/london_mcquiz.htm http://www.dulwichdynamo.homechoice.co.uk/multichoice5.html

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out London Tour Answers and commentary 1. False. The Romans built a bridge close to the current London Bridge in 43 AD and established a military garrison at the port of Londinium (the Celts referred to the area as Londonion and so the Romans made the name more Latin sounding). 2. False. Tower Bridge (which was built in the latter part of the nineteenth century) can open but London Bridge (which is only 30 years old) cannot. The last London Bridge (1825-1970) was sold to Lake Havasu City in the United States in 1970 (see IO192S-londonbridge.pdf). 3. True. Starting in a bakery in Pudding Lane, it destroyed the London that Shakespeare had known, wiping out 87 churches (including St. Paul’s Cathedral) and more than 13,000 houses, although only six people are known to have been killed. At least it ended the Great Plague which had killed 17,500 people, 20% of the population of London. 4. True. Work was started in 1675 and the new cathedral was completed in 1710. 5. True. However, the Tower has had a number of additions and adjustments throughout the centuries. 6. False. The guards of the Tower are called Beefeaters, or Yeoman Warders. 7. True. There have to be at least six ravens to ensure the future of the monarchy. Today there are seven. Their names are: Hardey, Thor, Odin, Gwyllum, Cedric, Hugine and Munin. 8. True. Arsenal’s to the north, West Ham is to the east and Chelsea is to the south-west of the city centre. 9. False. The statue is that of Horatio Nelson, Lord Admiral of the Fleet, who defeated Napoleon’s forces at the Battle of Trafalgar in 1805. 10. True. 11. False. The London Eye is a large ferris wheel which sits on the banks of the River Thames, opposite the Houses of Parliament. The London Eye opened in 2000. The London Planetarium (next door to Madame Tussaud’s and part of the same company) is where you can learn all about the universe. 12. False. The London Underground (1860 onwards) is nicknamed the Tube. 13. True. Since 1727 this has been the official residence of the Prime Minister. 14. True. 15. True. Since 1837 this has been the official London residence of Britain’s sovereigns. 16. False. The clock tower next to the Houses of Parliament is called St Stephen’s Tower. It is the bell inside it that is named Big Ben, not the clock tower. Two months after the bell had been installed, in 1859, the bell cracked. The sound we hear today is the same cracked bell. 17. True. 18. True. St Paul’s Cathedral sits in the heart of the City. 19. False. The River Thames flows into the North Sea. The Channel (English) or La Manche (French) is the stretch of water that divides England from France. 20. True. Until 1974, this was one of London’s largest fruit and vegetable markets.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out London Tour Look at the 20 statements about London. Decide which are true and which are false. Each correct answer scores one point. 1. The Vikings built the first settlement on the River Thames and called it Londonion. 2. London Bridge is a famous landmark. It can open to let tall ships pass through. 3. The Great Fire of London was in 1666. 4. The architect Sir Christopher Wren designed St Paul’s Cathedral. 5. The Tower of London was started in the 11th century, during the reign of William I. 6. The guards of the Tower of London are called Gatekeepers. 7. The black birds that live in the Tower are called ravens. It is said that if the ravens leave the Tower, the British monarchy will fall. 8. Arsenal, West Ham and Chelsea are all London football teams. 9. A statue of Napoleon stands looking over the city in Trafalgar Square. 10. Madame Tussaud’s is a museum where you can see wax statues of the world’s most famous people. 11. The London Eye is a planetarium where people can learn all about the universe. 12. The London Underground is nicknamed The Tunnel. 13. The British Prime Minister lives at 10 Downing Street. 14. Harrods and Selfridges are the two biggest department stores in London. 15. The official residence of Queen Elizabeth II is Buckingham Palace. 16. The clock tower next to the Houses of Parliament is called Big Ben. 17. The statue of Eros in Piccadilly Square stands on one leg and holds a bow and arrow. 18. The financial centre of London is called the City of London. 19. The River Thames flows into the English Channel. 20. Covent Garden is famous for its Royal Opera House. It used to be famous for its fruit market, which is now a tourist shopping area.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out London Tour – Glossary architect noun [count] someone whose job is to design buildings arrow noun [count] a weapon in the form of a thin straight stick with a sharp point at one end and feathers at the other. It is fired using a bow. bow noun [count] a weapon made from a curved piece of wood. It is used for shooting arrows. flow verb [intransitive] to move continuously: Hot water flows through the pipes. landmark noun [count] a famous building or object that you can easily recognize monarchy noun [count or uncount] a system of government in which a country is ruled by a king or queen nickname verb [transitive] to give someone a nickname

opera noun [count or uncount] a type of play that is performed by singers and an orchestra, or the art of performing these plays opera house noun [count] a theatre where operas are performed planetarium noun [count] a building with a curved roof where lights in the ceiling represent the movement of the planets and stars reign noun [count] the period of time when a king or queen rules a country residence noun [count] a house or other place where someone lives: the President's official residence settlement noun [count] a place where people have come to live permanently: They discovered the remains of an early AngloSaxon settlement. wax noun [uncount] a solid substance that becomes liquid when it is heated. Wax is used, for example, to make candles.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

T E A C H E R’ S

N O T E S

6B Making news Carmen Santos Maldonado Type of activity Note writing, news reporting (story telling) and listening. Individual, pair and group work.

Aim To practise forms of past tense verbs (both regular and irregular).

Task To put together and tell a story, using picture cards.

Preparation Make one copy of the worksheet for each group of four or six students. Cut the copies up into cards.

Timing 30–40 minutes

Procedure 1

2

3

4

5 6

Divide the class into groups of four or six. Ask the students in each group to sit in a circle and number themselves 1–4 or 1–6, anti-clockwise. Ask the students to imagine that this morning they heard a surprising piece of news on their local radio station and that they are going to tell a friend about it. Give one set of pictures from the worksheet to each group. Ask students number 1 to shuffle the pictures well and deal out four to six pictures face down to every student in the group. Tell the students that they have five to ten minutes to make up a newsworthy story which includes at least three of their pictures. Explain that the story should take one minute to tell. Ask the students to write short notes about the story. Encourage them to be imaginative. Circulate, helping with vocabulary and grammar problems. When the students are ready, tell them that the activity is in two rounds and that they only need half of their story for the first round.

First round 7 Ask students 1, 3 and 5 to tell their story to the student on their left, beginning with This morning I heard on the news that … Tell the students that the telling-listening periods will be exactly one minute and that you will be giving the ‘go’ and ‘stop’ commands. 8 Ask students 2, 4 and 6 to pass the story they have just heard on to the student on their left, again beginning with This morning I heard on the news that … 9 Ask the students to make the stories ‘travel’ anti-clockwise. Repeat this until the stories have been told to the original storyteller. 10 The original storytellers explain to the whole group what in the story is correct and what has been omitted or changed by showing the pictures they used. Second round 11 Repeat stages 7–10, working with the other half of the stories. Ask students 2, 4 and 6 to start.

Follow up Ask every group to report to the whole class about the most interesting/credible/incredible/ imaginative story. Students can be asked to write a longer version of the story for homework, expanding the initial information. The conversation can develop into ‘stranger-thanfiction stories’, real events that the students know about.

Notes & comments If you don’t have even numbers in your class, you can join in, or you can ask your ‘odd-number’ student to keep the timing for you (after he has made up his own story!). An element of competition can be introduced by asking the last ‘tellers’ to guess what five or six pictures the story is based on. Give one point per correctly guessed picture.

T E A C H E R’S

N O T E S

12A Manifesto Simone Foster Type of activity Writing and speaking. Group work.

Aims To practise vocabulary connected with topical issues and to practise the language of expressing opinions.

Task To write a manifesto for a pressure group and to present it to the class.

Preparation Make one copy of the worksheet for every group of three to five students

Timing 1 hour.

Procedure 1

2

3 4

5

6

Re-elicit the various causes from page 71 of the Student’s Book onto the board: against globalisation; against cruelty to animals; against nuclear weapons; against student fees; against destruction of the environment; against unequal pay for women Encourage them to come up with new ones also. Explain that the students are going to form their own pressure groups connected with the causes from page 71 of the Student’s Book or with other causes that they can think of. Divide the students into groups of three to five students. Instruct the students to decide which cause they represent. Tell them to think of a suitable name for their group and to appoint a leader. Explain that the leader will present the group’s ideas to the class at the end and that a vote will be taken on the best manifesto. Either draw a skeleton of the manifesto leaflet on the board or photocopy it onto an OHT. Do an example with the class and elicit possibilities to fill the gaps. Give out one worksheet per group and appoint a secretary who will write down the group’s ideas.

7 8 9

Monitor closely and feed in ideas where necessary. Allow each party leader to present the manifesto to the class. Take a class vote on the best manifesto.

Follow up The manifestos could form the basis of a poster/ leaflet competition. Students could use the basic ideas from the manifestos to produce a more detailed and colourful poster/leaflet for their party. Encourage the use of computer graphics, cut-up magazines, etc.

I N S I D E O U T R e s o u rc e P ac k

12A Manifesto ❚❚❚❚❚❚❚❚❚❚

MANIFESTO THE ______________________________________ GROUP Party leader: _______________________________________

FOR We believe in _____________________________________________ . We feel very strongly about ___________________________________ __________________________________________________ because _________________________________________________________ . We support _______________________________________________ because __________________________________________________ .

AGAINST We are anti- _______________________________________________ . We are strongly against ______________________________________ because ____________________________________________________ . We are not in favour of ______________________________________ .

OUR PROPOSALS We want to ban _____________________________________________ . We hope to encourage more ___________________________________ . We will try to stop people ______________________________ ________ . We will introduce new laws to ________________ ___________________ . We will make ____________________________ _ ___________________ and ____________ ____________ __ ___ _____ co-operate together more closely. We promise to ___________________________________________ _______

Please support us!

❚❚❚❚❚ © Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out Mark Twain – glossary aboard adv in or on a ship, train or plane All the passengers are aboard. We can go. abroad adv [count] in or to a foreign country: She has never been abroad. (make) an appearance noun [count] the time when something starts to be visible or starts to exist

humorous adj funny investment noun [count] money that is used in a way that may earn you more money He is rich now because he knew when and how to make good investments memories noun [count] something that you remember

apprentice noun [count] someone who is learning how to do a particular job.

miner noun [count] someone whose job it is to dig coal from a mine

astronomer noun [count] a person who studies the stars and planets

navigation noun [uncount] the skill of using maps or other equipment in order to decide which way to go

author noun [count] someone who writes books or articles as a job.. bank noun [count] a raised sloping area of land, for example beside a river career noun [count] a job or profession that you work at for some time# celebrity noun [count] a famous entertainer or sports personality

pass away verb to die My grandmother passed away peacefully in her sleep paid off verb to pay for something in its entirety printer noun [count] a person or business that prints books, newspapers etc.

childhood noun [count/uncount] the time of life when you are a child]

slave noun [count] a person who belongs by law to another person and has to obey them and work for them

comet noun [count] a bright object in space that has a tail of gas and dust

steamboat noun [count] a boat that is powered by steam

correspondent noun [count] a journalist who deals with a particular subject

strike it rich become rich

debt noun [count] an amount of money that you owe: Many people experience difficulty in paying off their debts.

well-received adv respected or liked The new exhibition has been well-received by all of the important critics.

fathom noun [count] a unit of measurement forced verb made to do something that you do not want to do fortune noun [count] a large amount of money This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 21st November 2005

1. Mark Twain Actually, his name was Samuel Langhorne Clemens and he was born on November 30th, 1835, so Happy 170th Birthday Sam! As one of the most important figures in American history, Mark Twain was both a brilliant writer and public speaker. His humanity and sense of humour earned him a place in the hearts of fans the world over. This week, we pay homage to the man and his work. For more work on Mark Twain see page 117 of Inside Out Advanced. Level: Good intermediate and above How to use the lesson: 1. Give each of your students a copy of Worksheet 1. Tell them they have two minutes to read the text and to guess the identity of the subject. 2. After two minutes, stop them and ask them to work in pairs to talk about who it is. 3. Once his (Mark Twain's) identity has been established, ask your students to look at the questions at the bottom of the page in pairs and discuss any answers they know. Check the questions in open class and accept all answers without saying if they are right or not. 4. Give one copy of Worksheet 2 to each student in the class and ask them to find the answers to the questions and then to check their answers in pairs. 5. Round off with an open class check. Answers : 1. Mark Twain 2. Halley's Comet 3. (Choose from) printer, journalist, steamboat captain, miner 4. The Civil War (1861–65) 5. It was a boatman's call on the Mississippi 6. the Mississippi 7. (Most likely) Huckleberry Finn, Tom Sawyer, The Prince and the Pauper (see text for others) 8. Huckleberry Finn 9. (Choose from) France, Germany, Switzerland, Italy 10. Because he had lost his house and most of his money

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out 2. Follow up Tell your students that Mark Twain was also celebrated for his humorous quotations. Copy the quotations below and give them to your students. Ask them to work together to explain what each of them means and to decide which they like most. 1. “All you need is ignorance and confidence; then success is sure.” 2. “Often it does seem a pity that Noah and his party did not miss the boat.” 3. “It is better to keep your mouth shut and appear stupid than to open it and remove all doubt.” 4. “The political and commercial morals of the United States are not merely food for laughter, they are an entire banquet.” 5. “Let us endeavour so to live that when we come to die even the undertaker will be sorry.” 6. “Every one is a moon, and has a dark side which he never shows to anybody.” 7. “Man will do many things to get himself loved; he will do all things to get himself envied.” 8. “Don't part with your illusions. When they are gone you may still exist, but you have ceased to live.” If you want more than these, check the website out below that will take you to loads of them. 3. Related Websites Send your students to these websites, or just take a look yourself. http://salwen.com/mtquotes.html a selection of quotes http://www.twainquotes.com/ quotes galore and much, much more http://www.marktwainhouse.org/ take a tour of Mark Twain’s house http://www.geocities.com/swaisman/ lots of fascinating facts about the man, his family and his work http://users.telerama.com/~joseph/finn/finntitl.html read The Adventures of Huckleberry Finn on the net This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out

Who am I?

WORKSHEET A

1. Read the text. Can you guess the name of the mystery person?

I was born in Florida, Missouri, in November 1835. In the month when I was born, a famous comet made an appearance in the night sky. I am most famous as a writer, but I had a number of jobs during my life. I lost the job I really loved doing when I was 25 because of certain events which happened in my country. My parents named me Samuel Longhorne Clemens, but when I wrote I used a different name – you probably know me best by that name. I have many happy memories of my childhood days on the banks of the river I loved so much. When I was older I wrote stories about the river and the children who had their adventures on it. One of the stories is about a black slave who has escaped and makes friends with the book’s main character. The book was later made into a Disney film. I travelled a lot during my life and visited a lot of countries. Of course, I love travelling but for many years I didn’t really have a choice – I had to travel and live abroad for a while! I passed away peacefully in 1910, just as the famous comet made its regular 75-year visit again. People say that I am one of the most important American writers of the nineteenth century – what do you think? Have you read any of my books? If not, you should try one. By the way, do you know who I am?

2. How many of these questions can you answer? 1. What was the name he used as an author? 2. What was the name of the comet which appeared in the month of his birth? 3. Apart from writer, can you name one other job that he had? 4. What ‘events’ happened in his country in 1861? 5. Where did he take his writing name from? 6. What was the name of the river he loved so much? 7. Can you name at least one story which he wrote? 8. Which book tells the story of the boy who makes friends with the escaped slave? 9. Can you name at least one other country that he lived in during his life? 10. Why does he say he had to travel? 3. Read Worksheet B and find the answers to the questions in 2.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Mark Twain

Y

WORKSHEET B

ou probably know me as Mark Twain, but I was born Samuel Langhorne Clemens on November 30th, 1835 in the state of Missouri, U.S.A. In the month when I was born, a comet named after an English astronomer called Halley passed through the night sky.

When I was a boy, I used to love playing on the banks of the Mississippi river and I knew then that my life would always be connected to this river in some way. I started working at the age of 13 as an apprentice to a printer. A little later on, I worked as a journalist, writing short pieces for my brother’s newspaper. But the river was my true love and, at the age of 23, I got my pilot’s licence. Finally, I was a steamboat captain! I spent a few years doing the job I loved so much until, in 1861, the Civil War started. Steamboat traffic was halted and I lost my job. After leaving the Mississippi, I moved to Nevada and became a miner. Gold had been discovered there and I was hoping to strike it rich. I travelled around the region but never found the fortune I dreamed of. However, the experience provided me with good material for my writing career. I went back to my career in journalism and enjoyed some success writing humorous travel letters for a newspaper in Virginia. I signed these letters with the name Mark Twain – even that was a joke – Mark Twain was actually a boatman’s call. When I worked as a captain on the Mississippi the leadsman would call out Mark Twain! to tell me when the water was only two fathoms deep, the minimum for safe navigation. I decided to use the name in all my writing work for the next 50 years. I moved to San Francisco at the age of 30 and I arranged to be a correspondent for the San Francisco Alta California aboard the ship Quaker City, which was departing for a voyage to Europe, Russia and the Middle East. Just before leaving, my first book The Celebrated Jumping Frog of Calaveras County was published. The book and the letters I sent from aboard the Quaker City were both well-received back home. I was becoming a celebrity! I married my dear wife Olivia when I was 35. We settled down in Connecticut where I wrote and Olivia brought up our girls. This time was certainly good for my writing; I wrote The Adventures of Tom Sawyer (1876), A Tramp Abroad (1881), The Price and the Pauper (1882), Life on the Mississippi (1883), The Adventures of Huckleberry Finn (1885) and A Connecticut Yankee in King Arthur’s Court (1889). Things were looking very optimistic indeed. The 1890s were not so good though. I lost nearly all my money on some bad investments and was forced to sell my house. We even had to leave the United States for a while. We moved to Europe and lived in France, Germany, Switzerland and Italy over the next five years. In 1895, I set off on a round the world tour, visiting New Zealand, Australia, India and South Africa. On my return, I paid off all my debts. We moved to New York City but in the early years of the 20th century Olivia became ill. She went to live in Florence, Italy for her health, but died in 1904. I always said I would ‘go out with the comet’ and, sure enough, 75 years after Halley’s Comet had made its first appearance in my life, it passed overhead again, in April 1910. I died in the same month.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Martin Luther King

WORKSHEET A

1. Look at these 16 statements about Dr. Martin Luther King. Tick () the statements you think are true. Tick () if true

1) He was named Michael when he was born.



2) He was born in California.



3) He was well educated and had many university degrees.



4) His father was a bus driver.



5) He never got married.



6) He was a preacher.



7) He believed all people should be equal.



8) His role model was Mohammad Ali.



9) He travelled more than 6,000,000 miles spreading his message.



10) His famous speech is called ‘I Had a Funny Dream Last Night’.



11) In 1963 he was named Man of the Year by Time magazine.



12) He was nominated for the Nobel Peace Prize in 1964, but did not win it.



13) Despite taking part in many demonstrations, he was never actually arrested.



14) He was assassinated.



15) His killer’s name was Lee Harvey Oswald.



16) The official Martin Luther King Day in the U.S. is on January 15th.



2. Read Worksheet B and check your answers. Correct the false statements.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out Martin Luther King

WORKSHEET B

“Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.” Dr. Martin Luther King Jr

On April 4th, 1968, the sound of a rifle shot rang out across Memphis, Tennessee. On the balcony of a small hotel a man lay dying from the assassin’s bullet. He was a 39-year-old preacher named Martin Luther King. Martin Luther King came into the world on January 15th, 1929, in Atlanta, Georgia. When he was born he was named Michael but he later changed his name to Martin. He graduated with a B.A. degree from Morehouse College in 1948. He then went on to earn a Bachelor of Divinity degree and finally became a Doctor of Philosophy at Boston University in 1955. By this time however, he had already been a Baptist minister (like his father and grandfather) for seven years and had been married for two years, with his wife Coretta expecting their first child. King had long fought for civil rights and from 1955 until his death he devoted himself to fighting injustice, and particularly pushed for the right of all people, black or white, to have equal opportunities and status. While he was a student, King had been inspired by the philosophy of Mohandas Gandhi, the Indian whose non-violent social protest provided King with a role model. Between 1955 and 1968 he travelled over six million miles and spoke on more than 3,000 occasions. He delivered his speeches in the true style of a Baptist preacher, with rich eloquence and passionate conviction. And the people listened. In 1963 he gave his famous ‘I Have a Dream’ speech at the Lincoln Memorial in Washington D.C. in front of 250,000 supporters. In the same year he was named Man of the Year by Time magazine. The following year, at the age of 35, he was awarded the Nobel Peace Prize, making him the second American and the third black man to win the award. He continued to work tirelessly, getting arrested more than twenty times along the way, until that evening when he leaned over the balcony to speak to his friend, the Reverend Jesse Jackson. His assassin, James Earl Ray, took aim and fired. For many years after his death January 15th, his birthday, became the unofficial Martin Luther King Day. In 1986 President Ronald Reagan declared January 20th the official Martin Luther King Day. It is a national holiday in the United States, a day on which to reflect on the remarkable achievements of a man who inspired others to look for a peaceful, nonviolent solution to all their problems. Hate cannot drive out hate; only love can do that.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out Martin Luther King – Glossary achievement noun [count] a particular thing that someone has achieved: Winning the gold medal was a remarkable achievement. aim noun take aim (at) to point a gun at something before you shoot arrest verb [transitive] if the police arrest someone, they take that person to a police station because they think that he or she has committed a crime: Police raided the building and arrested six men. assassinate verb [transitive] to kill an important person deliberately award verb [transitive] to give someone a prize: Students who complete the course successfully will be awarded a diploma. Baptist noun [count] a member of a Protestant religious group that believes that only adults should be baptized Baptist adjective bullet noun [count] a small piece of metal that is shot from a gun: a bullet wound/hole civil rights noun [plural] the basic rights that all people in a society have, for example the right to be treated fairly by the law conviction noun [count] a strong belief or opinion: deep religious convictions degree noun [count] a course of study at a university, or the qualification that you get after completing the course: a master's degree in English literature

devote verb devote yourself to something to spend a lot of your time or effort doing something: Few people are able to devote themselves fully to their career. drive out phrasal verb to force someone or something to leave a place: Government forces have driven the rebels out of the eastern district. eloquent adjective expressing something clearly and effectively: an eloquent speech/speaker eloquence noun [uncount] eloquently adverb equal adjective having or deserving the same rights, status, and opportunities as other people: He believed that men and women were equal. fire verb [intransitive or transitive] if a weapon fires, or if someone fires it, someone uses it to shoot something: Jed lifted his rifle and fired at the target. hate noun [uncount] the feeling of hating someone or something injustice noun [count or uncount] an unfair way of treating someone inspire verb [transitive] to give someone the enthusiasm or idea to do or create something: The sea inspired many of the artist's later paintings. killer noun [count] someone who kills another person: The young woman's killer has not yet been found. message noun [count] the main idea that is contained in something such as a speech or an advertisement: The film sends a clear message about the dangers of drug-taking.

deliver verb [transitive] to give a formal talk: He delivered a speech lasting 40 minutes.

minister noun [count] a priest in some Protestant churches

demonstration noun [count] an occasion when people protest about something in public: Angry students held demonstrations.

name verb [transitive] to give someone or something a name: name someone/something something: We named our puppy Patch.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out nominate verb [transitive] to officially suggest that someone should be given a job, or that someone or something should receive a prize

tireless adjective working very hard to achieve something, with a lot of energy and determination tirelessly adverb

official adjective decided or done by people in authority, especially a government: the country's official language passionate adjective showing or expressing powerful emotions or very strong beliefs preacher noun [count] someone whose job is to give religious speeches or lead religious ceremonies in some Christian churches protest noun [count] an occasion when people show strong public opposition to something: a protest march reflect verb [intransitive] to think about something carefully and seriously remarkable adjective unusual in a way that surprises or impresses you: The play has been a remarkable success. rifle noun [count] a large gun with a long barrel right noun [count] something that you are morally or legally allowed to do or have: the right to political asylum ring out (past tense rang; past participle rung) phrasal verb to produce a loud clear sound role model noun [count] someone whose behaviour is a good example for other people to copy shot noun [count] an act of firing a gun, or the sound of a gun being fired: The neighbours say they heard four shots. speech noun [count] a formal occasion when someone speaks to an audience, or the words that someone speaks to an audience: She made a wonderful speech. spread (past tense and past participle spread) verb [intransitive or transitive] if information spreads, or if you spread it, it becomes known by more people than before: Someone has been spreading nasty rumours about Stella's private life. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 9th January 2006

1. Martin Luther King Martin Luther King was born on January 15th, 1929. Throughout his short life he devoted himself to the pursuit of equality for all. His method was non-violent resistance, a method which proved surprisingly effective. Read all about the man and his work in this worksheet. Level Upper Intermediate How to use the lesson 1. Start the lesson by asking what your students know about Martin Luther King. Accept all offers, whether right or wrong at this stage. 2. Divide the class into pairs. Give a copy of Worksheet A to each pair and ask them to work together to decide which statements are true. Encourage your students to guess an answer for each statement even if they are not sure about them. (If your students have no idea, let them look at the questions on Worksheet A for one minute before giving them Worksheet B to read. Afterwards they should return to Worksheet A and answer the questions from memory.) 3. When everyone has finished guessing, give each student in the class a copy of Worksheet B. Ask them to check their answers and count up how many they got right. 4. Ask the students to correct the statements which were wrong. 5. Check answers in open class. Answers 1. True 2. False (He was born in Atlanta, Georgia.) 3. True 4. False (His father was a preacher.) 5. False (He married Coretta.) 6. True 7. True 8. False (His role model was Mohandas Gandhi.) 9. True 10. False (His famous speech is called ‘I Have a Dream’.) 11. True 12. False (He won the Nobel Peace Prize in 1964.) 13. False (He was actually arrested more than 20 times.) 14. True 15. False (His killer’s name was James Earl Ray.) 16. False (Since 1986 the official Martin Luther King Day has been on 20th January.)

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.thekingcenter.org/ Visit The King Center, set up by Coretta King http://www.education-world.com/holidays/archives/mlking_2000.shtml So many fascinating links and activities for MLK Day 2006 http://www.mkgandhi.org/ Here’s a site all about the inspirational Gandhi

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

T E A C H E R’ S

N O T E S

13A Massive numbers Russell Stannard Type of activity

Answers

Reading and speaking. Mill drill.

30 minutes

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Procedure

Follow up

Aim To practise large numbers.

Tasks To exchange information. To match numbers to facts.

Preparation Make one photocopy of the facts for each pair of students. Cut up the numbers as indicated.

Timing

1 2

3

4

Give one number to each student and help with any problems saying the numbers. Ask the students to move around the class and take it in turns to tell each other their numbers. Ask students not to look at each other’s numbers but to say them and write them down so that each student compiles a list of fifteen different numbers. Divide the class into pairs and give each pair a list of the facts. Ask the students to try to match the numbers with the facts. The clues (i.e. km/hr, $, m, etc.) should help them. Check the answers with the whole class.

770 (approximately) 100,000 6,064,290,130 1896 1 in 25,000,000 200,000 (World Cup Final in Brazil in 1950) 80% 148,500,000 km 100 km/hr $40,000 (approximately) 50,000 180 km/hr (approximately) 10,000,000 8,848 m 1 in 2,000,000

Ask the students to work in groups and write down five events on one piece of paper and their five corresponding dates, in a different order, on another. Another group then tries to match them.

Notes & comments In a class of fifteen students, you will need one number per student. In larger classes, some or all of the numbers can be repeated. In smaller classes, each student can have more than one number.

I N S I D E O U T R e s o u rc e P ac k

13A Massive numbers The facts

The numbers

1 the population of the Vatican city

––––––––––––––––––––– ––––––––

2 the number of hairs on your head

––––––––––––––––––––– ––––––––

3 the world population on 4/07/2000 at 9.40 am

––––––––––––––––––––––– ––––––

4 the year of the first modern Olympic Games

––––––––––––––––––––––– ––––––

5 the chances of being killed in a plane crash

––––––––––––––––––––––– ––––––

6 the biggest recorded crowd at a football match

––––––––––––––––––––––– ––––––

7 the amount of your brain that is water

––––––––––––––––––––– ––––––––

8 the distance from the earth to the sun

––––––––––––––––––––––– ––––––

9 the speed a cheetah can reach when running at top speed

––––––––––––––––––––––– ––––––

10 the money saved by an airline company in a year by removing one olive from each of their salads in first class

––––––––––––––––––––––– ––––––

11 the average number of official earthquakes per year

––––––––––––––––––––––– ––––––

12 the speed that a sneeze leaves your mouth

––––––––––––––––––––––– ––––––

13 the average number of times a year you blink

––––––––––––––––––––––– ––––––

14 the height of Mount Everest

––––––––––––––––––––––– ––––––

15 the chances of being killed by lightning

––––––––––––––––––––––– ––––––

1 in 25,000,000

............................................

8,848m

............................................

100km/hr

............................................

180km/hr

1896

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .

$40,000

200,000

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .

100,000

148,500,000km

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .

1 in 2,000,000

50,000

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .

80%

10,000,000

.........................................................................................................................................

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

...............................................................

............................................

770

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .

6,064,290,130

.............................................................

..............................................................

✂ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .

Photocopiable

T E A C H E R’ S

N O T E S

14B Matching halves Peter Maggs Type of activity

Procedure

Speaking. Pair work.

1

Aim

2

To review and consolidate grammar from Units 8 to 13 of Inside Out Upper intermediate Student’s Book.

Tasks

3 4

To match two halves of a sentence. To play pellmanism.

Preparation Make one copy of the worksheet for each pair of students. Cut up the cards as indicated.

Timing 20 minutes

5

Divide the class into pairs and give each pair a set of cards. Explain to the students that there are ten sentences, but each sentence is in two halves. Ask the students to match the sentence halves as quickly as they can. Check the answers with the whole class. Now ask the students to turn the cards face down and mix them up. Explain that they should take it in turns to turn over two cards, one at a time. If the two make a sentence, the student keeps the cards and gets another turn. If the cards do not make a sentence, he/she turns the cards face down again and ends his/her turn. The game continues until all the cards have been won. The student with the most cards is the winner.

Follow up Ask students, in pairs, to choose five of the sentences. Tell them they are going to write a dialogue and they have to use these five sentences in their dialogue. Explain that the sentences must be the exact ones that are on the cards. When they have finished writing, ask each pair to read out their dialogues. The class votes for the most interesting or amusing dialogue.

I N S I D E O U T R e s o u rc e P ac k

14B Matching halves I was the only one for him.

◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗

He told me that

........................................................................................................................................

Two men are believed

to be on the run after making a daring escape.

.........................................................................................................................................

I must get

my eyes tested.

.........................................................................................................................................

That can’t be John – it

doesn’t even look like him!

.........................................................................................................................................

I’m seeing her

a week on Monday.

.........................................................................................................................................

In my opinion, you can’t have too

much of a good thing.

...................................................................................................................................................................................................

◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗

.................................................................................................................................................................................................

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

✂ ...........................................................................................................................................

..........................................................................................................................................

It was Guy Ritchie

who married Madonna.

.........................................................................................................................................

I must be

going crazy!

..........................................................................................................................................

I’ll do it just as

soon as I can.

..........................................................................................................................................

I’m going to make loads

of money next year.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out e-lesson

Week starting: 30th May 2005

1. Mel Gibson On June 7th Mel Gibson and his wife Robyn celebrate their 25th anniversary. Congratulations Mel and Rob. To mark the occasion, we’ve put together a multiple-choice quiz followed by a text (which contains the answers) looking at the actor/director’s life and achievements. Level Elementary and above How to use the lesson 1. Ask your students what they know about Mel Gibson. 2. Give each student in the class a copy of Worksheet A and ask them to choose an answer from the four possibilities. If students aren't sure of the answers, encourage them to make a guess. 3. Check answers in open class, but don't give any answers at this stage. 4. Give each student in the class a copy of Worksheet B and ask students to read the text and check the answers to the questions on Worksheet A. 5. Check answers in open class. Answers 1. a 2. d

3. b

4. b

5. c

6. c

7. b

8. c

9. d

10. a

2. Related Websites Send your students to these websites, or just take a look yourself. Here are a few fan listings for Mel Gibson: http://melgibson.20fr.com/ http://www.imdb.com/name/nm0000154/ http://www.melgibson.com/ http://www.the-movie-times.com/thrsdir/actors/actorProfiles.mv?melgibson

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Mel Gibson Quiz 1. Where was Mel Gibson born? a) b) c) d)

The United States Canada Australia New Zealand

2. How many brothers and sisters does he have? a) four b) six c) eight

WORKSHEET A

6. Which character didn’t he play? a) b) c) d)

Fletcher Christian Martin Riggs John McClane William Wallace

7. Which of these films didn’t he direct? a) The Man Without a Face b) Lethal Weapon 3 c) Braveheart d) The Passion of the Christ

d) ten 3. What is his full name? a) Mel Calman Graf Gibson b) Mel Columcille Gerard Gibson c) Mel Cornelius Graham d) Mel Calamity Gus Gibson 4. When did he get married? a) 1970 b) 1980 c) 1990 d) 2000 5. How many children does he have? a) none b) three c) seven d) nine

8. How many Oscars has he won? a) none b) one c) two d) three 9. How much did The Passion of the Christ earn in 2004? a) $25 million b) $56 million c) $105 million d) $210 million 10. What is his production company called? a) Icon Productions b) Patriot Productions c) Down Under Productions d) Kangaroo Productions

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Mel Gibson

WORKSHEET B

Mel Columcille Gerard Gibson was born on January 3rd, 1956, in Peekskill, New York, USA. He was the sixth child out of eleven children born to Hutton and Ann Gibson. When Mel was twelve, he and his family moved to Australia. He got his first film role in 1977, when he was twenty-one. He then had great success in Australia with Mad Max in 1979 and Gallipoli in 1981. Mel met and married his wife Robyn in 1980. Their first child, a daughter who they named Hannah, was born in the same year. From then until now, Mel and Robyn have had six more children, all sons. In 1984 Mel went to Hollywood to make his first film, The Bounty, in which he played Fletcher Christian. It was a remake of the classic Mutiny on the Bounty, but it wasn’t very successful. In 1987 Mel played the part of Martin Riggs in Lethal Weapon. The film was a blockbuster and established Mel as a star. The film was so popular that, in the following year (1988), Bruce Willis played another ‘crazy cop’, John McClane, in the first of the Die Hard films. In 1993, Mel starred in The Man Without a Face. It was also his first film as director. He has directed two other famous films: Braveheart and The Passion of the Christ. In Braveheart Mel played the role of the Scottish hero William Wallace. He won two Oscars, for Best Picture and Best Director. In 2004 he wrote, directed and produced The Passion of the Christ. He put $25 million of his own money into the film, but in 2004 alone he earned more than $210 million for the film. His production company, Icon Productions, has made eleven films and has three more which will come out in the next two years. The future looks good for Mr Gibson. On June 7th 2005, Mel and wife Robyn celebrate their 25th wedding anniversary. Perhaps the next celebration after that will be the wedding of their daughter Hannah, who has recently got engaged.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Mel Gibson – Glossary blockbuster noun [count] a very successful film, show, or novel born adjective when a baby is born, it comes out of its mother's body and starts its life: The twins were born on 29 August, 1962. celebration noun [count] a party or special event at which you celebrate something: The whole family showed up for our anniversary celebration. celebrate verb [intransitive or transitive] to do something enjoyable in order to show that an occasion or event is special: They're celebrating the end of their exams. classic noun [count] a song, book, play etc that is very good and has been popular for a long time cop noun [count] a police officer crazy adjective not at all sensible or practical: It's crazy. Who would do a thing like that? daughter noun [count] your female child direct verb [transitive] to be in charge of telling all the actors and technical staff who are involved in a film, play or programme what to do director noun [count] someone whose job is to tell the actors and technical staff who are involved in a film, play, or programme what to do earn verb [intransitive or transitive] to receive money for work that you do: Most people here earn about £30,000 a year. engaged adjective if two people are engaged, they have formally agreed to get married: We got engaged about this time last year.

move verb [intransitive or transitive] to begin to live in a different house or area: We're moving next week. part noun [count] the person played by an actor in a film, play, or television programme, or the words that the actor speaks: She'd be really good for that part. play verb [transitive] to have a particular part in a play or film: She played Blanche in A Streetcar Named Desire. popular adjective liked by many people: Jenny is one of the most popular girls in the school. produce verb [intransitive or transitive] to organize the work and money that are involved in making a film, play, television or radio programme, CD etc: Steve McQueen produced and starred in The Getaway. remake noun [count] a film that uses the same story as a previous film role noun [count] the character that is played by a particular actor in a film or play: Who is playing the role of Hamlet? son noun [count] your male child: My younger son is a doctor. star noun [count] a famous and popular actor, entertainer, or sports player: a Hollywood/pop/soccer star star verb [intransitive or transitive] if you star in a film, play, television programme etc, or if it stars you, you are the main actor or performer in it: The X-Files, starring David Duchovny and Gillian Anderson. successful adjective achieving the result that you want: The team has had a highly successful season. wedding anniversary noun [count] a celebration of the number of years that two people have been married

establish verb [transitive] to achieve success, so that people recognize your skill, qualities, or power: establish yourself/someone (as something): Reagan quickly established himself as a promising film actor. hero (plural heroes) noun [count] someone who has done something very brave This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

 Macmillan Publishers Ltd 2002

29

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

30

This page may be photocopied for use in class

T E A C H E R’ S

N O T E S

6B Mind the gap Pascual Pérez Paredes Type of activity

Procedure

Reading and speaking. Individual and pair work.

1

Aim To practise using words in which mind is a component.

Task

2

To complete newspaper extracts with words in which mind is a component.

Preparation Make one copy of the worksheet for each student. Cut up the worksheet as indicated. Provide monolingual dictionaries.

3

4

Timing 20–30 minutes

5

Explain to the students that the worksheet contains twelve newspaper extracts, each with a missing word, and they have to fill each gap with a word from the box. Tell the students that all the words contain the component mind. Give a copy of the first part of the worksheet to each student and allow them time to read the excerpts and fill in the gaps, using monolingual dictionaries if necessary. Ask the students to check their answers with a partner, then check the answers with the whole class. Give pairs of students a copy of the questions part of the worksheet. Ask them to discuss the questions. Circulate and monitor, helping with ideas if necessary. Conduct a class feedback session in which students report any interesting facts they found out about each other to the class.

Answers 1 2 3 4 5 6 7 8 9 10 11 12

masterminded narrow-minded mind-blowing mind-numbing mindful mind-set absent-minded Community-minded Business-minded mindless mind-boggling single-minded

I N S I D E O U T R e s o u rc e P ac k

6B Mind the gap 1 Complete the gap in each newspaper extract with a word from the box. absent-minded mind-numbing narrow-minded

masterminded mind-blowing mindful mindless mind-set single-minded business-minded

The UN has demanded that the terrorists be handed over to the US to stand trial on charges that they (1) ____________ last year’s bombing of the embassy.

Several senior members of the Conservative Party were today described by the Liberal Party as (2) ____________ bigots when they proposed ... The basic plot of this latest in a series of sci-fi films wasn’t particularly attention grabbing but the special effects were (3) ____________. Most of the film’s budget ($120m) was spent on the fight scenes with the Vardok aliens. The film’s definitely worth seeing just for them. Junior staff at the Good Food flagship supermarket in Essex were pleased to hear that robots would soon be doing all the (4) ____________ jobs that were previously their responsibility. Special machines will soon be stacking shelves, doing stock checks and pricing items.

Motorists are asked to be (5) ____________ of the poor road conditions this evening. Speeds of less than 50 mph on the motorway are recommended.

I don’t think the relationship you describe has any chance of survival. The couple are of a different (6) _______________. If your brother doesn’t make the effort to understand why his wife has these views and attitudes, it will spell disaster for their marriage.

This long awaited biography of Einstein, the seemingly (7) ‘____________ professor’, is bound to be a best-seller.

(8) ____________ parents on the Island of Soay in the north of Scotland have fought to keep their local primary school open. With only six pupils, aged five to eight, the local school had been faced with closure and the children with being forced to attend another school a boat trip away.

mind-boggling community-minded

(9) ____________ teenagers are taking advantage of the anonymity of Internet trading, where age is an irrelevance, to become some of Britain’s richest entrepreneurs.

Extra police have been brought in to man the streets of London after a series of (10) __________ acts of vandalism in and around Trafalgar Square.

The amount of money some high profile Hollywood actors are being paid has now reached (11) ____________ proportions. The basic fee combined with a percentage of takings and merchandising can now earn some actors in the region of $40 million per film.

Ellen’s (12) __________________ determination to succeed earned her second place. With this amazing feat she has earned her place in history as the youngest and fastest woman to sail solo around the world.

✂ ........................................................................................................................................... 2 Discuss these questions with a partner. Who do you know who is of a completely different mind-set to you? Do you get on well with this person? What was the last mind-numbing experience you had? Who do you know who is community-minded? What type of things do they do for the community? What is the most mind-blowing experience you have ever had? What do you find mind-boggling? What mindless things do you have to do in your everyday life? Who do you know who is narrow-minded? single-minded? business-minded? absent-minded? In what way is this person like this? 7 Have you ever masterminded a plan? What was it? Was it successful? 8 What things are you mindful of in your everyday life? 1 2 3 4 5 6

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

 Macmillan Publishers Ltd 2002

7

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

8

This page may be photocopied for use in class

I N S I D E O U T R e s o u rc e P ac k

4A Moments in American history Worksheet A

October 29, 1929 … the stock market crashed

December 8, 1941 … the USA entered the Second World War

Mrs Walton

have

iron

Junior Walton

July 20, 1969 … the first man landed on the moon

relax

tour/France

Mr Walton

November 22, 1963 … Kennedy was assassinated

rob visit

Grandpa Walton drink You

✂ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .

4A Moments in American history Worksheet B

October 29,1929 … the stock market crashed

December 8, 1941 … the USA entered the Second World War

November 22, 1963 … Kennedy was assassinated

dance/nightclub

Mr Walton

July 20, 1969 … the first man landed on the moon lie

cook

Mrs Walton wash

live

Junior Walton attend Grandpa Walton drink

drink

You

© Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

4A Moments in American history Russell Stannard Type of activity

Procedure

Listening and speaking. Pair work.

1

Aim To practise the difference between the past simple and past continuous.

2

Task

3

To ask and answer questions about past events.

Preparation Make enough photocopies of worksheets A and B for each pair in the class.

4

Timing

Tell students that they are going to practise the difference between the past simple and the past continuous. Ask students to form pairs of Student As and Student Bs and give each student their corresponding sheet. Allow a minute for students to look at their sheets. Explain to them that they have information about the Walton family and what different members were doing at different moments in the history of America. Do an example with a student in the class so that students know what they have to do, e.g.: Student:

10–15 minutes

Teacher:

5

What was she doing when Kennedy was assassinated? She was cooking.

Suggest to students that they take it in turns to ask and answer questions. It is best to work across the page so that the students can substitute the names of the people for pronouns. For the You sections, ask them to use their imagination – and invent lies.

Notes & comments It is well worth doing an example that includes the section ‘You’ so that the students understand what they are meant to do. You may want to elicit the question form before starting and write it up on the board. When students have got the idea, wipe it off the board.

Inside Out Mona Lisa – Glossary achievement noun [count] a particular thing that someone has achieved: Winning the gold medal was a remarkable achievement. ambiguity noun [count or uncount] something that is not clear because it has more than one possible meaning attraction noun [count] an interesting place or object that people come to see capable adjective capable of (doing) something able to do something: The port is capable of handling 10 million tonnes of coal a year. creator noun [count] someone who has created something damage verb [transitive] to harm something physically: Many buildings had been damaged in the blast. employ verb [transitive] to use something for a particular purpose: They employed an imaginative marketing strategy.

interact verb [intransitive] if things interact, they affect or change each other in some way investigate verb [intransitive or transitive] to try to find out all the facts about something in order to learn the truth about it: We sent a reporter to investigate the rumour. madman (plural madmen) noun [count] a man who behaves in a crazy way masterpiece noun [count] an excellent work of art, or the best work of art from a particular artist, writer, or musician present adjective existing or happening now: The present situation cannot be allowed to continue. prevent verb [transitive] to stop something from happening: prototype noun [count] the first form of something new that is made before it is produced in large quantities

enigmatic adjective mysterious and difficult to understand

recover verb [transitive] to get back something that has been lost or stolen or is owed: The thieves were caught, but many of the items were never recovered.

expression noun [count] a look on someone's face that shows what their thoughts or feelings are: She had a puzzled expression on her face.

remain verb [linking verb] to continue to be in a particular situation or condition: The dictator has remained in power for over 20 years.

extremist noun [count] someone who has beliefs that most people think are extremely unreasonable

restore verb [transitive] to give something back to the person that it belongs to after it has been lost, taken, or stolen: Most of the land has been restored to its original owners.

fresco (plural frescoes or frescos) noun [count] a picture that is painted onto wet plaster on a wall, for example in a church

rightful adjective officially or legally accepted as right or correct

guard verb [transitive] to protect someone or something from danger or harm

security noun [uncount] safety from attack, harm, or damage: The meeting took place amid extremely tight security.

horror noun [count or uncount] a strong feeling of shock or fear, or the thing that makes you feel shocked or afraid: Millions watched in horror as the disaster unfolded on TV.

shade noun [uncount] a slightly cool dark area where the light and heat from the sun does not reach: I spent the afternoon reading under the shade of an umbrella.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out slip verb [intransitive] to go somewhere quickly and quietly, without anyone noticing you or stopping you: Several people managed to slip past the guards. steal (past tense stole; past participle stolen) verb [intransitive or transitive] to take something that belongs to someone else without permission: steal something from someone/something: She was caught stealing food from the supermarket. take off phrasal verb to leave a place suddenly thankfully adverb used for saying you are pleased that something unpleasant is no longer happening or did not happen: Thankfully the boys are safe. thief (plural thieves) noun [count] someone who steals something unthinkable adjective impossible to imagine vanish verb [intransitive] * to disappear in a sudden or mysterious way: One moment she was there, the next she had vanished. vicinity noun [singular] the area near a particular place: a university in the vicinity of London

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 18th August 2003

1. Mona Lisa On 21st August 1911, Leonardo's masterpiece Mona Lisa was stolen from the Louvre in Paris. It was recovered two years later in Florence and returned to France. That's the gist of this week's offering which comes to you in the form of a 'Who am I?' with questions, followed by the answers in a couple of newspaper extracts. Level Lower Intermediate upwards How to use the lesson 1. Give each student in the class a copy of Worksheet A and tell them they have 30 seconds to read the text. After 30 seconds, ask them to stop reading, turn their pieces of paper over and tell a partner who, or what, they think the story is about. 2. After eliciting the answer Mona Lisa, ask students to turn their pieces of paper over and answer the questions in exercise 1, in pairs. 3. Check answers in open class, but don't offer any answers at this stage. Give each student a copy of Worksheet B. Give students a time limit of two minutes to check their answers to question 1, but tell them not to worry about the blank spaces yet. 4. Check the answers to question 1 and then ask students to follow the instructions in questions 2 and 3 and fill the gaps with either a preposition (1) or a, an, the (2). 5. Check all answers in open class. Answers to question 1 1. Mona Lisa, a painting 2. Leonardo da Vinci 3. The Louvre museum in Paris

4. Mona Lisa and La Gioconda 5. Her smile 6. In Florence, Italy

7. Four years 8. Vincenzo Perugia 9. In Florence, Italy 10. The helicopter

Answers to question 3 1. of/about 2. about 3. of/about 4. of

5. of 6. of 7. at 8. from

9.with 10. on

Answers to question 4 1. the 2. an 3. the

4. the 5. A 6. the

7. the 8. the 9. the

10. a 11. the 12. the

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2003.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.cs.tufts.edu/~jmeattle/hepguru/monalisa/main_impact.htm Learn more about Mona Lisa (and the man who stole her) http://www.monalisamania.com/ get Mona Lisa’s vital statistics and a few links http://www.studiolo.org/Mona/MONALIST.htm What have they done to her? Lots more links, too http://www.exploratorium.edu/exhibits/mona/mona.html here’s something strange… check it out! http://sunsite.icm.edu.pl/wm/paint/auth/vinci/joconde/ for a history of the famous painting

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2003.

Inside Out Solve the mystery

WORKSHEET A

I

’m old (about 500 years old, actually) but, according to many people, I’m still beautiful. I’m called a work of art, a masterpiece, although there’s something about me that people still don’t really understand. About a hundred years ago, I was stolen from my home in France (which, incidentally, was not the country I was painted in), but fortunately I was returned within a couple of years. I certainly didn’t enjoy being moved around during that time, but I wasn’t damaged, thankfully. My creator was a man far ahead of his time; he was a scientist, an artist, an engineer and even an architect. Believe it or not, he once designed (and named) a prototype for a form of air travel! He was a very busy man indeed – in fact, it took him a long time to create me. But it was all worth it in the end; I’m famous now and so is he. I’m known by two names, the first is my first name and the other is my surname. You know me, don’t you? 1. Answer these questions. Then read the text on Worksheet B and check your answers. 1. Who, or what, am I? 2. Who was my creator? 3. Where (in France) is my home? 4. What are the two names I am known by? 5. What is it about me that people don’t understand? 6. Where was I painted? 7. How long did it take to create me? 8. Who stole me? 9. After I was stolen, where was I found? 10. Which aircraft did my creator design and name?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2003.

Inside Out WORKSHEET B

2. Read the two newspaper extracts and check your answers to 1. 3. Complete the first extract with one preposition in each space. London Times

23 August 1911

Theft of masterpiece rocks art world The unthinkable has happened. Someone has stolen the Mona Lisa, to the horror of Paris and the art world. The thief slipped into the Louvre during the night and took off with Leonardo da Vinci’s masterpiece. Curator Albert Marceau, who heard news 1)_____ the theft this morning, is said to be worried 2)_____ what the world will think 3)______ the Louvre’s security arrangements. He said “Only a madman would take such a famous picture. A man capable 4)_____ this is capable 5)_____ anything. We are very proud 6)_____ our security here at the Louvre, but this man is obviously good 7)_____ his work and we are most concerned we were not able to prevent this crime 8)_____ happening. I cannot imagine, however, him selling this painting anywhere in the world.” Police investigating the theft agree 9)_____ M. Marceau that this is the work of an extremist. They are relying 10)_____ any information they can get from members of the public who might have been in the vicinity of the museum between midnight and five o’clock this morning. Nobody at present, though, can explain how the museum’s most keenly guarded attraction just vanished. This, like Mona Lisa’s smile, remains a mystery.

London Times

31 December 1913

Mona Lisa smiles once more Today, 1)_____ Louvre in Paris welcomes back 2)_____ old friend more than two years after she went missing. Recovered less than three weeks ago in Florence, 3)_____ city in Italy where she was originally painted, 4)_____ Mona Lisa has been restored to her rightful home. 5)_____ man, named as Vincenzo Perugia, has been arrested in connection with 6)_____ theft. Completed in 1506, 7)_____ portrait, which took four years to paint and is also known as La Gioconda, was 8)_____ work of artist Leonardo da Vinci (1452-1519). He employed a technique known as sfumato, in which light and shade interact, causing ambiguity in the picture, such as the exact time of day and the enigmatic expression of the subject herself. Among the other achievements of 9)_____ artist was the fresco of The Last Supper and the design for 10)_____ flying machine which he called a helicopter. Although his design was not used in the end, 11)_____ name he gave 12)_____ machine remains unchanged.

4. Complete the second extract with a, an or the. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2003.

T E A C H E R’ S

N O T E S

3B Money talks Russell Stannard Type of activity

Procedure

Vocabulary. Pair work.

1

Aim To match pairs of expressions about money.

2

Task To play pellmanism.

3

Preparation Make one copy of the worksheet for each pair of students. Cut up the cards as indicated.

Timing 15 minutes

4

5

Divide the class into pairs and give each pair a set of pellmanism cards. Ask the students to place the cards face down on the desk. Explain to the students that on the cards there are ten pairs of expressions about money which are similar in meaning and the aim is to match these pairs. Explain that they should take it in turns to turn over two cards, one at a time. If the expressions are similar, the student keeps the pair and gets another turn. If the expressions are not similar, he/she turns the cards face down again and ends his/her turn. The game continues until all the pairs of cards have been won. The student with the most pairs is the winner. Check the answers with the whole class.

Answers She blows money. / She burns money. I’m broke. / I haven’t got a penny to my name. It’s worth a fortune. / It’s priceless. She’s stinking rich. / She’s rolling in it. He lives from hand to mouth. / He lives on the breadline. It costs next to nothing. / It’s dirt cheap. It isn’t worth a bean. / It’s worthless. It cost an arm and a leg. / It cost a fortune. I paid through the nose. / I paid over the odds. He lives like a king. / He lives in the lap of luxury.

Follow up Give the cards to one student in each pair. This student says one of the expressions and his/her partner tries to remember the matching expression. Then students change roles.

Notes & comments You may want to precede stage 2 with a matching activity. Ask the students to place the cards face up on the desk and match the ten pairs of expressions about money which are similar in meaning, using dictionaries if necessary.

I N S I D E O U T R e s o u rc e P ac k

3B Money talks She burns money. $£C$£C$£C$£C

$£C$£C$£C$£C

I’m broke. $£C$£C$£C$£C

$£C$£C$£C$£C

I haven’t got a penny to my name. $£C$£C$£C$£C

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$£C$£C$£C$£C

$£C$£C$£C$£C

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

She blows money.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$£C$£C$£C$£C

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

"

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .

$£C$£C$£C$£C

It’s worth a fortune. $£C$£C$£C$£C

$£C$£C$£C$£C

It’s priceless. $£C$£C$£C$£C

$£C$£C$£C$£C

She’s stinking rich. $£C$£C$£C$£C

$£C$£C$£C$£C

She’s rolling in it. $£C$£C$£C$£C

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .

$£C$£C$£C$£C

He lives from hand to mouth. $£C$£C$£C$£C

$£C$£C$£C$£C

He lives on the breadline. $£C$£C$£C$£C

$£C$£C$£C$£C

It costs next to nothing. $£C$£C$£C$£C

$£C$£C$£C$£C

It’s dirt cheap. $£C$£C$£C$£C

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .

$£C$£C$£C$£C

It isn’t worth a bean. $£C$£C$£C$£C

$£C$£C$£C$£C

It’s worthless. $£C$£C$£C$£C

$£C$£C$£C$£C

It cost an arm and a leg. $£C$£C$£C$£C

$£C$£C$£C$£C

It cost a fortune. $£C$£C$£C$£C

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .

$£C$£C$£C$£C

I paid through the nose. $£C$£C$£C$£C

$£C$£C$£C$£C

I paid over the odds. $£C$£C$£C$£C

$£C$£C$£C$£C

He lives like a king. $£C$£C$£C$£C

$£C$£C$£C$£C

He lives in the lap of luxury. $£C$£C$£C$£C

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . © Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out Moulin Rouge – Glossary alcoholic adjective containing alcohol: alcoholic drinks alcoholism noun [uncount] a medical condition that makes it difficult to control the amount of alcohol that you drink atmosphere noun [singular] the mood that exists in a place and affects the people there: There is an atmosphere of tension in the city today. attract verb [transitive] to make someone like something, or be interested in something: The show attracts viewers from all walks of life. audience noun [count] the people who watch or listen to a performance: Chaplin's films were loved by audiences throughout the world. belly dance noun [count] a dance from the Middle East performed by a woman using controlled movements of the hips and stomach belly dancer noun [count] benefit noun [count or uncount] an advantage that you get from a situation: He has had the benefit of the best education money can buy. bohemian adjective living or behaving in an informal way that is thought to be typical of artists and writers centrepiece noun [count] the most important feature of something: The president's speech was the centrepiece of the event. continue verb [intransitive or transitive] to keep doing something, or to keep happening without stopping: She decided to continue with her studies for another two years. creator noun [count] someone who has created something fashionable adjective popular with rich and successful people, and often expensive: London's most fashionable shopping district

full house noun [singular] a situation in which every seat in a cinema, theatre, or sports stadium has someone sitting in it fun noun [uncount] enjoyment from an activity that is not important or serious: We haven't had such fun for years. giant adjective extremely large: a giant bronze statue golden age noun [singular] a period of time in the past when something was the most successful that it has ever been: the golden age of radio host verb [transitive] to arrange a special event and provide the area, equipment, or services needed for it lack verb [transitive] to not have something, or to not have enough of something: He lacked the skills required for the job. kick verb 1 [intransitive or transitive] to hit someone or something with your foot: Mum! Jimmy kicked me! 2 [intransitive or transitive] to move your legs as if you were kicking something: A beetle lay on its back kicking its legs in the air. model adjective a model railway, aircraft, boat etc is a small copy of a real one modernize very [transitive or intransitive] If something modernizes or you modernize it, it become less old-fashioned as a result of new methods, equipment, or ideas: They will continue to modernize the army. modernisation noun [count or uncount] The process of modernizing something optimism noun [uncount] a tendency to be hopeful and to expect that good things will happen outrageous adjective extremely unusual and likely to shock people or make them laugh passion noun [count or uncount] a powerful emotion such as love or anger: She spoke with great passion about the plight of the refugees.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out rebuild (past tense and past participle rebuilt) verb [transitive] to build something again after it has been damaged or destroyed structure noun [count] something large such as a building or a bridge that is built from different parts tower noun [count] a tall narrow structure, building, or part of a building: a church tower venue noun [count] the place where an activity or event happens well-made adjective made to high standards windmill noun [count] a tall building with long pieces of wood or metal that turn in the wind, used for producing power or crushing grain

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 3rd October 2005

1. Moulin Rouge The Moulin Rouge opened its doors on October 6th, 1889, in Paris. This week we take a closer look at the flamboyant club in a short history. Level Good Elementary and above How to use the lesson 1. Tell the class you are going to give them each part of a text about the Moulin Rouge, but that the text is in three parts. Each student in the class will have one third of the story to read. 2. Divide the class into groups of three and give each group a copy of Worksheet A cut into three parts, A, B and C. 3. Tell the students they have four minutes to read their part of the text, after which time they are going to answer some questions about it. 4. After four minutes, give each group one copy of Worksheet B. Tell them they have to work together to answer the questions. Encourage students to try to answer them without looking back at the texts all the time. 5. Check answers in open class. Answers 1. 1889 2. The Eiffel Tower and the giant model of an elephant 3. Around 25 years (from 1890-ish to the beginning of the WW1, 1914) 4. October 6th, 1889 5. The giant elephant 6. 1 franc 7. A belly dancer

8. The can-can 9. Absinth 10. Jane Avril, La Goulue, Frank Sinatra and Elvis Presley 11. Henri de Toulouse-Lautrec 12. 1901 13. Alcoholism 14. Six 15. Foreign tourists

2. Related Websites Take a closer look at some of the characters mentioned in the text http://www.clubmoulinrouge.com/html/member/background_sin.htm Read all about the belle époque http://www.npr.org/templates/story/story.php?storyId=4569913 Listen to a report about Toulouse-Lautrec and the Montmartre bohemians http://www.moulinrouge.fr/home-flash-gb.html http://www.clubmoulinrouge.com/mr1.htm A couple of official websites This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out WORKSHEET A

Moulin Rouge (A) In 1889, Paris hosted the Universal Exhibition. The centrepiece of the exhibition was a large tower named after its creator, Gustave Eiffel. Another structure made for the exhibition was a giant model of an elephant, which people could go inside. People from all over the world came to Paris as the city was beginning its Belle Époque (which means ‘beautiful era’). Everybody was looking forward to the 20th century and the benefits of modernisation. There was an atmosphere of fun and optimism about the place. After the exhibition ended, many of the structures were taken down. The Eiffel Tower stayed but the elephant was moved to a new place. On October 6th, 1889, a new dance hall opened called The Moulin Rouge, and the elephant’s new home was in the garden at the back of the dance hall. 

Moulin Rouge (B) The Moulin Rouge (which means ‘red windmill’) opened on October 6th, 1889, in Montmartre, Paris. It very quickly became the most fashionable venue in town. People of all ages and classes came to watch the dancers kicking their legs in the air in the new (and outrageous) dance called the can-can. In the garden at the back of the Moulin Rouge, men (women couldn’t go in) paid one franc to enter the giant model elephant and watch a belly dancer, while others enjoyed sitting on the grass drinking absinth. Absinth was a strong green-coloured alcoholic drink popular at the time. A regular visitor to the Moulin Rouge in the 1890s was an artist named Henri de ToulouseLautrec. He painted dancers Jane Avril and La Goulue and helped to make them, the can-can and the Moulin Rouge famous all over the world. 

Moulin Rouge (C) In 1906 the Moulin Rouge was rebuilt. There were many changes. The elephant in the garden had gone. Jane Avril and La Goulue had left. Toulouse-Lautrec had died of alcoholism in 1901. Even so, the Moulin Rouge played to a full house every night until the beginning of the First World War in 1914. This was the end of the Belle Époque and the end of the Moulin Rouge’s golden age. Nevertheless, the Moulin Rouge has continued to attract artists from all over the world, including singers Frank Sinatra and Elvis Presley, and since 1928, six movies have been made called Moulin Rouge. The latest was in 2001. These days, the audiences are mostly foreign tourists, and the dance shows are well-made but maybe lack the passion of the performances for the Parisian bohemian society of the late 1800s.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out WORKSHEET B

Moulin Rouge In groups of three, A, B and C, answer these questions about the Moulin Rouge.

1. When did Paris hold the Universal Exhibition? 2. Name two structures built for the exhibition. 3. How long did the Belle Époque last? 4. When did the Moulin Rouge open? 5. Which model from the Universal Exhibition moved to the garden of the Moulin Rouge? 6. How much did it cost to go inside it? 7. What was inside? 8. Which dance is the Moulin Rouge famous for? 9. Name a popular alcoholic drink of the time. 10. Name two dancers and two singers who have performed at the Moulin Rouge? 11. Which artist made the Moulin Rouge famous? 12. When did he die? 13. What did he die of? 14. How many movies called Moulin Rouge have been made? 15. Who are the audiences at Moulin Rouge today?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Happy Birthday MTV air verb [transitive] to broadcast something on radio or television: The show was first aired in 1978. airplay noun [uncount] the number of times a piece of music is played on the radio air time noun [uncount] the amount of time that is given to someone or something in a radio or television broadcast aware adjective knowing about a situation or fact awareness noun [uncount] The aim of our campaign is to raise awareness about (= make people learn about) heart disease. bassist noun [count] someone who plays a bass guitar be a household name to be very well known break noun [count] a pause between television or radio programmes, especially when advertisements are broadcast: We'll be back after the break. career noun [count] a job or profession that you work at for some time: He has just started out on a career as a photographer. cartoon noun [count] a film or TV programme made by photographing a series of drawings so that things in them seem to move channel noun [count] a television station and the programmes that it broadcasts: What's on the other channel? clip noun [count] a short part of a film or television programme that is shown separately commercial noun [count] an advertisement on television or radio constant adjective continuous or regular over a long period of time: the constant noise of traffic

constantly adverb always or regularly coverage noun [uncount] the amount of attention that television, radio, and newspapers give to something, or the way in which something is reported criticism noun [count or uncount] a comment or comments that show that you think something is wrong or bad: The new plans drew fierce criticism from local people. debt relief noun [uncount] the practice of allowing poor countries not to pay back what they owe to rich countries dedicate verb dedicate something to something to spend your time and effort doing something devoted adjective devoted to something containing or dealing with one particular thing: an exhibition devoted to Rembrandt's etchings draw (past tense drew; past participle drawn) verb [transitive] to get a particular reaction from people: The new exhibition has been drawing a lot of criticism. ensure verb [transitive] to make certain that something happens or is done: ensure (that): Our new system ensures that everyone gets paid on time. extract noun [count] a short piece of writing that is taken from something such as a book or letter fame noun [uncount] the state of being famous: Albert Finney rose to fame in the British cinema of the early Sixties. host noun [count] someone who introduces and talks to the people taking part in a television or radio programme: a game show/chat show host interrupt verb [transitive] to make something stop for a period of time: Rain interrupted the tournament for an hour this afternoon.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out launch verb [transitive] to start a major activity such as a military attack, a public project, or a new career: The armies launched their attack at dawn. megastar noun [count] a very successful and famous actor or musician network noun [count] a group of companies that broadcast the same television or radio programmes in all parts of a large area originally adverb at first: His novels were originally published in magazines. prank noun [count] a silly trick that you play on someone in order to surprise them presenter noun [count] someone who introduces a television or radio programme promotional adjective used for advertising something reality show noun [count] a television programme that does not use professional actors but shows real events and situations involving ordinary people set noun [count] a series of songs that are played or sung in a performance solo adjective, adverb playing or singing alone upset adjective sad, worried, or angry about something: They're all still very upset about losing the case.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 25th July 2005

1. Happy Birthday MTV MTV is twenty-four, just about the same age as its average viewer. Since 1981, MTV has been a part of our lives and helped put a number of well-known names on the pop/rock (and more recently hip-hop) map. We mark the occasion with an ‘extra word’ activity. Level Good Intermediate and upwards How to use the lesson 1. Tell your students that they are going to read about MTV. Ask them if they watch it and what they think about it. 2. Give each student in the class a copy of the worksheet. Ask them to read the text and find the extra word in each line, if there is one. There are twenty-one lines, fifteen of which contain an extra word. 3. After the students have worked alone, ask them to compare their answers with a partner. Check answers in open class. Answers 1.  2. the 3. which 4. but 5. that 6.  7. than

8. of 9.  10. off 11. how 12. a 13. them 14. shows

15.  16. an 17. of 18.  19. been 20.  21. has

4. Ask students to work in small groups to discuss the statements at the bottom of the page.

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.mtv.com/ MTV homepage http://www.mtveurope.com/ http://www.mtvasia.com/ http://www.mtvla.com/sitewide/includes/country_selector.jhtml?referrerParams=&referrerU RL=/index.jhtml&_requestid=85 MTV in Europe, Asia and Latin America http://www.dadmag.com/hparticles/mtv.php One man argues with his three daughters about the virtues of MTV This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Happy Birthday MTV 1. Read the history of MTV. There are twenty-one lines. Fifteen of them contain one extra word. Find the extra words and write them in the column on the right. The first two lines have been done as examples. 1

On August 1st, 1981, MTV (Music Television) started up in New York City. It was a

 ________

2

channel originally devoted to music videos, especially the popular rock music.

________ the

3

The first music video which shown on MTV was Video Killed The Radio Star by The

________

4

Buggles. While radio show hosts are known as DJs (disc jockeys), but the MTV

________

5

presenters became known as VJs (video jockeys). Many of the music videos that

________

6

played in the early ‘80s were basic promotional clips or extracts from artists’ concerts.

________

7

However, bands that produced better than videos ensured that their songs were played

________

8

more frequently. Duran Duran and Bon Jovi, two of big bands in the ‘80s, were made

________

9

into household names by MTV. And Michael Jackson’s Billie Jean and Thriller

________

10

videos, aired on MTV, launched off his solo career and turned him into a megastar.

________

11

Madonna owes how much of her fame to constant MTV airplay, too.

________

12

In recent years MTV has dedicated a less and less air time to music shows and has

________

13

instead focused them on producing reality shows (like The Osbournes), cartoons

________

14

shows (like Beavis and Butthead) and prank shows (like Punk’d).

________

15

The MTV network recently drew criticism for its coverage of Live 8, the musical

________

16

concerts designed to raise awareness for an African debt relief. The music was

________

17

constantly interrupted by celebrity interviews and commercial breaks. Many of people

________

18

were particularly upset when, halfway through the Pink Floyd set, there was a

________

19

commercial break. It was the first time that the band had been played together

________

20

(including bassist Roger Waters) in 24 years. They last played all together in 1981,

________

21

the year that MTV has started up.

________

2. Work in small groups. Discuss the following statements: 1. Music television is a waste of time – music should be listened to, not watched. 2. Over the years MTV has decided what we should be listening to, instead of playing what we are already listening to. 3. MTV is the best thing that’s happened to television in the last 25 years. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 6th June 2005

1. Mystery Interview On June 11, 1770, Captain James Cook ran aground on the Great Barrier Reef of Australia. Not the best way to discover a country, admittedly, but it doesn’t seem to have harmed his reputation. This week's worksheet marks the historical moment with an interview about Captain Cook. Level Lower Intermediate and above How to use the lesson 1. Give a copy of Worksheet A to each pair of students in the class. Give them a maximum of five minutes to write the questions to complete the interview. 2. When the first pair have finished (or after five minutes), check (and accept all possible) questions in open class. Ask your students if any of them know who the interview is about. 3. Give a copy of Worksheet B to each pair of students. Ask them to check the questions and compare with their own. 4. Ask each student to think of a famous person and then prepare their own interview about a famous person, writing just the answers (following the style of the worksheet) for another student to complete. You students might want to use the internet to find more information about their chosen person. 2. Related Websites Send your students to these websites, or just take a look yourself. http://members.tripod.com/~cuculus/cook.html Pictures and life history of the famous navigator http://www.cookmuseumwhitby.co.uk/ Why not visit the Cook museum? http://www.bbc.co.uk/history/discovery/exploration/captaincook_01.shtml The BBC does Captain Cook

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Mystery Interview

WORKSHEET

1. Read the interview answers about a famous man in history. Write the questions to complete the interview. Example: Where was he born? 1 Q: _________________________________________ A: In the village of Marton-in-Cleveland, Yorkshire, England. 2

Q: _________________________________________ A: On October 27, 1728.

3

Q: _________________________________________ A: On February 14, 1779.

4

Q: _________________________________________ A: Fifty-one.

5

Q: _________________________________________ A: Yes, to Elizabeth. They had six children.

6

Q: _________________________________________ A: He was a ship’s captain in the Navy.

7

Q: _________________________________________ A: It was called the Endeavour.

8

Q: _________________________________________ A: For discovering Australia.

9

Q: _________________________________________ A: He was attacked and killed by angry natives of a Hawaiian island.

2. Can you guess who the interview is about?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

A

Inside Out Mystery Interview

WORKSHEET

B

3. The interview was about Captain James Cook. He was a navigator and sea captain in the British Royal Navy between 1755 and 1799. On June 11, 1770, he discovered Australia when he ran aground on the Great Barrier Reef. Here is the interview. Check if your questions are the same. 1

Q: Where was he born? A: In the village of Marton-in-Cleveland, Yorkshire, England.

2

Q: When was he born? A: On October 27, 1728

3

Q: When did he die? A: On February 14, 1779

4

Q: How old was he when he died? A: Fifty-one.

5

Q: Was he married? A: Yes, to Elizabeth. They had six children.

6

Q: What did he do? A: He was a ship’s captain in the Navy

7

Q: What was the name of his ship? A: It was called the Endeavour

8

Q: What was he famous for? A: For discovering Australia.

9

Q: How did he die? A: He was attacked and killed by angry natives of a Hawaiian island.

4. Make your own interview. Think of someone famous. Write some questions about that person which you can answer. Now write down the answers only. 5. Give your answers to a partner and ask them to a) write the questions. b) guess the name of the famous person.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Mystery Interview – Glossary aground adverb run/go aground if a ship runs aground, it becomes stuck on a piece of ground under the water attack verb [intransitive or transitive] to use violence against a person or place: It was shortly before midnight when the terrorists attacked.

reef noun [count] a long line of rock or coral in the sea, with its top just below or just above the surface village noun [count] a very small town in the countryside: a Scottish fishing village

born adjective when a baby is born, it comes out of its mother's body and starts its life: The twins were born on 29 August, 1962. captain noun [count] the person who is in charge of a ship or aircraft discover verb [transitive] to find something that was hidden or that no one knew about before: William Herschel discovered Uranus in 1781. endeavour verb [transitive] to try very hard to do something famous adjective if someone or something is famous, a lot of people know their name or have heard about them: The town of Gouda is famous for its cheese. island noun [count] a piece of land that is completely surrounded by water: islands off the west coast of Canada kill verb [intransitive or transitive] to make a person or other living thing die: Each year thousands of people are killed and injured on the roads. native noun [count] someone who was born in a particular place: He's a native of Edinburgh but now lives in London. navigator noun [count] someone whose job is to plan the direction in which a ship, plane, or car should travel navy noun [count] the part of a country's armed forces that uses ships

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out A New Year’s Eve Anecdote – Glossary dawn noun [count or uncount] the beginning of the day, when it begins to get light: We had to get up at the crack of dawn (=very early in the morning). dress up phrasal verb to put on clothes that are more formal than the clothes that you usually wear: Do I have to dress up for dinner? fireworks noun [plural] objects that make loud noises and coloured lights in the sky when they explode memorable adjective worth remembering, or easy to remember: a memorable experience toast verb [transitive] to drink a toast to someone

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out A New Year’s Eve Anecdote Think about a memorable New Year’s Eve celebration. You are going to tell a partner about it. Choose from the list the things you want to talk about. Think about what you will say and what language you will need.

 What year was it?  What was the weather like? Was it snowing? Or were you somewhere hot?  Where were you? At home, at a party, in a club or somewhere else?  Who were you with?  What did you wear? Did you dress up for the occasion?  Can you remember what you ate and drank that evening?  What happened at midnight?  What time did you go to bed?  Why was it a memorable New Year’s Eve?  Would you like to celebrate in the same way again?

Language toolbox It was on 31st December 2005. It was a Millennium celebration. Everybody wore evening dress. There were fireworks at midnight. We toasted the New Year with champagne. We went home at dawn. It was the best/worst New Year’s Eve I’ve ever had.

This page has been downloaded from www.insideout.net It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out e-lesson

Week starting: 2nd January 2006

1. New Year’s anecdote Welcome back to Inside Out e-lessons for 2006. To kick off the New Year we’re starting with an integral feature of the Inside Out Student’s Book series – an anecdote. Anecdotes are extended speaking activities on a particular topic which provide an opportunity for students to develop their speaking skills. Appropriately, this anecdote is about a particularly memorable New Year’s Eve celebration your students have had. See the How to use the lesson section on how to set up and exploit the activity. Level Elementary and upwards How to use the lesson 1. Give each student in the class a copy of the worksheet and ask them to read the introduction. 2. Ask them to read the list of questions and to tick the questions they can, or want to, answer. Then give them time to think about what they are going to say and how they are going to say it. 3. Put students in pairs to exchange anecdotes. Option Before handing out the worksheet, ask your students to sit back and close their eyes. Ask them to listen as you read the introduction and the questions aloud and to think about what they evoke. (For a more detailed description of how to exploit anecdotes, see the Introduction at the front of the Teacher’s Book of any of the Inside Out levels). Follow up There are a number of ways you can follow up this lesson, depending on the level of your class. A Pre-intermediate class covering New Year’s Resolutions (going to) might enjoy the site on the next page on how to keep your resolution once you’ve made it. Another site below tells us about how New Year is celebrated in different countries around the world – possibly an ideal extension of the anecdote depending on the cross-cultural interests in your class. Higher levels may be interested to find out more about the background and history behind the way we celebrate New Year now. If so, check out the other sites.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.how-to-keep-your-new-years-resolution.com/ for those who are looking for ways of keeping their resolutions http://wilstar.com/holidays/newyear.htm a little background history of today’s celebration http://www.fathertimes.net/traditions.htm New Year traditions around the world http://web.ukonline.co.uk/conker/conkers-and-ghosts/december.htm http://web.ukonline.co.uk/conker/conkers-and-ghosts/january.htm traditions and customs for December and January

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out 400th birthday of the newspaper – Glossary adaptation noun [count] a film or TV programme made from a book or play bid (past tense and past participle bid; present participle bidding) verb [intransitive] to offer to do work or provide a service [for a particular amount of money]: Several firms are bidding for the job. cellular phone noun [count] a mobile phone climb verb [intransitive or transitive] to use your hands and feet to move up, over, down, or across something: We escaped by climbing through a window. comet noun [count] a bright object in space that has a tail of gas and dust consider verb [intransitive or transitive] to think about something carefully before you make a decision: He is considering whether to accept another job offer. date verb [intransitive or transitive] to have a sexual or romantic relationship with someone: They've been dating for over six months now. diabetes noun [uncount] a serious medical condition in which your body cannot reduce the amount of sugar in your blood expect verb [transitive] be expecting (a baby) to be pregnant flood noun [count or uncount] a large amount of water that covers an area that was dry before: The southwest of England has been badly hit by floods. fluctuate verb [intransitive] to change frequently fluctuation noun [count or uncount] gather verb [intransitive or transitive] if people gather, or if someone gathers them, they come together in one place in order to do something: A crowd gathered outside the hotel.

hail verb be hailed as something to be publicly praised for being very good: The ruling was hailed as one of the most important legal decisions of the last 20 years. hit noun [count] something or someone that is very successful and popular: The film was a massive hit at the box-office. host verb [transitive] to arrange a special event and provide the area, equipment, or services needed for it hypertension noun [uncount] a condition in which your blood pressure is extremely high impact noun [count or uncount] the force or act of one object hitting another: jumbo jet noun [count] a large plane for a lot of passengers laughter noun [uncount] the sound or action of someone laughing: The children's laughter drifted down the street. launch verb [transitive] to send a space vehicle, missile, or other object into space or into the air: The agency will launch a new weather satellite next month. monsoon noun [count] a period of heavy rain in India and Southeast Asia novel noun [count] a long written story about imaginary characters and events pie noun [count or uncount] a food that consists of meat, vegetables, or fruit cooked inside a case of pastry pressure noun [count or uncount] attempts to persuade or force someone to do something: He did not put any pressure on her to take the job. red-handed adjective be caught red-handed to be caught doing something wrong

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out release noun [count] a new film, video, or CD that is available for people to see or buy relieve verb [transitive] to make an unpleasant feeling or situation less severe or unpleasant: Reading helped to relieve the boredom. report verb [transitive] to provide information about something, especially to people in authority: Supermarkets report a sharp increase in sales of organic vegetables. resist verb [intransitive or transitive] to stop yourself from doing something that you would like to do: It's difficult to resist a challenge like that. resist doing something: She couldn't resist asking him about his date. review noun [count] an article in which someone gives their opinion of a play, book, exhibition etc: The film got really good reviews. sci-fi noun [uncount] science fiction

survey noun [count] a set of questions that you ask in order to find out people's opinions: We carried out a survey of local housing needs. target noun [count] an object that you have to hit in a game: Few players managed to get their shots on target. therapist noun [count] someone whose job is to help people with physical, mental, or emotional problems thief (plural thieves) noun [count] someone who steals something thriller noun [count] a book, play, or film that tells an exciting story trap verb [transitive] to prevent someone from leaving a place: Both men were trapped inside the burning car. washing machine Br noun [count] a machine for washing clothes yoga noun [uncount] an activity that involves exercises that are intended to make you stronger and more relaxed

space probe noun [count] a vehicle containing cameras and other equipment that is sent into space to collect information and send it back to Earth stress noun [count or uncount] a worried or nervous feeling that makes you unable to relax, or a situation that makes you feel like this: Carol's been under a lot of stress lately. stroke noun [count] a serious medical condition that can make someone suddenly unable to speak or move: Leni suffered a stroke and died at the age of 89. stuck adjective caught or held in a position so that you cannot move: Carl's car got stuck in the mud. suffer verb [intransitive or transitive] to experience something very unpleasant or painful: In wars, it's usually innocent civilians that suffer. suffering noun [count or uncount] mental or physical pain or problems summit noun [count] a meeting or series of meetings between leaders of two or more countries: a summit of EU leaders This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 11th July 2005

1. 400th birthday of the newspaper 40 years ago, in 1605, Johann Carolus started printing his handwritten newspaper in Strasbourg. His idea caught on and newspapers still appear to be going strong, despite competition from the movies, television and now the internet. This week’s lesson is a crossword based on some recent news stories, in which is hidden the name of Johann Carolus. Level Good Intermediate and upwards How to use the lesson 1. Tell your students that they are going to re-order some questions about a few recent news stories and then they are going to answer them. Give each student in the class a copy of Worksheet A and ask them to work in pairs to re-arrange the words to make ten questions. The first one has been done as an example. 2. After a few minutes, ask your students to stop writing. Check through the questions in open class (see below). Give pairs a couple of minutes to answer any questions they can, then give each student a copy of Worksheet B. Ask them to read the stories and answer the questions in their pairs to find the name of the man who produced the world’s first newspaper. 3. The first pair to have answered all the questions correctly and found the name Johann Carolus is the winner. 4. Check answers in open class. Questions: 1. What has (recently) opened in Berlin (recently)? 2. Who wrote War of the Worlds? 3. Who owns the pie shop? 4. Who launched the space probe? 5. Which season has just started in India? 6. Who has Jennifer Garner just married? 7. Which American city wanted to host the 2012 Olympic Games? 8. What is the name of Live 8’s organiser? 9. Which style of music is Luther Vandross associated with? 10. Who organised the C8 conference? Answers: 1. laughter school 2. H.G. Wells 3. Vasile Mandache 4. NASA 5. monsoon 6. Ben Afflek 7. New York 8. Bob Geldof 9. soul 10. Unicef

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Follow up Ask your class to work in two groups and prepare some more questions from the text for each other. Alternatively, bring in some newspapers of the day and divide your class into small groups. Ask them to prepare some questions for the other groups to answer. (Make sure each group keeps a record of the answers to each question.) If they make questions from different pages of the newspaper, remind them to write the page number next to the question.

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.gizmag.co.uk/go/3825/ http://www.wan-press.org/article6466.html find out a little more about Carolus and the 400th anniversary http://www.ipl.org/div/news/ check out the online newspapers http://www.bbc.co.uk/ here’s another decent news site - and much more http://news.bbc.co.uk/1/hi/technology/4595605.stm this is an article from the BBC website related to this week’s e-lesson

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out 400th birthday of the newspaper

WORKSHEET A

1. Re-arrange the words below to make ten crossword questions. 1. Berlin / in / recently / What / opened / has /? (8,6) What has opened in Berlin recently? 2. War of the Worlds / wrote / Who /? (1,1,5) 3. the / owns / Who / pie shop /? (6,8) 4. launched / Who / the / space probe /? (4) 5. has / India / started / in / just / season / Which /? (7) 6. Who / Jennifer Garner / just / has / married /? (3,6) 7. American city / to / Which / wanted / the 2012 Olympic Games / host /? (3,4) 8. Live 8’s / What / the / name / is / of / organiser /? (3,6) 9. What / with / style / is / Luther Vandross / associated / of / music /? (4) 10. C8 conference / organised / Who / the /? (6)

J 1 2 3 4 5

C 6 7 8 9 10

S 2. Read the news stories on Worksheet B to find the answers to the questions. Write the answers in the grid provided to find the name of the man who produced the world’s first newspaper.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out 400th birthday of the newspaper NEWS IN BRIEF

The best medicine A laughter school has opened in Berlin after a survey revealed that Germans only laugh for six minutes a day (compared with nineteen minutes for Italians). Susanne Maier, laughter therapist and owner of the school, took the idea from a doctor in India who uses laughter yoga as a way of relieving stress and improving the quality of life.

A tight fit A thief in Romania has been caught red-handed after his attempt to rob a pie shop went wrong. After stealing the shop’s money, the 29-year-old couldn’t resist helping himself to some pies on the way out. The thief, who weighs 140 kilos, then tried to climb through the window but got stuck. He was still there the following morning when shopowner Vasile Mandache arrived for work.

Passengers saved 354 people in India have been saved after being trapped in a train hit by flood waters. The passengers had been up to their necks in water for two days, only able to communicate with officials through a single cell phone. As India’s monsoon season has only just begun, the government warned people to expect more floods.

Olympics venue After a close contest, the International Olympic Committee have decided that London will host the 2012 Olympic Games. The other teams bidding were Paris, New York, Madrid and Moscow.

Probe hits comet A probe the size of a washing machine, launched by NASA, has hit its target (at 23,000 miles an hour), the comet Temple One. The impact has been compared with a mosquito flying into a jumbo jet. Scientists hope the pictures of the inside of the comet will give them more information about how the solar system was formed millions of years ago.

WORKSHEET B

Aminata Palmer from Sierra Leone, said “I want the G8 leaders to help stop suffering among children in the world. People are suffering – especially in my country.”

Soul singer dies Soul singer Luther Vandross has died at the age of 54, two years after suffering a major stroke. During his career he sold 25 million albums and sang with top stars like David Bowie, Michael Jackson and Aretha Franklin. Vandross had suffered for years from diabetes and hypertension as well as battling fluctuations in his weight.

Live 8 success

Sci-fi thriller War of the Worlds, which stars Tom Cruise, took $101.7 million in its first five days in the US, and $204.2 million worldwide since its release. The film, an adaptation of an HG Wells novel, cost a reported $135 million to make. It has received positive reviews and is expected to be one of the major hits of 2005.

The Live 8 rock concerts were last night hailed a great success. Organiser Bob Geldof said that the concerts had been ‘full of hope and possibility and life”. The concerts were held in ten cities around the world including, London, Philadelphia, Paris, Berlin, Johannesburg, Moscow, Rome and Tokyo. They were designed to put pressure on the G8 leaders meeting in Scotland on 6th July when considering Africa’s future.

C8 youngsters

Ben and Jen

Spielberg movie

Young people from the poorest and richest nations have gathered in Scotland to host a junior version of the G8 summit. Organised by Unicef, the event aims to discuss issues like poverty, HIV/Aids and education. One of the delegates, eleven-year-old

Hollywood actors Ben Affleck and Jennifer Garner have revealed they are married and expecting their first child. The couple met when they both appeared in the film Pearl Harbour but only started dating in July 2004.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Alfred Nobel and his legacy – Glossary annual adjective happening once a year annually adverb argument [count or uncount] a set of reasons that you use for persuading people to support your opinion: You could make an argument for working shorter hours. arbitration noun [uncount] the official process of trying to settle a disagreement arrange verb [transitive] to make plans for something to happen, and to manage the details of it: I'm trying to arrange a meeting with the sales director. associate verb [transitive] if one thing is associated with another, they are connected: The problem is often associated with heavy drinking. award verb [transitive] to give someone a prize: Students who complete the course successfully will be awarded a diploma. chemist noun [count] a scientist who studies chemistry committee noun [count] a group of people who represent a larger group or organization and are chosen to do a particular job: a management committee contribution noun [count] something that you give or do that helps someone to achieve something or helps to make something successful: We are asking all parents for a contribution towards the cost of the trip. develop verb [transitive] to create a new product or method: We've recently developed new communications software. dispute noun [count or uncount] a serious disagreement, especially one that involves groups of people and lasts for a long time: The two companies are still in dispute. dynamite noun [uncount] a substance that is used for causing explosions

effort noun [count or uncount] an attempt to do something that is difficult or involves hard work: Detectives are talking to other witnesses in an effort to find out more about the girl. ensure verb [transitive] to make certain that something happens or is done: ensure (that): Our new system ensures that everyone gets paid on time. gunpowder noun [uncount] a substance that is used for causing explosions or for making fireworks hardly adverb used when you think it is obvious that something is not true, not possible, not surprising etc: This is hardly the time to start discussing finances. individual noun [count] a person: We believe in the freedom of the individual. institution noun [count] a large organization such as a bank, hospital, university, or prison: a financial/educational/charitable institution invent verb [transitive] to design or create something that did not exist before: Alfred Nobel invented dynamite. joint adjective involving two or more people, or done by two or more people together: The two presidents issued a joint statement. jointly adverb: a jointly owned property mediate verb [intransitive or transitive] to try to end a disagreement between two people or groups mediation noun [uncount] nuclear adjective relating to energy that is produced by changing the structure of the central part of an atom nuclear organization [count] an officially organized group of people who work together or have the same aims, for example a company or a political party: the human rights organization Amnesty International

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out peace noun [uncount] a situation in which there is no war between countries or groups: For many years the agreement maintained peace in Europe. peaceful adjective not involving war or violence: talks aimed at finding a peaceful solution to the crisis prevent verb [transitive] to stop something from happening: Rubber seals are fitted to prevent gas from escaping. priest noun [count] someone whose job is to perform religious duties and ceremonies in some Christian churches: a Roman Catholic priest purpose noun [count] an aim or use: The purpose of this dictionary is to help students of English. responsible adjective if you are responsible for something that has happened, you caused it, or you deserve to be blamed for it: He was responsible for the accident. share verb [intransitive or transitive] to use or to have something at the same time as someone else: Do you mind sharing a table? smokeless adjective producing little or no smoke solution noun [count] a way to solve a problem or deal with a bad situation: Putting children in prison is not the solution. sustainable adjective using methods that do not harm the environment synonymous adjective if one person or thing is synonymous with another, people think of one of them whenever they think of the other one take place phrase to happen: The Olympics take place every four years. typewriter noun [count] a machine with a keyboard that you use for typing words directly onto a sheet of paper

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out e-lesson

Week starting: 5th December 2005

1. Nobel prizes This week marks the anniversary of the death of Alfred Nobel (1833-1896). His legacy is the world famous series of prizes which carry his name. The prizes are all awarded on the date of his death, December 10th. This week's activity is a multiple-choice quiz followed by a short text which provides the answers. Level: Intermediate and upwards How to use the lesson: 1. Ask your students what they know about Alfred Nobel or the Nobel Prizes. 2. Give each student in the class a copy of the quiz (Worksheet A), and ask them to work in pairs. As it's a quiz, they should make a guess at the answers, regardless of whether they know them or not. 3. Check students' guesses in open class before giving them Worksheet B. 4. Give each student in the class a copy of Worksheet B and ask them to check the answers in their original pairs. Answers: 1 a, 2 b, 3 a, 4 c, 5 c, 6 a, 7 c, 8 False, 9 c, 10 b As a follow up to the lesson, you may want to ask your students to find some more information about The Nobel Prizes or even to invite them to visit the Nobel e-museum (see below). 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.nobel.se/ a fascinating tour of the Nobel e-museum http://www.almaz.com/nobel/peace/ an informative listing of prize-winners in the last 104 years http://www.iaea.org/NewsCenter/News/2005/nobelprize2005.html this year’s winners

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out The Nobel Prize Quiz

WORKSHEET A

1. Alfred Nobel was a) Swedish. b) Norwegian. c) Danish.

6. A woman first won the Peace prize in a) 1905. b) 1956. c) 1979.

2. He was a well-known a) writer. b) chemist. c) priest.

7. What is the maximum number of individuals that can share a Nobel Prize? a) 1 b) 2 c) 3

3. He was responsible for a) inventing dynamite. b) arranging peace deals. c) developing the typewriter.

8. True or false? The Nobel Prizes can only be awarded to individuals, not organizations.

4. How many Nobel prizes are there? a) 4 b) 5 c) 6

5. The first Peace Prize was awarded in a) 1801. b) 1851. c) 1901.

9. This year’s Peace Prize winner is a) an individual. b) an organization. c) an individual and an organization.

10. The Nobel Prizes are awarded annually on a) August 10th. b) December 10th. c) April 10th.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Alfred Nobel and his legacy

WORKSHEET B

When Alfred Nobel was 34 years old, he invented dynamite and 22 years later, smokeless gunpowder. These are hardly things one would associate with a name that has become synonymous with peace. However, peace is the subject of just one of the six prizes that are awarded each year in the name of the Swedish chemist. The other prizes are for physics, chemistry, medicine, literature and economics.

The Nobel Peace Prize is awarded by a Norwegian committee, while the other five prizes are awarded by Swedish committees. The reason behind this has never been clear. One argument suggests that the Norwegians had shown a special interest in mediation, arbitration and the peaceful solution of international disputes, and was therefore the natural choice.

The Nobel Peace Prize has existed for 104 years, and within that time about 70 of the individual winners have been men and about 17 of the individual winners have been women. The first woman to win the prize was Nobel's friend Bertha von Sutter exactly 100 years ago, in 1905, and the most recent was Wangari Maathai in 2004 for her contribution to sustainable development, democracy and peace. The other Nobel prizes can only be awarded to individuals (up to a maximum of three), but the Nobel Peace Prize can be given to institutions and organizations as well as individuals.

This year's prize was awarded jointly to the International Atomic Energy Agency and its Director General, Dr. Mohamed ElBaradei, for their efforts to prevent nuclear energy from being used for military purposes and to ensure that nuclear energy for peaceful purposes is used in the safest possible way. The ceremony will take place, as usual, on December 10th at the City Hall, Oslo, Norway.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Notting Hill Carnival – Glossary air noun [singular] a feeling or attitude: She spoke with her usual air of authority.

erupt verb [intransitive] to start suddenly with a lot of violence or noise: Heavy fighting erupted in the city on Sunday.

apply verb [intransitive] to make a formal request to do something or have something: You have to apply to the passport office for a visa. apply to do something: Bill is applying to join the fire service.

ethnic adjective relating to a group of people who have the same culture and traditions: The country's population consists of three main ethnic groups.

associate verb [transitive] if one thing is associated with another, they are connected: The problem is often associated with heavy drinking. background noun [singular or uncount] the general situation in which something happens: The statement was made against a background of intense pressure from the government. bombing noun [count or uncount] an attack or attacks made using bombs: Two men are being held for questioning in connection with the Paris bombings. calypso noun [count or uncount] a type of Caribbean song, often one that deals with politics in a humorous way crowd noun[count] a large number of people in the same place: Crowds of people began making their way to the station. culminate phrasal verb culminate in something to have or lead to an important result: A series of financial disasters culminated in the collapse of the country's largest bank. dampen verb [transitive] to make something such as a feeling or hope less strong: Not even defeat could dampen the enthusiasm of his supporters. draw (past tense drew; past participle drawn) verb if an event draws a crowd, a large number of people come to watch it enthusiastic adjective very interested in something, or excited by it: For a while, we were enthusiastic about the idea.

heavy-handed adjective using too much force, or not considering people's feelings enough when you are dealing with a situation hit noun [count] something or someone that is very successful and popular: The film was a massive hit at the box-office. hold (past tense and past participle held) verb [transitive] to organize something such as a meeting or event: The government agreed to hold a referendum. immigrant noun [count] someone who comes to live in a country from another country mobile adjective easy to move and use in different places: a mobile X-ray unit parade noun [count] a public celebration in which a large group of people moves through an area, often with decorated vehicles and bands playing music procession noun [count] a line of people or vehicles that are moving in a slow formal way as part of an event racial adjective happening between people of different races resentment noun [uncount] an angry feeling that you have when you think that you have been treated unfairly: The decision caused a lot of resentment among the staff. response noun [count] a reaction: There was an enthusiastic response to the suggestions.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out ring (past tense rang; past participle rung) verb [intransitive] if a sound rings in a place, or if a place rings with sound, the sound is loud and you can hear it clearly: A great cheer rang through the hall. riot noun [count or uncount] a violent protest by a crowd of people routinely adverb as part of the normal way of doing something seal noun [count] a special mark that you put on a document, to show that it is legal or official simmer verb [intransitive or transitive] to cook slowly at a temperature that is near boiling, or to cook something in this way social worker noun [count] someone who is trained to give help and advice to people who have severe social problems spirits noun [plural] your mood at a particular time: She tried singing to keep her spirits up. steel band noun [count] a group of musicians who play steel drums steel drum noun [count] a West Indian drum made of a large empty metal container tension noun [count or uncount] a situation in which there is a lack of trust between people, groups, or countries and they may attack each other: racial tensions trust verb [transitive] to believe that someone or something is good, honest, or reliable: Both communities have to trust each other. unrest noun [uncount] angry or violent behaviour by people who are protesting against something

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 22nd August 2005

1. Notting Hill Carnival The Notting Hill Carnival (28th and 29th August) is 40 years old. Over the last forty years it’s grown from a small street fair for a largely immigrant population into a huge international festival with a very strong Trinidadian emphasis. Take a look at our short history of London’s carnival and find out more. Level Good Intermediate and upwards How to use the lesson 1. Tell your students that they are going to answer some questions about the Notting Hill Carnival. Give each student in the class a copy of Worksheet A and give them four minutes to read about the history of the carnival. 2. After four minutes (longer or shorter as necessary), ask your students to stop reading. Give each student a copy of Worksheet B. Ask them to answer the questions, in pairs, to find the name of the woman regarded as the ‘mother of the Notting Hill Carnival’ who campaigned for equal rights for Caribbean people living in London in the 1950s and 1960s. 3. The first pair to have answered all the questions correctly and found the name Claudia Jones (see links below) is the winner. 4. Check answers in open class. Answers: 1. calypso 2. Rhaune Laslett 3. Trinidad 4. August 5. Russ Henderson 6. riots 7. Buckingham Palace 8. Golden Jubilee 9. Europe 10. steelpan 11. Jerk Chicken 12. sound systems Follow up This week’s worksheet could act a lead in to work on the topic of festivals/celebrations around the world. 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.thecarnival.tv/info/main.htm http://www.portowebbo.co.uk/nottinghilltv/carnival1.htm http://www.phatfotos.com/ A couple of sites detailing information about this year’s (and other years’) carnival http://www.100greatblackbritons.com/bios/claudia_jones.html http://www.preciousonline.co.uk/arts/june02/Claudia.htm Find out more about Claudia Jones This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Notting Hill Carnival

WORKSHEET A

In 1964 a social worker named Rhaune Laslett applied to hold a street carnival in Notting Hill, London. The area was largely populated by immigrants from Ukraine, Spain, Portugal, Ireland, the Caribbean and Africa. It suffered from high unemployment and poor housing conditions. There was an air of unrest in Notting Hill with the locals not trusting the immigrants, resulting from a background of racial tensions and several reports of racist attacks on the West Indian community in particular. The carnival was designed to unite these people from different ethnic backgrounds in a week-long event that would culminate in an August bank holiday parade. The first carnival, in 1965, was attended by less than 1,000 people, but was a great success. One of the acts invited to perform was Russ Henderson and his steel band. They played typical music from Trinidad on their steel drums. Their calypso music was an immediate hit and drew an enthusiastic response. Over the next few years, as the West Indian population in the area grew, the carnival became particularly associated with the Trinidad sounds of calypso music, which is now a central part of every carnival. The crowds grew by their tens of thousands each year. The tensions between the police and the West Indian community continued to simmer, eventually erupting in the Notting Hill carnival riots in 1976. Most of the 200,000 people at the carnival that year weren’t even aware of the resentment felt by the black community against the heavyhandedness of the police. Nevertheless, even riots couldn’t dampen the carnival spirits for long. Throughout the 1980s and 1990s the carnival established itself as Europe’s largest street festival, routinely drawing crowds of more than a million people. In 2002 the carnival was given a royal seal of approval; to celebrate the Queen’s Golden Jubilee, the colourful procession of dancers and musicians moved down the Mall (the road which runs from Trafalgar Square to Buckingham Palace) before rejoining their regular route. This year there will be more than 35 costume bands, ten steel drum bands and 70 sound systems, some of them mobile. More than 1.6 million people are expected to attend in spite of the recent bombings in the capital. Over the bank holiday weekend of August 28th and 29th the air will be full of the smell of the Caribbean speciality Jerk Chicken, a spicy barbecued dish, and the streets will once again be ringing to the sounds of the Caribbean.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Notting Hill Carnival

WORKSHEET B

1. The woman who is regarded as the ‘mother of the Notting Hill Carnival’ died just before the first one took place. However, this remarkable woman had worked from 1955 to 1964 on behalf of the Afro Caribbean population in London. Answer the questions below and write your answers in the crossword to reveal her name. 1. Which style of music is played at every Carnival? (7) 2. Who was the social worker that organised the first Carnival? (6,7) 3. Which Caribbean country is most closely associated with the Carnival? (8) 4. In which month does the carnival take place? (6) 5. This man and his band were invited to perform at the first Carnival. (4,9) 6. What did tensions in 1976 eventually lead to? (5) 7. The Mall in London leads up to which famous residence? (10,6) 8. What did the Queen celebrate in 2002? (6,7) 9. The Notting Hill carnival is the biggest street festival in … (6) 10. What kind of band did Russ play in at the first Carnival? (8) 11. What is the name of the Caribbean dish popular at the Carnival? (4,7) 12. There will be 70 of these at this year’s Carnival. (5,7)

1 2 3 4 5 6 7

8 9 10 11 12

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out NYC subway centenary – Glossary anniversary noun [count] a date when you celebrate something that happened in a previous year that is important to you: the 10th anniversary of the end of the war birth noun [singular] the beginning of something: the birth of a new era in British politics borough noun [count] a town, or a district in a big city carry verb [transitive] to transport someone or something from one place to another: celebration noun [uncount] the activity of celebrating something: It was a night of dancing and celebration. centenary noun [count] a day or year that people celebrate exactly 100 years after an important event cent noun [count] a small unit of money used in many countries, for example the US, Canada, and Australia. There are 100 cents in a dollar. currently adverb at the present time: Davis is currently appearing in a play at the National Theatre. design verb [transitive] to decide how something will be made, how it will work, or what it will look like, and often to make drawings of it: The bride wore a dress that she designed herself. document verb [transitive] to record something in writing or on film: Her report documents the effects of climate change. effort noun [count] the activities of people who are working together to achieve a particular aim: international relief efforts employee noun [count] someone who is paid regularly to work for a person or organization: part-time employees engineering noun [uncount] the activity of designing things such as roads, railways, or machines fare noun [count] the money that you pay for a journey

feat noun [count] something that someone does that is impressive host verb [transitive] to arrange a special event and provide the area, equipment, or services needed for it level noun [count] the height of something in a container or on a surface: The river is at its highest level for several years. line noun [count] a part of a railway system: the London to Essex line mark verb [transitive] to celebrate something: A ceremony was held to mark the occasion. network noun [count] a system of things such as roads, rivers, or wires that are connected to each other: a network of canals plan verb [intransitive or transitive] to think carefully about a series of actions that you need to take in order to achieve something: They had been planning their trip to Africa for months. raise verb [transitive] to increase a number, amount, or level: They had raised their prices to unreasonable levels. remain verb [intransitive] to stay in a place or position and not leave it: You must remain in bed for three days after surgery. station noun [count] a building or place where trains or buses stop so that passengers can get on or off stretch noun [count] an area of land or water: a narrow stretch of water subway noun [count] AMERICAN a railway that goes under the ground track noun [count or uncount] a railway line: a long stretch of track underground adjective below the surface of the ground unlimited adjective with no limits urban adjective relating to towns and cities: People moved to the urban areas for jobs.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out e-lesson

Week starting: 25th October 2004

1. NYC subway centenary This Tuesday (26th October) 100 years ago, the New York City subway rumbled to life. It’s been an eventful 100 years and has seen New York rise to become one of the most influential cities of the twenty-first century. Read on to find out more. Level Pre-Intermediate How to use the lesson 1. You may want to find out from your students how many of them have been to New York and what their impressions were of the city. 2. Tell your students you are going to ask them to read a text and then answer some questions about the text. Give each student in the class a copy of the worksheet and ask them to fold along the line indicated and place on the table so that only the top half is showing. Then give them four minutes to read it and remember as many facts as they can. 3. When they have finished reading, ask your students to work together (in pairs or small groups) to answer the questions on the bottom half of the worksheet. Encourage them to try to answer as many as possible from memory. 4. Check answers in open class. Answers a) 1904 b) 5 cents c) 10 cents d) 14 km e) 27,000 f) 4.5 million g) 600 h) 2 dollars i) 4 dollars j) 1,355 km k) 1,062 km l) 468 m) 277 n) 52 km 2. Related Websites Send your students to these websites, or just take a look yourself. Some links to the New York City subway system: http://www.mta.nyc.ny.us/nyct/cen/history.htm http://www.mta.nyc.ny.us/nyct/subway/index.html http://www.nytimes.com/specials/nyc100/ http://de.geocities.com/nyc_rail/nyc.htm This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out NYC subway centenary 1. Read the text. his year marks the 100th anniversary of one of the greatest feats of engineering in the world. This month New York City will host a number of events to celebrate the opening of the underground system one hundred years ago, in 1904.

T

When the New York City subway opened in 1904, fares were just 5 cents. They remained at that price until 1948, when they were raised to 10 cents. Now it costs $2 for one ride or $4 for a 24-hour unlimited ride card. On its opening day in 1904, there were 14 km of track. Today there are 1,355 km of track with 1,062 km of them currently in use. Although there are 468 subway stations, only 277 of them are underground. Many stations are above the ground. The highest subway line is in Brooklyn. It’s 27 m above street level and offers some beautiful views over the city. The longest stretch of line is 52 km long. It runs from the centre of Manhattan out to the borough of Queen’s. Back underground, the deepest subway line runs 55 metres below the streets of Manhattan. With 27,000 employees, the New York City subway is one of the largest urban rail networks in the world. About 4.5 million people are carried on the 600 trains every day. The celebrations this month also focus on the efforts of men like William Barclay Parsons, the first chief engineer of the subway, and August Belmont, who paid for most of the original line. These men helped to plan, design and document (in photographs) the birth of the New York subway system. FOLD

FOLD

2. Answer these questions using the numbers in the box. 468

14

2

5

27,000

1,355

4

1904

10

277

4.5million

a) In which year was the underground first opened? b) How much did it cost to ride on the subway in 1904? c) How much did the fare increase to after the first price rise? d) How long was the track when the subway system opened? e) How many people work on the New York City subway? f) How many people travel daily on the New York City subway? g) How many trains are there on the subway system? h) How much does it cost to for a single fare today? i) How much does it cost to buy an unlimited 24-hour ticket? j) How many kilometres of track are there today? k) Of them, how many kilometres are in use today? l) How many subway stations are there on the network? m) Of them, how many are underground? n) How long is the longest stretch of line?

1,062

52

600

1904 _ ________ cents ________ cents ________ km ________ ________ ________ ________ dollars ________ dollars ________ km ________ km ________ ________ ________ km

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Nylon – Glossary abbreviation noun [count] a short form of a word or phrase carbon noun [uncount] a chemical element that is found in all living things, and can also exist as diamonds or coal carpet noun [count or uncount] a thick soft cover for a floor creation [count] something that has been created, especially using skill or imagination debut noun [count] the first time a performer or sports player appears in public garter noun [count] a ring made of elastic that you wear around your sock or stocking to prevent it from falling down guess verb [intransitive or transitive] to say or decide what you think is true, without being certain about it impress verb [intransitive or transitive] if someone or something impresses you, you admire them market noun [count] a particular place or group of people that a product is sold to

researcher noun [count] someone who does research, especially someone who works for a television or film company to collect relevant facts and ideas sensational adjective very exciting and surprising shape noun [count or uncount] the outer form of something silk noun [uncount] thin smooth cloth made from the fibres produced by an insect called a silkworm stocking noun [count] a piece of clothing worn on a woman’s foot and leg, held up by suspenders stretch verb [transitive] to pull something to make it longer or wider substance noun [count] a particular type of liquid, solid, or gas substitute verb [transitive] to use something new or different instead of what is normally used tent noun [count] a shelter made of cloth and supported with poles and ropes

pantyhose noun [uncount] mainly American - women’s tights

tights noun [plural] a piece of women’s clothing that tightly covers the feet and legs up to the waist

parachute noun [count] a large piece of cloth joined to heavy strings, used by someone jumping out of a plane

whether conjunction used when someone does not know which of two possibilities is true

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out e-lesson

Week starting: 9th May 2005

1. Nylon A question to all of you women out there (and maybe some of you men?): Can you imagine life without stockings? Well, not that long ago there was no such thing as nylon, and stockings were an unsightly affair, but a man named Carothers changed all that. This week's worksheet looks at the invention of nylon in an ‘extra word’ activity. Level Intermediate and upwards How to use the lesson

1. Ask your students to think of as many things as they can which are made out of nylon. The list should be fairly long. Ask them if they know how long it has been around (just over 60 years). 2. Tell them that they are going to read about the invention of nylon. Give each student in the class a copy of the worksheet. Ask them to read the text and find the extra word in each line, if there is one. There are twenty-one lines, fifteen of which contain an extra word. 3. After the students have worked alone, ask them to compare their answers with a partner. Check answers in open class. Answers 1. 9 2. out 3. 9 4. more 5. has 6. to 7. 9

8. the 9. had 10. the 11. for 12. a / one 13. 9 14. to

15. of 16. in 17. was 18. were 19. 9 20. been 21. 9

4. Ask students to work in small groups to discuss the two points at the bottom of the page. Follow up The last two links below feature inventions and discoveries in the last 100 years. After their discussion, students can visit the sites and check their own ideas against these. 2. Related Websites Send your students to these websites, or just take a look yourself.

http://heritage.dupont.com/touchpoints/tp_1928/overview.shtml DuPont's tribute to Carothers (who died two years before nylon's debut) http://inventors.about.com/science/inventors/library/weekly/aa980325.htm Biography of Carothers http://www.rense.com/ufo5/top.htm Top 12 discoveries of the 20th century This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out http://users.commkey.net/fussichen/otdInv.htm A chronology of inventions/discoveries from 1456 to the present day http://www.didyouknow.cd/history/year.htm And here are some more with lots of interesting trivia.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Nylon 1. Read the story of the origins of Nylon. There are twenty-one lines. Fifteen of them contain one extra word. Find the extra words and write them in the column on the right. The first two lines have been done as examples. 1

In 1934, a team of researchers for the DuPont Company, working under Wallace

 ________

2

Carothers, were busy trying to find out a substitute for silk. They discovered that a

________ out

3

particular mixture of carbon and alcohol created a substance which stretched when it

________

4

was hot, and it became more stronger and silky in appearance when it was pulled at

________

5

room temperature. A year later, Carothers has named their creation ‘polymer 6,6’.

________

6

DuPont decided to on the name ‘nylon’ - a choice which has kept people guessing

________

7

since then. Some say it is an abbreviation of New York (ny) and London (lon), but only

________

8

the DuPont themselves know whether this is true or not.

________

9

Nylon had made its sensational debut appearance at the 1939 New York World’s Fair.

________

10

On May the 15, 1940, nylon stockings went on sale in the USA, and women all over

________

11

the country ran to their local department stores; they couldn’t wait for to experience the

________

12

magic of stockings that wouldn’t lose their shape. Four million pairs were sold in a one

________

13

day and 64 million pairs were sold in their first year on the market.

________

14

However, in 1942 the States joined the war and nylon was used to for tents and

________

15

parachutes, instead of. Nylon stockings didn’t completely disappear, though; American

________

16

soldiers in Britain, wanting to impress the local women, gave in them as gifts.

________

17

When was the war finished, production of nylon stockings started again, but in the

________

18

1960s, tights, or pantyhose, started to replace them. Tights were suited the modern, fast

________

19

lifestyle of the day and were thought to be more convenient than traditional garter belts

________

20

and nylons. Over the last 60 years, nylon has been gone from strength to strength and

________

21

is used these days in a variety of products from carpets to toothbrushes.

________

2. Work in small groups. Discuss the following: 1. Name some other inventions or discoveries that have changed our lives in the last 100 years. 2. Agree on the top five most important and tell another group. Give your reasons.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

I N S I D E O U T R e s o u rc e P ac k

9A Obeying the rules Living in Britain 6

You should always shake hands when you say goodbye to someone.

1

You have to drive on the left.

2

You mustn’t use a mobile phone on the bus.

7

You should usually give a taxi driver a tip.

3

You should always wear a hat in public.

8

You must always introduce yourself to everyone in a pub.

4

You should never speak to a stranger on the train.

9

You must never drink tea without milk.

5

You must never smoke at the cinema.

10

You shouldn’t eat chocolate in the street.

© Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

I N S I D E O U T R e s o u rc e P ac k

9A Obeying the rules Living in Britain 6

You should always shake hands when you say goodbye to someone.

1

You have to drive on the left.

2

You mustn’t use a mobile phone on the bus.

7

You should usually give a taxi driver a tip.

3

You should always wear a hat in public.

8

You must always introduce yourself to everyone in a pub.

4

You should never speak to a stranger on the train.

9

You must never drink tea without milk.

5

You must never smoke at the cinema.

10

You shouldn’t eat chocolate in the street.

© Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’S

N O T E S

9A Obeying the rules Jeremy Page Type of activity

Answers

Speaking and writing. Group work and pair work.

1 True 6 False

Aims

2 False 7 True

3 False 8 False

4 False 9 False

5 True 10 False

To practise modals of obligation.

Follow up

Task

Ask the students to write a set of rules for their class, covering the following topics: punctuality, homework, speaking in their own language, etc.

To identify and discuss genuine rules. To produce rules for the class.

Notes & comments Preparation Make one copy of the worksheet for every two students.

Timing 50 minutes.

Procedure 1

2

3 4

5 6 7

8

Ask the students if they’ve ever lived in a different country and, if so, if any of the country’s ‘rules’ were different from what they were used to. Divide the class into pairs. Give one copy of the worksheet to each pair. Explain that the worksheet contains ten rules for living in Britain. Some are true, others are false. Allow a minute or two for the students to read through and check any unknown vocabulary – with you or in dictionaries. Ask the students to try to identify which rules are true and which are false. After ten minutes combine the pairs in groups of four (or six) and ask them to discuss the rules and try to reach an agreement. Ask the groups to report back on their discussion. Once all the groups have reported back, tell them the correct answers. Divide the students into pairs again. Ask them to decide if the answers to the task are exactly the same for their country. Ask the students to report back on any differences between Britain and their country.

This activity works well in both mono- and multilingual classes. In mono-lingual classes, be prepared for the students to have different opinions about what is ‘normal’ for the same country.

T E A C H E R’S

N O T E S

9A Obeying the rules Jeremy Page Type of activity

Answers

Speaking and writing. Group work and pair work.

1 True 6 False

Aims

2 False 7 True

3 False 8 False

4 False 9 False

5 True 10 False

To practise modals of obligation.

Follow up

Task

Ask the students to write a set of rules for their class, covering the following topics: punctuality, homework, speaking in their own language, etc.

To identify and discuss genuine rules. To produce rules for the class.

Notes & comments Preparation Make one copy of the worksheet for every two students.

Timing 50 minutes.

Procedure 1

2

3 4

5 6 7

8

Ask the students if they’ve ever lived in a different country and, if so, if any of the country’s ‘rules’ were different from what they were used to. Divide the class into pairs. Give one copy of the worksheet to each pair. Explain that the worksheet contains ten rules for living in Britain. Some are true, others are false. Allow a minute or two for the students to read through and check any unknown vocabulary – with you or in dictionaries. Ask the students to try to identify which rules are true and which are false. After ten minutes combine the pairs in groups of four (or six) and ask them to discuss the rules and try to reach an agreement. Ask the groups to report back on their discussion. Once all the groups have reported back, tell them the correct answers. Divide the students into pairs again. Ask them to decide if the answers to the task are exactly the same for their country. Ask the students to report back on any differences between Britain and their country.

This activity works well in both mono- and multilingual classes. In mono-lingual classes, be prepared for the students to have different opinions about what is ‘normal’ for the same country.

I N S I D E O U T R e s o u rc e P ac k

12B Ode to the spell checker Rewrite the poem with the correct spellings.

FILE




EDIT

HOME

NEW

SAVE

PRINT

SPELLING

SEARCH

VARIOUS

 SEARCH
BACK  FORWARD ☺ MY WEB  EMAIL   

Eye have a spelling chequer It came with my pea see It clearly marks four my revue Miss takes eye cannot sea. Eye strike a key and type a word And weight fore it too say Weather eye am wrong or eye am right It shows me strait a weigh. As soon as a mist ache is maid It nose be four two long And eye can putt the error rite Its rare lea ever wrong. Eye have run this poem threw it I am sure your pleased two no Its letter perfect all the weigh My chequer told me sew.

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

12B Ode to the spell checker Jon Hird Type of activity

Procedure

Reading and writing. Pair work.

1

Aim To identify homophones and correct the spellings.

Task To rewrite a poem with the correct spellings.

2

Preparation Make one copy of the worksheet for each pair of students.

Timing 20 minutes

3 4

Read the poem aloud to the students and elicit from them what it is about. (It’s a poem about a computer spell checker, a supposedly reliable resource for locating spelling errors in a document.) Explain the meaning of any unfamiliar words. Divide the class into pairs and give each pair a copy of the worksheet. Ask the students to read the poem and to say why it contains so many incorrect spellings. Then ask them to rewrite the poem with the correct spellings. Circulate and monitor, helping as necessary. When they have finished, ask pairs to compare their answers with another pair. Check the answers with the whole class. Either invite individual students to write a line of the poem on the board, or hand out a photocopy of the correct version of the poem.

Answers I have a spelling checker It came with my PC It clearly marks for my review Mistakes I cannot see. I strike a key and type a word And wait for it to say Whether I am wrong or I am right It shows me straight away. As soon as a mistake is made It knows before too long And I can put the error right It’s rarely ever wrong. I have run this poem through it I am sure you’re pleased to know It’s letter perfect all the way My checker told me so.

T E A C H E R’ S

N O T E S

14A Oh, no! Jon Hird Type of activity

Procedure

Speaking. Board game.

1

Aim To review and consolidate vocabulary from Units 8 to 13 of Inside Out Upper intermediate Student’s Book.

2

Task To play a board game.

3

Preparation Make one copy of the worksheet (enlarged to A3 size if possible) for each group of three to four students. You will need one dice and a watch with a second hand per group and one counter per student.

Timing 30 minutes

4

Divide the class into groups of three to four students and give each group a copy of the worksheet, a dice, a watch and one counter per student. Look at the board game with the class. Explain that there are four types of task: choose the correct alternative, add the missing word, answer the question and talk about a subject for thirty seconds. Tell the students to start on the INSIDE square. They take turns to throw the dice and move around the board doing the task on the square they land on. If the task is completed successfully, the student continues from that square in the next round. If not, he/she goes back to the nearest Oh, no! square. If a student lands directly on an Oh, no! square, he/she misses a turn. Circulate and monitor, acting as a referee if necessary. The first student to reach the OUT square wins the game.

Answers 2 3 4 5

7 8 9 10 12 13 15 16

(b) lucky long (a) dressed (a) im(b) il(c) ir(c) earth minded (financial) support easy (b) seriously confined (c) engineering (a) geneticist (b) biologist (c) economist

17 brand 19 make short sudden movements 20 (b) loyalty 22 terrified 23 not correct (something or someone to be wary of) 26 in the roof of a house and below a house 27 (a) the moon 29 around

I N S I D E O U T R e s o u rc e P ac k

14A Oh, no!

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

5B Old wives’ tales Russell Stannard Type of activity

Procedure

Reading. Pair work.

1

Aim To talk about superstitions.

2

Task To match two halves of a superstition.

Preparation Make one copy of the worksheet for each pair of students. Cut up section B into cards as indicated.

3

Timing 30 minutes

4

Ask the students if they know what old wives’ tales are (superstitions). Encourage the students to tell you examples of old wives’ tales from their countries. Divide the class into pairs and give each pair section A of the worksheet. Explain that these are the first halves of some old wives’ tales from Britain. Ask the students to read through them quickly and try to guess what the outcome of each situation is. Circulate, helping with vocabulary. After a few minutes, give each pair a jumbled set of cards from section B of the worksheet. Ask the students to try to match the cards with the situations to complete the old wives’ tales. Continue to circulate, helping with vocabulary. Check the answers with the whole class. (The superstitious are correctly matched as they appear on the worksheet page.)

Follow up For homework ask the students to write three more old wives’ tales. Superstitions vary a lot from country to country and this often leads to a good mini-writing activity.

I N S I D E O U T R e s o u rc e P ac k

5B Old wives’ tales B

....................................................................

1 If you blow out all the candles on your birthday cake at the first puff,

you can make a wish and the wish will come true.

....................................................................

2 If you dream of fish,

it means someone you know is pregnant.

....................................................................

3 If your ear starts to itch,

it means that someone is talking about you.

....................................................................

4 If your hand starts to itch,

it means you’re going to come into money in the near future.

....................................................................

5 If you break a mirror,

it will bring you seven years’ bad luck.

....................................................................

6 If you sneeze, place a hand over your mouth

to stop your soul escaping.

....................................................................

7 Knock three times on wood after mentioning good fortune

so that evil spirits that hear you won’t ruin it.

....................................................................

8 Put salt on the doorstep of a new house

to prevent any evil entering.

....................................................................

9 If someone is sweeping the floor and sweeps over your feet,

you’ll never get married.

....................................................................

10 If a black cat walks towards you,

it brings good fortune.

....................................................................

11 If three people are photographed together,

the one in the middle will die first.

....................................................................

12 If you bite your tongue while you are talking,

it means you’ve been lying recently.

....................................................................

13 Open all the windows when someone dies

so that the soul can leave.

....................................................................

14 Keep a rabbit’s foot in your pocket

to protect you from evil spirits.

....................................................................

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

.................................................................................................................................................................................................

✂ .................................................................................................................................................................................................

A

Photocopiable

 Macmillan Publishers Ltd 2002

13

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

14

This page may be photocopied for use in class

T E A C H E R’ S

N O T E S

3A Olympic bid Vincent A. Desmond Type of activity

4

Discussion and presentation to the class. Group work.

Aims To practise describing cities. To practise emphasising.

5

Task To prepare and present a bid to host the Olympic Games.

Preparation Make one copy of the worksheet for each student and cut up the worksheet as indicated. Prepare presentation materials as necessary (poster paper, pens, etc.).

Timing 60–90 minutes

Procedure 1

2

3

Introduce the topic by asking the students to guess the answers to the following questions: a) How long do the Olympic Games last? b) How many athletes take part? c) How many officials run the Games? d) How many countries take part? e) How many media personnel attend? f) What is the world-wide audience? g) What is the total cost of running the Olympic Games? Answers: a) 16 days b) 10,000 c) 5,100 d) 200 e) 15,000 f) 3.5 billion g) over $2 billion Give one copy of the Olympic Games Fact Sheet to each student and ask them to check their guesses. Divide the class into groups of three to four students. Explain that each group is going to represent a city that would like to host the Olympic Games. Tell them they need to prepare a bid to promote the city. Allow the students a few minutes to choose their city.

6

Give each student a copy of the City Requirements part of the worksheet. Ask the groups to discuss these requirements in relation to their city, focussing on why their city is an attractive location, what facilities it has presently and what facilities they will have to develop/build for the Games. Now ask the groups to prepare a ten-minute presentation. Provide any materials the students may require to make visual aids. Explain that each member of the group must speak during the presentation. Consider providing the groups with the following structure for their presentation: 1 Introduction 2 Location, climate and people of the city 3 Sports facilities in the city 4 Communications, accommodation and transport facilities 5 Conclusion Provide students with useful phrases for emphasising (See Notes & comments). Invite each group in turn to give their presentation to the class. Hold a class vote to choose which city wins the bid.

Notes & comments Examples of emphasising from Inside Out Advanced Student’s Book are: You must realise just how exciting London is. Tokyo is actually the most exciting city in the world. New York really is the most exciting city in the world. Never before has a city like this hosted the Olympics. Only in a few other cities can you find these facilities. Only after considerable investment have we offered our city. Only by visiting the city will you realise its beauty. Not only do we offer good transport links, but also high levels of security. Rarely has such an opportunity presented itself.

I N S I D E O U T R e s o u rc e P ac k

3A Olympic bid Olympic Games Fact Sheet The Olympic Games take place over sixteen days. During this time over 10,000 athletes and about 5,100 officials from 200 countries take part in 300 events in 28 different sports. These athletes, officials and spectators are joined by 15,000 media personnel providing various forms of coverage for a world-wide audience of 3.5 billion. So, with a total cost of over

✂

$2 billion, it is not surprising that the Olympic Games are backed by some of the world’s leading financial and insurance companies as well as technology and systems sponsors. Providing the environment and resources for a successful Games takes planning and management. Making the Games special takes a special kind of magic. Can your city offer this?

...........................................................................................................................................

City Requirements

Accommodation • A modern stadium which can safely accommodate a crowd of 100,000 people • Accommodation for 25,000 people who visit the city • An Olympic village for 10,000 athletes and 5,000 staff must be provided near the stadium

Transport • To and from the stadium (10,000 passengers per hour) • For athletes, media and spectators to arrive at an airport and travel into the city

Security • For the city and for the stadium

Press Facilities • Full TV and communication facilities for about 5,000 media representatives

Environment and Multicultural Issues • Policy for minimising pollution caused by the Games and protecting the natural environment (e.g. modern and innovative transportation) • Policy for encouraging multicultural understanding, friendship and solidarity

Costs • The city or regional/national government must agree to take responsibility for the cost of the Olympic Games

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out On This Day In History – glossary album noun [count] a CD, record, or cassette with several songs or pieces of music on it

heart attack noun [count] an occasion when someone suddenly has a lot of pain because their heart stops working normally

appear verb [intransitive] to start to exist, or to start to be available for the first time: the latest Internet guide to appear on the market

kill verb [intransitive or transitive] to make a person or other living thing die: Each year thousands of people are killed and injured on the roads.

ash noun [uncount] the grey powder that remains after something has burned assassinate verb [transitive] to kill an important person deliberately battle noun [count or uncount] a fight between two armies in a war: soldiers wounded in battle celebrate verb [intransitive or transitive] to do something enjoyable in order to show that an occasion or event is special: They're celebrating the end of their exams. cover noun [count] the outside page on the front or back of a book or magazine: Her face was once on the cover of Vogue create verb [transitive] to make something new exist or happen: His comments have created a lot of confusion. debut noun [count] the first time a performer or sports player appears in public: Easton made his debut in 2002. dictator noun [count] someone who uses force to take and keep power in a country director noun [count] someone whose job is to tell the actors and technical staff who are involved in a film, play, or programme what to do erupt verb [intransitive] if a volcano erupts, it explodes inside and flames, rocks, and lava come out of the top explorer noun [count] someone who travels around a place that other people do not know much about in order to find out what is there

legend noun [count] someone who a great many people know about and admire: the Hollywood legend, Elizabeth Taylor move verb [intransitive or transitive] to begin to live in a different house or area: We're moving next week. navigator noun [count] someone whose job is to plan the direction in which a ship, plane, or car should travel novelist noun [count] someone who writes novels passenger noun [count] someone who travels in a vehicle, aircraft, train, or ship but is not the driver or one of the people who works on it pirate noun [count] someone who steals things from ships while they are sailing plain adjective simple, with no decoration or with nothing extra added: a plain white T-shirt proclaim verb [transitive] to announce or state something officially or publicly release verb [transitive] to make a film, video, or CD available for people to see or buy: They have just released their second album. remain verb [intransitive] to stay in a particular place or position and not leave it: You must remain in bed for three days after surgery. route noun [count] the roads or paths that you use when you go from one place to another: The tunnel is the route taken by most drivers.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out sail verb [intransitive] to travel somewhere by boat or ship: Sail to Greece aboard the SS Monterey. suffer verb [intransitive or transitive] to experience something very unpleasant or painful: Our team suffered another humiliating defeat last night. supersonic adjective faster than the speed of sound presidential adjective relating to a president: a presidential election/campaign/candidate vice-president noun [count] a politician who is next in rank to the president volcano noun [count] a mountain that forces hot gas, rocks, ash, and lava (=melted rock) into the air through a hole at the top writer noun [count] someone who writes books, stories, or articles as their job

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 14th November 2005

1. On This Day In History This week we've taken a number of events which happened on one day, November 22nd, and set up a group A/B task that students can use to test each other's memory. Level Elementary and upwards How to use the lesson 1. Tell the students they are going to prepare a test for each other. Divide the class into two teams, A and B. Give one copy of Worksheet A to each student. Ask your students to read the stories that happened on that day in history and find the story that they find most interesting. Allow ten minutes for your students to read through it and then ask them to compare their most interesting stories in pairs. 2. Cut Worksheet B in half and give each member of each team the corresponding half. Tell the teams that they have ten questions which they need to complete, and then find answers for from the text in Worksheet A. Make it clear that they can only make the questions from the information in Worksheet A, not from their own ideas. See below for suggested questions. Depending on the level of the class, close monitoring may be necessary while the students are preparing this stage. 3. When both teams have finished preparing their questions, ask them to turn Worksheet A over so that they can't see it. 4. Teams now take it in turns to ask each other the questions and to answer them. Before answering, the team can discuss their answer, but once they have given an answer, they cannot change it. Keep the score on the board. The team with the highest number of correct answers is the winner. Questions…..

….. and answers

Team A 1. Who sailed around the Cape of Good Hope in 1497? 3. When was George Eliot born? 5. Where was Andre Gide from? 7. What made its debut on Nov 22nd this week? 9. What colour is the cover of the 1968 Beatles album? 11. Where did the Concorde service run? (or) When did the Concorde service run? 13. Who had a heart attack in 2000? 15. How old is Jamie Lee Curtis this week?

Vasco de Gama 1819 France Bolero white New York-London 1977 Dick Cheney 47

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Team B 2. What was Edward Teach better known as? 4. Where is Mount St Helens? 6. Who (or) What first appeared on Nov 22nd 1914? 8. How old was Kennedy when he was assassinated in Dallas? 10. When did General Franco die? 12. Where did Mae West live from the age of 40? 14. What is the name of Terry Gilliam’s latest film? 16. How old is Boris Becker this week?

Blackbeard Washington State, USA Tarzan (of the Apes) 46 (Nov 20th) 1975 Hollywood The Brothers Grimm 38

Follow up Students can visit the websites below and prepare an ‘On This Day In History’ quiz for each other, either in class or for homework. Alternatively, ask your students to research what events happened in history on their birthday. 2. Related Websites Send your students to these websites, or just take a look yourself. Here are three great reference sites that tell you what happened on this day in history: http://www.nytimes.com/learning/general/onthisday/ http://www.infoplease.com/cgi-bin/dayinhistory http://www.historychannel.com/tdih/tdih.jsp?category=leadstory

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out

On This Day In History

WORKSHEET A

Here are some events which all happened on November 22nd in history.

1497

1718

1819

1842

Portuguese explorer Vasco de Gama was the first navigator to sail around the Cape of Good Hope. He was looking for a sea route to India.

English pirate Edward Teach – better known as Blackbeard – was killed in battle off the North American coast.

British novelist George Eliot (real name Mary Ann Evans) was born.

Mount St. Helens in Washington State, U.S.A, erupted. Ash from the volcano fell as far as 80 km away.

1869

1914

1928

1963

French writer, and close friend of Oscar Wilde, André Gide was born in Paris.

Tarzan of the Apes, created by Edgar Rice Burroughs, first appeared on this day.

Maurice Ravel’s famous piece of music, Bolero, made its debut in Paris.

46-year-old President John F. Kennedy was assassinated in Dallas, Texas. The assassin’s name was Lee Harvey Oswald.

1968

1975

1977

1980

Beatles album The Beatles was released. Because of its plain white cover, the album is usually called ‘The White Album’.

After the death of Spanish dictator General Francisco Franco, Juan Carlos was proclaimed King of Spain.

A regular passenger service running between London and New York on the supersonic Concorde began.

Acting legend Mae West died in Hollywood, aged 87. She moved there when she was 40 and remained there until her death.

2000

2005

2005

2005

Vice-presidential candidate Dick Cheney was taken to hospital after suffering a small heart attack.

Ex-Monty Python member and director of The Brothers Grimm (2005), Terry Gilliam is 65 on this day.

Jamie Lee Curtis, star of Halloween (1978) and True Lies (1995) is 47 today.

Former world tennis champion, Boris Becker, celebrates his 38th birthday on this day.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out WORKSHEET B

Team A Complete these questions with the words in the box. Read the text on Worksheet A and find the answers. Then ask Team B the questions. How old 1. 3. 5. 7. 9. 11. 13. 15.

Who ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

Who

What

When

sailed around the Cape of Good Hope in 1497? was George Eliot born? was André Gide from? made its debut on November 22nd, 1928? colour is the cover of the 1968 Beatles album? did the Concorde service run? had a heart attack in 2000? is Jamie Lee Curtis this week?

Where Vasco de Gama



Team B Complete these questions with the words in the box. Read the text on Worksheet A and find the answers. Then ask Team A the questions. How old 2. 4. 6. 8. 10. 12. 14. 16.

What ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

Who

What

When

was Edward Teach better known as? is Mount St. Helens? first appeared on November 22nd, 1914? was Kennedy when he was assassinated in Dallas? did General Franco die? did Mae West live from the age of 40? is the name of Terry Gilliam’s latest film? is Boris Becker this week?

Where Blackbeard

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Opinion Polls – Glossary aggressive adjective behaving in an angry or rude way that shows you want to fight, attack, or argue with someone: The taxis have features that protect drivers from aggressive passengers. aggressively adverb caring adjective kind, helpful, and sympathetic towards other people cheat on someone phrasal verb to secretly have sex with someone other than your husband, wife, or partner: He discovered she'd been cheating on him. compared with/to used for talking about the ways in which two people or things are different, or about the ways in which someone or something has changed: Profits were good compared with last year. courteous adjective polite in a formal way courteously adverb cure verb [transitive] to stop someone from being affected by an illness: Only an operation will cure her. cut (something) down phrasal verb to reduce something or do less of something: I'm trying to cut down on salt. disease noun [count or uncount] an illness that affects people, animals, or plants: liver/heart/lung disease diseased adjective effective adjective working well and producing the result that was intended: This is a very effective way of controlling pests and weeds. gang noun [count] a group of young people who spend time together and often cause trouble: Chicago street gangs give something up phrasal verb to stop doing something that you do regularly: I'm trying to give up smoking. goodwill noun [uncount] a feeling of wanting to be friendly and helpful to someone: As a gesture of goodwill, we agreed to do the work free of charge.

Mafia, the a secret criminal organization that is involved in illegal activities, especially in Italy and the US partner noun [count] someone who you live with and have a sexual relationship with: Are partners invited to the office party? part-time adjective done for only part of the time that an activity is usually performed: a part-time job proportion noun [count] a quantity of something that is a part of the whole: Only a small proportion of graduates fail to get a job. protection noun [uncount] the process of keeping someone or something safe: the protection of the countryside regard verb [transitive] to think of someone or something in a particular way regard someone/something as something: I regard him as a friend. relationship noun [count] a situation in which two people are sexual or romantic partners: I was already in a relationship when I met Ben. resolution noun [count] a serious decision to do something: Make a resolution to go to the gym once a week. retire verb [intransitive] to stop working permanently, especially when you are old: He retired from the army last month. Scotland Yard the department of the London police that deals with serious national crime, or the building where this department works secret noun [count] a piece of information that is known by only a small number of people, and is deliberately not told to other people: I can't tell you what she said - it's a secret. statistics noun [plural] a group of numbers that represent facts or describe a situation toddler noun [count] a very young child who is learning how to walk

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 10th January 2005

1. Opinion Polls The first Gallup opinion poll was published in Britain on January 14th, 1937. These days, opinion polls are an everyday part of life; open any newspaper and you'll see a whole page of statistics you just couldn't live without. To mark the anniversary of the first publication, we've produced a multiple-choice quiz on life in Britain. Have fun! Level Upper Intermediate and upwards How to use the lesson 1. Divide the class into pairs or small groups. 2. Give each student in the class a copy of the worksheet. Ask your students to discuss each question and decide what they think is the most likely answer. 3. Check answers in open class. You may like to compare each answer with what you think the answer would have been for the country you are working in. Answers 1. c 2. true 3. b 4. true 5. (1. Take more exercise 2. Lose weight 3. Give up smoking 4. Give up or cut down on alcohol 5. Watch less TV) 6. c 7. b 8. a 9. c 10. a 11. b 12. true Follow up The activity makes a lovely lead-in for your students to create their own opinion polls. They can conduct their surveys within the class or move to a wider area (the whole of the school or even out on the street). The topics could be about: politics, leisure activities, social habits, relationships, or anything else your students may come up with. Encourage them to look at the websites below for examples and inspiration. 2. Related Websites Send your students to these websites, or just take a look yourself. Here's a selection of opinion polls and market research groups to check out: http://www.gallup.com/ http://www.icmresearch.co.uk/ http://www.mori.com/polls/index.shtml http://www.nop.co.uk/

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Opinion Polls Work in small groups. Discuss the following statistics for life in Britain and guess the correct answers. Then check the answers with your teacher. 1. What Are Our Most-Kept Secrets? 20% (one in five) of those who have been married for 20–29 years have no idea a. how big their partner’s feet are. b. if their partner is cheating on them. c. how much their partner earns.

7. There's No Smoke Without Liars a. Nearly a quarter b. Nearly half c. Nearly three-quarters of 16–24 year-old smokers don't tell their families they smoke.

2. Attitudes Towards Marriage True or false? Over a quarter (27%) of married people say that given their experience, they would not get married again.

8. Love at Work More than 50% of a. teachers b. lawyers c. doctors are married to or have a partner in the same profession. Furthermore, two in five keep such relationships a secret.

3. Bad Driving Habits Eight out of ten (83%) British motorists say that they act a. courteously on the road. b. aggressively on the road. c. dangerously on the road. 4. Goodwill at Christmas True or false? While 10% of people believe that society is more caring at Christmas now compared to 30 years ago, 50% believe we are less caring about others. 5. Top Five New Year's Resolutions Here are the top five New Year’s resolutions of UK citizens, in the wrong order. Number them according to which you think they see as the most important (1) down to the least important (5). a. Watch less TV b. Give up smoking c. Lose weight d. Take more exercise e. Give up or cut down on alcohol 6. Young Professionals Go Part-Time Four in ten a. teachers b. lawyers c. doctors in their 20s and 30s wish to reduce their working hours within the next five years and more than half are planning to retire early.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

9. More Effective Than Scotland Yard 66% of businesses in London have more faith in a. street gangs b. the Mafia c. video cameras than in the Metropolitan Police, preferring to use them for their protection. 10. Time Spent With Toddlers In 1961 parents used to spend thirty minutes a day with their children and one minute a day helping their children with their schoolwork. Now the proportion is a. ninety minutes and fifteen minutes b. sixty minutes and seven minutes c. thirty minutes and one minute 11. Europe's Faith In Science Most (80.5%) Europeans believe science will help cure diseases such as Aids and cancer but half (52%) doubt scientists can solve a. world peace. b. world hunger. c. global warming. 12. Religious Beliefs True or false? Three-quarters of the population of Britain regard themselves as Christians.

Upper Intermediate and above

Inside Out Oscar Wilde – Glossary admirable adjective an admirable quality, action, or person deserves to be admired and respected

find someone guilty/not guilty of something (=officially decide that they are guilty/not guilty): He was found guilty of murder.

ambition noun [uncount] determination to become successful, rich, or famous

labour noun [count or uncount] work, especially physical work: The price includes the cost of labour.

case noun [count] a legal matter that will be decided in a court: He was confident that the case against him would be dropped.

honesty noun [uncount] an honest way of behaving, speaking, or thinking: She is a woman of honesty and integrity.

collapse verb [intransitive] to suddenly fail or stop existing: The country's economy is collapsing. commit verb [transitive] to do something that is illegal or morally wrong: He had admitted to committing adultery. conduct noun [uncount] FORMAL the way someone behaves: The coach criticized his team for their conduct. downfall noun [singular] a sudden loss of power, status, or success, or something that causes this loss: His greed was his downfall. exquisite adjective extremely beautiful and delicate: an exquisite hand-painted vase failure noun [count] someone or something that has not been successful I feel such a failure. forgive (past tense forgave; past participle forgiven) verb [transitive] to decide to stop being angry with someone who has done something that is bad: John has never forgiven himself for the accident. goodness noun [uncount] the quality of being morally good gossip noun [count or uncount] talk or a conversation about things that are not important or about people's private lives: an interesting piece of gossip guilty adjective someone who is guilty has committed a crime or has done something wrong:

humorous adjective funny: a humorous story improper adjective not suitable or right according to accepted standards of behaviour indecent adjective offensive or shocking insult verb [transitive] to say or do something that is offensive: She has no right to insult us like that. intellect noun [uncount] the ability to think in an intelligent way and to understand difficult or complicated ideas and subjects: a lawyer of great intellect judge verb [intransitive or transitive] to form an opinion about something after considering all the details or facts: lead (past tense and past participle led) verb lead to something to begin a process that causes something to happen: There is no doubt that stress can lead to physical illness. lecture verb [intransitive] to give a lecture or a series of lectures libel noun [count or uncount] the illegal act of writing bad things that are not true about someone literary adjective relating to literature pleasure noun [count] something that makes you feel happy and satisfied: Music is one of the greatest pleasures in life.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out prison noun [count or uncount] an institution where people are kept as a punishment for committing a crime: He's currently in prison for tax fraud. productive adjective producing or achieving a lot: a very productive meeting publish verb [transitive] to have something that you have written printed and sold: In 1934 he published another successful novel. quotation noun [count] words from a book, play, film etc that are used by someone else refuge noun [count or uncount] a place you go to in order to protect yourself from something dangerous or threatening rely verb rely on someone/something to trust someone or something to do something for you: Sometimes you just have to rely on your own judgment. revelation noun [count] a surprising piece of information: revelations about his private life Revelations a book (chapter) from the New Testament in The Bible satisfied adjective pleased with what has happened, or with what you have achieved: a satisfied customer sentence verb [transitive] if a judge sentences someone, they officially say what that person's punishment will be: He was sentenced to 15 years in prison. spectacular adjective extremely impressive steal (past tense stole; past participle stolen) verb [intransitive or transitive] to take something that belongs to someone else without permission: steal something from someone/something: She was caught stealing food from the supermarket. ugly adjective unpleasant to look at This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out

Oscar Wilde

WORKSHEET A

1. Are the following statements about Oscar Wilde true or false? a) b) c) d) e) f) g) h)

Oscar Wilde was born in London, England. His full name was Oscar Fingall O’Flahertie Wills Wilde. He never married. He was sent to prison for stealing. He spent two years in prison. He was a very athletic man. He died alone in Rome, Italy. He was only thirty-six when he died.

T/F T/F T/F T/F T/F T/F T/F T/F

Read Worksheet B to check your answers. 2. Oscar Wilde is famous for his humorous one-line quotations. Look at the following quotations and decide, in each case, what he was talking about. Choose from the topics in the box. Honesty

Ambition Gossip Smoking Parties Health Education The Bible

Parents

Goodness

a) To get back my youth I would do anything in the world, except take exercise, get up early, or be respectable. b) Children begin by loving them; after a time they judge them; rarely, if ever, do they forgive them. c) It is the last refuge of the failure. d) There is only one thing in the world worse than being talked about and that is not being talked about. e) It is the perfect type of a perfect pleasure. It is exquisite, and it leaves one unsatisfied. What more can one want? f) If one plays good music, people don’t listen and if one plays bad music people don’t talk. g) If one tells the truth, one is sure, sooner or later, to be found out. h) It is better to be beautiful than good. But…it is better to be good than to be ugly. i) It is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught. j) The Book of Life begins with a man and a woman in the garden and ends with Revelations.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out

Oscar Wilde

WORKSHEET

B

Oscar Fingall O’Flahertie Wills Wilde was born in Dublin, Ireland on October 16th, 1854. He attended Trinity College, Dublin and Magdalen College, Oxford, where he studied Classics. In 1875, at the age of twentyone, his first poem was published. He spent the next few years studying, writing and travelling (mostly to Italy and Greece). Between 1882 and 1883, he lectured in the United States, France and England and in 1884 he married Constance Lloyd in London. Two years after his marriage, he ‘began that course of conduct which was to lead to his downfall in 1895’. The ‘conduct’ referred to was his openly homosexual lifestyle which, at the time, was regarded as unacceptable. In 1890, the literary world sat up and took notice of Wilde as a serious writer when he published The Picture of Dorian Gray and The Critic as Artist. This was the start of a very productive five years of writing for Wilde, during which time he became both famous and rich. However, in 1891 he had met a good-looking young man named Lord Alfred Douglas. This man would lead him to his spectacular downfall within four years. The Marquess of Queensbury (the father of Lord Alfred Douglas) suspected the friendship between Wilde and Douglas of being ‘improper’ and publicly insulted Wilde on more than one occasion. On March 2nd, 1895, Queensbury was arrested after Wilde complained of criminal libel. The case went to court but collapsed after it was revealed that Queensbury’s comments were not lies but the truth. Wilde was immediately arrested for ‘committing indecent acts with other male persons’. He was found guilty and sentenced to two years in prison with hard labour. For a man who had always relied on his intellect rather than his athleticism, his time in prison hit him particularly hard. On his release, in 1897, he went to live in France but, poor and broken by his experience, died three years later, in 1900.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Oscar Wilde – Glossary admirable adjective an admirable quality, action, or person deserves to be admired and respected

find someone guilty/not guilty of something (=officially decide that they are guilty/not guilty): He was found guilty of murder.

ambition noun [uncount] determination to become successful, rich, or famous

labour noun [count or uncount] work, especially physical work: The price includes the cost of labour.

case noun [count] a legal matter that will be decided in a court: He was confident that the case against him would be dropped.

honesty noun [uncount] an honest way of behaving, speaking, or thinking: She is a woman of honesty and integrity.

collapse verb [intransitive] to suddenly fail or stop existing: The country's economy is collapsing. commit verb [transitive] to do something that is illegal or morally wrong: He had admitted to committing adultery. conduct noun [uncount] FORMAL the way someone behaves: The coach criticized his team for their conduct. downfall noun [singular] a sudden loss of power, status, or success, or something that causes this loss: His greed was his downfall. exquisite adjective extremely beautiful and delicate: an exquisite hand-painted vase failure noun [count] someone or something that has not been successful I feel such a failure. forgive (past tense forgave; past participle forgiven) verb [transitive] to decide to stop being angry with someone who has done something that is bad: John has never forgiven himself for the accident. goodness noun [uncount] the quality of being morally good gossip noun [count or uncount] talk or a conversation about things that are not important or about people's private lives: an interesting piece of gossip guilty adjective someone who is guilty has committed a crime or has done something wrong:

humorous adjective funny: a humorous story improper adjective not suitable or right according to accepted standards of behaviour indecent adjective offensive or shocking insult verb [transitive] to say or do something that is offensive: She has no right to insult us like that. intellect noun [uncount] the ability to think in an intelligent way and to understand difficult or complicated ideas and subjects: a lawyer of great intellect judge verb [intransitive or transitive] to form an opinion about something after considering all the details or facts: lead (past tense and past participle led) verb lead to something to begin a process that causes something to happen: There is no doubt that stress can lead to physical illness. lecture verb [intransitive] to give a lecture or a series of lectures libel noun [count or uncount] the illegal act of writing bad things that are not true about someone literary adjective relating to literature pleasure noun [count] something that makes you feel happy and satisfied: Music is one of the greatest pleasures in life.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out prison noun [count or uncount] an institution where people are kept as a punishment for committing a crime: He's currently in prison for tax fraud. productive adjective producing or achieving a lot: a very productive meeting publish verb [transitive] to have something that you have written printed and sold: In 1934 he published another successful novel. quotation noun [count] words from a book, play, film etc that are used by someone else refuge noun [count or uncount] a place you go to in order to protect yourself from something dangerous or threatening rely verb rely on someone/something to trust someone or something to do something for you: Sometimes you just have to rely on your own judgment. revelation noun [count] a surprising piece of information: revelations about his private life Revelations a book (chapter) from the New Testament in The Bible satisfied adjective pleased with what has happened, or with what you have achieved: a satisfied customer sentence verb [transitive] if a judge sentences someone, they officially say what that person's punishment will be: He was sentenced to 15 years in prison. spectacular adjective extremely impressive steal (past tense stole; past participle stolen) verb [intransitive or transitive] to take something that belongs to someone else without permission: steal something from someone/something: She was caught stealing food from the supermarket. ugly adjective unpleasant to look at

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out e-lesson

Week starting: 11th October 2004

1. Oscar Wilde Oscar was born 150 years ago on Saturday (16th October) - Happy birthday, Oscar! This week's worksheet has some true/false statements and a text with the answers and then some of Oscar's epigrams for your students to have a look at. Level: Intermediate (without the quotations) or Upper Intermediate (with the quotations) How to use the lesson: 1. Give each student in the class a copy of Worksheet A (only the top half if your students are Intermediate). Ask your students to work in pairs, look at each statement and decide if it is true or false. Ask them to circle their choice. 2. Give each student in the class a copy of Worksheet B and ask them to read the text and check their answers. 3. Check answers in open class. Answers a) false b) true

c) false

d) false

e) true

f) false

g) false

h) false

4. Ask your students to look at question 2 on Worksheet A. Ask them to look at the quotations and decide, in each case, what Oscar was talking about. 5. Check answers in open class. Answers a) Health g) Honesty

b) Parents c) Ambition h) Goodness i) Education

d) Gossip j) The Bible

e) Smoking

f) Parties

2. Related Websites Send your students to these websites, or just take a look yourself. http://news.bbc.co.uk/2/hi/entertainment/1048091.stm The BBC’s look at Oscar Wilde http://www.planetmonk.com/wilde/ The works of Oscar Wilde http://www.quotationspage.com/quotes/Oscar_Wilde/ Lots more quotes from the master This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out

Oscar Wilde

WORKSHEET A

1. Are the following statements about Oscar Wilde true or false? a) b) c) d) e) f) g) h)

Oscar Wilde was born in London, England. His full name was Oscar Fingall O’Flahertie Wills Wilde. He never married. He was sent to prison for stealing. He spent two years in prison. He was a very athletic man. He died alone in Rome, Italy. He was only thirty-six when he died.

T/F T/F T/F T/F T/F T/F T/F T/F

Read Worksheet B to check your answers.

2. Oscar Wilde is famous for his humorous one-line quotations. Look at the following quotations and decide, in each case, what he was talking about. Choose from the topics in the box. Honesty Ambition Gossip Smoking Parties Health Parents a)

Goodness Education

The Bible

To get back my youth I would do anything in the world, except take exercise, get up early, or be respectable.

b) Children begin by loving them; after a time they judge them; rarely, if ever, do they forgive them. c)

It is the last refuge of the failure.

d) There is only one thing in the world worse than being talked about and that is not being talked about. e)

It is the perfect type of a perfect pleasure. It is exquisite, and it leaves one unsatisfied. What more can one want?

f)

If one plays good music, people don’t listen and if one plays bad music people don’t talk.

g) If one tells the truth, one is sure, sooner or later, to be found out. h) It is better to be beautiful than good. But…it is better to be good than to be ugly. i)

It is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.

j)

The Book of Life begins with a man and a woman in the garden and ends with Revelations.

Oscar Wilde

WORKSHEET B

Oscar Fingall O’Flahertie Wills Wilde was born in Dublin, Ireland on October 16th, 1854. He attended Trinity College, Dublin and Magdalen College, Oxford, where he studied Classics. In 1875, at the age of twenty-one, his first poem was published. He spent the next few years studying, writing and travelling (mostly to This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Italy and Greece). Between 1882 and 1883, he lectured in the United States, France and England and in 1884 he married Constance Lloyd in London. Two years after his marriage, he ‘began that course of conduct which was to lead to his downfall in 1895’. The ‘conduct’ referred to was his openly homosexual lifestyle which, at the time, was regarded as unacceptable. In 1890, the literary world sat up and took notice of Wilde as a serious writer when he published The Picture of Dorian Gray and The Critic as Artist. This was the start of a very productive five years of writing for Wilde, during which time he became both famous and rich. However, in 1891 he had met a good-looking young man named Lord Alfred Douglas. This man would lead him to his spectacular downfall within four years. The Marquess of Queensbury (the father of Lord Alfred Douglas) suspected the friendship between Wilde and Douglas of being ‘improper’ and publicly insulted Wilde on more than one occasion. On March 2nd, 1895, Queensbury was arrested after Wilde complained of criminal libel. The case went to court but collapsed after it was revealed that Queensbury’s comments were not lies but the truth. Wilde was immediately arrested for ‘committing indecent acts with other male persons’. He was found guilty and sentenced to two years in prison with hard labour. For a man who had always relied on his intellect rather than his athleticism, his time in prison hit him particularly hard. On his release, in 1897, he went to live in France but, poor and broken by his experience, died three years later, in 1900.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

T E A C H E R’ S

N O T E S

4B Over my dead body! Piotrek Steinbrich Type of activity

Answers

Speaking and writing. Pair work.

1 2

Aim To practise expressions used in informal spoken language.

3

Task

4

To write a dialogue with expressions used in informal spoken language.

5

Preparation Make one copy of the worksheet for each student. Provide monolingual dictionaries.

6 7

Timing 20–30 minutes

Procedure 1

2

3

4

5

Divide the class into pairs and give each student a copy of the worksheet. Explain that these are all common expressions used in spoken English and that they might not have seen them before. Ask the students to read the expressions and try to work out what they mean. Then ask the pairs to compare their ideas with another pair. Encourage the students to use monolingual dictionaries to check their ideas. Check the answers with the whole class. Encourage the students to think of situations in which the expressions could be used. Ask the pairs to write a dialogue with some of the expressions from the worksheet. Circulate and monitor, helping with vocabulary and ideas as necessary. Ask the students to act out their dialogues to the class. (If the class is too large for this, divide students into small groups.)

8

9

10

11 12 13

14

15

16 17

18

Cheers – for saying thank you I’m easy – when you’re given a choice and you don’t mind which option is chosen I can’t be bothered – when you don’t want to do something because you are feeling too lazy or you don’t care Please yourself – when you tell someone they can do what they like because you don’t care What are you getting at? – when you don’t entirely understand the meaning behind what someone is saying to you You bet! – when you are sure something will happen or that something is true You can say what you like, but ... – when you are completely sure that you are right about something and you are not going to have your opinion changed Be my guest – when somebody asks you for permission to do something and you are happy for them to do so Over my dead body! – when you are determined to prevent something from happening You can’t have it both ways – when you tell someone they have to decide on one thing or the other I’m all ears! – when you give someone your undivided attention I’ll take your word for it – when you accept that what someone is telling you is the truth I wasn’t born yesterday – used sarcastically when you want to make it clear that you think the other person is trying to mislead you You could have fooled me – used sarcastically when someone tells you something and you believe the opposite to be true That’s more like it – when you tell somebody that something is more satisfactory than before It’s all go here – when it’s extremely busy There are no two ways about it – when you are emphasising that there is no doubt about a situation You’ve been had! – when you tell someone they have been cheated

I N S I D E O U T R e s o u rc e P ac k

4B Over my dead body! 1 Cheers!

2 I’m easy.

3 I can’t be bothered.

4 Please yourself.

5 What are you getting at?

6 You bet!

7 You can say what you like, but ...

8 Be my guest.

9 Over my dead body!

10 You can’t have it both ways.

11 I’m all ears!

12 I’ll take your word for it.

13 I wasn’t born yesterday.

14 You could have fooled me.

15 That’s more like it.

16 It’s all go here.

17 There are no two ways about it.

18 You’ve been had!

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

I N S I D E O U T R e s o u rc e P ac k

14C Pair or pear? \h´Ul\

B

\h‰Üd\

J

cellar hair heard mail medal serial pear tyre sighs whole

1

a a couple ______ b a fruit with yellow or green skin and white flesh

2

a a flat piece of metal given as a prize for bravery or in sports ______

\"medl\

Read the pairs of definitions for homophones 1–10. Match each word in the box to one definition in each pair. Then match the phonetic scripts (A–J) to each pair. Then write the other word in each pair. Use a dictionary if necessary.

C

\pe´\

A

pear

b to interfere ______ 3

a all of something ______

b how big something or someone is ______

I

\meIl\

a deep breaths ______

5

\"sI´ri´l\

4

D

b an opening, cavity or hollow space in something ______

a a person or business that sells things ______ b a room used to store things ______

6

a what the postman delivers ______ b belonging to the sex which does not have babies or lay eggs ______

7

a part of the wheel of a car ______ b to feel that you need to rest or sleep ______

\saIz\

b a very fast animal similar to a rabbit ______ a the past tense of hear ______

9

b a group of the same kind of animal that live together ______

H

\he´r\

a found on your head (unless you’re bald!) ______

E

8

10

a a story that is told in a number of parts ______ b a popular breakfast food, served with milk ______

G

\"sel´\

F

\"taI´\

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

14C Pair or pear? Ruth Sánchez García Type of activity

Procedure

Vocabulary and pronunciation. Pair work.

1

Aim To practise homophones.

2

Tasks To match words to their definitions. To find words from their pronunciation and definition.

Preparation Make one copy of the worksheet for each pair of students. Provide monolingual dictionaries.

Timing

3

4

20 minutes

5

Introduce the topic of homophones by asking the students to give some examples of words that sound the same but are spelt differently, e.g. right/write, fare/fair, etc. Divide the class into pairs and give each pair a copy of the worksheet. Explain that there are ten pairs of definitions, and that each word in the box corresponds to one of the definitions in each pair. Explain that this word has a homophone that corresponds to the other definition in each pair. Ask the students to match each word in the box to its definition, then match that word to its phonetic script in the border. Then ask the students to work out the homophone that corresponds to the other definition in each pair. Circulate, helping as necessary. When all the pairs have finished, check the answers with the whole class.

Answers 1 2 3 4 5 6 7 8 9 10

J C A E G I F H B D

pair, pear medal, meddle whole, hole sighs, size seller, cellar mail, male tyre, tire hair, hare heard, herd serial, cereal

Follow up Ask the students to think of more homophones, e.g. bare/bear, pour/paw, queue/cue, heir/air, etc.

I N S I D E O U T R e s o u rc e P ac k

3C Parents’ day Karen

Roger

Jeremy

Dorothy

Glen

Philip

David

Jane

Matthew

Helen

Useful words and phrases:

can be …

hard-working

kind

clever

tends to be …

confident

terrible

nice

isn’t exactly …

fit

naughty

lovely

isn’t particularly

talkative

creative

overconfident

selfish

late

lazy

absolutely

strong

weak

competitive

really

average

aggressive

absent-minded

very

ambitious

slow

stupid

quite

self-centred

big-headed

over-sensitive

a bit not very

interested in _______ ing

not at all

good/excellent at _______ ing bad/awful at _______ ing

© Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

3C Parents’ day Vincent A. Desmond Type of activity

Procedure

Speaking. Group or pair work.

1

Aim To practise being tactful.

2

Task To simulate a parents’ visiting day at a school.

Preparation Make one copy of the worksheet for each group or pair.

Timing 40–50 minutes

3 4

5

6

Introduce the idea of parents’ day (i.e. that parents visit the school and ask the different teachers how their children are doing). Divide the class into pairs or groups. Hand out one set of pictures to each pair or group and put the following subjects on the board: art, maths, science, computers, English, sport. Ask the students to use the ‘useful language’ (+ any of their own) to describe each pupil from their appearance in the pictures (e.g. Karen is very good at maths, quite popular, very hard-working, she likes science, etc.). Note that students may need help with the qualifying adverbs (e.g. ‘very nice’ is possible, but ‘absolutely nice’ is not). Compare the ideas of each pair/group. Introduce the idea of the ‘nice/tactful’ teacher and the ‘strict/tactless’ teacher. Elicit how each would describe one of the students. For example: Tactful:

Tactless:

Matthew tends to be late. Matthew can be a bit quiet at times. Matthew is not particularly/ exactly talkative.

Matthew is always late. Matthew is boring. Matthew never talks.

Divide the students into two equal groups: one group of parents (allocate one pupil picture to each parent) and one group of teachers (teachers decide if they are tactful or tactless). Move the teachers to different areas of the room. Parents then visit each teacher and get a report on their son or daughter (teachers give information about all subjects – they can say whatever they choose about any students). After finishing, ask the parents which teachers were tactful and which were tactless and why.

T E A C H E R’S

N O T E S

6B Perfect match Simone Foster Type of activity

Procedure

Speaking. Class mingle.

1

Aim To practise verbs that are followed by the gerund.

2

Task To complete information about two friends or relatives and to try to find partners for them.

Preparation Make one copy of the worksheet for every student.

3 4

Timing 25–30 minutes.

5

6

Tell students they are going to complete some information about one female friend or relative and one male friend or relative, who both need new partners. Hand out the worksheets. Do an example on the board. Draw a picture of a (single) friend of yours in a square on the board and write the necessary information to fill the gaps. Ask students to do the same for their two friends or relatives. Demonstrate the activity with a volunteer student. Using the information on the board, talk about your friend and ask the student about his/her possible match: My friend enjoys cooking and music. What does your friend enjoy doing? Ask students to mingle and exchange information about their friends/relatives. They should try to find suitable partners who have similar interests. At the end of the activity, get some feedback on the ‘new couples’ and encourage the class to comment on their suitability.

Alternative version If the students know each other sufficiently well, they could complete the information for another student in the class and then try to ‘sell’ that student. If they don’t know each other well enough, they could interview the student first to find out about their good and bad qualities before trying to ‘sell’ them.

T E A C H E R’ S

N O T E S

8C Phonetics guessing Ruth Sánchez García Type of activity

Key

Vocabulary and pronunciation. Group work.

1 2 3 4 5 10§ 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Aim To practise the recognition of sounds and phonetic symbols.

Task Vocabulary guessing.

Preparation Make one copy of the worksheet for each group.

Timing 40–50 minutes

Procedure 1 2

3

4

5

Divide the students into groups of four to six. Give one copy of the worksheet to each group. Tell students they will also need dice or a coin. Distribute counters if available. Explain that each box has the definition of a word that they must guess. This word contains the sound that appears in brackets. The first player flips a coin. If it is heads, the player moves one square, if it is tails, they move two squares. If players guess a word correctly, they stay on that square. If they are wrong, they go back to the previous square. When a player lands on a square which has previously been guessed, they must think of another word with the same sound. Circulate, checking that students have given a correct answer.

i… œ O… i… A… O… e A… u… I Ø u… I Ø u… e Ø Á e Ø Á e ∏… e Å ∏… œ O… ∏…

TEAM CAPITAL WALL PLEASED FATHER/AUNT (SURF)BOARD MESSAGE PARTNER SCHOOL BUSY MONTH TRUE LIFT COME HOOLIGANS FRIEND UNCLE WOULD HEAVY JUMP CHILDHOOD SWEPT COFFEE WORDS HEADLINES JOB CHURCH MARRY AUXILIARY CHURCH

Follow up Students write the words they have guessed and group them according to the vowel sounds they have in common.

I N S I D E O U T R e s o u rc e P a c k

8C Phonetics guessing ▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲▲

St a r t

1

2

A group of people who play together against another group. i…

3

Main city of a country. œ

O…

8

You leave one on someone’s answering machine.

Someone who works with you in class. A…

e 12

11

Part of the year.

13

It is not false. u…

Ø

16

17

Someone – not a relative – who you like and spend much of your time with. e 21

Your mother’s brother. Ø

Past tense of ‘sweep’. e

Á 26

You must get one if you want to earn your living. Å

A relative. A…

9

10

You are like this You spent much of your when you have time here when a lot of work and you don’t you were a have time to do boy/girl. anything else. u… I 14

You ask for one when you don’t have a car and you don’t feel like walking. I

Opposite of ‘go’. Ø

They behave in a violent way, especially at football matches. u…

18

A modal verb you use for invitations.

15

19

Not very light. e

Á

20

You have to do this if you want to practise skydiving. Ø

22

The period of your life that comes before adolescence.

5

You feel like Between the this when you ceiling and the have done floor. something very O… well. i…

7

6

You need one to practise s u rf i n g .

4

23

24

You can have it black or white.

You cannot speak without saying them.

Å

∏…

27

28

People go there to pray.

Many couples do this.

∏…

œ

25

Some people only read these in a newspaper. e

29

Verb that goes with another verb and shows tense or voice, or is used to make questions. O…

30

Some people go there on Sunday.

© Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

∏…

F in is h Photocopiable

I N S I D E O U T R e s o u rc e P ac k

11B Phrasal verb jokes

O penings Openings Where do cows go out for the night? What goes up and down but doesn’t move? Why was the skeleton so lonely?

Why did the belt get sent to jail?

Where do bees get on buses?

EEndings ndings Because she ran away from the ball.

Well, pull yourself together then!

The Bee Bee Cee.

When they run out of words.

Because he wanted to see a butterfly.

Student B

O penings Openings Which TV channel do bees switch on after work? Why was Cinderella thrown out of the basketball team? Why did the boy throw butter out of the window? When do bees hum?

Doctor, Doctor, I feel like a pair of curtains.

EEndings ndings The temperature.

Because it held up a pair of trousers.

Because it had no body to go out with.

At buzz stops.

They go out to the moo-vies.

.....................................................................................................................................................................................................

Student A

✂. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

✂ ...........................................................................................................................................

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . © Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’S

N O T E S

11B Phrasal verb jokes Matthew Jones Type of activity

Solution

Reading and speaking. Pair work.

The jokes are: Where do cows go out for the night? – They go out to the moo–vies! Which TV channel do bees switch on after work? – The Bee Bee Cee! What goes up and down but doesn’t move? – The temperature. Why was Cinderella thrown out of the basketball team? – Because she ran away from the ball! Why was the skeleton so lonely? – Because it had no body to go out with! Why did the boy throw butter out of the window? – Because he wanted to see a butterfly! Why did the belt get sent to jail? – Because it held up a pair of trousers! When do bees hum? – When they run out of words. Where do bees get on buses? – At buzz stops! Doctor, Doctor, I feel like a pair of curtains. – Well, pull yourself together then!

Aims To revise, practise and expand phrasal verbs.

Task To match questions and answers of jokes.

Preparation Make one photocopy of the worksheet for every pair of students and cut it up as indicated.

Timing 40 minutes.

Procedure 1

2 3

4

5

6 7

Tell the students they are going to read some children’s jokes. (It may be worth admitting that some children’s jokes are not hilarious!) Divide the class into Student As and Student Bs and give them the relevant worksheet. Tell students to check they understand the underlined phrasal verbs on their worksheets with other A or B students, with a dictionary, or with yourself. Explain that Student As have the endings for Student Bs’ joke openings, and Student Bs have the endings for Student As joke openings. The task is to make complete jokes from the two halves. Do the first one as an example with the students. Read out: Where do cows go out for the night? and ask the Student Bs to find the correct ending: They go out to the moo-vies!. Then ask Student Bs to read out the next joke: Which TV channel do bees switch on after work? and ask the Student As to find the correct ending. Circulate and monitor. When all groups have finished, students read out their complete jokes.

Follow up Ask students to rate the three best and three worst jokes. Ask students to bring in their own jokes and tell them. The other students rank them according to how funny they are.

I N S I D E O U T R e s o u rc e P ac k

4B Phrasal verbs crossword 1

Complete the crossword with the missing verbs from the dialogues.

4

2

l

e 3t

5

6 7

8

9

10

11

12 13

14

s

Across

15 17

18

19

20

2 A: That’s the second time he’s –––––––– me down this week. (3) B: Yeah, he’s becoming quite unreliable these days.

4 A: Are you going to Linda’s party this weekend? B: Oh, you haven’t heard. She’s –––––––– it off

until the week after. (3) 5 A: Do you think I should do it? B: Absolutely! –––––––– for it! (2) 6 A: Can I borrow your camera? B: Sure, but try not to –––––––– up all the film. (3) 8 A: I feel terrible. B: Don’t worry. You’ll soon –––––––– over it. You’ll

be fine in a few days. (3) 10 A: Have a good trip. By the way, do you speak any Spanish? B: No, but I’m sure I’ll –––––––– up a few words

quite quickly. (4) 12 A: Cigarette? B: No, thanks. I –––––––– up last month actually. (4) 14 A: Do you think he’s telling the truth? A: No, I don’t. I think he –––––––– the whole thing

up. (4) 16 A: Do you remember what a mess the house was in when I bought it? B: Yeah, you’ve done a great job of –––––––– it up.

It looks wonderful. (5) 17 A: She really –––––––– after her mother. (5) B: You’re right. They’re very alike. 19 A: Where are you going? B: To the airport with Jon to –––––––– him off. Do

you want to come? (3) 20 A: Wasn’t she just so boring?

16

Down t 1 A: Late again! B: Sorry. I had to –––––––– off at the shops on

the way here. (4) 2 A: How did this happen? B: I don’t know, but I’ll find out. I’ll ––––––––

into it straight away. (4) 3 A: Can you –––––––– the music up a bit? I can’t hear it. (4) B: Sure.

4 A: What’s the matter? B: Oh, the second I –––––––– the phone down I

knew I’d said the wrong thing. (3) 7 A: Have you decided what to do? B: Yes, I’d been trying to think what to do for

ages before it suddenly –––––––– on me. (6) 9 A: Where did you go last night? B: We went all over the place and –––––––– up in

that new bar near the river. (5) 11 A: I’ve lost my keys. B: Have you? I’ll let you know if I ––––––––

across them. (4) 13 A: Where is she? It’s the same time after time. B: Yeah. You can always –––––––– on her to be

late. (5) 15 A: Why on earth did you do that? B: I’ve no idea. I don’t know what –––––––– over

me. (4) 18 A: He tried to tell us that he wasn’t involved, but we –––––––– right through him. (3) B: Yeah, he’s always been a terrible liar.

B: You can say that again. She just –––––––– on

and on and on. (4) © Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

4B Phrasal verbs crossword Jon Hird Type of activity

Procedure

Reading and writing. Pair work.

1

Aim

2

To practise phrasal verbs.

Task To complete a crossword with the verbs of phrasal verbs.

3

Preparation

4

Make one copy of the worksheet for each student.

Timing 20 minutes

Divide the class into pairs ands give each student a copy of the worksheet. Ask the students to complete the crossword with the missing verb of the phrasal verbs in the dialogues. Tell the students that they will need to put the verbs into appropriate tenses or forms. When the pairs have finished, ask students to compare their crosswords with another pair. Check the answers with the whole class.

Answers Across 2 let 4 put 5 Go 6 use 8 get 10 pick 12 gave 14 made 16 doing 17 takes 19 see 20 went

Down 1 stop 2 look 3 turn 4 put 7 dawned 9 ended 11 come 13 count 15 came 18 saw

Inside Out Pablo Picasso – Glossary academy noun [count] a school or college that teaches a particular subject or skill bohemian adjective living or behaving in an informal way that is thought to be typical of artists and writers collaborate verb [intransitive] to work with someone in order to produce something collage noun [count] a picture made by sticking pieces of different materials together on a surface cube noun [count] an object like a box with six square sides that are all the same size cubist adjective relating to an early 20th-century style of painting in which the artist paints several different views of a person or object in a single painting, usually using straight lines cubism noun [uncount]; cubist noun [count]

inspire verb [transitive] to give someone the enthusiasm or idea to do or create something: The sea inspired many of the artist's later paintings. lighten verb [intransitive or transitive] if a situation or someone's mood lightens, or if something lightens the mood, it becomes more relaxed mood noun [count or uncount] the way that someone is feeling, or the way that a group of people is feeling at a particular time: Jeff's been in a bad mood all day. muse noun [count] someone or something that provides the enthusiasm and determination for an artist, poet, musician etc to create something artistic period noun [count] an amount of time: The long dry period ended with heavy rain.

decorative adjective attractive rather than useful: decorative objects

reflect verb [transitive] to show that something is true of a particular situation or person: He said that the statement did not reflect his own views.

distinct adjective separate and different in a way that is clear: The animals were put into two distinct groups.

revolution noun [count] a sudden or major change, especially in ideas or methods: a sexual/cultural revolution

encourage verb [transitive] to try to persuade someone to do something that you believe would be good: We encourage student participation in our classes. encourage someone to do something: Mum always encouraged us to discuss our problems.

separate verb [intransitive] to stop living with your husband, wife, or sexual partner

fascinate verb [transitive] to attract and interest you very much fine adjective of very good quality: geometry noun [uncount] the part of mathematics that deals with the relationships between lines, angles, and surfaces Impressionism noun [uncount] a style of painting in which artists use light and colour to give the general feeling of a scene, rather than exact detail. Impressionism began in France in the middle of the 19th century.

settle verb [intransitive] to go to live permanently in a particular place: Her relatives had come to America and settled in Boston. shade noun [count] a particular form of a colour: a brilliant shade of red signature noun [count] a person's name that is written in a special way by that person: Is this your signature on the letter? stencil noun [count] a piece of paper or plastic with a shape or letters cut out of it. You place it on a surface and paint over it in order to make a design on something. stencil verb [transitive] to make a design on a surface using a stencil

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out subdued adjective not very loud or bright: subdued lighting suicide noun [count or uncount] the action of deliberately killing yourself: Police believe he committed suicide. surname noun [count] the part of your name that is your family's name synthetic adjective made from artificial substances trip noun [count] an occasion when you go somewhere and come back again: a trip to Brazil

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 17th October 2005

1. Pablo Picasso One hundred and twenty-four years ago, in a small city in southern Spain, the artist Pablo Picasso was born. Unlike any other artist before him, Pablo Picasso achieved world fame within his lifetime. By the time he died, he had created 22,000 works of art. He inspired or contributed to nearly every movement of 20th century art and, in the case of Cubism, actually created his own movement. Read more about the man in this week’s worksheet. Level Upper Intermediate upwards How to use the lesson 1. Give your students five minutes to read through Worksheet A and remember as many of the details as they can. Tell them they are going to answer questions about Picasso, but they shouldn’t write anything down at this stage. 2. After five minutes stop your students. Ask them to turn over their pieces of paper. 3. Give each student a copy of Worksheet B. Tell them that by answering the questions they can find the names of the painting and the companion who documented its painting. Divide the class into pairs and ask students to work together to answer the questions and write the answers in the grid. 4. Check answers in open class. If the questions have all been answered as below, the names Guernica and Dora Maar should read from top to bottom. (See links at foot of page) Answers 1. 2. 3. 4. 5.

Malaga Ruiz Casagemas Paris Synthetic

6. Cézanne 7. Braque 8. Olivier 9. Roque 10. Maya

11. muse 12. Paloma 13. Koklova 14. Rome

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.tamu.edu/mocl/picasso/ http://www.artchive.com/artchive/P/picasso.html http://www.artcyclopedia.com/artists/picasso_pablo.html All you’ll ever need to know about Picasso http://www.pbs.org/treasuresoftheworld/a_nav/guernica_nav/gnav_level_1/2process_guerfrm.html http://perso.wanadoo.fr/art-deco.france/guerniceng.htm Learn a little more about Guernica and Dora Maar

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Pablo Picasso

WORKSHEET A

The Early Years Pablo Ruiz y Picasso was born in Malaga, Spain, on October 25th, 1881. His father, an art teacher, encouraged Pablo to take an interest in painting from an early age. By the time he was sixteen, he had already won prizes for his paintings and had studied in the finest academies in Barcelona and Madrid. The Blue Period Between 1900 and 1902 Picasso made several trips to Paris and during this time he made friends with artists, poets and writers who would be the subjects of most of his paintings. He loved bohemian Paris with its cafés and dance halls and he loved being at the centre of an artistic revolution; the art of Paul Gauguin, Edgar Degas and Henri Toulouse-Lautrec fascinated him and inspired many of his paintings. One of his best friends, Carles Casagemas, committed suicide in 1901, which led Picasso to paint in shades of blue to reflect his sadness. In the same year, he dropped his father’s name (Ruiz) from his signature and kept only his mother’s (Picasso). The Rose Period Shortly after settling permanently in Paris in 1904 Picasso’s mood began to lighten and he started to paint in shades of rose. His paintings between 1905 and 1906 were known as his Rose Period. During this time Picasso developed friendships with writer/art collector Gertrude Stein and artists Henri Matisse and Georges Braque. Cubism Inspired by postimpressionist Paul Cézanne, Picasso and Braque collaborated on a series of paintings described by a critic as ‘being made of little cubes’. The Cubist style breaks into two distinct periods; the first is known as Analytical Cubism (1907–1912), where the artists focussed on geometry and painted in subdued colours. The second is known as Synthetic Cubism (1912 onwards), where the artists used decorative shapes, stencilling, collage (cut up newspapers) and painted in bright colours. Personal Throughout Picasso’s long and extraordinary life, he always had a muse. The first was Fernande Olivier, who featured mainly in his Rose Period and early Cubist works. Then came Olga Koklova, a Russian ballet dancer who he met in Rome in 1917. They married in 1918 and Picasso’s first child, Paulo, was born in 1921. The couple separated when Picasso’s relationship with 17-year-old Marie-Thérèse Walter became known. In 1935, Marie-Thérèse gave birth to their daughter, Maya. In the 1940s, artist Françoise Gilot gave birth to two more of Picasso’s children, Claude and Paloma. After she left him in 1953 he paired up with Jacqueline Roque. He married Jacqueline in 1961 and although he had no more children, they stayed together until his death in 1973.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Picasso crossword

WORKSHEET B

In 1937 Picasso created a painting of a very famous scene. As he was painting, his muse at the time was documenting the process in photographs. Answer the questions. Write the answers in the crossword to reveal the name of Picasso’s painting (8) and the name of his muse (4, 4). 1. The city where Picasso was born (6) 2. The name of his father (which he dropped from his signature) (4) 3. The friend who killed himself (9) 4. In which city did he settle at the beginning of the twentieth century? (5) 5. The style of Cubism which features cut-up newspaper and vivid colours (9) 6. The artist who inspired Picasso to experiment with Cubism (7) 7. The artist who worked with Picasso to create Cubism (6) 8. The surname of Picasso’s first muse (7) 9. The surname of Picasso’s last wife (5) 10. The name of his first daughter (4) 11. This is somebody who is a source of inspiration for an artist (4) 12. The name of his second daughter (6) 13. The surname of his first wife (7) 14. The city where he met his first wife (4) 1 2 3 4 N 5 6 7 D 8 9 10 11 12 13 14

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

I N S I D E O U T R e s o u rc e P ac k

13A Pink dolphins Hidden deep within the Amazon rainforest in the south of Colombia is Lake Tarapoto, home to a rare and almost mythical species: Inia geoffrensis or pink river dolphin. Thought by some to be extinct, this fresh-water dolphin had simply been forgotten and in 1987 a Colombian biologist, Fernando Trujillo, made it his life mission to study and protect them. It wasn’t easy for him. Not only had he to understand the local Indian culture, but he also had to deal with a corrupt local bureaucracy, a far from ecofriendly fishing lobby and the

vested interests of the logging and industrial sectors, which were busy polluting the river close to the lake. And then there was the rainforest itself, where the delicately balanced ecosystem is at odds with every aspect of the modern world. Trujillo began a study of flowers growing near the lake after he heard an old myth that fish are created from the falling petals of a magical tree. It was an enchanting explanation for what turned out to be a biological truth. Many of the fish in the lake relied upon these petals for food. Any deforestation would therefore help to deplete an

As a means of boosting the local economy, the Colombian government is considering developing tourism at Lake Tarapoto. As well as those from the business world who are in favour of such a development, there is some resistance from the local community, who feel that this place of natural beauty could be irreparably damaged.

important source of food for the fish. Trujillo has come to see the dolphins as part of the wider, carefully balanced ecosystem and has encouraged the local Ticuna tribe to rediscover traditional fishing methods. The use of spears for fishing might not be as effective in the short-term as nets, but they are preferable when fish stocks have been reduced to a nonsustainable level. It has been revealed that, until recently, nearly thirty dolphins died every year after being caught in fishermen’s nets. Now the number of deaths is down to two or three a year.

In groups of five, each choose a role-card for a debate. Read your role-card and make notes on what you are going to say. Be prepared to state your case either for or against the development and be able to justify your reasons. Then, in your group, hold a meeting to discuss the plan.

Local Ticuna Indian You are concerned that your peaceful village life close to the lake will be adversely affected by the arrival of tourists. This feeling is shared by most of the local community. On the other hand, you believe that your knowledge of the area might enable you to get a job as a tour guide. You want assurances that, should development go ahead, tourist numbers will be restricted and for only two months of the year.

Local government official You feel that promoting tourism at Lake Tarapoto would be a good way to generate much-needed money for the local community. You are insistent that the profits generated from any tourist activity should be used locally to improve the standard of living of local people and not go into the pockets of a few business entrepreneurs. You want a longterm, sustainable and equitable solution to tourist development in the area.

Fernando Trujillo You are against turning Lake Tarapoto into a tourist resort. You are concerned that the natural habitat of many species, including that of the pink river dolphin, will be irreparably damaged and that the delicately balanced ecosystems will be ruined for ever. You want the lake and its environs to be given special protected status and for there to be no development whatsoever. You have the backing of most of the local community.

Business entrepreneur You are desperate to turn Lake Tarapoto into a tourist attraction and are seeking permission to build a hotel, close to the lake. You have future plans to develop even more hotels and associated facilities. You would also like local transportation to be improved to ease access to the resort. This would mean cutting through the rainforest to build a new road. You would also like boat trips to be made available to tourists at the resort.

Independent advisor to the government You are truly independent on this issue. You must listen to all the participants, asking questions as necessary and finally make a decision whether or not to proceed with the development.

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

13A Pink dolphins Nicholas Sheard Type of activity

Procedure

Reading. Pair and group work.

1

Aim To practise taking part in a meeting.

Task To play a role in a discussion about ethical tourism and development.

2

Preparation Make one copy of the worksheet for each student.

Timing 60 minutes

3

4

5

6 7

Introduce the topic by asking the students to think of any natural unspoilt beauty spots in their country. Does the tourist industry in their country protect or alter these natural beauty spots for commercial or other purposes? How do the students feel about this? Before reading the text, find out how many students in the class would like to go to the Amazon rainforest on holiday. Give each student a copy of the worksheet and allow them five minutes to read the article. In pairs or small groups, ask the students to discuss whether they have changed their minds after reading the text. Ask the students to read the information about developing tourism at Lake Tarapoto and the instructions for the task. Check that the students understand what they have to do. Divide the class into groups of five and assign a role to each student. Allow the students time to prepare their arguments. Circulate and monitor, helping with vocabulary as necessary. Ask the students to hold a meeting in their groups to discuss the issue. Before starting their meetings, ask each group to nominate a chairperson and a person to take the minutes. Set a fifteen-minute time limit for the meetings. Allow the groups another five minutes to discuss and finalise the minutes. Ask each group to present their decisions to the class. Hold a class discussion on the outcomes.

T E A C H E R’ S

N O T E S

8A Planet News Jon Hird Type of activity

Procedure

Reading and writing. Group work.

1

Aims To practise summarising a text. To practise using will for predictions. To practise using the passive.

2

Tasks To summarise newspaper articles. To produce the front page of a newspaper of the future.

Preparation Make one copy of the worksheet for each student.

Timing

3

60–90 minutes

4

5

6

Introduce the topic by asking the students to think of the big news stories of this decade (dotcom millionaires, mapping human genes, cloning sheep, etc.). Then ask the students to describe the breakthroughs predicted in the next hundred years. Divide the students into groups of three to four students and give each student a copy of the worksheet. Explain that the students are not going to read the entire page. Ask them to divide the page up so that each student reads one or two articles each. Tell them to be prepared to tell the rest of the group about their articles. Circulate, helping with vocabulary as necessary. When they have finished, ask the students to take turns to tell the rest of the group about the articles they read. Tell the students they are now going to produce their own front page of a newspaper of the future. Brainstorm a few ideas with the whole class and then give the groups plenty of time to come up with their own ideas, plan their articles and decide who will write what. Make sure all the students are involved in the writing stage. Ask the groups to write the articles and paste them together to produce the front page of their newspaper. Circulate and monitor, helping with vocabulary as necessary. When the groups have finished, display the newspapers on the classroom wall. Allow the students time to circulate and read the other newspapers.

I N S I D E O U T R e s o u rc e P ac k

8A Planet News www.planetnews.com News

Markets

Industries

9 / 7 / 2 0 9 9

Earth meets its match Yet further messages have been received from star 42 in the constellation Ursa Major. Messages from the newlynamed ‘Planet Eden’ were first received last month by the Space Council’s Planet Finder Mission and a team of the world’s top scientists, linguists and computers have been analysing the recordings twenty-four hours a day since then. The messages are yet to be fully understood, but the Space Council’s chief scientific officer, Marta Fernandez, said yesterday that patterns in the signals were beginning to emerge. She went on to say that even though the signals were originally transmitted thirty-five million years ago, this was absolute proof of the existence of extraterrestrial, intelligent life. She described the discovery as the most exciting and important ever made. She added that as they’d sent messages to us, it was quite likely that they could also be on their way to visit.

The big sleep Three men who ‘died’ thirty years ago were this morning having breakfast after being revived at midnight last night. Professor Scott Bowyer, who has headed the ‘Eternal Life Project’ since it began in 2069, announced the breakthrough this morning, saying that humans had at last conquered death. The three volunteers were frozen while they were still alive and have spent the last thirty years in capsules in Beijing University’s cryogenics department. The three are currently undergoing a series of neuroscans and are having their mental and emotional states assessed. They will then have their brains uploaded with the major news and cultural stories of the past three decades.

Companies

P L A N E T

N E W S

From here to paternity He’s American, 1.85m tall, works out regularly at the gym and he’s having a baby. David Venus, now seven months pregnant, was finally revealed to the world at the Earth Fertility Convention in New York yesterday. “I’m glad the sickness has stopped,” Mr Venus told the conference while rubbing his swollen belly, adding “I’m feeling on top of the world and now I’m just looking forward to being a father.”

First woman trillionaire The publication of this year’s ‘World Rich List’ has for the first time revealed more women than men among the world’s hundred richest people. Dr Hillary Spencer, chief executive of GECL Industries, heads the list with an estimated worth of just over 2.2 trillion dollars. GECL, the world’s largest company, employing over one million people worldwide, produces genetically engineered foods containing therapeutic proteins and vaccines and claims that if we eat carefully, we need never become ill again. William Dawes, founder of EyeCom, which ten years ago developed the contact lens computer screen, is the world’s richest man with an estimated fortune of 1.6 trillion dollars. Others new to the list include Sam Smith, founder of NetSafe, the Internet security company, Linda Thomas, head of cosmetic laser-surgery company Biocos and Amber Arrows, pop singer, actress and politician.

150 years young Vanessa Amilhat today became the first person to celebrate a 150th birthday. Born in Paris in 1949, she puts her longevity down to not worrying about money, walking a kilometre a day and a careful diet of vaccine and protein-enhanced food and drink. Madame Amilhat told reporters this morning that she didn’t feel a day over a hundred and that she was looking forward to celebrating her 200th birthday in 2149.

Brazil crash out In last night’s World Premier Championship semi-finals, South-East Asia defeated Brazil by twelve goals to five and Saudi Arabia drew 4–4 with Scandinavia. Brazil’s defeat means that Saudi Arabia are now favourites to win for the second year running.

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out The Planets – Glossary apart from phrase not including someone or something: Do you speak any languages apart from English? appear verb [linking verb] to make other people think that you are something, or that you feel something: Matt appears unaffected by all the media attention. asteroid noun [count] a mass of rock that moves around in space atmosphere noun [singular] the air round the Earth or round another planet: The Earth's atmosphere is getting warmer. bright adjective full of strong shining light: I could see a bright light in the sky. close adjective only a short distance away: We can walk to the swimming pool - it's quite close. comet noun [count] a bright object in space that has a tail of gas and dust considerably adverb a lot: It was considerably colder in the mountains. counterpart noun [count] a person or thing that is similar to another in a different country or organization dense adjective a dense substance is very heavy in relation to its size diameter noun [count or uncount] a straight line that crosses a circle through the centre, or the length of this line dust noun [uncount] very small pieces of dirt or another substance that form a layer on a surface or a cloud in the air: He drove off, leaving us in a cloud of dust. fluctuate verb [intransitive] to change frequently furthest adjective, adverb at the greatest distance from something: My car is parked in the space furthest away from the building.

make (past tense and past participle made) verb [transitive] to create or produce something: a bowl made of metal/plastic/wood moon noun [count] an object similar to a planet that goes round another planet: How many moons has Jupiter got? myth noun [count] an ancient traditional story about gods, magic, and heroes mythology noun [count or uncount] neighbouring adjective next to each other: neighbouring towns/countries presence noun [uncount] the fact of being in a particular place at a particular time: a device for detecting the presence of submarines pressure noun [uncount] a physical force that is pressing on someone or something: She became aware of the pressure of his hand on her shoulder. radiate verb [intransitive or transitive] to produce heat, light, or energy ring noun [count] something that is in the shape of a circle: Kate had dark rings under her eyes. satellite noun [count] a natural object such as a moon that moves around a planet solar system, the noun [singular] the Sun and the group of planets that move around it surface noun [count] the top layer or outside part of something: a smooth/rough/hard surface tiny adjective extremely small: a tiny little baby volcano noun [count] a mountain that forces hot gas, rocks, ash, and lava (=melted rock) into the air through a hole at the top winged adjective with wings

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 19th September 2005

1. The Planets On September 23rd, 1846, and at the request of Urbain Leverrier, Johann Galle discovered Neptune, the most distant giant planet. This week we pay homage to these men and all the other people who have brought us information about the worlds around us. Level Good Intermediate and upwards How to use the lesson 1. Give each student in the class a copy of the worksheet. Allow three minutes for students to read the first part and label the picture. 2. Check answers in open class. Answers (Starting nearest the Sun): 1.Mercury 2.Venus 3.Earth 4.Mars 5.Jupiter 6.Saturn 7.Uranus 8.Neptune 9.Pluto 3. Give students a further four minutes to read the second part and write the name of a planet next to each paragraph. 4. Check answers in open class. Answers: 1 2 3

Jupiter Mars Saturn

4 5 6

Neptune Earth Mercury

7 8 9

Venus Uranus Pluto

Follow up Divide the class into two teams, A and B. Each team should work together to prepare questions based on the text (Can you name two of Jupiter’s moons? When was Pluto discovered? Etc.). After a preparation time of around 10 minutes, teams face each other and ask and answer questions. Each correct answer scores the team a point. The team with the most points at the end of the game is the winner. As an alternative, students could visit the sites below and create questions from the information they find. The other team then has to answer the questions as a web search. Whether you are going to do follow up work or not, a trip to the sites is highly recommended for the spectacle alone of some of the images. 2. Related Websites Send your students to these websites, or just take a look yourself. http://pds.jpl.nasa.gov/planets/welcome.htm See these images and marvel at the splendour of these planets This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out http://www.nasm.si.edu/ceps/etp/ss/solsys_l.jpg The relative sizes of the planets and their moons http://www.nasm.si.edu/ceps/etp/etp.htm This site takes a look at Voyager and what it and we have learnt so far http://seds.lpl.arizona.edu/nineplanets/nineplanets/nineplanets.html Lots more stuff on the planets http://www.aquarianage.org/lore/holst.html Maybe you’d rather listen to them than look at them

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out The Planets Sun 1. Quickly read the following and label the picture of the nine planets. Earth is the third planet from the Sun and the fifth largest in the solar system. It’s the only planet whose name is not taken from Greek or Roman mythology. Neptune is named after the Roman God of the Sea because of its blue colour, this is the fourth largest planet and is the eighth planet from the Sun. Mercury is the closest planet to the Sun and nearly the smallest. It was named after the Roman God of Commerce and Travel, whose Greek counterpart was Hermes, the winged messenger. Mars is the fourth planet from the Sun and the seventh largest planet. It’s named after the Roman God of War and is sometimes called The Red Planet. Pluto is the furthest from the Sun and the smallest planet, named after the Roman God of the Underworld, perhaps because it is in constant darkness. Venus is named after the goddess of love and beauty and is the second closest planet to the Sun. Jupiter’s name is taken from the king of the Roman gods and it’s the fifth planet from the Sun. At 1,429 million km from the Sun, Saturn’s the sixth closest and the second largest planet. It’s named after the Roman God of Agriculture. Uranus is the third largest planet and seventh from the Sun. It was named after the Roman God who was father to Saturn.

2. Each of the paragraphs below refers to one of these planets. Write the name of the planet next to each. Check your answers with a partner. (1) It’s the largest planet - 318 times the size of Earth and twice the size of all the other planets put together. Of its 39 satellites, the most famous are the four large moons Io, Europa, Ganymede and Callisto, which were discovered by Galileo in 1610. It is famous for its Great Red Spot, which is about the size of two Earths. (2) We first visited this planet in 1965. The average temperature on this planet is -55°C. There are some very high mountains and volcanoes such as Olympus Mons, which (at 24km high) is the highest mountain in the solar

system. There are red dust storms that can last for months on this planet. It has two satellites, named Phobos and Deimos. (3) We first visited this planet in 1979. It’s the least dense of all the planets and it’s made up of 75% hydrogen and 25% helium. As with all the gas planets, it radiates more energy than it receives from the sun. It is most famous for its rings and was until recently believed to be the only planet which had rings. (4) We visited this planet in 1989 and discovered that this planet has six more moons than the two which were previously known about. The largest moon of this planet is called Triton, (another god of the sea). Like Jupiter and Saturn, it radiates nearly twice as much energy as it receives from the sun. It orbits the sun every 165 years. (5) It’s the densest planet in the solar system. 71% of the surface of this planet is covered in water. Its atmosphere is made up of about 77% nitrogen and 21% oxygen and it orbits the sun every 365 days. (6) This planet has no known satellites and the temperature fluctuates considerably, although there is evidence of water at the north pole. Even though it’s closer to the sun than Venus, Venus is still slightly hotter. The only planet denser than this one is Earth. (7) First visited in 1962, this is the brightest object in the sky apart from the Sun and the Moon. It appears to be very similar to Earth. However, the surface pressure is 90 atmospheres, which is the equivalent of the pressure on a diver a kilometre deep in an Earth ocean. Despite being further from the sun than Mercury, the temperature on this planet is hotter. It has no known satellites. (8) It was the first of the planets discovered in modern times (1781) and was originally named after its discoverer Sir William Herschel but was later changed to that of the Roman God. We first visited this planet in 1986 and discovered the presence of more than 20 moons. The two largest, Titania and Oberon are named after characters in the writings of William Shakespeare. It is slightly larger in diameter than neighbouring Neptune. (9) At the time of its discovery, in 1930, this dark, cold planet was seen together with its moon, Charon, and thought to be bigger than it is. With a diameter of 2274km, it is a tiny planet and many suggest it is an asteroid or comet rather than a planet. With a temperature of between -235°C and -210°C, it is made of rock and covered in frozen gas.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Pompeii – Glossary ancestor noun [count] someone who lived a long time ago and is related to you

freak adjective extremely unusual and unexpected: He was killed in a freak accident.

archaeologist noun [count] someone who studies archaeology archaeology noun [uncount] the study of ancient societies, done by looking at old bones, buildings, and other objects

fumes noun [plural] smoke or gas that has an unpleasant smell and that may be harmful: traffic/petrol fumes

ash noun [uncount] the grey powder that remains after something has burned carbon dioxide noun [uncount] the gas that is produced when you breathe out claim verb [transitive] if war, disease, or an accident claims someone's life, they die as a result of it: The flood has now claimed over 500 lives. crater noun [count] the round hole at the top of a volcano dust noun [uncount] very small pieces of dirt or another substance that form a layer on a surface or a cloud in the air: The books were old and covered in dust. let the dust settle to wait for a situation to become calm or normal again after something exciting or unusual has happened embarrassed adjective feeling slightly ashamed, and worried about what other people will think of you: She looked embarrassed when we asked her about her boyfriend. erupt verb [intransitive] if a volcano erupts, it explodes inside and flames, rocks, and lava come out of the top fertile adjective fertile land is able to produce good crops or plants flee (past tense and past participle fled) verb [intransitive or transitive] to escape from a dangerous situation or place foothills noun [plural] the low hills next to high mountains frantic adjective done in a very urgent way: frantic attempts to rescue people from the fire frantically adverb

gas noun [count or uncount] a substance such as air that is neither a solid nor a liquid: gases such as carbon dioxide graffiti noun [uncount] words or pictures that are drawn on walls in public places hermetic adjective closed tightly, so that no air can get in or out hermetically sealed mosaic noun [count] a pattern made of small pieces of coloured stone or glass nap noun [count] a short sleep, usually during the day ominous adjective making you think that something bad will happen: an ominous silence phenomenon (plural phenomena) noun [count] someone or something that is very impressive or surprising pine noun [count] a tall tree with long thin sharp leaves that do not fall off in winter plume noun [count] a long narrow cloud of dust, smoke etc that moves upwards prompt adjective immediate or quick: Prompt action is required. promptly adverb risky adjective involving the possibility of danger, harm, or failure seal noun [count] a shaped piece of something such as rubber that closes a hole inside a machine so that air or other substances cannot get in or out: I replaced the seal, but oil is still leaking out.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out shore noun [count or uncount] the land that is on the edge of a sea or lake: Three of the sailors managed to swim to the shore. snapshot noun [count] a short explanation or description that tells you what a particular place or situation is like startle verb [transitive] to make a person or animal suddenly feel frightened or surprised startling adjective tremor noun [count] a small earthquake tsunami noun [count] a tidal wave wave noun [count] a line of water that rises up on the surface of a sea, lake, or river: The boat was smashed by a huge wave. witness verb [transitive] to see something happen, for example a crime or an accident: Several journalists witnessed the incident.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 23rd August 2004

1. Pompeii On August 24th, 79 A.D., Vesuvius blew its top, literally. Although most of the citizens of Pompeii had already left town, the volcano still claimed 2,000 lives and a further 1,500 from other towns. Since 1748, when excavations at Pompeii started, we have learnt a great deal about life in Roman times. We have also learnt that we are not as different as we might think from the people who lived in those times. Because the ash covered the city so quickly, it’s as if someone took a photo showing us the day-to-day routines of the time that are still so much a part of our lives today. Level Good Intermediate upwards How to use the lesson 1. Brainstorm what your students know about the city of Pompeii (where it is, what happened there, when it happened, how many people died etc.) 2. Give each student a copy of Worksheet A and five minutes in which to read it. Students shouldn’t write anything down at this stage. 3. Stop your students after five minutes. Ask them to turn their pieces of paper over. 4. Give each student a copy of Worksheet B. Tell them that by answering the questions they can find the name of two more cities that were devastated by the eruption. Divide the class into pairs and ask students to work together to answer the questions and write the answers in the grid. 5. Check answers in open class. If the questions have all been answered as below, the names of the cities should read Stabiae and Herculaneum from top to bottom. Answers 1. 2. 3. 4. 5. 6. 7.

Vesuvius tsunami Naples pine graffiti smoke ash

8. Sarno 9. Welcome money 10. Wincklemann 11. Fontana 12. carbon dioxide 13. cave canem 14. Lachryma Christi

2. Related Websites Send your students to these websites, or just take a look yourself. http://volcano.und.nodak.edu/vwdocs/volc_images/img_vesuvius.html Pompeii, Herculaneum and Vesuvius http://www.bsr.ac.uk/ Check out the BSR’s Archaeology web pages and then click on the Pompeii Project This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out http://wings.buffalo.edu/AandL/Maecenas/italy_except_rome_and_sicily/pompeii/thumbnail s_contents.html thumbnail images of Pompeii http://www2.pompeiisites.org/database/pompei/pompei2.nsf/555FFD09471662B6C1256D4 00052DB80/7E88A1246B5D2E9FC1256D4000537041?OpenDocument If you do nothing else here, at least scroll down to the virtual tour of Pompeii excavations

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Pompeii

WORKSHEET A

On August 23rd, 79 A.D., in a room in western Italy, Pliny the Younger was busily noting down details of the phenomenon he was witnessing across the bay from where he was staying. For the past couple of days Mount Vesuvius had been making ominous noises and issuing a black plume of smoke from the crater at its centre. This plume of smoke drifted over the town of Pompeii, which lay eight kilometres south of the foot of the mountain. The people of Pompeii were aware of the threat from the volcano and most of the 20,000 citizens were frantically packing their personal belongings and moving quickly out of town. Pliny the Younger’s uncle (Pliny the Elder) made several trips across the Bay of Naples with a flotilla of fishing boats to help those in need. The next day, Vesuvius erupted. Pliny the Younger described the huge, dark cloud, resembling a pine tree, coming out of the mouth of the mountain (later estimated by scientists to have reached 32 km in height). After that, a cloud of ash, gas and rock poured down the sides of the mountain onto the surrounding towns and villages. As the volcano erupted, there were several earth tremors which caused the sea to be sucked away and then thrown back with force, a phenomenon known these days as a tsunami. Day turned to night and even though Pliny the Younger and the other villagers were 30 kilometres from the eruption, they were forced to flee as rock and sheets of ash fell on them. They survived but Pliny the Elder was less fortunate; overcome by carbon dioxide fumes, he died on the shores of the Bay of Naples, trying to save the lives of those trapped in the seaside towns. More than 2,000 people from Pompeii died and in all, the disaster claimed more than 3,500 victims. Thanks to Pliny the Elder many lives were saved and thanks to Pliny the Younger a record of the entire event exists in precise detail. Nevertheless, after the dust had settled, Pompeii lay buried under 23 metres of rock and ash for more than 1,400 years, believed by all to have been lost forever. In 1599 an architect named Fontana was digging a new course for the River Sarno when he discovered Pompeii. It is rumoured that he was so embarrassed after finding some of the famous erotic paintings that he promptly re-buried them and mentioned nothing further. It was another 150 years before any serious excavations were made at Pompeii. Some startling discoveries were made which, in 1748, German archaeologist Johann Wincklemann brought to the attention of the world. The ash that covered Pompeii had mixed with rainwater and formed a hermetic seal over it, freezing it in time. As the seal was removed, a snapshot of Roman life in the 1st century began to emerge. The mosaics, paintings and statues were perfectly preserved and even evidence of ‘street’ Latin was found on the city walls which, when cleaned, revealed carved graffiti. One mosaic at the entrance of a house declared ‘Cave canem’, which means ‘Beware of the dog’, while another optimistically read ‘Salve lucru’, meaning ‘Welcome money’. These days the foothills of Vesuvius are fertile; the famous wine Lachryma Christi is produced here. There are around three million people living in and around the area but they, like their ancestors before them, are playing a risky game. Vesuvius is not dead, it’s only taking a nap. There have been more than 36 eruptions since 79 A.D., claiming many more lives. The last big eruption was in 1944 but nobody knows when the next will be. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Pompeii crossword

WORKSHEET B

Answer the questions. Write the answers in the crossword to complete the names of two other cities that were devastated by the eruption of the volcano. 1. What is the name of the volcano? (8) 2. What is the freak wave at sea after an earthquake known as? (7) 3. Pliny the Younger witnessed the tragedy from across the Bay of … (6) 4. The cloud from the mountain resembled which type of tree? (4) 5. What was discovered on the city walls? (8) 6. An early warning sign from the mountain was a black plume of … (5) 7. What mixed with rainwater to form a seal over Pompeii? (3) 8. What is the name of the river which runs near the site of Pompeii? (5) 9. What does ‘Salve lucru’ mean? (7) 10. What was the name of the archaeologist who told the world about Pompeii? (11) 11. What was the name of the architect who first found evidence of Pompeii? (7) 12. Pliny the Elder died when he was overcome by … fumes (6,7) 13. How do you say ‘Beware of the dog’ in Latin? (4,5) 14. What is the name of the wine produced on the lower slopes of the mountain? (8,7)

1

S 2 T 3 A B 4 I 5 A 6 E M M M M M M M M & M M M M M M M M M 7 H E 8 R 9 C U 10 L 11 A 12 N 13 E U 14 M This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

T E A C H E R’ S

N O T E S

11B Postcards Vincent A. Desmond Type of activity

Procedure

Writing – gap-filling. Pair work.

1 2

Aim To enable learners to practise the language of describing places, travel and geographical location.

3

Task To complete two postcards – one sent from a bad holiday, one from a good holiday.

Preparation Make one copy of the worksheet for each pair of students.

Timing 20 minutes

4

Divide the students into pairs. Hand out the worksheets – one per pair of students – with a good postcard and a bad postcard to fill in. Ask the students to complete the two postcards describing a good holiday and a bad holiday. Tell them that they can use one or more words to fill each space. When the students have finished their postcards they read each other’s to decide who had the best holiday and who had the worst holiday.

Notes & comments There is enormous variation in how the postcard can be completed. Students may need help using the adverbs correctly (absolutely, quite, etc.) as well as with vocabulary. Note look forward to ____ ing.

I N S I D E O U T R e s o u rc e P a c k

11B Postcards Dear ____________ ________ ,

u_l _______ time here in ____________ Hi! I’m having a really ___w_o_n_d __e_r_f__ ________ . The weather’s so ____________ ________ which is ____________ ________ for me. I’m staying in a ____________ ________ which is really ____________ ________ . The people here are absolutely ____________ ________ and they always ____________ ________ . I have met someone called ____________ ________ who is very ___________ – we ____________ ________ _______ every day. There is ________ to do here. Yesterday I went ____________ ________ , which I thought was ____________ ________ , and tomorrow I’m going ____________ ________ which should be ____________ ________ . The food is really ____________ ________ and I drank some local ____________ ________ which tasted ____________ ____ _______ . Anyway, I’m looking forward to ____________ ________ _______. Love, ____________ ________

Dear ____________ ________ , Hi! I’m having a really ___t_e_r_r_i_b_l e___ ________ time here in ____________ ________ . The weather’s so __________ which is ____________ ________ for me. I’m staying in a ____________ which is really ____________ ________ . The people here are absolutely ____________ ________ and they always ________________ . I have met someone called ____________ ________ who is very ___________ – we ____________ ________ _______ every day. There is ________ to do here. Yesterday I went ____________ ________ , which I thought was _____________ , and tomorrow I’m going ____________ ________ which should be __________ . The food is really ____________ ________ and I drank some local ____________ ________ which tasted ____________ ____ _______ . Anyway, I’m looking forward to ____________ ________ _______ . Love, ____________ ________ © Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out Words from the wise – glossary broccoli noun [uncount] a vegetable consisting of green stems with many small green or purple parts on the ends

known adjective discovered or known about by people: a disease with no known cure

drug noun [count] an illegal substance that affects someone physically or mentally when they put it into their body: She had never taken drugs in her life.

mankind noun [uncount] all humans considered as a single group. Some people avoid using this word because it seems not to include women, and they use humankind instead.

dumb adjective 1 stupid 2 unable to speak

perish verb [intransitive] to die

enemy noun [count] someone who is opposed to someone else and tries to harm them: It's easy to make enemies in a job like this. explain [intransitive or transitive] to give a reason for something that happens: Science cannot explain everything. fool noun [count] someone who does not behave in an intelligent or sensible way

powerful adjective with a strong effect: powerful drugs respectable adjective keeping to the accepted moral standards of your society, and not doing anything shocking or illegal ‘tis short form it is youth noun [uncount] the time in your life when you are young: In his youth, he travelled around the world.

fur noun [count or uncount] an animal skin that is covered with soft hair, used for making clothes: a fur coat

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 7th November 2005

1. Words from the wise (and not so wise!) On November 13th, 1789, Benjamin Franklin wrote a letter to a friend in which he said, ''In this world nothing can be said to be certain, except death and taxes.'' This quotation has gone down in history and is still used today. This week we feature a few words from the wise (and some from the not so wise). Level: Elementary and above How to use the lesson: 1. Give each student in the class a copy of the worksheet. Ask your students to work in pairs, look at the beginning of each quotation and then match it with its ending. 2. As your students are working, go around helping them to make the connections. Sometimes it may be a repeated word (7d ‘together’ is a repeated idea and so is ‘loved’ in 1c). Other times they can use the punctuation to help them (ie, if the first part ends in a full stop, the second part can’t start with a lower case letter). Most importantly, the two halves should form a quotation that makes sense. 4 and b make the phrase ‘I’m President of the United States and I’m not someone else.’ Woody Allen, 1975. It works grammatically, but doesn’t make sense, and Woody Allen has never been President of the United States. Another answer is therefore likely (4a). 3. Check answers in open class. 4. Find out which quotation your students thought was a) silliest b) funniest c) wisest etc. Answers 1c 2i 3e

4a

5h

6g

7d

8b 9f

2. Related Websites Send your students to these websites, or just take a look yourself. Here are some websites full of quotations. Choose by author, subject or day. http://www.quotationspage.com/ http://www.quoteland.com/ http://www.creativequotations.com/ http://www.aphids.com/quotes/index.shtml This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Words from the wise (and not so wise!) Match the first half (1-9) of each quotation with the second half (a-i)

1 ‘Tis better to have loved and lost

5 To get back my youth I would do anything in the world,

2 Never explain – your friends do not need it

6 Words are, of course, the most

8 My one regret in life is that

a I’m not going to eat any more broccoli!

3 It takes 40 dumb animals to make a fur coat,

b I’m not someone else. Woody Allen, 1975

George Bush (senior), 1990

4 I’m President of the United States and

7 We must learn to live together as brothers

9 I never think of the future.

c than never to have loved at all. Lord Alfred Tennyson, 1897

d or perish together as fools. Martin Luther King, 1964

f It comes soon enough. e but only one to wear it. Slogan for antifur campaign, 1980s

Albert Einstein, 1930 g powerful drug known to mankind. Rudyard Kipling, 1923

h except take exercise, get up early or be respectable. Oscar Wilde, 1891

i and your enemies will not believe you anyway. Elbert Hubbard, 1907

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

T E A C H E R’ S

N O T E S

2B Restaurant reviews Miguel Ángel Almarza Type of activity

Procedure

Reading. Group work.

1

Aim To practise scanning for information.

2

Task To answer questions about restaurant reviews.

Preparation Make three or four copies of the restaurant reviews section (enlarged if possible) and cut them up as indicated. Make one copy of the questions for each group of three to four students.

3

Timing 20 minutes

4

5

Display a few copies of each of the six restaurant reviews around the classroom before setting the task. Divide the class into groups of three to four students and give each group a copy of the questions. Explain that the questions are about the restaurant reviews which are displayed on the walls and that the students have five minutes to find the answers. Ask the students to read the questions. Give them some time to decide within their groups on the most effective strategy for finding the twelve answers in the time given, for example, making different people responsible for different questions or each covering a different review. Stop the activity after five minutes and check the answers with the whole class. The group with most correct answers wins. Conduct a class feedback session. Ask students to comment on how effective their strategies were for finding the answers.

Answers 1 2 3 4 5 6 7 8 9 10 11 12

Brussels sprouts (Text 2) catering (Text 3) attracts customers by the truckload (Text 2) top-notch (Text 6) diners (Text 5) The Stanville, Johannesburg (Text 1) Chi Chi’s, London (Text 5) steak combo, mezedes, fajitas, canapes, guacamole, croquetas Z Restaurant and Bar, Vienna (Text 3) The Blue Olive, Madrid (Text 6) The Blue Olive, Madrid (Text 6) Foret des Amis, Paris; Lemonia, Crete

I N S I D E O U T R e s o u rc e P ac k

2B Restaurant reviews 1

The Stanville Johannesburg Located upstairs in a decrepit-looking building and gloomy and kitschy inside, but a big Jo’burg classic serving delicious South African curries. Lunchtime only Mon–Sat.

2

Foret des Amis, Paris This two-tiered bistro attracts customers by the truckload. Chef Richard prepares superb dishes such as veal chop with Brussels sprouts – so fresh and tasty that anyone would order an extra helping. With an excellent wine list and attentive service. Open 12.30–2.30 pm; 7.30–11 pm Tue–Sat.

.......................................................................................................................................................................................................

......................................................................................................................................... ..................................................................................................................................................

.......................................................................................................................................................................................................

✂

.........................................................................................................................................

3 V I E N N A Z R E S TA U R A N T

A N D

B A R

International cuisine from Austria’s trendiest catering service. This central venue offers a popular but somewhat expensive lunchtime sushi-bar menu with weird and wonderful stirfries for veggies. Seafood lovers should try king crab, and meat eaters the Uruguayan steak combo. Well-earned reputation for having the youngest and best-looking waiters in Vienna.

4 Lemonia, Crete Good range of mezedes on offer, priced from 400 dr. The fish dishes, which include grilled octopus, calamari and tuna salad, are specially recommended. The place is always busy, so it’s a good idea to get in early. Open Tue–Sun 12.00–3.00 pm; 8.00–12.00 pm.

.........................................................................................................................................

5

Chi Chi’s – London

This is the place for spicy Tex-Mex food and strong cocktails. On weekday lunchtimes you can eat as much as you like for only £5. This large restaurant operates on two floors, which allows diners to look down or out into the City whilst enjoying their tasty chillies and fajitas and bizarrely-named drinks. Sombreros get you in a south-of-the-border party mood.

6

The Blue Olive (Madrid) A great stop-off if you’re in the area. It offers the usual fare, but also some more unusual dishes such as chicken curry, mango and brie canapés and lovely, creamy guacamole. Great salads and top-notch croquetas. The resident DJ plays a good mix of laid-back sixties soul. Open daily, 1–4 pm and 8–1 am.

.........................................................................................................................................

1 2 3 4 5 6 7 8 9 10 11 12

Which vegetable is mentioned? What is the name for the industry which supplies food and drink? Which expression (which includes a verb) means lots of people come to this restaurant? Find an adjective which means of the highest quality and standard. Find a noun which means the customers in a restaurant. Which restaurant could do with a general refurbishment? Where can you have a buffet lunch for a set price? Name three non-English words for dishes. Which restaurant serves Japanese food? In which restaurant can you listen to music? Which restaurant stays open the latest? Which restaurants aren’t open on Mondays?

.........................................................................................................................................

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

12B Right person for the job Helen Barker Type of activity

Procedure

Speaking. Group work.

1

Aim To practise presenting information, discussing and decision-making.

2

Task To compare and rank three potential candidates for a job.

3

Preparation Make one copy of the worksheet for each group of three students. Cut up the worksheet as indicated.

4

Timing 50 minutes

5

6

Introduce the topic by asking the students about job applications and advertisements: Have you ever applied for a job? Where was it advertised? Did you get the job? Divide the class into groups of three students and give each group a copy of the job advertisement. Ask the students to read it and decide whether or not they think it would be an interesting/challenging job. Ask the students to circle the qualifications, skills and experience which are essential, and underline those which are desirable. Explain that there are three applicants for this job and that each student in the group is going to read about one of them. Give each group a set of the interviewer’s notes and ask each student to take one applicant. Each student should decide what his/her candidate’s strengths and weaknesses are, based on the requirements laid out in the job advertisement and their own opinions. Ask the students to imagine that they work for a recruitment company and they need to decide on one candidate to call for a second interview. Ask the students in their groups to put forward their conclusions on the candidates they read about. Circulate and monitor, helping as necessary. Ask each group to present its decision to the class. The class should then try to reach a consensus.

Follow up Ask the students to role-play the second interviews of the two strongest candidates for the job. Two students could play the roles of the job applicants while the rest of the class is the interview panel. Allow time for interviewers to prepare their questions and applicants to decide what they want to say.

I N S I D E O U T R e s o u rc e P ac k

12B Right person for the job

❚❚❙❘❘

Media Appointments Personal Assistant Our client is an internationally renowned media personality who has recently been suffering health problems. An opportunity has arisen for a personal assistant. Medical support is to be provided separately.

Job specification The duties will include: • driving our client to and from public engagements • organising overseas travel • overseeing the general running of the household • assisting with word processing and providing secretarial support

Key skills

Qualifications

• An ability to prioritise and work to deadlines • French would be an advantage

• full, clean driving licence • high degree of computer literacy • first aid certificate (desirable)

Person specification We are looking for somebody who: • can offer flexibility, as some evening and weekend work will be necessary • is enthusiastic and professional, with a good sense of humour • has previous experience of a PA-type role

Employment conditions A contract will be offered for a six-month fixed term in the first instance. A generous package will include a non-contributory pension allowance, thirty-five days’ holiday, the use of a car, and free self-contained accommodation. Please send your CV with covering letter outlining your suitability for the position to: Frances Murray, Media Appointments, 37–39 Walton Street, London W1

Interviewer’s notes

Jane Thompson • 42 • Elementary French • Degree in psychology • Can drive • Some computer literacy • Experience as a PA • Recently divorced – had to give up her last job as a result of stress • Available immediately • Lively, good sense of humour, very energetic

.............................................................

Roger Myles • 54 • Single parent – two young children • Can’t speak French • Degree in nursing • Can drive • Computer literate • Former travel agent • Available immediately • Shy, withdrawn, but very professional persona • Calm, unflappable

.............................................................

Jenny Logan • 18 • Fluent in French • Has been offered a place at Oxford university • Can’t drive but is learning • Some computer literacy • No previous work experience, but voluntary work with elderly people • Very confident, mature for her age, easy-going

.............................................................

.............................................................

✂ ...........................................................................................................................................

........................................................................................................................................... © Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

5B School jokes Pascual Pérez Paredes Type of activity

Solution

Reading, listening and speaking. Mill drill.

The jokes are:

Aim

I can still remember my university days … – All three of them.

To practise listening and speaking in a humorous context.

I’ll never learn how to spell. – The teacher keeps changing the words.

Task

What is black when clean and white when dirty? – A blackboard.

To match two halves of a joke.

Preparation Make enough copies of the cards on the worksheet and cut them up.

Timing 15–20 minutes

Procedure 1

2

3

4 5

Tell your students that they will each be given half of a joke: either the opening or the ending (punchline). You can use a wellknown joke such as Doctor, Doctor, everyone keeps ignoring me. – Next please! to exemplify the kind of humour they can expect. Give out the cards – one or more to each student, depending on class size. Allow a few minutes for students to check any vocabulary they don’t know, either with you or in a dictionary. Ask the students to walk around the classroom reading out their incomplete jokes to each other and deciding whether their halves match. Ask the students to check with you when they think they have found their ‘other half ’. When the activity is over, pairs read out their ‘complete’ jokes.

Where was the Declaration of Independence signed? – At the bottom. One day I brought an apple for the teacher and she kissed me. – The next day I brought her a watermelon. I spent three years in college taking medicine. – You poor thing. Are you well now? It took me a whole year to write a book. – You idiot. Don’t you know you can buy one for a fiver? Before we begin this final exam, are there any questions? – Yes. What’s the name of this course? I want to read a book … something very deep. – What about 20,000 Leagues Under the Sea? So you flunked the history exam. – Yes. They kept asking questions about things that happened before I was born. Now, class, are there any questions? – Yes. Where do those words go when you rub them off the blackboard? What comes after six? – The milkman. I got an A in spelling. – You fool. There isn’t any A in ‘spelling’. Who needs a dictionary? – If you’ve read one you’ve read them all.

Notes & comments The activity can also work as pair work. Cut the page in half: openings and endings. Students work in pairs to match the openings and endings by reading them aloud to each other.

I N S I D E O U T R e s o u rc e P ac k

2A Secret message 1 Word Puzzle 6

12

2

5

5

14

13

5

15

10

11

5

15

2

9

1

13

18

15

4

3

13

10

2

5

9

7

1

4

13

7

13

1

13

12

G 16

12

2

R 2

A 7

17

11

10

4

5

N 9

D 5

13

16

P 12

13

8

2

A 6

12

8

4

9

R 11

5

7

8

13

E 5

N 19

12

17

15

T 4

5

8

2

18

10

S

2 Secret Message 7

1

4

8

10

13

13

5

9

12

13

5

10

1

17

2

5

9

5

17

15

11

8

9

1

13

2

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

19

13

12

9

Photocopiable

T E A C H E R’ S

N O T E S

2A Secret message Ruth Sánchez García Type of activity

Procedure

Problem-solving. Pair work.

1

Aim

2

To revise vocabulary related to the family.

Task To decode some words and a sentence.

Preparation Make one copy of the worksheet for each pair of students.

3

Timing

4

15 minutes

5

Divide the class into pairs and give each pair a copy of the worksheet. Explain to the students that each number in the boxes corresponds to a letter of the alphabet. Their task is to decode the twelve words in the word puzzle. Tell them that each word is related to family. (If you want to add a competitive edge, you can either set a time limit or say that the first pair to finish is the winner.) When the first pair has finished (or the time is up), check the answers with the whole class. Then, ask the students to use the grid to decode the secret message. Hold a class discussion about the saying in the secret message.

Answers Word puzzle: granny, parents, aunt, cousin, dad, nephew, relatives, grandchild, uncle, niece, brother, in-laws Secret message: Children should be seen and not heard.

 Macmillan Publishers Ltd 2002

33

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

34

This page may be photocopied for use in class

Inside Out e-lesson

Week starting: 18th April 2005

1. William Shakespeare To celebrate the birthday of the Bard, we’ve put together a quiz followed by a reading text for you to enjoy with your students. Level Intermediate and above How to use the lesson 1. Ask your students what they know about William Shakespeare. 2. Give each student in the class a copy of Worksheet A and ask them to choose an answer from the four possibilities. If students aren't sure of the answers, encourage them to make a guess. 3. Check answers in open class, but don't give any answers at this stage. 4. Give each student in the class a copy of Worksheet B and ask students to read the text and check the answers to the questions on Worksheet A. 5. Check answers in open class and ask students if they know any more Shakespearean quotes. Answers 1. b 2. d

3. c

4. d

5. d

6. d

7. c

8. a

9. c

10. c

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.schoolhistory.co.uk/quizzes/shakespeare/shakespeare.htm Some more quiz questions about Shakespeare http://library.thinkquest.org/10502/index2.htm A look around the Globe Theatre and some more links http://absoluteshakespeare.com/trivia/biography/shakespeare_biography.htm Documents the life of the Bard

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Shakespeare Quiz 1. When was Shakespeare born? a) 1520 b) 1564 c) 1590 d) 1601 2. How many brothers and sisters did he have? a) one b) three c) five d) seven 3. As a young man, what was his job? a) glove maker b) hat maker c) school teacher d) musician 4. When did he get married? a) 1608 b) 1540 c) 1564 d) 1582

WORKSHEET A

7. What was the name of his acting company? a) the Queen’s Men b) the King’s Men c) the Lord Chamberlain’s Men d) the Blackfriars Men 8. What was the name of the first theatre he bought? a) the Globe b) the Blackfriars Theatre c) the Stratford Theatre d) the Burbage Theatre 9. Which of these didn’t he write? a) Coriolanus b) The Comedy of Errors c) The White Devil d) As You Like It 10. When did Shakespeare die? a) January 1st 1592 b) April 23rd 1602 c) April 23rd 1616 d) November 5th 1654

5. What was the name of his wife? a) Mary Arden b) Elizabeth Hall c) Judith Quiney d) Anne Hathaway 6. How many children did he have? a) none b) one c) two d) three

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out William Shakespeare

WORKSHEET B

William Shakespeare was born on April 23

rd

, 1564 in Stratfordupon-Avon to John Shakespeare, a glove maker and a local justice of the peace, and Mary Arden. He was the third of eight children and the eldest boy in the family. He probably left school at 14, and later may have worked as a school teacher. He was only 18 when he met his wife-to-be, Anne Hathaway. She was 26 at the time. They were married shortly afterwards in November 1582 and their first child, Susanna, was born eight months later. Two years later, they had twins, Hamnet and Judith. 

From this point in his life, all records are lost for seven years until 1592, when he is to be found living apart from his wife in London. He had become a writer and leading actor in the Lord Chamberlain’s Men acting company at the Globe Theatre. 

Shakespeare was a successful man: his plays were popular with all levels of society. Eventually he made enough money to buy the Globe and, later, the Blackfriars Theatre. Some claim that he did not, in fact, write the plays he is so famous for, attributing them to John Webster, a contemporary of Shakespeare who wrote The White Devil and The Duchess of Malfi. However, there is little evidence for this. 

William Shakespeare died in 1616 on his birthday. He was 52 years old. He is now considered to be the greatest writer in the English language. The names of his most famous plays – Hamlet, Romeo and Juliet, Macbeth – are known all around the world and hundreds of the phrases which he wrote have become part of everyday English: to have seen better days, to be true to yourself, the world’s your oyster, to smell a rat, brevity is the soul of wit, … Do you know any more Shakespearean quotations?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out William Shakespeare – Glossary apart grammar word at a distance away from each other, or away from someone or something else: He doesn't like being apart from his family. attribute phrasal verb attribute something to someone/something to believe that something was caused by something else, or done by someone else: a painting attributed to Picasso brevity noun [uncount] the use of only a few words claim verb [transitive] to say that something is true, even though there is no definite proof: claim (that): He claims he is innocent. consider verb [transitive] to have a particular opinion about someone or something: consider someone/something (to be) something: We all considered him a hero. contemporary noun [count] someone who is or was alive at the same time as someone else: He was a contemporary of Charles Dickens. everyday adjective very common or completely normal: everyday life evidence noun [uncount] facts or physical signs that help to prove something: the historical evidence for his theories glove noun [count] a piece of clothing that covers your fingers and hand: a pair of gloves Justice of the Peace noun [count] an official similar to a judge who works in the lower courts of law leading adjective main, most important, or most successful: He became a leading figure in the London art world.

level noun [count or uncount] a part or stage in a system that has several parts or stages: These social changes will affect everyone, at all levels of society. phrase noun [count] a group of words that are used together in a fixed expression: Several of those interviewed used the phrase 'being my own boss'. point noun [count] a particular moment in time: At that point I left the room. quotation noun [count] words from a book, play, film etc that are used by someone else record noun [count] information that is kept about something that has happened: medical/historical records society noun [uncount] people in general living together in organized communities, with laws and traditions controlling the way that they behave towards each other: Society has to be prepared to support its elderly people. soul noun [count] the part of a person that is capable of thinking and feeling: Deep in your heart and soul you must know that this is wrong. successful adjective a successful person does well in their career: a successful businesswoman wife (plural wives) noun [count] the woman that a man is married to: I'd better phone my wife and tell her I'll be late. wife-to-be the woman that a man plans to marry in the future wit noun [singular or uncount] the ability to use words in a clever way that makes people laugh: a novel of great inventiveness and wit

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

I N S I D E O U T R e s o u rc e P ac k

2B Single vowel dominoes Å

pin

I

car

............................................. ............................................. ............................................

AÜ

cup

ø

shoe

uÜ

hat

............................................ ............................................. ............................................

œ

door

OÜ

bird

ZÜ

the

............................................. ............................................. ............................................

´

leg

e

book

U

tree

............................................. ............................................. ............................................

iÜ

watch

Å

swim

I

heart

............................................. ............................................. ............................................

AÜ

sun

ø

school

uÜ

bag

............................................. ............................................. ............................................

œ

four

OÜ

word

ZÜ

teacher

............................................. ............................................. .............................................

´

bed

e

good

U

tea

...............................................................................................................................................................................................

dog

...............................................................................................................................................................................................

iÜ

...............................................................................................................................................................................................

...............................................................................................................................................................................................

✂ ...........................................................................................................................................

.......................................................................................................................................... .

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

2B Single vowel dominoes Jon Hird Type of activity

Procedure

Pronunciation. Group work.

1

Aim To practise the twelve single vowel phonemes and phonetic symbols.

2

Task To match words with single vowel sounds to their phonetic symbol using dominoes.

3

Preparation Make one copy of the worksheet for each group of three to four students. Cut up the dominoes as indicated.

Explain that the students are going to play a game of dominoes where single vowel phonetic symbols are connected to words which contain that single vowel sound. Divide the class into groups of three to four students and give each group a set of dominoes. Ask the students to divide the dominoes so that each person in the group has the same number. Ask the student who has the domino with ‘dog’ to start by placing this domino on the table. Tell the students to take turns to try to place their dominoes. For example: U

Timing 20 minutes

4

tea

dog

iÜ

Å

pin

If students do not have a domino that works, they miss a turn. The first person to play all their dominoes wins. Circulate, checking that students have found the correct connections.

Answers iÜ Å I AÜ ø uÜ

tree, tea dog, watch pin, swim car, heart cup, sun shoe, school

œ OÜ ZÜ ´ e U

hat, bag door, four bird, word the, teacher leg, bed book, good

Follow up 1 2

Divide the class into different groups and play again. Ask the students to think of more words for each vowel sound.

Notes & comments You may want to precede the activity with some revision of the phonetic symbols on page 18 of Inside Out Upper intermediate Student’s Book. To maximise oral practice, ask the students to say each sound and word as they play.

T E A C H E R’S

N O T E S

11A Smile! Peter Maggs Type of activity

Answers

Board game.

See below. The correct answer is underlined.

Aims

Follow up

To review lexis from the Student’s Book unit by choosing the correct alternative in a sentence.

Give a copy of the worksheet to each student in the class and ask them to write out each sentence (with the correct alternative only) for homework.

Task To play a review game in two teams.

Preparation Make a copy of the worksheet for each pair of students in the class. Make a copy of the answers (on the right) for each referee. Each player/team needs a counter and a dice.

Timing 15 minutes.

Procedure 1

2

3

4

5

Put your students into groups of three (two players and one referee) or five (two pairs and one referee) and give each group a copy of the worksheet, two counters and a dice. You will need to give the referee a copy of the answers. The students place their counter on the START square and then roll the dice to see who goes first. The students take it in turns to roll the dice, move that number of squares forward and then choose the correct alternative. The referee checks the answers. If correct, the student’s counter remains on the square. If incorrect, the student has to return his/her counter to its original square. If a player lands on a SMILE! square, they should move forward but not try to answer the question. If a player lands on an OOPS! square, they automatically miss a go. This continues until a player/pair reaches the final SMILE! square and wins the game.

2 I need to speak/speaking English for my job. 3 She’s got long, wavy hair/hairs. 4 He’s always telling us what to do – he’s very bossy/shy. 6 I can swim/to swim faster than you. 7 He’s got freckles/dimples all over his face. 8 He grew a moustache/ beard to cover the scar on his chin. 10 She’s got fair hair/eyes. 11 I enjoy watching/to watch sport on TV. 12 He’s got pale skin /hair. 14 What does he look like/look? 15 I want being/to be rich. 16 She’s wearing false eyelashes/eyebrows! 18 I put on /take off my shoes before I leave the house. 19 She’s got the most perfect tooth/teeth. 20 I think I’m going to give up /hang up smoking. 22 He looks tired – he’s got bags under his ears/eyes. 23 I’m looking forward to meet/meeting her. 24 She’s got a beautiful hair/smile. 26 She feels things very strongly – she’s sensitive/sensible. 27 What is she like/look like? 28 When she smiles, small wrists/wrinkles appear next to her eyes. 29 I’ve decided getting/to get my hair cut.

I N S I D E O U T R e s o u rc e P ac k

13B Spare change (A is sitting on a bench with a sign that reads ‘hungry and homeless’ propped up beside him. There’s a collecting box in front of him and he’s wearing a suit. In contrast, C is sitting a little further on, dressed in shabby, dirty clothes, the coat tied up with string and using a hat for collecting. Almost every passer-by puts money in C’s hat. C acknowledges the donations with ‘Thank you, sir/ma’am. God bless you, sir/ma’am.’ This continues in the background all the time that A and B are conversing. None of the passers-by put money in A’s box) A Spare change? Can you spare any change for a cup of tea? (Passer-by stares and walks on) A Spare change? Can you spare any change for a cup of tea? (Another passer-by stares and walks on) A Could you spare any change, sir? (B stops. Puts money in the collecting box and walks on) A Thank you, sir! (B pauses and walks back) B I hope you don’t mind my asking, but are you really hungry and homeless? A Yes, just what the sign says. (He motions to his sign) B It’s just that you don’t look as if you are. A What d’you mean? B You’re too smart. A Smart? B Yes, tramps, (Corrects himself) ... I mean, people in your situation don’t usually wear a suit. A I see what you mean, but the truth is, it’s the only decent thing I’ve got left. I’ve lost my job and been evicted from my house. I had to sell everything. I used to work on the buses, but there’s no call for bus conductors nowadays. B I see. (Moves off, pauses and comes back) Well, I don’t mean to be rude, but it’d make a lot of sense to sell your suit, if you need the money. That’s a nice suit you’ve got there. A Believe me, the thought has crossed my mind, but I’ve got my dignity you know ... although that’s about all I’ve got! (Laughs sarcastically) Besides, I need it to look for a job. B Isn’t it difficult to apply for a job when you haven’t got an address? A Ah, but that’s where you’re wrong! I have. It’s here! (Points to the bench) ‘The Bench, Queens Park, Queen’s Square.’ It’s even got its own postcode. Didn’t you read about it in the papers? It’s a new experiment by the council to help homeless people like me find jobs. B That sounds like a good idea. But, if you’re not going to look the part, so to speak, why don’t you do something? A Do something? B Yes, you know, do some busking, read poems, or stand still like a statue. (He poses) A I would if I could, but I can’t. I’m not very artistic. If only I were! B (Shrugs his shoulders) Oh, well, I must be going. It was nice talking to you. Here, take this and buy yourself a meal. (Hands A a five-pound note) A Much obliged, sir! (People continue to walk by. Some ignore A, some stare, none give anything. Finally A gives up, picks up his sign and box and leaves. A few more people pass by and throw money into C’s hat)

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

13B Spare change Jenny Roden Type of activity

Procedure

Speaking. Pair and group work. One-act play.

1

Aim To practise pronunciation, stress and intonation.

Task To perform a one-act play.

Preparation Make one copy of the worksheet for each student.

2

Timing 1–2 hours

3

4

5

Write Spare change on the board and elicit from the students what this means. Ask the students if they ever give money to people begging in the street. If they do, ask them how they choose who to give to (e.g. young or old people, mothers with babies, the disabled, buskers, etc.) and how much to give. Do they give more to people who entertain rather than simply beg? Give each student a copy of the worksheet and ask them to read it silently. Ask the students their opinion of the play. Do they feel sympathetic towards A? Explain the meaning of any unfamiliar words. Divide the class into pairs to read parts A and B aloud. Circulate as the students are reading and help with pronunciation, stress and intonation. For example, practise the stress and intonation required to make A sound surprised (What d’you mean?) or cynical (That’s about all I’ve got!). When the students have rehearsed the lines in pairs, ask them to form groups of six to eight students and rehearse the play again, taking it in turns to play parts A and B. Encourage them to make a sign and find a collecting box, some loose change and a coat and hat. When everybody is ready, ask the groups to perform the play in turn, while the others are the audience. If you have a camcorder, the students might enjoy videoing each other’s performances and watching themselves again.

Follow up Invite some students to perform the play without the script. They do not have to get the lines exactly right.

Notes & comments The play has only two proper speaking parts, so initially it should be rehearsed in pairs. Then divide the students into groups of six to eight. Although students can, of course, choose their parts, A is technically a part for a male, while B and C could be male or female.

Inside Out St Patrick’s Day – Glossary achievement noun [count] a particular thing that someone has achieved: Winning the gold medal was a remarkable achievement. alluring adjective attractive in an exciting way beyond adverb past a place further away than something else or outside a particular area: The empire extended to the River Danube and beyond.

fact noun [uncount] things that are true or that really happened, rather than things that are imaginary or not true: Children soon learn the difference between fact and fiction. fiction noun [count or uncount] a report, story, or explanation that is not true: His account of what happened was pure fiction.

bishop noun [count] a senior Christian priest who is responsible for all the churches in a particular area

impression noun [count] an opinion, feeling, or idea about someone or something that is not based on much information, or that is only based on the way that they look, sound, or behave: He gave me the impression that he really didn't care.

capture verb [transitive] to catch a person or animal and stop them from escaping: Most of the men had been either killed or captured.

latter-day adjective existing now as a modern example of someone or something from the past: a latter-day Robinson Crusoe

celebrate verb [intransitive or transitive] to do something enjoyable in order to show that an occasion or event is special: Let's have a party to celebrate.

legend noun [count] an old story about imaginary people and events in the past: Greek myths and legends

chase verb [transitive] to follow someone or something quickly in order to make them go away: We chased the cat out of the house. claim verb [transitive] to say that something is true, even though there is no definite proof: claim (that): He claims he is innocent. committed adjective loyal to a belief, organization, or group, and willing to work hard for it

manage verb [intransitive or transitive] to succeed in doing or dealing with something, especially something difficult or something that needs a lot of effort: I don't think I can manage a long walk today. myth noun [count] something that people wrongly believe to be true pagan adjective relating to any religion that is not one of the main religions of the world paganism noun

convert verb [intransitive or transitive] to change your religious or political beliefs, or to persuade someone to change their beliefs

parade noun [count] a public celebration in which a large group of people moves through an area, often with decorated vehicles and bands playing music

dye (present participle dyeing; past tense and past participle dyed) verb [transitive] to change the colour of something such as cloth or hair using dye

patron saint noun [count] a saint (=a dead holy person) who is believed to protect a particular place, activity, or group of people

evil noun [uncount] a power that makes people do very bad and cruel things

separate verb [intransitive or transitive] to divide something, or to become divided, into different parts: The two issues need to be separated to discuss them fairly.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out several adjective a number of people or things that is more than two or three, but not many: Several of the passengers were badly injured. shamrock noun [count] a small plant with three round green leaves on each stem. The shamrock is the national symbol of Ireland. slave noun [count] someone who belongs by law to another person and who has to obey them and work for them snake noun [count] a long thin animal with no legs and a smooth skin substitute noun [count] something that is used instead of something else superhero noun [count] a character in a comic strip, film etc who has special powers that can be used for saving people and fighting against evil surround verb [transitive] to be closely connected with a situation or an event: Uncertainty surrounds the future of the industry. three-leaved adjective having three leaves take place to happen: The Olympics take place every four years.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 14th March 2005

1. St. Patrick’s Day On March 17th it’s St Patrick’s Day. But who was he and what made him such a famous saint? This week’s worksheet answers the questions with an A/B ‘wh’ questions gapfill. Level Intermediate and upwards How to use the lesson 1. Divide the class into two groups, A and B. 2. Give one copy of Worksheet A to each student in Group A and one copy of Worksheet B to each student in Group B. 3. Tell the students they have the same story but there is some missing information in each worksheet. They will need to ask a person from the other group for the missing information but first they need to write the questions. 4. Ask the members of each group to work together to write the questions. Make sure all members of the group write the same questions. Be on hand to help the students to create the questions. Some of the questions end in a preposition; tell your students that the use of whom (as in For whom and To whom) is good use of English but sounds rather formal. 5. When they have finished preparing the questions, ask one member of Group A to work with one member of Group B. They should take it in turns to ask and answer the questions. 6. Ask a few questions at the end to check comprehension (e.g. Where/When was St Patrick born? What famous things did he do? What’s a shamrock? etc) Answers 1.What do Irish people all over the world celebrate on March 17th? 2. Who is March 17th a religious and national holiday for? 3. What turns green on March 17th? 4. Where is the river dyed green? 5. What do partygoers enjoy drinking? 6. When was St. Patrick born? 7. Where was St. Patrick born? 8. Where was he taken to be a slave? 9. Where did he first travel to? 10. Who was he sent to Ireland as a bishop by? 11. Who or what did St. Patrick chase out of Ireland? 12. What is the image of the snake most probably a substitute for? This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out 13. What did he use to explain the Holy Trinity? 14. Who did he use the shamrock to explain the Holy Trinity to? 15. When did the first of the St. Patrick’s Day parades take place? 16. Where did the first of the St. Patrick’s Day parades take place? Follow up As a follow up to the lesson, you may want to ask your students to prepare some questions for each other. Suggest they take a look at the following websites. 2 Related websites Send your students to these websites, or just take a look yourself . http://www.stpatricksday.ie/cms/index.html All about this year’s festival http://www.theholidayspot.com/patrick/ A little bit of everything http://wilstar.com/holidays/patrick.htm Short history followed by loads of links http://www.geocities.com/wildmushroom123/index.html All sorts of fun and games http://www.historychannel.com/exhibits/stpatricksday/index.jsp You can read about St. Patrick or simply watch the video

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out St. Patrick’s Day

WORKSHEET A

Complete the questions at the bottom of the page. Then ask your partner the questions and complete the text.

O

n March 17th, Irish people all over the world celebrate 1) ________________ . Although this day is a religious and national holiday for the patron saint of Ireland, it has become a popular festival for many more people than the Irish alone. It is said that everyone is Irish on St. Patrick’s Day, and 3) ________________ turns green on the 17th. This is particularly true in many of the larger cities in the USA; the river in Chicago is dyed green for the day and partygoers enjoy drinking 5) ________________ . Separating fact and fiction in the life of St. Patrick is difficult. He is believed to have been born around 390AD in 7) ________________ . When he was 16, he was captured and taken to Ireland to be a slave. During the six years he spent as a slave, he found God and became a committed Christian. After managing to escape from Ireland and captivity, he first travelled to 9) ________________ , then further into Europe and probably beyond. Little is known of exactly where he went during his years of travelling but some years later he returned to Ireland as a bishop, sent by Pope Celestine. From this moment on, he helped to convert many thousands of pagan Irish to Christianity. Many of the myths and legends surrounding the man have been added to his achievements over the years, giving us the impression that St. Patrick was a latter-day superhero. The truth, as always, is less alluring. It is claimed he chased 11) ________________ out of Ireland. However, there have never been snakes in Ireland, so the image of the snake is most probably a substitute for paganism and evil. He is also famous for having used the 13) ________________ , the three-leaved plant and symbol of Ireland, to explain the Holy Trinity (of the Father, Son and Holy Spirit in one God) to his followers. The first of the St. Patrick’s Day parades, which are so popular today, took place in 15) ________________ in Boston, USA. The St. Patrick’s Day parades in Ireland didn’t take place until several years later. 1) What _________________________________________________________________ ? 3) What _________________________________________________________________ ? 5) What _________________________________________________________________ ? 7) Where ________________________________________________________________ ? 9) Where ________________________________________________________________ ? 11) Who or what ___________________________________________________________ ? 13) What ________________________________________________________________ ? 15) When ________________________________________________________________ ?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out St. Patrick’s Day

WORKSHEET B

Complete the questions at the bottom of the page. Then ask your partner the questions and complete the text.

O

n March 17th, Irish people all over the world celebrate St. Patrick’s Day. Although this day is a religious and national holiday for 2) ________________ , it has become a popular festival for many more people than the Irish alone. It is said that everyone is Irish on St. Patrick’s Day, and the world turns green on the 17th. This is particularly true in many of the larger cities in the USA; the river in 4) ________________ is dyed green for the day and partygoers enjoy drinking green beer. Separating fact and fiction in the life of St. Patrick is difficult. He is believed to have been born 6) ________________ in Wales. When he was 16, he was captured and taken to 8) ________________ to be a slave. During the six years he spent as a slave, he found God and became a committed Christian. After managing to escape from Ireland and captivity, he first travelled to France, then further into Europe and probably beyond. Little is known of exactly where he went during his years of travelling but some years later he returned to Ireland as a bishop, sent by 10) ________________ . From this moment on, he helped to convert many thousands of pagan Irish to Christianity. Many of the myths and legends surrounding the man have been added to his achievements over the years, giving us the impression that St. Patrick was a latter-day superhero. The truth, as always, is less alluring. It is claimed he chased all the snakes out of Ireland. However, there have never been snakes in Ireland, so the image of the snake is most probably a substitute for 12) ________________ . He is also famous for having used the shamrock, the three-leaved plant and symbol of Ireland, to explain the Holy Trinity (of the Father, Son and Holy Spirit in one God) to 14) ________________ . The first of the St. Patrick’s Day parades, which are so popular today, took place in 1737 in 16) ________________ . The St. Patrick’s Day parades in Ireland didn’t take place until several years later. 2) Who __________________________________________________________________ ? 4) Where ________________________________________________________________ ? 6) When _________________________________________________________________ ? 8) Where ________________________________________________________________ ? 10) Who _________________________________________________________________ ? 12) What ________________________________________________________________ ? 14) Who _________________________________________________________________ ? 16) Where _______________________________________________________________ ?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out e-lesson

Week starting: 14th February 2005

1. Valentine's Day Get your candles and your smoochy CDs at the ready – here comes Valentine's Day. But do we all celebrate it in the same way around the world? No, we don't. If you're curious and want to find out more, you've come to the right place. Level Intermediate and above How to use the lesson 1. The first stage of this activity will depend very much on whether you have a multilingual or monolingual class. For a class of multi-nationals, give your students enough time to tell each other what the customs are in their country regarding Valentine's Day. For a monolingual class it's probably best to get straight on with activity 2. 2. Give each student in the class a copy of Worksheet A and ask them to read the questions in 2. See if anyone can answer any of the questions before they read the text, but do not check answers at this stage. 3. Give each student a copy of Worksheet B and ask them to scan the text to find the answers to the questions. 4. Allowing any time for discussion, check the answers in open class. Answers: a. China, Japan, Korea b. Korea c. USA d. GB

e. China f. Denmark g. GB h. No

i. Italy j. France k. Korea l. Japan

As a follow up, why not get your students to send each other Valentine's cards. See the websites below. 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.theholidayspot.com/valentine/ Valentine recipes, message board and lots more http://www.mydearvalentine.com/ send a card, try out some romantic messages, check your horoscope etc http://www.internet-at-work.com/hos_mcgrane/holidays/2_melissa.html some customs around the world and lots of links to other sites

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out ♥ Valentine’s Day ♥

WORKSHEET A

On February 14th, lovers all around the world send their partners a message of their love. Although the tradition is similar in most countries, there are some slight differences. 1. What do you know about Valentine’s celebrations in these countries? Discuss in pairs or small groups. United States of America Denmark

China

France

Great Britain

Germany

Italy

Korea

Japan

2. Read Worksheet B and answer these questions: a) Which countries have more than one Valentine’s Day? b) Which country has a Valentine’s Day for people without a partner? c) Which country offers people an opportunity to end their relationship on this day? d) In which country did young women use to dream about their future husband the night before Valentine’s Day? e) Which country celebrates Valentine’s Day on the seventh day of the seventh month? f)

In which country is the Valentine’s card signed in code?

g) In which country is the Valentine’s card unsigned? h) Would a German woman be happy to receive six red roses on Valentine’s Day? i)

In which country is it the custom for young couples to get engaged on Valentine’s Day?

j)

Where could you see young women throwing images of their Valentines in the fire a long time ago?

k) Where would you expect to eat black food if you are single? l)

In which country do women give chocolates to more than one man on Valentine’s Day?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Intermediate and above

Inside Out Valentine’s Day around the world

WORKSHEET B

China

Denmark

The Chinese celebrate Valentine’s Day on February 14th, but they also celebrate a special Valentine’s Day on July 7th of the Chinese lunar calendar. This celebration comes from a Chinese fairy tale from a long time ago. It is the only night in the year when two stars meet in the skies above. One star represents a shepherd boy and the other is his love, a weaver.

In Denmark, people swap poems and sweets. Some people also send joke cards, which are called gaekkbrev, and instead of writing their name, they sign it in dots. If the person who receives the card correctly guesses the identity of the sender, they will get a candy egg from the sender at Easter time.

Great Britain In Great Britain on the eve of St. Valentine’s Day, women used to pin four bay leaves to the corner of their pillow and then eat boiled eggs with salt. They believed they would dream of their future husbands. Another custom was to write the names of eligible young men on pieces of paper and stick them to balls of clay. They would then drop them into water and watch and wait. The first name to rise would, they believed, be their future husband. These days it is more customary to send your secret love an unsigned greetings card, in the hope that he or she will know who sent it and send a card in return.

Japan In Japan there are two Valentine’s Days. The first is on February 14th and the other is on March 14th. On February 14th women give chocolates not only to their boyfriends but also to their bosses and to boys who are friends. The men don’t have to give anything. On March 14th, which is called ‘White Day’, the men must buy chocolates (or other sweets) for their girlfriends or wives.

United States of America Most people in the United States treat Valentine’s Day as an opportunity to express their feelings towards their loved one or to offer the hand of friendship to others. However, a popular trend these days is to send an ‘anti-Valentine’ card. These cards either contain an insulting message (to your enemy) or say goodbye (to your existing partner). If you receive a card with the message C-Ya! (See you!), it means your boyfriend or girlfriend wants to end your relationship.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Italy There is a custom in Italy for young couples to get engaged on Valentine’s Day. Some shops sell china baskets and cups which are filled with sweets and tied with ribbons. The young romantics offer these to each other as a token of their love.

France A long time ago, the French custom for Valentine’s Day involved young women going into one house and young men going into another house, opposite the first house. They would then call out of the windows to each other. If, in the end, the man was not attracted to his partner, he would desert her. Later on in the day, a bonfire would be lit and the women would insult and burn images of the young men who had deserted them.

Korea The Valentine’s Day tradition in Korea is similar to that of Japan. On February 14th many young women give candies to their boyfriend, and on March 14th their boyfriends buy them chocolate. However, the young people who didn’t have a girlfriend or boyfriend in February or March get to celebrate their own day on April 14th. On this special day, called ‘Black Day’, young singles sit with their friends, who are the same situation, and eat jajang noodles, which are black. This ensures that everyone has a day to celebrate.

Germany Young German men present their loved ones with a beautiful bouquet of flowers on Valentine’s Day, along with a message of love. They must remember, though, to give an odd number (1, 3, 5 etc.) and not an even number (2, 4, 6 etc.), otherwise it could bring them bad luck.

Intermediate and above

Inside Out Valentine’s Day – Glossary fairy tale or fairy story noun [count] a traditional children's story in which magic things happen bonfire noun [count] a large fire built outside for burning rubbish or for a celebration candy noun [count or uncount] AMERICAN a sweet, or sweets clay noun [uncount] a type of heavy wet soil used for making cups, plates, and other objects custom noun [count or uncount] something that people do that is traditional or usual: local customs and traditions desert verb [transitive] to leave a person or place and not come back dot noun [count] a very small spot of ink or colour

eligible adjective considered to be a good marriage partner engaged adjective if two people are engaged, they have formally agreed to get married: We got engaged about this time last year. insult verb [transitive] to say or do something that is offensive: She has no right to insult us like that. insulting adjective pillow noun [count] a soft object on which you rest your head in bed relationship noun [count] a situation in which two people are sexual or romantic partners: I was already in a relationship when I met Ben. singles [plural] people who are not married, or who are not in a romantic relationship

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

T E A C H E R’ S

N O T E S

3C Storytellers Vincent A. Desmond Type of activity Speaking. Group work.

5

Aim

and monitor, helping with vocabulary as necessary. Regroup the students and ask them to tell each other their stories.

To practise using linkers.

Follow up

Task

1

To invent and tell a story using linkers.

Preparation Make one copy of the worksheet for each group of four to five students. Cut up the cards as indicated.

Timing

2

Immediately after the activity, it may be useful to conduct an error correction session based on the students’ accuracy in using narrative tenses and linkers. For homework, ask students to write up their stories or even create a class book of short stories. Consider copying this book and distributing it to other classes or displaying the stories on a noticeboard.

30 minutes

Procedure 1

2

3

4

Elicit different types of book (romance, thriller, science fiction, biography, autobiography, history book, detective story, etc.). Divide the class into groups of four to five students and give each group the top section of the worksheet with the word cards removed. Ask the groups to make three new book titles using some of the words, e.g. Love Ship (a romance), Robot Killer (a science fiction story), etc. Ask the groups to read their titles to the class. Ask each group to choose one of their titles. Explain that each group is going to develop this story. Then ask the groups to decide on the first line of their story. Place a set of linker cards face down in the middle of each group. Students take it in turns to pick a card and add the next sentence to their story. For example, the first sentence of the story Love Ship is: John and Camilla were sunbathing on the ship. Student A picks up the card because and continues the story: John decided to get some cocktails because he was thirsty. Student B picks up a card and adds the next sentence to the story. This continues until all the cards have been used. (Encourage students to make notes about the story as they add each sentence to help them when they retell the stories in stage 5.) Circulate

Notes & comments This activity is designed to practise linkers and the stories the students produce may not sound natural as there will be an unusually high number of linkers. This should be pointed out to the students, especially if they go on to develop and write up their stories for homework.

I N S I D E O U T R e s o u rc e P ac k

3C Storytellers

KING

shame sudden

for love

IN

of

killer

ship

murder

DEAD man robot

old

HOTEL

the time ANGEL summer nights PLANET two because

........................................................................................................................................

by the time

so

just as

after

just as

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .

during

as

but

when

before

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .

as soon as

and

while

then

because

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .

by the time

so

just as

after

just as

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .

during

as

but

when

before

.................................................................................................. ..................

then

. . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . .

while

. . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . .

and

. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . .

as soon as

. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . ....................................................................................................................

"

travel

never

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . © Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out Stranger than fiction – Glossary absence noun [uncount] the fact that something does not exist or is not present: a complete absence of humour analyse verb [transitive] to examine something in detail in order to understand or explain it: Scientists analysed samples of leaves taken from the area. authentic adjective real, not false or copied: The letter is certainly authentic.

crop circle noun [count] a part of a field where the crops have been pushed flat in the shape of a circle. Some people think these are caused by aliens. deposit verb [transitive] to put something somewhere DNA noun [uncount] a chemical substance in cells that contains genetic information

awe-inspiring adjective making you feel great respect and admiration

dolphin noun [count] a large sea animal, similar to a fish, with a long nose

bear something in mind to remember to think about something when you are involved in doing something else:

dorsal [adjective] connected with the back of a fish or animal: the shark’s large dorsal fin

beyond grammar word not within the limits of something outside the range or limits of a subject, quality, or activity: Their behaviour went far beyond what is acceptable.

dust noun [uncount] very small pieces of dirt or another substance that form a layer on a surface or a cloud in the air: He drove off, leaving us in a cloud of dust.

blowhole noun [count] a hole in the top of the head of a sea animal such as a whale or dolphin, through which it breathes. buzzard noun [count] large bird that kills other birds or animals for food. charge verb [transitive] to put electricity into something consider verb [intransitive or transitive] to think that something may exist or be true: Have you considered the possibility that he just doesn't like you? conventional adjective using ordinary or traditional methods, not new ideas or new technology: costume noun [count or uncount] clothes that the actors wear in a play or film creature noun [count] an imaginary living thing that is strange or frightening: The Gorgon was a mythical creature.

evolution noun [uncount] the way in which something gradually changes and develops existence noun [uncount] the state of being a real or living thing, or of being present in a particular place, time, or situation: The tests confirm the existence of a brain tumour. extinction noun [uncount] a situation in which something such as a type of animal or plant stops existing: Several species of monkey are in danger of extinction. extraordinary adjective very unusual and surprising: It's an extraordinary story. feat noun [count] something that is impressive that someone does flesh noun [uncount] the soft substance under your skin that consists mostly of muscle and fat: The dog's teeth sank into my flesh.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out flipper noun [count] a wide flat part like an arm on the bodies of some sea animals formation noun [count or uncount] a pattern that people or things are arranged into: planes flying in formation gigantic adjective extremely large gorilla noun [count] a large strong African wild animal that is similar to a monkey but much larger. Gorillas live in forests. grace verb [transitive] to make something more attractive, pleasing, or interesting: Her photograph graced many a magazine cover.

mount verb [transitive] to fix something in position: mountain range [noun count] a number of mountains considered as a group nostril noun [count] one of the two holes at the end of your nose pale adjective light and not bright in colour: pale blue/yellow/green pattern noun [count] a set of lines, shapes, or colours that are repeated regularly: a carpet with a pretty pattern pour verb [intransitive] to rain very hard: The thunder and lightning stopped, but it continued to pour.

hectare noun [count] a unit for measuring an area of land, equal to 10,000 square metres

sample noun [count] * a small amount of a substance that is used for scientific or medical tests: Tests were performed on hair and blood samples.

hoax noun [count] a trick in which someone tells people that something bad is going to happen or that something is true when it is not

shower noun [count] * a short period when it rains: Tonight there's a 50% chance of showers.

insect noun [count] * a small animal that has six legs and often has wings jaw noun [count] the part of your mouth where your teeth grow jellyfish noun [count] a soft transparent sea animal that can sting you legendary adjective very famous or well known for a long time lightning noun [uncount] the bright flashes of light that you see in the sky during a storm: The ship was struck by lightning soon after it left the port. lightning bolt a flash of lightning in the sky messy adjective dirty or very untidy migrate verb [intransitive] if a bird or animal migrates, it travels to another part of the world for warmer weather

sighting noun [count] an occasion when you see someone or something that you do not often see special effects noun [plural] the artificial images or sounds in a film that are created with technology spot verb [transitive] to notice someone or something: Maria spotted the book lying under the chair. thunderstorm noun [count] a storm with thunder (=loud noise) and lightning (=flashes of light) in the sky tear (past tense tore; past participle torn) verb tear something apart to damage or destroy something completely by breaking it into pieces: The building was torn apart by the explosion. video camera noun [count] a piece of equipment that you use for recording something onto videotape whale noun [count] a very large sea animal that looks like a fish but breathes air through a hole on the top of its head

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out e-lesson

Week starting: 29th November 2004

1. Stranger than fiction On December 5th, 1872, the boat Marie Celeste was discovered abandoned. Everything was in place and the captain's dinner was on his table, untouched. What happened? Who knows - it's a mystery. This week, we are offering some more mysteries for your students to discuss. Some of them have solutions and others don't, but Worksheet B contains a commentary on each mystery. Level: Good Intermediate and above How to use the lesson: 1. Divide your class into pairs or small groups. Give each student a copy of Worksheet A. Ask them to read each mystery and discuss them in their pairs/groups. Move around the class and help students who are slower to get started with questions like (for Red Rain) “Why do you think the rain was red?”, “Where do you think it came from?” etc. 2. After the students have discussed each of the mysteries, give each student in the class a copy of Worksheet B. Ask the students to match one of the comments to one of the eight stories on Worksheet A. 3. When everyone has done this, finish off with a class discussion about each of the mysteries to check whether any of your students have seen or heard anything connected to these mysteries before, and what opinions they hold on each one. Commentary (matched with stories from Worksheet A) e. Gambian Sea Monster a. Monkey Business f. Mystery Circles b. Red Rain (story 3) g. Giant in the Sky c. Butterfly Return h. Red Rain (story 2) d. Red Rain (story 1) 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.aisp.net/strange.htm plenty of links to strange phenomena http://www.forteantimes.com a magazine full of strange mysteries past and present http://www.einterface.net/gamini/paranorm.html yet more examples of the paranormal

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out

Stranger than fiction

WORKSHEET A

Work in pairs or small groups. Discuss the possible reasons for these mysterious happenings and then compare your ideas with the Commentary on Worksheet B.

Red Rain 1.

2.

3.

On December 28th, 1860, residents of Siena, Italy watched as red rain fell for two hours in the north-western part of the city. On August 1st, 1869, a three-minute shower of flesh and blood fell from the sky covering several hectares of land on the farm of J. Hudson in Los Nietos Township, California, U.S.A. On May 15th, 1890, red rain poured down on the town of Messignadi, Calabria, Italy. The Italian Meteorological Bureau identified the rain as blood.

Gambian Sea Monster On June 12th, 1983, wildlife enthusiast Owen Burnham discovered the dead body of a sea creature on Bungalow Beach, Gambia. It measured 4.8 metres, was black on top and pale underneath, had a long pair of jaws containing 80 teeth, had a pair of nostrils at the end of the upper jaw and had two pairs of flippers.

Monkey Business In 1967, a man named Patterson was out walking with his video camera in the hills of Burbank, California, U.S.A., when he spotted a creature which looked like a cross between a man and a gorilla. As the creature walked away from him, he filmed it. Experts say this proves the existence of the legendary North American creature Bigfoot.

Butterfly Return On March 25th, 1995, the Yorkshire Post reported that two varieties of butterfly, The Large Copper and The Chequered Skipper, have returned after 75 years of extinction.

Mystery Circles

Giant in the Sky On July 6th, 1995, the Denver Post published a photograph of what appeared to be a giant jellyfish dancing above the clouds of Colorado. The photograph had been taken by a pilot flying above the black clouds just two days earlier.

On August 13th, 2001, an awe-inspiring formation of circles was discovered on top of Milk Hill, Wiltshire, U.K. With a diameter of nearly 460 metres and containing over 400 circles, this is truly the most extraordinary crop circle ever seen.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out

Commentary

WORKSHEET B

Match a comment below with each of the eight stories on Worksheet A. a.

Although many people have insisted this was an authentic sighting, it is widely believed to have been a hoax. The man rumoured to be behind the hoax is Hollywood special effects make-up artist John Chambers. Chambers has never admitted to being responsible for the hoax, but he is known to have been working on the film Planet of the Apes at the time and could have used one of the costumes he was working on.

b.

When analysed, it was found to be bird blood. The authorities claimed at the time that it was due to a large group of migrating birds having been torn apart in a terrible storm. However, there was no evidence of a storm having occurred at the time and no bird, or even part of a bird, seen to have fallen – only blood.

c.

Scientists have taken DNA samples from dead examples of the insects which were mounted in museums. They have matched the DNA from the dead insects with the DNA of a similar variety still in existence and now we can see these insects gracing our countryside again after such a long absence.

d.

Deposits were analysed and found to contain red sand and dust most probably carried from the Sahara, and deposited in rain.

e.

As whales and dolphins have dorsal blowholes rather than nostrils and only a front pair of flippers (the back pair were lost during evolution), it could not have been any modern-day creature. Only two types of animal fit the description of this particular body; the pliosaur and the thallatosuchian (sea crocodile). However, both of these officially died out more than 60 million years ago.

f.

Although they are generally accepted as being made by humans, there are many people who say this particular feat was beyond human ability. The average time available to make one of these formations (in secret under the cover of darkness) is four hours. Bearing in mind the complexity and number of individual patterns in this case, a human would have had 30 seconds to create each circle. Impossible, perhaps, if we consider that some of the circles measured more than 21 metres in diameter.

g.

It was actually a sprite. A sprite is a gigantic lightning bolt that is positively charged. Most lightning bolts (95%), on the other hand, are negatively charged. Sprites occur above thunderstorms and have been spotted above North American mountain ranges.

h.

The conventional explanation was that messy buzzards flying overhead dropped most of their meal over the farmland.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

I N S I D E O U T R e s o u rc e P ac k

7A Susie’s party Name: Sam Peters Occupation: Hairdresser How long you have known Susie: 6 months How you first met: She had an appointment in your salon. She’s had her hair done there ever since.

◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗

Name: Gabriel/Gabriella Martini Occupation: Personal assistant How long you have known Susie: 6 months How you first met: You came to live next door. Susie invited you in for a cup of tea.

.................................................................... ....................................................................

Name: Fatima Omid Occupation: Housewife How long you have known Susie: 20 years How you first met: At school. You were in different classes, but you met at playtime and after school.

Name: Daniel/Daniella Williams Occupation: Computer programmer How long you have known Susie: One day. How you first met: Here at the party. You came with your friend, Tom Morris.

.................................................................... ....................................................................

Name: Tom Morris Occupation: Computer programmer. How long you have known Susie: 2 years How you first met: You met her at a disco and asked her out. You have been her boyfriend ever since.

Name: Faizal Omid Occupation: Truck driver How long you have known Susie: 6 years How you first met: Your wife introduced you. She and Susie were best friends at school.

.................................................................... ....................................................................

Name: Michel/Michelle Lebrun Occupation: Photographer How long you have known Susie: 8 years How you first met: On a photoshoot. You started chatting and have been good friends ever since.

Name: Frances/Francis Matthews Occupation: Musician How long you have known Susie: 5 years How you first met: You were a friend of Susie’s brother.

.................................................................... ....................................................................

Name: Jo/Joe Chambers Occupation: Sales manager How long you have known Susie: 3 years How you first met: Susie was promoting one of your products at a show.

Name: Charlie Smith Occupation: Interior designer How long you have known Susie: 1 year How you first met: She used your company to decorate her house.

.................................................................... ....................................................................

Name: Chris Glen Occupation: Teacher How long you have known Susie: 8 years How you first met: At college. Susie was on the same course but left to become a model.

Name: Nick/Nicky McAllister Occupation: Nurse How long you have known Susie: 4 months How you first met: Susie broke her finger while she was modelling some sports equipment. You helped to look after her.

.................................................................... ....................................................................

Name: Sarah Jacobson Occupation: Model How long you have known Susie: 6 months How you first met: On the same modelling job.

Name: Sandy Beach Occupation: Chef How long you have known Susie: 3 years How you first met: Susie came to eat at your restaurant and loved the food! You’ve done her catering ever since.

....................................................................................................................................................................................................

◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗ ◗

........................... ........................... ........................... ........................... ........................... ........................... ............................

....................................................................................................................................................................................................

✂ ...........................................................................................................................................

........................................................................................................................................... © Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’S

N O T E S

7A Susie’s party Jenny Roden Type of activity Speaking. Whole class.

Aims To reinforce use of the present perfect and past simple. To practise talking about jobs.

Task To find out, by exchanging information, personal details about a person met at a party. To recall those details.

Preparation Prepare enough cards for the students in your class. You may want to enlarge them. Some names are specifically male or female, but others can be adapted to suit either sex.

Timing Up to an hour.

Procedure 1 2

3

4

5 6

7

Ask the students if they have been to a birthday party. Ask what people talk about when they meet for the first time. (Elicit: exchange of personal details, the music, the food, the host/hostess etc.). Explain that they are going to pretend to be at Susie’s birthday party. Susie is a model. They all know Susie, but don’t all know each other. Give one card to each student. Explain that they have to be the person on the card and that they must ask questions to find out information about the other people at the party. Elicit the questions (see Answers below). Elicit what people say when they want to end a conversation, e.g.: I must get another drink. or Oh, there’s X, would you excuse me? The students do the role-play. They are not allowed to write anything down or show each other their cards. Walk around and listen and correct if necessary.

8

Stop the students and let them sit down. Tell them they must try and remember the details they’ve found out. Tell them it’s now one year later. They are going to meet again at Susie’s birthday party. They are going to try to tell each other what they remember. 9 Demonstrate with one student: I think you’re Sam and you’re a hairdresser. (Remember to add a year to the time they have known Susie). 10 Do the role-play again. (Use name labels if there are a lot of names to remember).

Answers What’s your name? What do you do? / What’s your job? How long have you known Susie? Where did you meet her?

Follow up Ask the students to write down what they know about Susie – her age, her job, her lifestyle, etc. Let them compare notes in pairs/groups and discuss.

I N S I D E O U T R e s o u rc e P ac k

14B Tell us about ... My favourite gadget is ...

By the end of the year, I’ll have ...

In the third millennium, we ...

If I could no longer use a computer, ...

I’ve never been able to ...

Tell us about ...

My favourite computer game is ...

I often feel guilty about ...

It’s high time I ...

The worst crimes are ...

A charity I support is ...

Some English words used in my language are ... The last letter I wrote in English ...

I generally use the Internet to ...

It’s OK to break the law if ...

Tell us about ...

Tell us about ...

My country’s press is ...

I’ll never forget the first time I ...

A traditional story from my country is ...

A story I remember from my childhood is ...

Tell us about ...

I once won ...

Tell us about ...

The main differences between my first language and English are ...

It’s always been an ambition of mine to ...

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

14B Tell us about ... Jon Hird Type of activity

Procedure

Speaking and listening. Group work.

1

Aim To improve fluency.

2

Task To move around a board by speaking about different topics for sixty seconds at a time.

Preparation Make one copy of the worksheet for each group of three to four students. Each group needs one dice and a watch with a second hand and each student needs a counter.

Timing 30 minutes

3

Divide the class into groups of three to four students and give each group a copy of the worksheet. Look at the board game with the class and explain how to play: ● Each student places his/her counter anywhere on the board. ● Students take turns to throw the dice, move the appropriate number of squares, read the prompt in the square and talk continuously about that topic for one minute. ● If a player lands on a Tell us about ... square, the other students in the group choose a topic for him/her to talk about. ● If a student manages to talk for sixty seconds, he/she gets a point. However, if the student hesitates too often, repeats information or does not manage to talk for the full sixty seconds, he/she does not get a point. ● The winner in each group is the first student to get five points. While the students are playing the game, circulate and monitor, noting down any common errors which can be used for correction at a later stage.

Follow up Prepare a Correct the mistake activity using the errors that you noted down while the students were playing.

Inside Out Thanksgiving Day – Glossary celebrate verb [intransitive or transitive] to do something enjoyable in order to show that an occasion or event is special: They're celebrating the end of their exams. celebration noun corn noun [uncount] AMERICAN maize plants, or their seeds when they are cooked and eaten cranberry noun [count] a small sour red fruit: a glass of cranberry juice harvest noun [count] the activity of collecting a crop, or the time when crops are collected: the corn/potato/grape harvest medicinal adjective capable of treating an illness: medicinal herbs Native American noun [count] a member of one of the groups of people who lived in America before Europeans arrived

poisonous adjective containing poison: poisonous gases/plants settler noun [count] someone who goes to live in a place where not many people live syrup noun [uncount] thick sweet liquid Thanksgiving Day noun [count or uncount] in the US and Canada, a holiday in the autumn when families have a special meal together tribe noun [count] a large group of related families who live in the same area and share a common language, religion, and customs: Native American tribes turkey noun [count or uncount] a large bird that is similar to a chicken, or the meat from this bird

Pilgrim noun [count] one of the people who left England and went to live in what is now the US in the early 17th century

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out e-lesson

Week starting: 22nd November 2004

1. Thanksgiving Day This Thursday (25th), Americans celebrate Thanksgiving Day. The opportunity to have a huge meal with all the family, but when did it all start? This week's worksheet is ideal for elementary level learners. First they match some pictures to a paragraph of text. Then they answer some questions in a crossword to find the name of a popular Thanksgiving Day dish. Level Elementary and upwards How to use the lesson 1. Ask students what they know about Thanksgiving Day and its origins in America. 2. Give each student a copy of Worksheet A and ask them to work in pairs. Ask students to match a picture (a-g) to a paragraph of text (1-7) which refers to it. 3. Check answers in open class. Answers to 1: 1b, 2c, 3g, 4e, 5f, 6a, 7d 4. Give each student a copy of Worksheet B and ask them to work in pairs. The first pair to answer all of the questions and reveal the hidden answer (Pumpkin pie) is the winner. Answers to 2: 1) Patuxet 2) Squanto 3) Mayflower 4) Plymouth 7) Lincoln 8) syrup 9) Pilgrims 10) harvest

5) turkey

6) Indian

Follow up As a follow up to the lesson, you may want to ask your students to find some more information about thanksgiving celebrations in other countries. The first website below features thanksgiving as celebrated by the ancient Greeks, Romans, Chinese, Hebrews and Egyptians. Go to the site and click on The Story of Thanksgiving. Students, in pairs/groups, can make a quiz from the information they find for the others to do. 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.holidays.net/thanksgiving for historical information about Thanksgiving http://www.kidsdomain.com/holiday/thanks/word.html for some fun Thanksgiving word searches and crosswords http://rats2u.com/thanksgiving/thanksgiving_index.htm All about Thanksgiving plus animations, cyber greetings, recipes and much more http://www.workersforjesus.com/f25-14.htm Read about Squanto

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Thanksgiving Day

WORKSHEET

A

1. Match each picture to a paragraph. 1. On September 16th, 1620, the ship the Mayflower left Plymouth Harbour in England with 110 passengers. The passengers called themselves the ‘Pilgrims’. The Mayflower arrived in America 65 days later, on November 10th, 1620.

a)

b)

3. On March 16th, 1621, a native American (Indian) from the Patuxet tribe visited the Pilgrims. He was named Samoset. Soon afterwards, he visited them again with a friend called Squanto, who spoke English well.

c)

d)

4. Squanto taught the settlers how to plant Indian corn, how to get syrup from the maple trees and how to tell the difference between poisonous and medicinal plants.

5. In October the Pilgrims had a lot of food from the fields after the harvest. They invited Squanto and the other Indians to join them for a thanksgiving celebration.

e)

f)

g)

2. The winter of 1620 was very cold and the snow made it difficult for the Pilgrims to build houses. In the spring of 1621 there were less than 50 Pilgrims left alive.

6. For the next 200 years, thanksgiving was celebrated after the harvest. In 1863, President Abraham Lincoln said there would be a national day of thanksgiving. Since then Americans have officially celebrated Thanksgiving Day on the fourth Thursday in November. 7. This year (2004) on November 25th, people all over the USA will be getting together with their families to enjoy roast turkey and cranberry sauce.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Thanksgiving Day

WORKSHEET

2. Answer the questions. Write your answers in the crossword puzzle to reveal the name of a famous Thanksgiving Day dish. 1. Which tribe did the native Americans come from? 2. This native American spoke English well. 3. What was the name of the ship that the settlers used? 4. Which harbour in England did the settlers leave from? 5. Which bird is eaten on Thanksgiving Day? 6. This is another name used for ‘native American’. 7. The surname of the President who started the national day of thanksgiving. 8. What did the settlers learn to get from the maple tree? 9. What did the passengers on the ship call themselves? 10. The time of year when all the food is collected from the fields.

1 2 3 4 5 6 7 8 9 10

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

B

Inside Out The Beatles – Glossary achievement noun [count] a particular thing that someone has achieved: Winning the gold medal was a remarkable achievement. anthem noun [count] a song that is important to a particular group of people ballad noun [count] a popular love song bass or bass guitar [count] an electric guitar that produces very low notes battle noun [count] a situation in which someone is trying very hard to deal with a difficult situation: She has lost her battle against breast cancer. break up phrasal verb if two people break up, or if a relationship breaks up, the relationship ends: He's just broken up with his girlfriend. cancer noun [uncount] a serious illness that is caused when cells in the body increase in an uncontrolled way: He died of lung cancer.

drummer noun [count] someone who plays the drums elite noun [count] the best or most skilful people in a group: This book puts him among the elite of British novelists. experienced adjective someone who is experienced has skill at something because they have done it a lot: I'm a lot more experienced than him. fete noun [count] an outdoor event with goods for sale and competitions, usually organized by a school or church in order to make money grip verb [transitive] to have a strong effect on someone: A feeling of fear gripped the crowd. iconic adjective very famous and well known, and believed to represent a particular idea: His photographs have become iconic images of war. induct verb [transitive] to officially accept someone into a group

circle noun [count] a group of people who know one another or are interested in the same things: They have a large circle of friends.

join verb [transitive] to become a member of an organization, club, or group, or to start working for an organization: Martin joined the firm in 1999.

contract noun [count] a written legal agreement between two people or organizations: After six months she was offered a contract of employment.

label noun [count] a company that produces records: Their album was released on the Digital Experience label.

crazed adjective completely crazy and uncontrolled develop verb [intransitive or transitive] to change, grow, or improve, or to make something grow, change, or improve: All children develop at different rates. distinctive adjective easy to recognize because of being different from other people or things of the same type drum noun [count] a musical instrument that consists of a tight skin stretched over a round frame. You hit it with your hands or a stick.

performer noun [count] someone who performs in front of an audience, for example an actor or a musician produce verb [intransitive or transitive] to organize the work and money that are involved in making a film, play, television or radio programme, CD etc: Steve McQueen produced and starred in The Getaway. recording noun 1 [count] a piece of music or speech that has been recorded 2 [uncount] the process of making recordings

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out reject verb [transitive] to refuse to accept someone for a job or a course of study release verb [transitive] to make a film, video, or CD available for people to see or buy: They have just released their second album. remain verb [intransitive] to continue to exist after other things have gone or have been dealt with: Only a handful of these rare fish remain in Scotland. shoot (past tense and past participle shot) verb [transitive] to hit someone or something with a bullet from a gun: The man was shot in the head as he left the bar. single noun [count] a musical record with only one song or piece of music on each side skill noun [count or uncount] the ability to do something well, usually as a result of experience and training: computer skills solo adjective, adverb playing or singing alone split noun [count] a disagreement that causes a group to divide into smaller groups star noun [count] a famous and popular actor, entertainer, or sports player: a Hollywood/pop/soccer star surname noun [count] the part of your name that is your family's name task noun [count] something that you have to do, often something that is difficult or unpleasant: routine/daily tasks take hold phrase to become stronger and difficult to stop: They were fortunate to escape before the fire took hold. vocal noun [count] The part of a piece of popular music that is sung: Who is on backing vocals? working class noun the working class or the working classes the social class consisting of people who have little money, education, or power, and who work mainly in jobs that require physical skills This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out The Beatles

I

WORKSHEET A

n 2005, thirty-five years after they broke up, The Beatles were named by Variety magazine as the most iconic entertainers of the 20th century. Not a bad achievement for four working class boys from Liverpool, England.

Paul McCartney met John Lennon in 1957 at a garden fete where John Lennon was playing with his band. After talking they decided to play together and became The Quarrymen. George Harrison, who was a friend of Paul McCartney, joined the band in 1958 and they changed their name to The Silver Beetles. They changed their name once more in 1960 and became The Beatles. They travelled to Hamburg, Germany, where they developed their musical skills and came back to the UK as experienced performers, where they quickly became stars. Their manager Brian Epstein worked hard to get them a recording contract, but it wasn’t an easy task. They had a lot of different drummers until 1962, when Ringo Starr joined the band. The final line up was John Lennon and George Harrison on vocals and guitars, Paul McCartney on vocals and bass, and Ringo Starr on drums. Finally, after being rejected by almost every other label, the recording company EMI agreed to try them out. They recorded their first single Love Me Do at Abbey Road Studios in London and within a year ‘Beatlemania’ had taken hold of Britain. They released their first US single I Wanna Hold Your Hand in 1964 and the United States, too, was instantly gripped by ‘Beatlemania’. By the following year, they had become the most famous band in the world. Over the next five years they produced songs of all different styles, from ballads to anthems and from blues to heavy metal. After their split in 1970 the band members went their different ways and each enjoyed some solo success, but never matched the popularity they had known as The Beatles. Ten years later, in 1980, 40-year-old John Lennon was shot dead in front of his apartment in New York by crazed fan Mark Chapman. Lennon’s wife Yoko Ono still lives in the apartment. Then in 2001 George Harrison, ‘The Quiet Beatle’, lost his battle with cancer and died at the age of 58. Paul McCartney has continued to perform and in 1997 became Sir Paul McCartney. In 2003 his wife Heather gave birth to a daughter, Milly Beatrice. And last but not least, Ringo Starr has also continued to perform but remains the only Beatle who has not been inducted into the Rock and Roll Hall of Fame as a solo artist.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out The Beatles

WORKSHEET B

Answer the twelve questions to reveal the name of the man who is often referred to as ‘The Fifth Beatle’. This man recorded all the Beatles albums and is responsible for giving them such a distinctive sound. Write the first letter of each answer in the box with the corresponding number at the bottom of the page.

1

In which country did The Beatles develop their musical skills?

2

Which label did The Beatles record their first single with?

3

What is the surname of John Lennon’s wife?

4

Ringo is the only Beatle who (as a solo artist) isn’t in this elite circle.

5

Which Beatle died in 2001?

6

What was the surname of The Beatles’ manager?

7

What is the surname of the bass player of The Beatles?

8

In which studios did the band record their first single?

9

Who was the band’s drummer?

10

How many years did the band perform as The Beatles?

11

What was their first US single called?

12

Where was John Lennon living when he died?

1

2

3

4

5

6

7

8

9

10

11

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

12

Inside Out e-lesson

Week starting: 16th January 2006

1. The Beatles On January 20th, 1964, The Beatles released their first album in the United States of America, Meet The Beatles. Almost overnight they became internationally famous and ‘Beatlemania’ spread across the globe. It’s been 35 years since they split, and since then two of them have died, but their music endures. This week, we take a closer look at the ‘Fab Four’, from their humble origins to their superstardom. Level Intermediate upwards How to use the lesson 1. Give your students five minutes to read through Worksheet A and remember as many of the details as they can. Tell them they are going to answer questions about The Beatles, but they shouldn’t write anything down at this stage. 2. After five minutes stop your students. Ask them to turn over their worksheets. 3. Give each student a copy of Worksheet B. Tell them that by answering the questions they can find the name of the ‘fifth Beatle’, the man who produced all of their hits. Divide the class into pairs and ask students to work together to answer the questions and write the answers in the grid. 4. Check answers in open class. If the questions have all been answered as below, the name George Martin should be written in the box. Answers 1. Germany 2. EMI 3. Ono 4. Rock and Roll Hall of Fame 5. George Harrison 6. Epstein 7. McCartney 8. Abbey Road Studios 9. Ringo 10. Ten (1960-1970) 11. I Wanna Hold Your Hand 12. New York 2. Related Websites Take a closer look at some of the people and places mentioned in the text http://www.beatlesagain.com/ Click on any part of the record for Beatles information http://en.wikipedia.org/wiki/The_Beatles A fairly comprehensive account of the Beatles http://www.beatlefans.com/ All sorts going on here – scroll down to the bottom of the page to see some videos This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

T E A C H E R’ S

N O T E S

3B The Bronx Russell Stannard Type of activity

5

Reading, speaking and writing. Group work.

Aims To practise summarising a text. To practise writing skills.

Tasks To read and exchange information about the Bronx. To write an article for a guide book.

Preparation Make one copy of the worksheet for each group of four students. Cut up the worksheet as indicated.

Timing 40–50 minutes

Procedure 1

2

3

4

Introduce the topic by asking the students to tell you anything they know about the Bronx, for example, Where is it? (New York City), What is it like as an area? (considered by many to be one of the worst areas in New York), Which famous people are from the Bronx? (Calvin Klein, Jennifer Lopez, Stanley Kubrick), etc. Divide the class into groups of four students and give each group a copy of the map. Give each student in the group a different text about the Bronx. Ask the students to read their text and prepare to tell the rest of the group about it. Circulate, helping with vocabulary as necessary. When they have finished, ask the students to take turns to tell the rest of the group about the text they read. Then take the texts away from the students and read out questions 1–8, one by one, for the groups to answer. Check the answers with the whole class.

6

Tell the students they are now going to write an article about the Bronx for a guide book on New York. Give the groups plenty of time to plan their articles. Make sure everybody in each group is involved in the planning and writing stage. Circulate and monitor, helping with vocabulary and ideas as necessary. When the students have finished, display the articles on the wall. Allow the groups time to read each other’s work.

Questions 1 What do you know about the death rate in the Bronx area? (It is over 200 times higher than in New York and some social groups have lower life expectancies than countries in the third world.) 2 Who starred in the film Rumble in the Bronx? (Jackie Chan) 3 What was the story behind Robert De Niro’s film about the Bronx? (It is about a young boy who becomes part of the Mafia as a reward for not talking when he witnessed a crime.) 4 What team has its home in the Bronx? (New York Yankees) 5 What percentage of the population lives in one-parent families headed by a female? (Over 25 per cent) 6 What does EZ stand for? (Empowerment Zone) 7 What percentage of residents within the Bronx EZ area lives below the poverty line? (42 per cent) 8 Which Bronxite famously defeated Sugar Ray Robinson in 1943? (Jake La Motta)

Notes & comments If the writing stage is done for homework, encourage the students to find out more about the Bronx using reference books and the Internet.

I N S I D E O U T R e s o u rc e P ac k

3B The Bronx UNITED NATIONS

THE BRONX

BABE RUTH E TH NX O BR ULL B

CITY HALL

K YOR S KEE NEW YAN

ROCKERFELLER CENTRE

BATTERY PARK

MADISON SQUARE GARDENS

CENTRAL PARK EMPIRE STATE BUILDING

NO G AREAO

WASHINGTON SQUARE STATUE OF LIBERTY

LINCOLN CENTRE

N

most dangerous areas in New York City and has one of the highest crime rates in the whole of the USA. The major effort has been to restrain the spread of slums, with their abandoned and burned-out buildings, closed-down stores and spreading crime. South Bronx is infested with drug addicts and pushers who lurk in abandoned buildings, the windows of which have been covered with metal and the doors of which are bricked up. Many areas within the Bronx are considered such no-go areas that the police often pick up straying tourists who accidentally go there after visiting Central Park.

B The image of the Bronx has been made even more infamous by a string of films based around the area. Rumble in the Bronx, starring Jackie Chan, is about a Hong Kong policeman who visits the area to attend his uncle’s wedding but ends up fighting with the local Mafia and a local motorcycle gang. Robert De Niro’s first film as a director is also set in the Bronx. A Bronx Tale deals with the problems of a young boy who witnesses a crime and refuses to speak to the police. The local Mafia rewards him by allowing him to become one of the group. Probably the most famous Bronx film is, however, Raging Bull starring Robert De Niro as an arrogant young boxer.

.........................................................................................................................................

C Over one quarter of all families in the Bronx is headed by a single woman. The area has been designated an EZ area (Empowerment Zone entitled to special financial assistance from the Federal government). In 1990 the US census concluded that 42 per cent of the residents of the Bronx lived below the poverty line. Only 50 per cent of Bronxites are in employment which is 15 per cent less than the national average. The high crime rate combined with the levels of poverty mean that the death rate in the area is over 200 times that of New York City as a whole. Incredibly some social groups in the Bronx have life expectancy rates which compare with third world countries.

D

The Bronx is home to the New York Yankees, the most successful baseball team in the USA. The team’s nickname is the “Bronx Bombers”. Several of the street names of the area are named after famous players, for example, Babe Ruth Plaza on 161st Street is named after Babe Ruth. Considered to be the best New York Yankee of all time, the “Babe” played in the 1920s, heading a batting line-up that was so good it was referred to as “Murderers’ Row”. Boxing also plays a major role in the Bronx. Jake La Motta grew up in a Bronx slum and turned to boxing while in jail. His first professional bout was in 1941, and on February 5th, 1943, he gained national recognition by handing Sugar Ray Robinson his first defeat. Nicknamed “The Bronx Bull” he lacked any great finesse and often allowed himself to take a severe beating before ferociously turning on his foe.

.........................................................................................................................................

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

....................................................................................................................................................

A The Bronx is considered to be one of the

................................................................. ................................................................................

.........................................................................................................................................

....................................................................................................................................................

✂

CHRYSLER BUILDING

Photocopiable

Inside Out The Great Wall of China barrier noun [count] a structure that stops people or vehicles from entering a place: Fans broke through the barriers and rushed onto the pitch. claim verb [transitive] to say that something is true, even though there is no definite proof: claim (that): He claims he is innocent. construction noun [uncount] the process of building something: The company will finance the construction of a new sports centre. discover verb [transitive] to find something that was hidden or that no one knew about before: William Herschel discovered Uranus in 1781. interval noun [count] a space or distance between two things: There are pillars at three-foot intervals for reinforcement. invade verb [transitive] to enter a place, especially in large numbers or in a way that causes problems: The town is invaded by tourists every summer. invader noun [count] lengthen verb [intransitive or transitive] to become longer, or to make something longer orbit verb [intransitive or transitive] to move around a large object in space such as a planet

previously adverb before the present time, or before the time that you are discussing: She was previously employed as a nurse. site noun [count] a place where something interesting or important happened: We visited the site of the Battle of Bosworth. space noun [uncount] the whole of the universe outside the Earth's atmosphere: The crew have been living in space for over three months. spacecraft (plural spacecraft) noun [count] a vehicle that can travel in space strengthen verb [intransitive or transitive] to make someone or something stronger, or to become stronger: Aerobic exercise strengthens the heart. structure noun [count] something large such as a building or a bridge that is built from different parts tower noun [count] a tall narrow structure, building, or part of a building: a water tower volunteer noun [count] someone who offers to do something and does not have to be made to do it

portion noun [count] a part of something: Only a small portion of the population could read. punish verb [transitive] to do something unpleasant to someone because they have done something bad or illegal punishment noun [count] a way in which someone is punished: He had to clean up the mess as a punishment.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2003. Definitions from the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionary.com

Inside Out e-lesson

Week starting: 15th November 2004

1. The Great Wall of China More than 2,000 years ago Emperor Shi Huang decided to join together lots of smaller walls in the northern part of China to make what would become the Great Wall of China. Over the following 1,500 years modifications were made to the wall and then around 500 years ago, in the Ming Dynasty, the wall was substantially reinforced. What remains of the wall today is just a shadow of its former glory, but it is still a breathtaking testament to the engineering prowess of the ancient Chinese. Level Elementary upwards How to use the lesson 1. Brainstorm what your students know about the Great Wall of China. Give each student in the class a copy of Worksheet A. Ask them to look at the statements and decide, in pairs, which they think are true (T) and which they think are false (F). 2. After all students have made their guesses, check their ideas in open class. Don’t offer any answers at this point. 3. Give each student in the class a copy of Worksheet B. Ask students to read the text, check their answers and then compare with their partner. 4. Check answers in open class. Answers 1. False. It was started more than 2,000 years ago 2. False. Construction took 10 years. 3. True. 4. False. Many were prisoners. 5. False. The name means ‘The 10,000-Li Long Wall’. 6. True 7. False. On average the wall is 7.5 m high. 8. False. Only 30% of the wall is still standing. 9. True 10. False. It was widely believed to be true until last year (see link below). 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.travelchinaguide.com/china_great_wall/ A very authoritative account of the history of the Great Wall http://news.bbc.co.uk/2/hi/asia-pacific/3505040.stm Shocking news that the wall is not visible from space after all http://www-chaos.umd.edu/history/imperial.html For a closer look at the Chinese dynasties This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out The Great Wall of China

WORKSHEET A

1. Read the statements about the Great Wall of China. 2. If you think a statement is true, write T. If you think a statement is false, write F.

1. The Great Wall of China was started 1,500 years ago.

2. Construction took 100 years.

3. A total of three million people helped to build it.

4. They were all volunteers.

5. The name of the wall in Chinese means ‘Wall of the Gods’.

6. The Great Wall we can see today was built around 500-600 years ago.

7. On average, the wall is 20 metres high.

8. Only 50% of the Great Wall is still standing today.

9. It is the longest man-made structure in the world.

10. It is possible to see The Great Wall of China from space.

3. Now read about the Great Wall of China on Worksheet B and check your answers.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out The Great Wall of China

T

WORKSHEET B

he Great Wall of China was started more than 2,000 years ago. Emperor Qin Shi Huang started a project to join together many small walls in northern China. He wanted to develop the land in the north and create a barrier against invaders.

Construction took around ten years and resulted in a wall that was nearly 5,000 km long. This means that around 40 km was built every month. Three million people (nearly 70% of China’s population at the time) helped to build the wall, although for many it was a punishment. Instead of going to prison, people were sent to help build the wall for anything from four to ten years. More than 1 million people died during construction. The wall became known as Wang-Li Chang Cheng in Chinese, which means ‘The 10,000-Li Long Wall’ (10,000-Li = 5,000 km). The next period of great development of the Great Wall was during the Ming Dynasty (1368-1644). The wall that we see today comes mainly from that time. The wall was strengthened and lengthened (to 7,300 km). On average the wall was made 7.5 m high and between 4.5 and 9 m thick. Guard stations and watchtowers were placed at regular intervals. Today only 30% of the Great Wall is still standing. Much of it has been destroyed by nature and by man. However, it is still the longest man-made structure in the world. In 2003 astronaut Yang Liwei discovered that it is not possible to see the wall from space (as was previously believed) after orbiting the earth for 21 hours in his spacecraft Shenzou V. Some rebuilding took place in the 20th century and in 1987 the Great Wall of China was made a World Heritage Site. Thousands of tourists visit the Great Wall every day – the most popular site is a portion about 80 km outside of the capital, Beijing.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out The Night Before Christmas – Glossary bauble noun [count] a cheap decoration or piece of jewellery candle noun [count] a stick of wax with a string in it that you burn to give light Christmas carol noun [count] a song you sing at Christmas carol singing noun [uncount] the activity of singing Christmas carols in the street, especially in order to collect money to help other people carol singers

sleigh noun [count] a vehicle that is pulled by animals and used for travelling over snow star noun [count] a very large hot ball of gas that appears as a small bright light in the sky at night tinsel noun [uncount] long thin pieces of shiny paper that you use as a Christmas decoration turkey noun [count or uncount] a large bird that is similar to a chicken, or the meat from this bird

Christmas stocking noun [count] a large sock that children hang on their bed the night before Christmas that is filled with presents while they sleep Christmas tree noun [count] a tree that people cover with lights and other decorations at Christmas holly noun [count or uncount] a tree with dark green leaves with sharp points and small bright red berries mistletoe noun [uncount] a plant with small white fruits. It is often used as a Christmas decoration. mulled wine noun [count or uncount] a hot alcoholic drink made of wine mixed with sugar and spices, traditionally drunk at winter festivals such as Christmas presents noun [count] something that you give to someone, for example on their birthday: a wedding/birthday/Christmas present reindeer noun [count] an animal like a deer with large antlers Santa Claus or Santa an imaginary man with a long white beard and a red suit who brings presents for children at Christmas

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 13th December 2004

1. The Night Before Christmas Here we are again. Another Christmas and a brief break from all of our wonderful students. This week’s lesson focuses on some Christmas vocabulary (in a wordsearch and a crossword) for lower level students. Merry Christmas! See you all in January. Level Pre-Intermediate How to use the lesson 1. Give each student in the class a copy of Worksheet A. Give them a limit of four minutes to read the story, paying particular attention to the words in bold. 2. Allow students some time to find the words in bold in the wordsearch grid. 3. After they have finished reading the story, give each student a copy of Worksheet B and ask them to complete the crossword. The pictures represent each word in bold from Worksheet A. Tell them they can refer back to the story to check for meaning. (On a cultural note, your students may not be aware that it is customary for people in some countries to kiss under a sprig of mistletoe at Christmas). 4. Check answers in open class. Option The wordsearch on Worksheet A can be given as homework. Wordsearch Answers g

s

r

v

p

r

h

i

c

z

n

s

c

e

s

i

z

u

x

v

g

e

a

m

f

h

h

t

n

t

w

w

f

a

i

p

n

i

u

h

r

q

k

i

o

m

a

c

e

l

d

i

e

n

i

v

j

u

w

c

e

b

l

i

l

c

z

h

s

d

l

a

u

d

k

t

s

v

e

v

o

a

t

x

k

e

j

n

e

i

o

a

s

z

i

k

m

t

z

b

t

e

e

l

n

s

e

t

r

u

a

b

r

n

s

s

o

r

l

g

e

p

r

e

s

e

n

t

s

a

t

t

r

u

l

h

c

y

t

h

o

l

l

y

e

s

w

a

m

e

l

s

r

e

g

n

i

s

l

o

r

a

c

r

s

s

e

s

h

k

i

t

t

r

k

h

c

h

g

n

e

b

e

o

f

r

s

p

j

n

z

l

p

z

i

u

z

j

o

i

i

u

r

s

n

v

j

l

i

t

p

q

z

x

m

u

s

t

b

a

u

b

l

e

s

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Crossword Answers 1. mulled wine 2. presents 3. carol singers 4. turkey 5. Christmas tree

6. mistletoe 7. Santa Claus 8. baubles 9. star 10. tinsel

11. stocking 12. candles 13. reindeer 14. holly 15. sleigh

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.christmas.com/worldview/ Christmas around the world http://www.holidays.net/christmas/ Christmas on the Net http://www.howstuffworks.com/christmas.htm The complete guide to Christmas traditions

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out The Night Before Christmas

WORKSHEET A

A

unt Joan had already drunk too much hot mulled wine and was trying to pull uncle Phil under the mistletoe, knowing that he would have to kiss her. Poor Phil tried so hard to escape. Then we heard singing from outside and when we went to the front door to listen, we saw about ten carol singers gathered around the door. Some of them were holding candles so that they could keep warm and read the words of the songs. As I listened to them singing I looked up into the night sky and saw a bright star shining down. We gave them some money and some warm food and they moved to the next house. There were some final preparations we had to make for Christmas Day. We stuck some pieces of holly up on the wall to make the living room look festive. The mixture of green leaves and red berries looked lovely, but sometimes the sharp leaves stuck in our fingers. We had a little bit of tinsel left, so we wrapped it around the Christmas tree, although we had to be careful because I knocked two baubles off the tree and broke them. Finally, we each hung our stocking by the fireplace and hoped that Santa Claus would come and fill it with wonderful presents. I woke in the middle of the night hoping to catch sight of the reindeer pulling the sleigh across the starry sky, but they had already been and gone. I slipped back under the covers and started to dream about roast turkey and cranberry sauce… 1. The words in bold above are all hidden in this puzzle and may appear in any of these directions ÍÎÏÐÑÒÓÔ. How many can you find?

g i w m e t o s e h l s e u p

s z w a b s a e p c s e b z q

r u f c l v s t r y r s e j z

v x a e i e z r e t e h o o x

p v i l l v i u s h g k f i m

r g p d c o k a e o n i r i u

h e n i z a m b n l i t s u s

i a i e h t t r t l s t p r t

c m u n s x z n s y l r j s b

z f h i d k b s a e o k n n a

n h r v l e t s t s r h z v u

s h q j a j e o t w a c l j b

c t k u u n e r r a c h p l l

e n i w d e l l u m r g z i e

s t o c k i n g l e s n i t s

2. Complete the crossword on Worksheet B using the same words.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out WORKSHEET B

1

2

3

4

5

6

7

8

9

10

Clues across 11

12

4. 5.

13

7. 14

8. 9.

15

11.

Clues down

13.

1.

6.

14.

2.

10.

15.

3.

12.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out The Olympic Games – Glossary abolish verb [transitive] to officially get rid of a law or system: Britain abolished slavery in 1807.

modest adjective fairly small in size, degree, or value: He earned a modest income.

adopt verb [transitive] to start using a new or different way of doing something: He decided to adopt a more radical approach to the problem.

motto (plural mottos or mottoes) noun [count] a short statement that expresses a principle or aim

affair noun [count] used for talking about an event, situation etc: The party was a rather dull affair. branch noun [count] one of the parts of a tree that grows out of its trunk continent noun [count] one of the very large areas of land on the Earth, for example Asia or Africa creed noun [count] a set of beliefs debut noun [count] the first time something appears in public: Easton made his debut in 2002. disqualification noun [count or uncount] a situation in which someone is not allowed to take part in something, usually because they have done something wrong enhance verb [transitive] to improve something, or make it more attractive or more valuable: The measures taken should considerably enhance the residents' quality of life. event noun [count] one of the planned activities that take place during an occasion such as a sports competition: the winner of the first event evidence noun [uncount] facts, statements, or objects that help to prove whether someone has committed a crime: The evidence against them is overwhelming. goat noun [count] an animal similar to a sheep but with longer legs and a thinner coat

mythology noun [count or uncount] ancient myths: Roman mythology Olympiad [count] a meeting of the Olympic Games reinstate verb [transitive] to bring back something such as a law or benefit that had been stopped ring noun [count] something that is in the shape of a circle: Kate had dark rings under her eyes. shroud verb [transitive] to cover or hide something struggle noun [count] an attempt to do something that takes a lot of effort over a period of time: the struggle for democracy swift adjective moving quickly symbolize verb [transitive] to be a symbol of something: The dragon symbolizes the enemies of the Church. take part (in something) to be involved in an activity with other people: They will be taking part in the discussions. triumph noun [count or uncount] an exciting victory or success wreath noun [count] a circle of flowers or leaves that someone wears on their head wrestling noun [uncount] a sport in which two people fight by holding each other and trying to push or throw each other to the ground

in honour of in order to show respect and admiration for someone or something: St Petersburg was renamed Leningrad in honour of Lenin. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 9th August 2004

1. The Olympic Games On August 13th the eyes of the world will be on Athens, the venue for the 2004 Olympic Games, the twenty-eighth Games in modern history. More than 10,500 athletes from 199 countries will participate in 28 sports over the sixteen days of the Games. The theme song for the 2004 Athens Olympics was composed and will be performed by Georgios Kyriacos Panayiotou, better known to most people as singer George Michael. We mark the occasion with a quiz and a text which look at both the Ancient and the Modern Olympic Games. Level Good Intermediate and above How to use the lesson 1. Brainstorm what your students know about The Olympic Games (where they started, how old they are etc.). Don’t offer any answers at this stage. 2. Give each student in the class a copy of Worksheet A and ask them to choose an answer from the three possibilities for each question. If students aren't sure of the answers, encourage them to make a guess. 3. Check answers in open class, but don't give any answers at this stage. 4. Give each student in the class a copy of Worksheet B and ask students to read the text and check the answers to the questions on Worksheet A. 5. Check answers in open class. Answers 1. a 2. d

3. b

4. b

5. b

6. a

7. c

8. b

9. c

10. c

2. Related Websites Send your students to these websites, or just take a look yourself. http://www.athens2004.com/athens2004/ the official website of the Athens 2004 Olympic Games http://www.olympic.org/uk/index_uk.asp the official website of the Olympic Movement http://www.collectors.olympic.org/e/fimo/fimo_mascots_e.html Olympic mascots down the years http://www.fhw.gr/olympics/ancient/index.html a detailed history of the Olympics from ancient Olympia to Athens of 1896 http://www.bbc.co.uk/schools/ancientgreece/main_menu.shtml a much lighter look at ancient Greece from the BBC

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out The Olympic Games

WORKSHEET A

1.

When were the first Ancient Olympics held? a) 776 BC b) 76 BC c) 76 AD d) 776 AD

6.

When were the first Modern Olympics held? a) 1896 b) 1908 c) 1920 d) 1924

2.

Where were they held? a) Olympus b) Sparta c) Athens d) Olympia

7.

Where were they held? a) Antwerp b) Amsterdam c) Athens d) London

3.

The Games were held in honour of a) Apollo. b) Zeus. c) Athena. d) Poseidon.

8.

The five Olympic rings represent a) the winner’s five gold rings. b) the five continents. c) the five events of the Pentathlon. d) the winner’s five goats.

4.

The Ancient Games took place every a) year. b) four years. c) five years. d) seventy years.

9.

Finish this sentence “The important thing in these games is… a) … not to take part but to win.” b) … to make friends around the world.” c) … not to win but to take part.” d) … to take drugs and not be caught.”

5.

The prize for winning an event was a) five gold rings. b) a crown of wild olive branches. c) a gold medal. d) five goats.

10. The Olympic motto ‘Citius, altius, fortius’ means a) A lemon a day keeps the doctor away b) My country is the best c) Swifter, higher, stronger d) Forty people from each country

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out The Olympic Games

WORKSHEET B

The Ancient Olympics The first recorded Olympic Games were an altogether more modest affair than those of today, consisting of just one event, the stadion foot race. The year was 776 BC and the location was Olympia in western Greece, not to be confused with Olympus, which is a mountain in north-east Greece and thought to be the home of the Gods. The origins of the Games are shrouded in the mythology of Ancient Greece – some say Herakles (or Hercules) was responsible for them, others say Pelops (a Lydian prince) started them, but all agree that the Games were started up to honour Zeus, king of the Gods. The Games were held every four years from the beginning and each Olympiad saw additions to the events. The Pentathlon consisted of five events; the long jump, the stadion race, discus throwing, javelin and wrestling, but this only appeared seventy years after the first Olympiad. Before the start of the first Olympiad, King Iphitos of Elis (a city-state of Olympia) was ordered by the Delphic Oracle to plant an olive tree to symbolise peace among the cities and states of Ancient Greece. It was from this tree that the winners’ wreaths were taken over the five days of the Games. The Games were abolished in 393 AD by the Christian Byzantine Emperor Theodosius I after 1,170 years. If the present day Olympics last as long, they will still be held in 3066 AD. The Modern Olympics Around 1,500 years after the Ancient Olympics were abolished, a Frenchman named Baron de Coubertin decided to reinstate the Games as a means of providing friendship and understanding between nations. The first Modern Olympics were held in Athens in 1896, but it wasn’t until 1920, in Antwerp, that the Olympic rings made their debut on the flag. The five rings are thought to symbolise the five continents; Europe, Asia, Africa, Australia and America, and it is widely believed that the colours of the rings (blue, black, red, yellow and green) were chosen because at least one of them can be found in the flag of every nation. At the 1908 London Games, Bishop Ethelbert Talbot impressed Baron de Coubertin with his speech to the Olympic athletes when he declared “The important thing in these Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle.” Baron de Coubertin adopted the first part of this speech as the creed for the Games which now appears on the scoreboard during the opening ceremony. As well as providing the games with a creed, Baron de Coubertin also adopted the motto “Citius, altius, fortius” from his father’s school motto. It means “Swifter, higher, stronger”, a sentiment that athletes from all over the world aspire to achieve. In some cases athletes are so set on doing the best they can that they take performance-enhancing drugs, which push their bodies to their physical limits. However, officials at the 2004 Athens Games have stated that any evidence of drug-taking will be met with immediate disqualification and, to show they mean what they say, daily tests are being carried out on athletes. This Olympiad, the first that Athens has hosted since 1896, promises to be a spectacular event and it leaves us just 265 more before we can equal the number held over the history of the Ancient Olympics! This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out e-lesson

Week starting: 21st February 2005

1. The Oscars On February 27th it’s the 77th Annual Academy Awards. As usual the tears will be flowing as easily as the wine. But this year there will be changes to the way the awards are given out. Some people won’t even have to leave their seats to go up to the stage, while others will have to share the stage with their other nominees while the winner’s name is read out. Can you imagine it? They are probably all practising their ‘I’m not disappointed, I’m delighted for you’ faces right now. Level Good Intermediate and above How to use the lesson 1. Tell your students that Oscar night is coming up. Brainstorm what they know about this year’s awards (who the nominees are, which films are likely win, etc). 2. Give each student in the class a copy of Worksheet A and ask them to choose an answer from the three possibilities for each question. If students aren't sure of the answers, encourage them to make a guess. 3. Check answers in open class, but don't give any correct answers at this stage. 4. Give each student in the class a copy of Worksheet B and ask students to read the text and check the answers to the questions on Worksheet A. 5. Check answers in open class. Answers 1. c 2. False (it’s the second year) 3. b 4. c 5. b 6. c 7. b 10. False (he has been nominated for 12, but has won only three) 11. a 14. False (it was named after the uncle of a member of the Academy).

8. c 12. c

9. a 13. c

2. Related Websites Send your students to these websites, or just take a look yourself. Here are three tried and tested sites offering an authoritative overview of the Oscars. http://www.oscars.org/index.html http://www.seeing-stars.com/Awards/OscarNight.shtml http://www.oscar.com/

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out The Oscars Quiz

WORKSHEET A

1. This year’s Academy Awards are the a) 75th. b) 76th. c) 77th.

8. The oldest person to win an Oscar was a) 76 years old. b) 80 years old. c) 82 years old.

2. True or false? This is the first year that the Awards have been held in February.

9. Who won four ‘Best Actress’ awards between 1932 and 1981? a) Katharine Hepburn b) Marilyn Monroe c) Greta Garbo

3. The award winners are chosen by a) the public. b) the Academy of Motion Picture Arts and Sciences. c) a selected group of famous actors and actresses. 4. They will be held in a) New York. b) San Francisco. c) Los Angeles. 5. Which actor has not been nominated this year? a) Johnny Depp b) Tom Cruise c) Leonardo DiCaprio 6. Which of these nominated actresses has won an Oscar before? a) Annette Bening b) Kate Winslet c) Hilary Swank

10. True or false? Jack Nicholson has won 12 Oscars. 11. Which man has won the most Oscars since the awards started? a) Walt Disney b) Marlon Brando c) Michael Douglas 12. The longest acceptance speech lasted a) 20 minutes. b) 40 minutes. c) 90 minutes. 13. The Oscar statuette weighs a) 1kg. b) 2kg. c) 3kg. 14. True or false? The statuette was named after Oscar Wilde.

7. The youngest actress to win an Oscar for a performance was a) 7 years old. b) 10 years old. c) 13 years old.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out The 2005 Oscars

WORKSHEET B

The 77th Annual Academy Awards, or Oscars, takes place at the Kodak Theatre in Los Angeles on Sunday February 27th, 2005. This is only the second time that the awards have been held in February, the date traditionally being the third Sunday in March. Comic actor Chris Rock will host the show while the cream of Hollywood present the awards, chosen by members of the Academy of Motion Picture Arts and Sciences, to this year’s winners. Biopics are the favoured genre this year in the men’s Best Actor category. Leonardo DiCaprio plays millionaire adventurer Howard Hughes in The Aviator; Jamie Foxx is blind singer Ray Charles in Ray and Johnny Depp plays J. M. Barrie, the author of Peter Pan, in Finding Neverland. Meanwhile, in the Best Actress category Hilary Swank (Million Dollar Baby) is the only nominee to have won an Oscar before. The others, including Annette Bening and Kate Winslet are all hoping to pick up their first Oscar this year. But none of this year’s nominees can compete with Tatum O’Neal, who at 10 years old became the youngest person to have won an acting Oscar (in the film Paper Moon in 1973, which starred her real-life father Ryan O’Neal). Three years after Tatum O’Neal broke all records as the youngest winner, comedian George Burns became the oldest winner at the age of 80 for his role in The Sunshine Boys. Unfortunately for George, his ‘oldest winner’ title was lost to Jessica Tandy a few years later when she won her second Oscar at the age of 82. Cate Blanchett has been nominated in the Best Supporting Actress category this year for her role in The Aviator as actress Katharine Hepburn, the person who has won more acting Oscars than anyone else in the history of the awards. Hepburn won four Oscars between 1932 and 1981 and was nominated for 12 overall. Bad boy Jack Nicholson has also been nominated 12 times but has only managed to pick up three trophies. Maybe next year, Jack. However, the undisputed ‘daddy’ of them all is none other than Walt Disney, who walked away with 26 Academy Awards and 59 nominations over his lifetime. A change has been announced in how some nominees are going to collect their awards. In the past the winner has walked up to the podium after their name is announced. This year though, some winners will not even go on stage, while in other categories all five nominees will get on stage before being told who has won. Sadly though, we’ll probably still have to tolerate the tearful acceptance speeches, but hopefully none as tedious as Greer Garson’s speech in 1942, which lasted one and a half hours! Standing 34cm high and weighing just over 3kg, the Oscar statuette remains the most coveted acting award. It was given its nickname by Academy member Margaret Herrick in 1931, who remarked that the statuette looked just like her uncle – Oscar Pierce. Will twice-nominated Clint Eastwood receive recognition this year or maybe Jamie Foxx, who also has two nominations: Best Actor for his role in Ray and Best Supporting Actor for his role in Collateral, which starred Tom Cruise. Or will Johnny Depp finally get that Best Actor Oscar? All will be revealed on February 27th. And this year’s winner is…

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out The Oscars – Glossary adventurer someone who enjoys having adventures announce verb [transitive] to tell people something clearly or loudly: Bill suddenly announced he was taking the day off. author noun [count] someone who writes books or articles as their job biopic noun [count] a film based on the events of someone's life blind adjective unable to see. Some people think that this word is offensive and prefer to use the expression visually impaired: The disease made her go blind. break a record to do something better than anyone else has done before in a particular activity, especially a sport: If she continues running at this pace, she'll break the world record.

nickname noun [count] an informal name that your friends or family call you that is not your real name nominate verb [transitive] to officially suggest that someone should be given a job, or that someone or something should receive a prize nominee noun [count] someone who has been officially suggested for a position or prize podium noun [count] a small raised area where someone stands to give a speech or receive a prize recognition noun [singular or uncount] praise, respect, or admiration for something that you have done: She received the award in recognition of her work in the community. remark verb [transitive] to make a comment about something

category noun [count] a group of people or things that have similar qualities: There will be two winners in each category.

reveal verb [transitive]* to let something become known that was previously not known: Cockpit recordings may reveal the cause of the crash.

comic adjective funny

role noun [count] the character that is played by a particular actor in a film or play: Who is playing the role of Hamlet?

compete verb [intransitive] to try to be more successful than other companies or people in business: We're too small to compete with a company like that. the cream of the best people or things of a particular type genre noun [count] a particular type of film, writing, or art, that can be recognized by specific features host verb [transitive] to introduce and talk to the people taking part in a television or radio programme lifetime noun [count] the period of time when someone is alive

speech noun [count] a formal occasion when someone speaks to an audience, or the words that someone speaks to an audience: He began his speech with a joke. star verb [intransitive or transitive] if you star in a film, play, television programme etc, or if it stars you, you are the main actor or performer in it: He starred in the school play. statuette noun [count] a small statue take place to happen: The Olympics take place every four years.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out title noun [count] a name for someone's job within a company or organization: His new title is senior vice president. tolerate verb [transitive] to accept something that is unpleasant without becoming impatient or angry: They have tolerated poor working conditions for too long. undisputed adjective agreed or accepted by everyone

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Teacher’s Notes: e-lesson for week commencing 10 October 2005 Worksheet and Teacher’s Notes by Pete Sharma

The rise of Zara Level Pre-intermediate Tasks Talking about the range of shops where students buy their clothes Completing the missing information from Power Point slides Reading a transcript of a business presentation Practising saying some useful phrases used in presentations Giving a short group presentation How to use the lesson 1

Hand out the worksheet and get students to discuss the first question. Elicit feedback. Collate the information on the board. Ask students why they buy their clothes at a particular shop e.g. they are cheaper / more modern etc.

2

Check students know the word ‘value’ by giving some examples. Ask students to study the Power Point slides and complete the missing information by scanning the presentation transcript. Answers Slide 2: The future

Slide 3: €15 billion

Slide 4: £27 billion

3

Ask students to read the whole presentation. Ask follow-up questions, such as: Can you summarise what additional information the speaker gives about the Inditex group? What do customers want from fashion today? Deal with any useful vocabulary such as: designer clothes, to update, outlets, booming, icons and disposable fashion.

4

Ask students to complete the tables. Then ask them to underline the stress and practise saying some of the words by creating sentences about their own company. Answers (a) to present (presentation) (b) to develop (development) (e) aim (to aim) (f) to compete (competition)

(c) retailer (to retail) (g) to market (market)

(d) to brand (brand) (h) launch (to launch)

5

Ask students to highlight useful phrases in the transcript, in preparation for exercise 6.

6

Students work in small groups to prepare their presentations. If available, ask them to use OHTs as their slides. They can also use company brochures and / or the internet to research further information. Encourage questions. After the presentations, provide language feedback.

Related websites Send your students to these websites, or just take a look yourself. http://www.zara.com/i05/index.php http://www.inditex.com/en http://www.marksandspencer.com/ http://www.hm.com This page has been downloaded from www.businessenglishonline.net. It is photocopiable, but all copies must be complete pages. Copyright  Macmillan Publishers Limited 2005.

I N S I D E O U T R e s o u rc e P ac k

8B The root of all evil A

What’s the matter?

B

Look what I’ve found!

A

Money! How much is there?

B

Looks like more than 400 quid! Hang on while I count it. (counts ) £480!

A

Where did you find it?

B

Just outside in the street. (moves towards the door)

A

Where are you going?

B

To the police station. I’m going to hand it in.

A

(snatches the money ) Wait, you can’t do that! You should keep it!

B

But it’s not mine ... someone may be looking for it right now. (tries to take the money back ) Here, give it back. I found it! (they tussle over the money )

C

(enters) What’s going on? (A and B stop. A still has the money .) Where did you get that?

A

(pointing at B ) He/She found it! Just outside!

C

What are you going to do with it?

A B

Keep it. Spend it. Take it to the police station.

C

I know, why don’t we share it? Let’s go out for a meal.

A

Yes, let’s buy some new clothes and go to a smart restaurant.

B

We can’t do that! It isn’t ours! Give it back. (snatches back the money ) I’m taking it to the police station! (A and C rush to stop him. D comes in .)

D

What’s going on? (A, B and C stop fighting ) Where did you get that?

A

(pointing at B ) He/She found it! Just outside!

D

What are you going to do with it?

B A C

Take it to the police station. Keep it. Spend it! Go out for an expensive meal! Buy new clothes.

D

Hey, you can’t keep it. It isn’t yours. Let me have it for a minute. (takes the money and moves towards the door ).

A B C

}

D

To see if anyone’s come back to look for it. (D walks out. A, B and C wait. Half a minute goes by. D doesn’t return. They get uneasy).

A

I’m going to see what he’s doing. (goes out. pause. returns, upset ). He’s gone! D’s gone! He’s nowhere to be seen! He’s taken the money! He’s taken the money!

B C

}

}

(together)

}

(together )

(together ) Where are you going?

(together) No!

© Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’S

N O T E S

8B The root of all evil Jenny Roden Type of activity

Procedure

Short play.

1

Aims To practise pronunciation, especially stress and intonation. To reinforce going to and the use of the present continuous for the future.

2

Task

3

To read and rehearse the play in small groups. To perform the play in groups of four to the other students.

Preparation Make copies of the worksheet for all the students. Make one ‘wad of bank notes’ for each group of four students. Cut up paper to represent about ten bank notes. Roll them together to make a wad.

Classroom time

4

5 6

Up to an hour.

7

Write the title of the play on the board. Tell the students the saying, Money is the root of all evil. Ask them what they think it means (money often brings out the worst in people). Give one copy of the worksheet to each student. Let the students read it. Ask if they think events in the play illustrate the title. Divide the students into groups of four. If the class does not divide equally, students in smaller groups can double up. Alternatively, one student can be the director instead of an actor. Ask the students to take parts and read the play out loud. Explain that the sex of the characters is not important, and he’s can be changed to she’s if appropriate. Walk round, helping especially with stress and intonation. If necessary, call the students’ attention to the more difficult sentences such as I know, why don’t we share it? and To see if anyone’s come back to look for it. and drill. Ask the students to perform the play with actions and props (the ‘banknotes’). They may need another rehearsal before the final performance.

Follow up If the students have enjoyed the activity, let them use a video camera to film it and then watch and comment on their own performance and spoken language.

T E A C H E R’ S

N O T E S

7A The dinner party Nicholas Sheard Type of activity Speaking. Pair work and group work.

Aim To practise expressing opinions and vocabulary of food.

Task To choose guests for a dinner party, devise a seating plan and write a menu for them.

Preparation Make one copy of the worksheet for each student.

Timing 45 minutes

Procedure Part 1 1 Tell the students that they are going to host a dinner party. Explain that this is a dinner party with a difference – they can invite anyone they want, alive or dead. 2 Give one copy of the worksheet to each student and ask them to read through the list of names. Ask them to choose their four guests. 3 After 6 minutes ask the students to stop reading and form pairs. They tell each other which guests they have invited and why. Before this you could pre-teach some of the following language: • • • •

He/she has always been a hero of mine. He/she is someone I look up to/admire. I would like to talk to him/her about … It would be interesting to find out about … • I love his/her writing/painting/music/ work …

4

Explain that each pair is going to draw up a seating plan for their eight guests and themselves. In pairs, students then explain their seating plans to each other. You could pre-teach this language at this stage:

• They would (probably) have a lot in common … • They would have a lot to talk about … • It would be interesting to see how they get on … Part 2 5 Brainstorm food vocabulary. Tell the students they are going to write a menu for their dinner guests, with a choice of three dishes for each course. 6 Students then compare their menus and vote on the most exotic, original, etc.

Follow up Give the students name cards of some of the famous people. Then role play the dinner party in large groups or as a class with the students in role, using one or some of the menus that the students have written. Students research and present or write a short biography of one of the famous people they are particularly interested in.

I N S I D E O U T R e s o u rc e P a c k

7A The dinner party 1

You are having a dinner party at home. Who will you want to invite and why? Here are some suggestions.

Wolfgang Amadeus Mozart

Madonna

Mao Tse Tung

Marilyn Monroe

Genghis Khan

Marco Polo

Walt Disney

Christopher Columbus

Moses

Charlie Chaplin

George Washington

Galileo Galilei

Charles Darwin

John Lennon

Catherine the Great

Cleopatra

Karl Marx

Plato

Julius Caesar

Tom Cruise

Albert Einstein

Homer

Mother Teresa

Pablo Picasso

Bill Gates

Princess Diana

Sigmund Freud

William Shakespeare

Michael Jackson

Pablo Neruda

Leonardo da Vinci

Napoleon I

Elvis Presley

Isaac Newton

Alexander the Great

Confucius

Socrates

Nelson Mandela

Pelé

2

Work with a partner. Draw a seating plan for your eight guests and yourselves.

3

Write a menu for your guests. Include at least three dishes for each course.

© Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’S

N O T E S

8A Thirty-second futures Matthew Jones Type of activity

Procedure

Speaking. Group work.

1 2

Aims To practise present continuous and going to for future arrangements and plans.

Task To play a board game requiring students to talk about their futures.

Preparation Make one copy of the worksheet per group of three or four. Each group will need one coin. Each student will need one counter.

Timing 30–40 minutes.

3

4 5

6

Show students the board game. Demonstrate the task: toss a coin and explain that one side of the coin means move two spaces; the other means move one space. Move your counter onto a square and speak for 30 seconds on the subject of the square. Encourage questions. Divide the students into groups of three or four. Distribute one board and one coin to each group, and one counter for each student. Students work their way around the board. Circulate, monitoring language and noting down any serious or interesting mistakes for later correction. The activity continues until all or nearly all of the groups have reached the ‘Finish’.

Notes & comments Encourage students to ask further questions of the main speaker on each turn.

T E A C H E R’ S

N O T E S

5A Three wishes Vincent A. Desmond Type of activity

Procedure

Pyramid discussion. Speaking. Pair, group and class work.

1

Aim To practise using hypothetical language.

Tasks To think of three wishes to improve the world. To reach a class consensus on the three best wishes.

Preparation

2

Make one copy of the worksheet for each pair of students. Cut up each worksheet into six cards.

3

Timing 30 minutes

4

5

Introduce the topic of making wishes by drawing a genie on the board. Explain that the class has been granted three wishes by the genie which they are going to use to improve the world. Brainstorm a few example wishes with the class. (‘Improving the world’ is a wide topic: you can make it more specific, e.g. improving the city/town the students live in, improving the environment, improving the school, etc.) Give each student three cards and give them a few minutes to decide on their three wishes. Divide the class into pairs and ask each pair to reduce their combined total of six wishes to the best three. Encourage the students to explain why they chose these three wishes and what the benefits would be. Combine the pairs into groups of four and ask them to repeat the activity, reducing the six wishes to the best three. Continue combining the groups until the whole class has reached a consensus on the best three wishes.

I N S I D E O U T R e s o u rc e P ac k

5A Three wishes

___________________________________

_____________________________________________ _____________________________________________

............................................................... ............................................................... ...............................................................

I wish

I wish

___________________________________

_____________________________________________ _____________________________________________

.........................................................................................................................................

I wish

___________________________________

_____________________________________________ _____________________________________________

I wish

___________________________________

_____________________________________________ _____________________________________________

.........................................................................................................................................

I wish

___________________________________

_____________________________________________ _____________________________________________

I wish

___________________________________

_____________________________________________ _____________________________________________

.........................................................................................................................................

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

..................................................................................................................................................................................................

.........................................................................................................................................

..................................................................................................................................................................................................

✂

Photocopiable

Inside Out An unsinkable legend – Glossary author noun [count] someone who writes books or articles as their job blockbuster noun [count] a very successful film, show, or novel buckle verb [intransitive or transitive] to bend, or to make something bend under pressure: The pillars began to buckle under the strain. coincidence noun [count or uncount] an unusual situation in which two things happen by chance at the same time or in the same way fall apart (past tense fell; past participle fallen) verb [intransitive] to break because of being old or badly made fictional adjective invented for a book, play, or film: a fictional character/place/event huge adjective extremely large: She arrived carrying two huge suitcases.

rivet noun [count] a metal pin used for joining pieces of metal together robot noun [count] a machine that can do work by itself, often work that humans do sink (past tense sank; past participle sunk) verb [intransitive or transitive] to disappear below the surface of water, or to make something do this: The ferry sank during a storm. strike (past tense and past participle struck) verb [transitive] to hit against someone or something: The car struck a tree. visionary adjective with imagination and clear, often new ideas of how things should be done: his visionary leadership visionary noun [count] voyage noun [count] a long journey, especially on a ship

iceberg noun [count] a very large piece of ice floating in the sea with only a small amount of it above the surface of the water

weigh verb [linking verb] to have a particular weight: How much do you weigh?

impact noun [count or uncount] the force or act of one object hitting another: The missile exploded on impact.

wreck noun [count] something that has been badly damaged or is in very bad condition

lifeboat noun [count] a small boat that is kept on a ship for emergencies liner noun [count] a large passenger ship that people travel on for pleasure maiden adjective done for the first time: a maiden flight novel noun [count] a long written story about imaginary characters and events rekindle verb [transitive] to make you start feeling or thinking about something again This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 19th July 2004

1. An unsinkable legend On July 24th 1986, Dr Robert Ballard and a team of researchers discovered the wreck of the Titanic. This produced a wave of renewed interest in the stories of the lives of the victims and the survivors. Even Hollywood got in on the act, producing an epic tear-jerker. However, this week's worksheet takes a look at a less well-publicised story, a story written by man fourteen years before the disaster, which predicted the whole event. Interested? You will be ... Level: Intermediate and upwards How to use the lesson: 1. Divide the class into two groups, A and B. Give one copy of Worksheet A to each student in Group A and one copy of Worksheet B to each student in Group B. Ask students to fold their worksheets in half so that only the top text and Exercise 1 are showing. 2. Tell your students they have the same text, but there is some information missing from each worksheet. Explain that they are going to ask a member of the other group some questions to help them complete the text, but first they need to prepare the questions. 3. Ask the students to work together to prepare and write down the questions they need to ask to complete the text. 4. When all the students have prepared their questions, ask a student from Group A to work with a student from Group B. They should take it in turns to ask and answer the questions they have prepared and write the answers in the space in their text. 5. When both students have finished asking and answering, allow them to compare worksheets. 6. Ask students to stay in their pairs to complete Exercise 2. Tell them they need to complete the text, using the words in the box. 7. Check answers in open class. Suggested questions 1. What was the novel called? 2. What was the story about? 3. How much did the ship weigh? 4. How long was the ship? 5. How fast could it travel? 6. How many passengers lost their lives? 7. What was the ship named? 8. How much did the ship weigh? 9. How long was the ship? 10. How fast could the ship travel? 11. How many passengers lost their lives? 12. What was the ship named? This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Answers 1. In 2. after 3. at 4. of 5. with 6. on 7. by 8. in 9. by 10. into 11. on 12. out 13. in 14. on 2. Related Websites Send your students to these web sites, or just take a look yourself. http://titanic.eb.com/01_01.html a fascinating exhibition on the Titanic http://www.discovery.com/guides/history/titanic/Titanic/titanic.html?00000 a tour of the liner with some of the passengers http://www.starway.org/Titanic/ links including Morgan Robertson's novel about 'the other Titanic'

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out An unsinkable legend

WORKSHEET A

I

n 1898, American author Morgan Robertson published a fictional novel called 1)_______. It was a story about a huge ship, the largest liner ever built, carrying on its maiden voyage some of the richest people in the world. The ship weighed 3)_______ tons, it was 243 metres long, could travel at a speed of about 5)_______ and was considered ‘unsinkable’. Crossing the North Atlantic at full speed on an April night, it struck an iceberg and sank. Due to a shortage of lifeboats, 2,000 of the 3,000 passengers (66%) lost their lives in the icy waters. The ship was named the 7)_______. In 1912, fourteen years later, a huge ship (the largest liner ever built) was on its maiden voyage, carrying some of the richest people in the world. The ship weighed 66,000 tons, was 9)_______ metres long, could travel at a speed of about 25 knots and was considered ‘unsinkable’. Crossing the North Atlantic at full speed on the night of April 14th, it struck an iceberg and sank. Due to a shortage of lifeboats, 11)_______ passengers (66%) lost their lives in the icy waters. The ship was named the Titanic. Was it pure coincidence or was Robertson a visionary? We will never know – he died shortly after the real-life disaster in 1915, along with the answer. 1 1 3 5 7 9 11 2

Write the questions. What __________________________________________________________________? How much _____________________________________________________________? How fast _______________________________________________________________? What __________________________________________________________________? How long ______________________________________________________________? How many _____________________________________________________________? Complete the story with your partner. Use the words in the box. by

with

after

in

on

into

on

out

by

in

at

of

in

on

1)____ 1985, 73 years 2)____ it sank, Dr Robert Ballard and his research team discovered the wreck of the Titanic lying 3)____ a depth of 3,810 metres below the North Atlantic. He and his colleagues designed a robot which could take photos and video footage 4)____ the wreck. They returned the following year 5)____ their new robot, named Jason Jr, to record their find. The videotapes were released 6)____ July 24th, 1986. They found that the Titanic was not sunk 7)____ an enormous hole 8)____ the bottom, torn 9)____ an iceberg, as had been previously thought. Instead, they believe that the liner ran 10)____ the iceberg and buckled 11)____ impact. The rivets, which held the liner together, popped 12)____ and the ship literally fell apart. Since the discovery of the wreck, interest 13)____ the Titanic has been re-kindled. There have been a number of books and TV programmes 14)____ the subject and even a blockbuster Hollywood movie. The ship might not have been unsinkable after all, but its legend certainly is.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out An unsinkable legend

WORKSHEET B

I

n 1898, American author Morgan Robertson published a fictional novel called Futility. It was a story about a 2)_______, the largest liner ever built, carrying on its maiden voyage some of the richest people in the world. The ship weighed 70,000 tons, it was 4)_______ metres long, could travel at a speed of about 25 knots and was considered ‘unsinkable’. Crossing the North Atlantic at full speed on an April night, it struck an iceberg and sank. Due to a shortage of lifeboats, 6)_______ passengers (66%) lost their lives in the icy waters. The ship was named the Titan. In 1912, fourteen years later, a huge ship (the largest liner ever built) was on its maiden voyage, carrying some of the richest people in the world. The ship weighed 8)_______ tons, was 268 metres long, could travel at a speed of about 10)_______ and was considered ‘unsinkable’. Crossing the North Atlantic at full speed on the night of April 14th, it struck an iceberg and sank. Due to a shortage of lifeboats, 1,500 of the 2,300 passengers (66%) lost their lives in the icy waters. The ship was named the 12)_______. Was it pure coincidence or was Robertson a visionary? We will never know – he died shortly after the real-life disaster in 1915, along with the answer. 1 2 4 6 8 10 12 2

Write the questions. What __________________________________________________________________? How long ______________________________________________________________? How many _____________________________________________________________? How much _____________________________________________________________? How fast _______________________________________________________________? What __________________________________________________________________? Complete the story with your partner. Use the words in the box. by

with

after

in

on

into

on

out

by

in

at

of

in

on

1)____ 1985, 73 years 2)____ it sank, Dr Robert Ballard and his research team discovered the wreck of the Titanic lying 3)____ a depth of 3,810 metres below the North Atlantic. He and his colleagues designed a robot which could take photos and video footage 4)____ the wreck. They returned the following year 5)____ their new robot, named Jason Jr, to record their find. The videotapes were released 6)____ July 24th, 1986. They found that the Titanic was not sunk 7)____ an enormous hole 8)____ the bottom, torn 9)____ an iceberg, as had been previously thought. Instead, they believe that the liner ran 10)____ the iceberg and buckled 11)____ impact. The rivets, which held the liner together, popped 12)____ and the ship literally fell apart. Since the discovery of the wreck, interest 13)____ the Titanic has been re-kindled. There have been a number of books and TV programmes 14)____ the subject and even a blockbuster Hollywood movie. The ship might not have been unsinkable after all, but its legend certainly is.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out Top of the Pops – Glossary career noun [count] the period of someone's life that they spend doing their job: the most important game of her career

notorious adjective famous for something that is bad: This part of the city is notorious for its high crime rate.

chainsaw noun [count] a tool with a motor, used for cutting down trees or cutting up wood

partner noun [count] someone who you live with and have a sexual relationship with: Are partners invited to the office party?

come from somewhere phrasal verb to have been born or lived in a particular place: My parents came from Italy. feature verb [transitive] if something features a particular person or thing, they are an important part of it: a concert featuring music by Haydn and Mozart hit noun [count] a song that sells a very large number of copies: They played a lot of old hits from the 70s and 80s. maiden name noun [count] the original family name of a woman who uses her husband's family name now

solo adjective done by one person alone speech noun [count] a formal occasion when someone speaks to an audience, or the words that someone speaks to an audience: He began his speech with a joke. stage noun [count] the part of a theatre where the actors or musicians perform: They had now been on stage for over four hours.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out e-lesson

Week starting: 27th September 2004

1. Top of the Pops 37 years ago, on September 30th, 1967, the BBC’s new pop radio station, Radio 1, went on air. Maybe it’s no coincidence then that the following day, October 1st, is International Music Day. We just had to make the subject of this week’s worksheet a pop quiz. Level Good Pre-intermediate and upwards How to use the lesson 1. Divide the class into two teams, Team A and Team B. If there are more than ten students in your class, divide them into four teams (two Team As and two Team Bs). 2. Give each student in Team A a copy of Worksheet A and each student in Team B a copy of Worksheet B. If possible, the two teams should be at some distance from each other because the answers are clearly marked on the page, and they won't want the other team to see the answers! 3. First, ask the two teams to read the questions in Part 1 and find an answer underneath. Either check their answers yourself or copy the answers at the bottom of this page to give them. 4. After they have checked the answers, tell your students they are going to prepare a multiple-choice quiz for the other team. Refer them to Part 2, which shows an example of the question format. Ask them to do the same for all the questions. If you have wordprocessing facilities, ask your students to type out their questionnaires. (If the students feel any of the questions are too easy, they can change them for their own ideas.) 5. When they have finished, teams exchange their quizzes and select what they think is the correct answer for each question. 6. Check the answers as a team game with each team scoring one point for a correct answer. The team with the most points is the winner. Answers for Team A 1. Georgios Panayatiou 2. Bono 3. Ciccone 7. Angels 8. All Saints 9. Kylie Minogue Answers for Team B 1. Destiny’s Child 2. 2001 3. Elton John 7. Oasis 8. Michael Jackson 9. Cher

4. Tina Turner

4. David Bowie

5. Eminem

5. Sting

6. 1971

6. ABBA

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.triviaplaza.com/ Lots of pop quizzes and other trivia http://www.cd-pop-quiz.co.uk/ Another pop quiz or two http://www.scifiquiz.freeuk.com/ Test your knowledge of TV and film in soundbites http://www.iknowmymusic.co.uk/ Take a look at this week’s quiz or check out the quiz archive

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out

Top of the Pops

TEAM A

1. Match a question to an answer. 1) 2) 3) 4) 5) 6) 7) 8) 9)

What’s George Michael’s real name? Who is Paul Hewson? Madonna’s maiden name is… Annie Mae Bullock is now known as… Who is notorious for using a chainsaw on stage? American Pie was first a hit in which year? What was Robbie Williams’ first solo hit called? Whose hits include Under The Bridge and Never Ever? Who sang Can’t Get You Out Of My Head?

2. Prepare a multiple-choice quiz for Team B. Use the questions and answers from 1. Example:

What is George Michael’s real name? a. Demis Roussos b. Bobios Georgios c. Georgios Panayatiou (9)

Try your hardest to be creative, and even amusing. 3. Take it in turns to read your questions to Team B or exchange tests with Team B and work together to complete Team B’s quiz.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages Copyright © Macmillan Publishers Limited 2004.

Inside Out

Top of the Pops

TEAM B

1. Match a question to an answer. 1) 2) 3) 4) 5) 6) 7) 8)

Beyoncé Knowles started out in which group? George Harrison of the Beatles died in which year? Reginald Dwight is more famously known as… Which 70s superstar is married to ex-model Iman? Who is Gordon Sumner? Which 70s group came from Sweden? Which 90s group features two brothers from Manchester? Who gave a thank you speech after (wrongly) believing he had won MTV’s Artist of the Millennium award? 9) Which singer/actress started her career in the 60s with partner Sonny?

2. Prepare a multiple-choice quiz for Team A. Use the questions and answers from 1. Example:

Beyoncé Knowles started out in which group? a. MisTeeq b. Destiny’s Child (9) c. The Supremes

Try your hardest to be creative, and even amusing. 3. Take it in turns to read your questions to Team A or exchange tests with Team A and work together to complete Team A’s quiz.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages Copyright © Macmillan Publishers Limited 2004.

T E A C H E R’ S

N O T E S

8A True or false? Jon Hird Type of activity

Procedure

Reading and writing. Pair work.

1 2 3

Aim To practise tenses and aspects.

Task To make a list of true and false statements.

4

Preparation Make a copy of the worksheet for each student.

Timing 20–30 minutes

5

6

Give each student a copy of the worksheet. Ask students what the picture means. Tell the class that the man in the picture was doing one of the two activities at noon yesterday. Ask them which they think is the most probable and take a class vote. Ask them to read the rubric. If necessary, demonstrate the activity by giving some sentences about yourself – a mixture of true sentences and lies: Yesterday I went for a drink with Prince Philip. Then I came home and prepared my lesson. Ask them to decide which are true and which are not. Give a few minutes for students to write out their sentences. Circulate and help with language problems. Ask students to work in pairs, deciding which of their partner’s statements are true and which are false. They get a point for each correct guess.

I N S I D E O U T R e s o u rc e P a c k

8A True or false?

Complete the following twelve statements about yourself, but write some statements which are false. Then exchange papers with a partner. Decide which sentences are true and which are false. NAME ____________________ ______________________________ ___________________________________ e.g. This morning at 9 o’clock, I__was school ___ __walking _______to ____ _______________________________________________ . I ___________________ _________________________________ _____________________________ last week. Last night at 10 o’clock, I _____________ _________________ ___________________ ____________________ . I ________________ ____________________ ___________________________ _____________________ recently. A few years ago, I ________________ __________________________ ______ _________ _____________________ . I ______________ _________________________________ ____________ ____________________ this weekend. At the moment, I ____________________ ______________________________ _________________________ . I think I ________________ ______________________________ _______________________________ tonight. I ________________ ________________________________________________ _____________________ twice. I once ___________________________ ________________________ ___________________________________ . I often ____________________ __________________________________ __________ _________ _____________ . Next week, I ________________ ___________________________ __________________________________ ___ . I ________________ _______________ ___________________________________________ for over ten years.

© Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

Inside Out TV and Cinema Trivia – Glossary allergic adjective affected by an allergy: I'm allergic to nuts. animation noun [uncount] animated films, or the process of making them broadcast verb [intransitive or transitive] to send out messages or programmes to be received by radios or televisions: The BBC will be broadcasting the match live from Paris. carrot noun [count or uncount] a long hard orange vegetable that grows under the ground cartoon noun [count] a film or TV programme made by photographing a series of drawings so that things in them seem to move come up with phrasal verb to think of something such as an idea or a plan: Is that the best you can come up with? convince someone verb [transitive] to persuade someone to do something: They tried to convince him to buy a cheaper car. coronation noun [count] a ceremony at which someone officially becomes a king or queen create verb [transitive] to make something new exist or happen: He was only 22 when he created this masterpiece. data noun [uncount] information in a form that a computer can use: data storage/processing extra noun [count] someone who has a very small part in a film found verb [transitive] to start an organization or institution: The newspaper was founded in 1909.

introduce verb [transitive] to bring something into existence or use for the first time: City schools have introduced stricter rules for dealing with drug users. partnership noun [count] a company that is owned by two or more partners release verb [transitive] to make a film, video, or CD available for people to see or buy: They have just released their second album. run noun [singular] a period of time when something continues: The play is enjoying a successful run on Broadway. seat verb [transitive] to have places for a particular number of people to sit: The new stadium will seat up to 80,000 people. soap noun [count] soap opera noun [count] a television or radio series about the imaginary lives of a group of people sound noun [count] something that you can hear: The sound of voices/laughter/footsteps. transmission noun [count or uncount] the process of sending electronic signals such as radio or television signals, or a signal that is sent in this way: New telephone lines allow faster data transmission by fax or modem. TV set noun [count] a television VHS noun [uncount] video home system: a system for recording television programmes at home

GB abbreviation gigabyte

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out TV and Cinema Trivia



WORKSHEET A

• The first pop video was Bohemian Rhapsody by Queen, released in 1975.

Television

• The first daily broadcast was started by the BBC in November 1936. • The first regular TV soap was called A Woman to Remember, and began its run on February 21st, 1947. • With 200 million, China has the most TV sets in the world. • US citizens watch the most TV. By the age of 65, an average American will have watched nine years worth of TV. • The 1953 coronation of Queen Elizabeth II was the first major international TV transmission.



• A DVD holds 4.7 GB of data - seven times as much as a CD-ROM. • On average, a film makes about five times more from its DVD sales than at the cinema box office.



Movies

• The first film to be shown to the public was made by Auguste and Louis Lumière in 1895. • The largest cinema in the world is Radio City Music Hall in New York. It opened in 1932 and seats almost 6,000 people. • Hollywood’s first full-length film was The Squaw Man, released in 1913.

Cartoons

• The first film animation, called Humorous Phases of Funny Faces, was made in 1906. • The Walt Disney company was founded in 1923. In 1927 Walt came up with the idea for an animated mouse called Mortimer Mouse. His wife, Lillian, convinced him to change it to Mickey Mouse. • Cartoon cat and mouse partnership Tom and Jerry were created in 1939 by Bill Hanna and Joe Barbera. • Mel Blanc, who was the voice of Bugs Bunny, was allergic to carrots. • Jack Mercer was the voice of Popeye the Sailor for 45 years.

Video and DVD • The Japanese company JVC introduced VHS in 1976.

• The longest kiss in a movie is in Andy Warhol’s Kiss. Rufus Collins and Naomi Levine kissed for the entire 50 minutes of the movie. • The movie with the most extras was Gandhi, made in 1982. It featured 300,000 extras.



Actors and Actresses

• Kirk Douglas, father of Michael Douglas, was born Issur Danielovitch Demsky. • The actress with the most Oscars for Best Actress is Katharine Hepburn, who won four golden statuettes in 1932, 1967, 1968 and 1981. • Julia Roberts is still the highest-paid Hollywood actress. She can ask for at least £20 million per movie. • Anthony Hopkins, Catherine Zeta Jones and Richard Burton were all born in Wales. • Al Jolson was the first person to speak in a movie. The Jazz Singer, released in 1927, was the first movie to use sound.

• 85% of DVD players are made in China.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out WORKSHEET B

Team A Here are the answers to some questions. Read Worksheet A and prepare questions for the answers below. Team B will then have to answer your questions as part of a quiz. 1. 3. 5. 7. 9. 11. 13. 15. 17. 19.

the BBC 200 million Lillian carrots VHS 4.7 GB 1913 300,000 four Wales

Who started daily broadcasts in 1936?



Team B Here are the answers to some questions. Read Worksheet A and prepare questions for the answers below. Team A will then have to answer your questions as part of a quiz. 2. 4. 6. 8. 10. 12. 14. 16. 18. 20.

February 21st, 1947 Mortimer Mouse Tom and Jerry for 45 years Bohemian Rhapsody 6,000 50 minutes Kirk Douglas £20 million The Jazz Singer

On what date/When did the first soap begin its run?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out e-lesson

Week starting: 13th February 2006

1. TV and Cinema Trivia Did you know the first TV soap began its run on February 21st, 1947? No? Well, you really need to check out this week's worksheet – there's plenty more stuff like that. Level Intermediate and above How to use the lesson 1. Tell your students they are going to prepare a test for each other. Divide the class into two teams, A and B, and give each student a copy of Worksheet A to read. 2. Cut Worksheet B in half and give the Team A half to one team and the Team B half to the other. Tell them that they have ten answers which they have to write questions for, using the text in Worksheet A as their reference. Make it clear that they can only make the questions from the information in Worksheet A, not from their own ideas. Depending on the level of the class, close monitoring may be necessary while the students are preparing their questions. Suggested questions 1. Who started daily broadcasts in 1936? 2. On what date/When did the first soap begin its run? 3 How many TV sets are there in China? 4. What did Walt Disney name his animated mouse? 5. What was Walt Disney’s wife called? 6. Who were created in 1939 by Hanna and Barbera? 7. What was Mel Blanc allergic to? 8. How long was Jack Mercer the voice of Popeye for? 9. What did JVC introduce in 1976? 10. What was the title of the first pop video? 11. How much data does a DVD hold? 12. How many people does Radio City Music Hall seat? 13. When was the first full-length film (The Squaw Man) released? 14. How long did the kiss last in Andy Warhol’s film? 15. How many extras were there in the film Gandhi? 16. Who was born Issur Danielovitch Demsky? 17. How many Best Actress Oscars did Katharine Hepburn win? 18. How much can Julia Roberts ask per movie? 19. Where was Catherine Zeta Jones born? 20. What was the name of the first movie to use sound? 3. When both teams have finished preparing their questions, ask them to turn Worksheet A over so that they can't see it. This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out 4. Teams take it in turns to ask each other the questions and to answer them. Before answering, the team can discuss how they are going to answer, but once they have given an answer, they cannot change it. The team with the highest number of correct answers is the winner. 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.seeing-stars.com/ for all things Hollywood http://www.cinemabytes.com/ movie trivia and loads more http://www.primate.wisc.edu/people/hamel/movtriv.html links to trivia about a zillion movies and their stars

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

 Macmillan Publishers Ltd 2002

61

This page may be photocopied for use in class

 Macmillan Publishers Ltd 2002

62

This page may be photocopied for use in class

Inside Out St. Valentine’s Day – Glossary associate verb [transitive] if one thing is associated with another, they are connected: The problem is often associated with heavy drinking. barrel noun [count] a large round container with a flat top and bottom, used for storing liquids break (past tense broke; past participle broken) verb [transitive] to fail to obey a rule or law: Students who break these rules will be punished.

fertility noun [uncount] a woman's ability to have babies: imprison verb [transitive] to put someone in a prison, or to keep them in a place that they cannot escape from imprisonment noun [uncount] jailer noun [count] someone whose job is to guard the people in a prison so that they do not escape lottery noun [singular] a situation where everything depends on luck

celebrate verb [intransitive or transitive] to do something enjoyable in order to show that an occasion or event is special: They're celebrating the end of their exams.

married adjective a married person has a husband or wife a married woman/man

ceremony noun [count] a formal public event with special traditions, actions, or words: a ceremony to honour those who died in the war

opportunity noun [count or uncount] a chance to do something, or a situation in which it is easy for you to do something: The trip sounds like a wonderful opportunity.

consider verb [transitive] to have a particular opinion about someone or something: consider someone/something (to be) something: We all considered him a hero.

outlaw verb [transitive] to make something illegal: They signed an agreement outlawing chemical weapons.

death noun [count or uncount] the end of someone's life: Sandra was very close to death. declaration noun [count or uncount] an important or official statement about something: his declaration of love execution noun [count or uncount] the act of killing someone as a punishment for a crime existing adjective used for describing something that exists now, especially when it might soon be changed or replaced: The existing system needs to be changed. expression noun [count] a word or phrase: He uses childish expressions like 'easy-peasy'. feature verb [transitive] if something features a particular person or thing, they are an important part of it: a concert featuring music by Haydn and Mozart

pagan adjective relating to any religion that is not one of the main religions of the world patron saint noun [count] a saint (=a dead holy person) who is believed to protect a particular place, activity, or group of people pair verb to form a pair, or to make two people form a pair perform verb [transitive] to complete an action or activity: He's a surgeon who has performed many heart transplant operations. poem noun [count] a piece of writing that uses beautiful or unusual language. It is arranged in lines that have a particular beat and often rhyme. prayer noun [count] something that you say when you speak to God: He said a prayer for their safety.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out priest noun [count] someone whose job is to perform religious duties and ceremonies in some Christian churches: a Roman Catholic priest purify verb [transitive] to make something clean by removing dirty or harmful substances from it purification noun [uncount] replace verb [transitive] to get rid of someone or something and put a new person or thing in their place: replace something with something: The plan is to replace state funding with private money. romance noun [uncount] the behaviour that is typical of two people who love each other: She wasn't in a mood for romance. single adjective not married, or not in a romantic relationship: Please state whether you are single, married, or divorced. spring noun [count or uncount] the season between winter and summer: The garden is so beautiful in spring. unfair adjective not fair or reasonable: Two former soldiers have taken the government to court for unfair dismissal (=the fact of being ordered to leave their job for no good reason).

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out WORKSHEET A

St. Valentine’s Day (A) St. Valentine’s Day was first celebrated around 500 AD, but February had been a month associated with romance for more than a thousand years before then. In ancient Rome, February was the official beginning of spring and was considered a time for purification. People cleaned their houses and said prayers to the pagan gods of fertility. A fertility festival called Lupercalia was held on 15th February every year. The celebration featured a lottery in which young men would each choose the name of a young woman out of a barrel. The young man and woman would become paired for the rest of the year. Couples often ended up marrying.



St. Valentine’s Day (B) In 260 AD, Roman Emperor Claudius II outlawed marriage for all young men. He believed that single men made better soldiers than married men and he wanted his army to be as strong as possible. A priest at the time, named Valentine, felt that the law was unfair and continued to perform secret marriage ceremonies for young lovers. When Claudius found out, he ordered Valentine’s execution. While in prison waiting for his execution, Valentine fell in love with the young daughter of his jailer. Just before his death (on February 14th), he wrote her a love letter which he signed ‘From your Valentine’, an expression still used today.



St. Valentine’s Day (C) In 498 AD Pope Gelasius saw his opportunity to replace the pagan festival of Lupercalia with a Christian one. He outlawed Lupercalia and declared 14th February St. Valentine’s Day. So, more than 200 years after Valentine’s death, he became the patron saint of lovers and St. Valentine’s Day became the date on which lovers all over the world send each other declarations of love. The oldest valentine message, which still exists, is a poem written by Charles, Duke of Orleans, to his wife during his imprisonment in the Tower of London in 1415. The card can be seen today in the British Museum in London.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out WORKSHEET B

St. Valentine’s Day In groups of three, A, B and C, answer these questions about St. Valentine’s Day.

1.

When was St. Valentine’s Day first celebrated?

2.

In ancient Rome, February marked the beginning of which season?

3.

Who did people pray to in ancient Rome?

4.

What is the name of the festival that took place in Rome?

5.

How did young men choose a partner during the festival?

6.

Which Roman emperor declared that young men could not marry?

7.

What was the name of the priest who broke the law?

8.

What did the emperor do when he heard about the priest’s actions?

9.

Who did the priest fall in love with?

10. On which date did the priest die? 11. Who declared 14th February Valentine’s Day? 12. Why did he do it? 13. Where can you see the oldest existing valentine’s message? 14. Who wrote it and who did he write it to? 15 Where was he when he wrote it?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

Inside Out e-lesson

Week starting: 6th February 2006

1. St. Valentine’s Day It all started a long time before Valentine lived, but this romantic time of year now bears his name thanks to a pope looking to turn a popular pagan festival into a popular Christian one. It seems to have caught on, although these days its religious roots seem to have been largely neglected. Level Pre-intermediate and above How to use the lesson 1. Tell the class you are going to give them each part of a text about St. Valentine’s Day, but that the text is in three parts. Each student in the class will have one third of the story to read. 2. Divide the class into groups of three and give each group a copy of Worksheet A cut into three parts, A, B and C. 3. Tell the students they have four minutes to read their part of the text, after which time they are going to answer some questions about it. 4. After four minutes, give each group one copy of Worksheet B. Tell them they have to work together to answer the questions. Encourage students to try to answer them without looking back at the texts. 5. Check answers in open class. Answers 1. Around 500 AD (498 AD) 2. Spring 3. Pagan gods 4. Lupercalia 5. They picked the names of young women from a barrel 6. Emperor Claudius II 7. Valentine 8. He ordered his execution

9. The daughter of his jailer 10. 14th February 11. Pope Gelasius 12. He wanted to replace a pagan festival with a Christian one 13. In the British Museum, London 14. The Duke of Orleans. He wrote it to his wife. 15. In the Tower of London

2. Related Websites Take a closer look at some of the characters mentioned in the text http://people.howstuffworks.com/valentine.htm a fuller history of Valentine’s Day, past and present http://www.novareinna.com/festive/valworld.html read about how Valentine’s day is celebrated around the world http://www.e-cards.com/occasion/valentines/loveyou.html Learn how to say ‘I love you’ in more than 80 languages This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2006.

I N S I D E O U T R e s o u rc e P ac k

2C Vince’s bike Hi! My name’s Marzia and I’m from Parma in Italy. I’m a nurse in an old people’s home. It’s not a bad job. The pay is terrible, but the hours are quite good. My boss is a monster, but never Vince From: Brenda To:mind.

Subject:

Re: Bike Nicked!

Message:

Hi Bren! Had a terrible day yesterday – someone nicked my bike! I locked it up outside work as usual. After work I went to the pub with Steve (my boss) and Roger (a colleague) for a few beers. I headed off at 7ish because I didn’t want to ride home too drunk. When I got back to where I’d left my bike, I found it had gone. At first I couldn’t believe that someone had nicked it, but when the penny dropped I went bananas. I went straight to the local police station to let them know but I had to wait for ages. A policewoman eventually saw me after 45 mins and took down the details. She said there was no way they‘d find whoever had nicked it, but they did offer to put me in touch with a victim support group! Anyway, I’ve written to the insurance company and I hope they’ll pay up soon ‘cos I need a bike to get to work. Anyway, such is life. Hope life with you is better – e-mail soon, Vince : ( xxx

FOLD

Dear Sir/Madam, I am writing to inform you that my bicycle (frame no. TTJ 58394751) has been stolen and to make a claim on my insurance policy (ref: VD/29684AA). As requested, I have provided a report of what happened below. The theft occurred on Thursday 5th June between 9.00 am and 7.00 pm. My bike was securely locked outside my workplace (106 Piccadilly). I realised that the bicycle had gone when I returned from a social event with work colleagues at approximately 7.00 pm. As soon as I realised what had happened I went directly to the local police station and reported the incident. The police constable provided me with a crime reference number (CD346300), although she informed me that it was extremely unlikely that the thief would be caught. I would appreciate it if you would process my claim as quickly as possible as I require a bicycle to travel to and from work. Yours sincerely,

V. A. Desmond Vincent A. Desmond

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

2C Vince’s bike Vincent A. Desmond Type of activity

Answers

Reading. Pair work.

Comparison of language:

Aim To raise awareness of features of informal and formal writing.

e-mail

formal letter

nicked

stolen

locked up

locked (‘up’ is used to emphasise)

7ish

approximately 7.00 pm

Task

got back

returned

To compare the styles of an informal e-mail and a formal letter.

when the penny dropped

as soon as I realised

go bananas

(not in formal letter, but ‘go bananas’ = ‘become very angry’)

for ages

(not in formal letter, but ‘for ages’ = ‘for a long time’)

no way

extremely unlikely

pay up

(not in formal letter, but ‘up’ is used to emphasise)

’cos

as (meaning ‘because’)

need

require

get to

travel to

Preparation Make one copy of the worksheet for each student. Fold the worksheet in half as indicated.

Timing 40 minutes

Procedure 1

2

3

4

5 6

7

Write the words bike, stolen, work, police, insurance and bananas on the board and ask the students to predict what happened. Divide the class into pairs and give each student a copy of the worksheet, folded in half. Ask the students to read the e-mail version of the story and check their predictions. Ask the students to look at the underlined words in the e-mail and try to guess their meaning from the context. Do the first one as an example with the whole class, i.e. nicked = stolen. Ask the students to unfold the worksheet, read the formal letter and compare the language in it to the language in the e-mail. This may help them clarify the meaning of some of the language in the e-mail they were unable to understand. Check the answers with the whole class. Ask the students to look at the two texts again and note any features or conventions that differentiate the informal and formal versions of the story. Do an example with the whole class first, e.g. the informal e-mail uses contractions (they’ll pay up) and the formal letter avoids contractions (I am writing). Check the answers with the whole class.

Comparison of features or conventions: e-mail

formal letter

contractions

no contractions

note-form sentences

full-length sentences

idiomatic language and phrasal verbs

formal language

abbreviations

full words

no set phrases

use of standard phrases, e.g. I would appreciate it if ...

Follow up Ask students to think of something that has happened to them recently that they might complain about and then develop informal and formal texts about it, e.g. an e-mail to a friend and a letter of complaint.

Inside Out We love LA! – Glossary found verb [transitive often passive] to start building a new town, or forming a new community go on (to do something) phrasal verb [intransitive] to do something after doing something else: They eventually went on to win the championship. host noun [count] a place or organization that arranges a special event and provides the area, buildings, equipment, or services needed for it incorporate verb [transitive] to add or include something as a part of something else install verb [transitive often passive] to officially put someone in an important job or position late adjective [only before noun] used for talking about someone who has died, especially recently: my late aunt muesli noun [uncount] a food consisting of nuts, grains, seeds, and dried fruit, usually eaten with milk for breakfast nickname noun [count] an informal name that your friends or family call you that is not your real name nut noun [count] someone who is crazy or who behaves in a crazy way

province noun [count] one of many areas into which some countries are divided: the Canadian provinces representative noun [count] someone who has been chosen or elected by a person or group to vote, give opinions, or make decisions for them settle verb [intransitive] to go and live permanently in a particular place shortage noun [count or uncount] a lack of something you need or want shorten verb [intransitive or transitive] to become shorter, or make something shorter suburb noun [count] an area or town near a large city but away from its centre, where there are many houses, especially for middle-class people theme park noun [count] a large park where people pay to play games and have fun and where all the entertainment is designed according to one theme trendy adjective extremely fashionable, but often silly or annoying: a trendy haircut trendy ideas venue noun [count] the place where an activity or event happens

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

Inside Out e-lesson

Week starting: 30th August 2004

1. We love LA! On September 4th, 1781, a small town (which we now know as the city of Los Angeles) was founded in southern California by governor Felipe de Neve. It has since grown into a huge metropolis famous for its movie connections as well as its agricultural industry, which thrives under the Californian sun. Level Upper Intermediate and above How to use the lesson 1. Tell the class you are going to give them some information about Los Angeles, but that the story is in three parts. Each student in the class will have one third of the story to read. 2. Divide the class into groups of three and give each group a copy of Worksheet A divided into three parts, A, B and C. 3. Tell the students they have four minutes to read their part of the story, after which time they are going to answer some questions about it. 4. After four minutes, give each group one copy of Worksheet B. Tell them they have to work together to answer the questions. 5. Check answers in open class. Answers 1. Ronald Reagan 2. El Pueblo de Nuestra Señora la Reina de Los Angeles 3. In 1781 4. Muesli (You may wish to explain to your students that the colloquial meaning of fruit and nut is crazy person and the colloquial meaning of a flake is someone who behaves unconventionally or irrationally.) 5. Twenty-two 6. 1850 7. Universal Studios and Disneyland 8. Felipe de Neve 9. Any two of these: Sunset Strip, Melrose Avenue, Rodeo Drive 10. Any two of these: City of Angels, Southland, Lalaland, El Pueblo 11. Marilyn Monroe 12. James K. Hahn 13. $100,000 14. 1932 and 1984 15. Arnold Schwarzenegger

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.latimes.com/ LA Times newspaper – check out what’s in the news http://www.latourist.com/ Lots of information for the tourist visiting LA http://www.usc.edu/isd/archives/la/ A look at LA’s past, present and future http://www.seeing-stars.com/ All the news about the stars, where they shop, eat etc.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out WORKSHEET A

(A) We love LA! Read the facts about Los Angeles and answer Worksheet B in groups of three.

Los Angeles was founded on September 4th, 1781, by Felipe de Neve, the first governor of California. He was the representative in Mexico of King Carlos III of Spain. It was originally settled by 11 men, 11 women and 22 children, all from Mexico. With them were a small number of priests and a group of Yang-Na Indians.

Dustin Hoffman and Jodie Foster were born in Los Angeles as was Marilyn Monroe, who lived, worked, died and is buried there.

The Olympic Games have been held four times in the United States. Of the four times, Los Angeles has twice been the host city. It first hosted the Games in 1932 and then again in 1984.



(B) We love LA! Read the facts about Los Angeles and answer Worksheet B in groups of three.

There is no shortage of theme parks in LA, but the biggest two are Universal Studios, which is in Hollywood, and Disneyland, which is just a short drive south to Anaheim, a suburb.

When Los Angeles was founded, its full name was El Pueblo de Nuestra Señora la Reina de Los Angeles, which means The Town of Our Lady, Queen of Angels.

Sunset Strip and Melrose Avenue are popular and trendy shopping venues. Rodeo Drive in Beverly Hills is where the rich and famous do their shopping. Bijan, the most expensive store in the world is here, where the average customer spends $100,000 a visit.

Los Angeles used to be the capital city of the Mexican province Alta California. After the American occupation in 1847, Mexico gave California up to the United States. Los Angeles was incorporated as a city in 1850.



(C) We love LA! Read the facts about Los Angeles and answer Worksheet B in groups of three. Many Americans love California because the people are all so crazy. Some have compared it to a bowl of muesli (breakfast cereal): When you get rid of the fruits and nuts, all you have left are the flakes.

The mayor of LA is James K. Hahn. The governor of California is Terminator actor Arnold Schwarzenegger, who is the second actor turned governor of Los Angeles; the first was the late Ronald Reagan, who went on to become president of the United States. Governor Schwarzenegger is the 38th governor of the state since 1850, when the first American governor was installed in office.

From the original, the city’s name was shortened to Los Angeles and then to LA. It has many nicknames: City of Angels, Southland, Lalaland and El Pueblo are just some. Hollywood has the nickname of Tinseltown.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

Inside Out WORKSHEET B

We love LA! In groups of three, A, B and C, answer these questions about Los Angeles. 1. Which governor of California went on to become president? 2. What is the original full name of Los Angeles? 3. When was Los Angeles founded? 4. Which breakfast cereal have the people of California been compared to? 5. How many children were among the original settlers of Los Angeles? 6. When did Los Angeles become a city of the United States? 7. Name two of the biggest theme parks in Los Angeles? 8. Who was the first governor of California? 9. Name two fashionable shopping areas in Los Angeles. 10. Give two nicknames for Los Angeles. 11. Which Hollywood actress lived her whole life in Los Angeles? 12. Who is the mayor of Los Angeles? 13. How much do people usually spend on a visit to Bijan? 14. When were the Olympic Games held in Los Angeles? 15. Who is the current governor of California?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004.

1

Do the questionnaire and compare your answers with a partner.

Disco diva or two left feet? 1 a) b) c)

Your favourite place for dancing is … on stage. at a club or a party. in your own bedroom.

2 to.

Tick the types of music you know how to dance

• • • • • • • •

Pop Rock’n’ roll (Jive) House Reggae Salsa Flamenco Classical or ballroom (eg waltz) Traditional music of your country

3 Which sentence best describes your attitude to dancing? a) I hate dancing. b) I love dancing and I’m pretty good at it. c) I love dancing but I’m not particularly good at it 4 Which sentence best describes the way you dance? a) I dance as if nobody’s watching. b) I dance as if I would prefer to be doing something else. c) When I dance I am conscious of other people watching me. What it means

5 a) b) c)

When I dance … I stay more or less in one place. I need a lot of space to move around. I do the same as my partner.

6 a) b) c)

At a pop concert, I usually … get up and dance to the music. stay sitting down. I don’t go to pop concerts.

7 a) b) c)

How often do you dance all night? About once or twice a year. Never. Don’t be ridiculous! Every weekend.

8 At a party … a) I get up and dance when there are lots of other people dancing. b) I’m usually the first to get up and dance. c) I don’t go to parties where people dance. How to score 1 a) 3, b) 2, c) 1 2 1 point for each tick. 3 a) 1, b) 3, c) 2 4 a) 3, b) 1, c) 2 5 a) 2, b) 3, c) 1 6 a) 3, b) 2, c) 1 7 a) 2, b) 1, c) 3 8 a) 2, b) 3, c) 1 Turn to page 000 to find out what your score means.

If you scored 20–29 When you dance, you really express yourself. You may look like an octopus in a blender, but you don’t care what other people think. Good for you! No party is complete without you. If you scored 11–19 You enjoy dancing but you’re too worried about your image. You should let yourself go. Be a bit less serious about life. If you scored 10 or less Hmm, what do you enjoy? Do you collect stamps? Hopefully you are an interesting person to talk to!

 Macmillan Publishers Ltd 2003 Taken from the speaking section in www.onestopenglish.com

2 Think of a time recently when you went to a place where people were dancing and having a good time. You are going to tell your partner about it. Read the questions and think about your answers. Where were you? A club? A party? A concert? What kind of music was playing? Who was playing the music? A ‘live’ band? A DJ? How loud and clear was the music? How crowded was the place? What kind of clothes were people wearing? Did you dance or did you watch other people dancing? Were people dancing alone or with a partner? How long did you spend there? Did you have a good time? 3

Think about what to say and how to say it.

4

Tell your partner about a time you went dancing.

 Macmillan Publishers Ltd 2003 Taken from the speaking section in www.onestopenglish.com

Web Quest

What are dance clubs like in the United States? Let' s take a virtual tour of six US cities and investigate night life. It' s better to work in small groups for this activity. Choose one of the cities below (next page) and visit some of their most famous dance clubs by clicking on the links. What do you think makes these clubs so special? Think about these questions as you visit each club: 1. What kind of music do they play? 2. How much do you have to pay to enter? 3. What days of the week is it open? 4. What time does it open? What time does it close? 5. Is food served? Is yes, what kind? 6. Have you ever been to a club like that? 7. Would you like to go? Why or why not? When you finish your research, compare your results with groups that "visited" other cities. What do the differences in the dance clubs tell you about the cities themselves?

 Macmillan Publishers Ltd 2003 Taken from the speaking section in www.onestopenglish.com

Cities:

Chicago, Illinois: Exit (http://chicago.citysearch.com/profile/3693059) Funky Buddha Lounge (http://chicago.citysearch.com/profile/3663820) Rive Gauche ( http://chicago.citysearch.com/profile/11342533) The Buzz Club (http://chicago.citysearch.com/profile/11342311) New York City, New York: Copacabana (http://newyork.citysearch.com/profile/35693120) Filter 14 (http://newyork.citysearch.com/profile/11351746) S.O.B.'s (http://newyork.citysearch.com/profile/11278562) The Warehouse (http://newyork.citysearch.com/profile/11350994) Los Angeles, California: Circus Disco (http://losangeles.citysearch.com/profile/68159) Conga Room (http://losangeles.citysearch.com/profile/65014) Gate (http://losangeles.citysearch.com/profile/101425) The Mayan (http://losangeles.citysearch.com/profile/28472)

 Macmillan Publishers Ltd 2003 Taken from the speaking section in www.onestopenglish.com

Miami, Florida: Alcazaba (http://miami.citysearch.com/profile/11344137) Atlantis (http://miami.citysearch.com/profile/11585975) Mango's Tropical Cafe (http://miami.citysearch.com/profile/2504910) Starfish (http://miami.citysearch.com/profile/2506296) San Antonio, Texas: Mark's on the Riverwalk: (http://sanantonio.citysearch.com/profile/11491559) Tabu (http://sanantonio.citysearch.com/profile/11456447) White Rabbit (http://sanantonio.citysearch.com/profile/10098667) Yellow Rock Dance Club (http://sanantonio.citysearch.com/profile/11353939) Seattle, Washington: Catwalk: (http://seattle.citysearch.com/profile/10776868) Last Supper Club (http://seattle.citysearch.com/profile/10776871) The Showbox (http://seattle.citysearch.com/profile/10767546) Vogue (http://seattle.citysearch.com/profile/11346672)

Dance Treasure Hunt--a race against time How many of these questions can you answer in five minutes? Just follow the link and see how well you can do. The History of Dance http://www.centralhome.com/ballroomcountry/history.htm 1. According to the legend, who invented the Peabody? 2. What was Harry Fox's real name? 3. What dance is salsa similar to? 4. Where did the twist begin? 5. Who invented the polka? 6. What dances influenced Disco dancing? 7. The merengue is the national dance of what country? 8. When did the cha-cha-cha become popular? 9. Where did the samba originate? 10. What are the two sources of the rumba?

 Macmillan Publishers Ltd 2003 Taken from the speaking section in www.onestopenglish.com

Multimedia Collage Have you ever made a collage? Collage is an art form in which the artist takes a number of images or words and puts them together on a piece of paper, in a frame or on a screen. The goal is to make a message or feeling by the very patterns, content and interactions. Usually you cut and paste images and sentences from magazines, but you can also make collages on your computer. All you need is a word processing program, Power Point, or a website editing program (like Front Page). You can see some collages at: Collage Townhttp://www.collagetown.com/gallery.shtml In this activity you will make a collage about dance. What does "dance" mean to you? The links below will help you find images and sentences to include in your collage. Start by briefly looking at each site. When you see an image or read a sentence you like, save it in your computer. (For images, just put the cursor over the image you are interested in and click with your right mouse button if you are using a PC or double click if you have a MAC. Choose "save" and decide where you want to save the image. For words or sentences, just select the text, and copy it onto a document in a word processing program). As soon as you have a collection of images and sentences, open the program you will use to make your collage and paste the words and images wherever you want on the page. You can edit the images using a photo editing program and you can edit the sentences right in your word processing program (change the size, the font, the color). When you finish making your collage, share it with your classmates and explain why it represents your personal view of "dance". Links: General sites: Dance Magazine: http://www.dancemagazine.com/index1.html Dance links: http://www.dancer.com/dance-links/ Sapphire Swan Dance Directory: http://www.sapphireswan.com/dance/ History Free to dance: African-American dance timeline: http://www.pbs.org/wnet/freetodance/timeline/index.html Ballet and the world timeline: http://www.balletmet.org/EDUCATIO/TimeIndx.html Salsa origins: http://www.salsacrazy.com/salsaroots/salsaorigins.htm  Macmillan Publishers Ltd 2003 Taken from the speaking section in www.onestopenglish.com

Dance costumes All about dance: discount store: http://www.allaboutdance.com/ Cabaret Mail Order dancewear: http://www.cabdance.co.uk/Cabaret_Mail_Order_Shiny_Nylon_Lycra_Garments_ 1.html Dee's Dance Design: http://www.deesdancedesign.com/cgi/costumes.cgi Discount Dance Design: http://www.discountdance.com/frame_set.php3?mf=main_index.html Dance schools Middle-Eastern Dancing: http://www.aalimdanceco.com/ Circulators Square Dance Club of San Diego: http://www.ixpres.com/sdsda/circulators/ City Ballet School: http://cityballetschool.org/ The Royal Ballet School: http://www.royal-ballet-school.org.uk/ Dancers Anna Pavlova, a famous ballet dancer: http://www.dancer.com/Pavlova.html Brandon Henschel, a popular dancer: http://www.brandonhenschel.com/ Joaquin Cortes, a flamenco dancer: http://www.flamencoworld.com/magazine/cortes/cortes.htm Fred Astaire, a dancer from the movies: http://themave.com/Astaire/ Lola Montez, a dancer from the past: http://www.museumca.org/goldrush/silverlolamont.html Mikhail Baryshnikov, a modern ballet dancer: http://www.kennedycenter.org/programs/specialevents/honors/history/honoree/baryshnikov.html Images Breakdancers: http://home.planet.nl/~verh2976/home.html Dance + Movement: http://www.matthaber.com/Move.html Dance magazine covers: http://www.dancemagazine.com/index1.html Danceimages: http://www.danceimages.com/home.html Jazzart: http://www.jazzart.co.za/

 Macmillan Publishers Ltd 2003 Taken from the speaking section in www.onestopenglish.com

Style WebQuest (Note: Parts 1, 2 and 3 can be used independently.) Part 1. What is fashion? Visit this website (http://www.fashion-era.com/sociology_semiotics.htm) and investigate what fashion is. Then individually or in groups, write a short definition of fashion in your own words. Include a couple examples. Part 2: Fashion Shows Have you ever seen a fashion show? Most designers have one every season to show their latest fashions. Some designers are more famous than others and some influence the way we dress by determining the styles of the moment. Visit this website: http://www.fashion-stars.com/. It has links to a number of world famous designers’ sites. Visit various sites. Visit designers you recognize as well as those you have never heard of. Look carefully at the clothes different designers are presenting. Choose your favorite outfit. It could be a dress, pants and shirt set, formal clothing or something to wear to the beach. Copy it so you can use it in a word processing program (use copy-paste) or just draw it on a piece of paper. Now, write a description of the outfit. Try to describe it in the same way it would be described in a fashion show. Share your pictures and descriptions with your classmates. You can use this format to present your description. Put the picture or image on one side and the description on the other.

Picture

Description

Part 3. A Historical Fashion Show Fashion has changed throughout history. In order to investigate these changes, you are going to design and present a virtual fashion show and share it with your classmates. You can work individually or in teams. You could present your fashion show in many different ways: as a paper report with illustrations (like you did in Part 1), through a computer presentation (Power Point), on a website or even, live, recreating the fashions. (If you need some help on creating your own web pages check this page: http://www.onestopenglish.com/News/Magazine/Archive/esl_teach_createweb pages.htm)

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

Organization: You can organize your show in many different ways: 1. Choose a historical period and find out in general which fashions were in style at that time for both men and women. 2. Choose some specific articles of clothing (dresses, shoes, formal or informal wear) and follow how they change throughout history. 3. Choose to investigate men’s or women’s clothing in a specific time period or part of the world. Whatever strategy you choose to use to organize your fashion show, prepare it carefully and completely. When you are finished, present the show to your classmate. You can use these links for information: Menswear

Men' s Fashion History: http://www.lindyhopping.com/fashionhistm.html The Costume Gallery: http://www.costumegallery.com/men.htm

General Historical

Roma: http://www.mclink.it/n/citrag/roma/doc/civil/ecv_024.htm Historical Fashion (Page Catalog): http://alpha.furman.edu/~kgossman/history/directory.htm The Costumer' s Manifesto (images-1920s): http://www.costumes.org/pages/1920links.htm The Costumer' s Manifesto (images-1930s): http://www.costumes.org/pages/1930links.htm The History of Costume-Index: http://www.siue.edu/COSTUMES/COSTUME1_INDEX.HTML

Womenswear

Fashion Era http://www.fashion-era.com/index.htm Lisa' s Fashion History Database: http://members.tripod.com/lisawebworld/fashiondatabase.html National Geographic Swimsuits: http://magma.nationalgeographic.com/ngm/swimsuits/best.html

Historical Womenswear

History of Fashion-1900-1910: http://www.vintageblues.com/history_main.htm History of Fashion-1920-1930: http://www.vintageblues.com/history2.htm History of Fashion-1930-1940: http://www.vintageblues.com/history3.htm The Costume Gallery-1940s: http://www.costumegallery.com/1940.htm History of Fashion-1940-1950: http://www.vintageblues.com/history4.htm The Costume Gallery-1950s: http://www.costumegallery.com/1950.htm History of Fashion-1950-1960: http://www.vintageblues.com/history5.htm History of Fashion-1960-1970: http://www.vintageblues.com/history6a.htm History of Fashion-1970-1980: http://www.vintageblues.com/history7a.htm

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

History of Jewellery

Jewellery History: http://www.fashion-era.com/jewellery.htm Body Jewellery Shop: http://www.body-jewelleryshop.co.uk/info/pierce_info_historyofpiercing.htm

History of Shoes

History of shoes: http://www.northampton.gov.uk/Museums/Collections/Boot_and_Shoe/history_of_shoes.htm Brief footwear timeline: http://www.shoeme.com/dates.htm

Part 4: Final question Which fashion show did you like best? Why?

Style: Treasure Hunt How many of these questions can you answer in five minutes? Just follow the link and see how well you can do. Zoom Inventors and Inventions: Clothing-Related Inventors and Inventions http://www.enchantedlearning.com/inventors/apparel.shtml 1. When was pantyhose invented? 2. What machine cleans cotton? 3. How much did the first iron weigh? 4. Who were probably the first to use an umbrella in the rain? 5. What fiber is used in bullet-proof jackets? 6. Where were scissors probably invented? 7. What fiber is a substitute for silk? 8. Who invented the first zipper? 9. When was the safety pin invented? 10. What did Elias Howe do?

 Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

Anecdotes: Style Adjective order 1

Put these words in the correct order to describe clothes. For example: a polo-neck sweater white – a white polo-neck sweater a) T-shirt an short-sleeved old b) green a cardigan plain c) beautiful scarf a cashmere

2

d) sweater a v-neck striped e) silk flowery waistcoat a

a) Put the adjectives in the box into these five categories: age; material; pattern; opinion; style. old stripy beautiful wool leather second-hand horrible check short-sleeved new full-length fabulous plain Armani silk b) In most languages, when we use two or three adjectives to describe a noun there are rules about the order of the adjectives. Put the categories in the correct order for English. Is it the same in your language?

3

Write down different combinations of clothing under the following headings: I’ve got this in my wardrobe; I wouldn’t be seen dead in this. For example: I’ve got this in my wardrobe baggy black cord trousers a check suit I wouldn’t be seen dead in this a second-hand nylon shirt green leather trousers Work with a partner. Take turns to read out one of your items, but don’t say which heading you wrote it under. Your partner has to guess which heading each item belongs to.

@ Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

Anecdote 4

Think of a favourite item of clothes or accessory which you have bought. You are going to tell your partner about it. Choose from the list the things you want to talk about. Think about what you will say and the language you will need. What is it? What does it look like? What does it feel like? How long have you had it? Which shop did you buy it in? Who was with you when you bought it? Was it very expensive? Do you think it was worth the money? How often do you wear/ use it? Do you have any special memories associated with it? Have you ever lent it to someone? How would you feel if you lost it? What do you like best about it?

5

Tell your partner about the item of clothing or accessory.

Language reference: adjective order In most languages, when you use two or three adjectives to describe a noun, there are rules about the order of the adjectives. In English this is the order:

Adjectives Opinion horrible

Age old

Pattern & Colour stripy

@ Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

Noun Material cotton

Style full-length

shirt

Teacher’s Notes – Anecdotes: style Adjective order 1

Pairwork. Students put the clothes descriptions in the right order. Do the first one with the class as an example. If possible, get students to do the exercise without consulting the Language reference section. The order of adjectives is governed by rules, but is one of those things that native speakers decide by what ‘sounds right’. Try to build up in your students a sense of what sounds right rather than sending them straight to the rules. Check answers with the class. a) b) c) d) e)

an old, short-sleeved T-shirt a plain, green cardigan a beautiful, cashmere scarf a striped, v-neck sweater a flowery, silk waistcoat

Pairwork. Students use the words from 1 to create new combinations of adjectives and nouns. Check answers with the class. Possible answers an old, silk scarf a beautiful, cashmere sweater a plain, polo-neck sweater a black, v-neck T-shirt a beautiful, striped cardigan an old, green T-shirt a beautiful, flowery T-shirt 2

3

Whole class. Read the instructions. Students look at the adjectives and decide what categories they can put the adjectives in. They then look back at their answers to 1 and 2 and decide what order to put the categories in. Age old second-hand new

Material wool leather silk

Opinion beautiful horrible fabulous

Style short-sleeved full-length Armani

Pattern/ colour stripy check plain

Reread the two headings and the examples with the class. Explain that I wouldn’t be seen dead in this is a colloquial way of saying that you don’t like

@ Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

something. Students write combinations of adjectives and clothing nouns under the two headings. Pairwork. Students take turns reading out items to their partner. The partner has to guess which heading the item belongs to.

Anecdote See introductory essay on the following page for more ideas on how to set up, monitor and repeat anecdotes: http://www.onestopenglish.com/News/anecdotes/tefl_speaking_anecdotes.htm 4

Students prepare to tell a partner about a favourite item of clothing or accessory, using the list of questions. Go round and help with any language if necessary.

5

Pairwork. Students describe their item of clothing or accessory to a partner. The listening partner can ask questions to find out more information.

@ Macmillan Publishers Ltd 2003 Taken from the anecdotes section in www.onestopenglish.com

I N S I D E O U T R e s o u rc e P ac k

10 What’s my job? Ask questions to find out about your job and write down the answers. Answer questions about other people’s jobs, using the key on the right for your answers. Change partners after every couple of questions. ❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚

▲

❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚❚

Answers Yes/no Yes, all the time Usually Very often Quite often Sometimes Not very often Rarely Hardly ever No, never

▲

Questions 1

Do I wear special clothes for my job?

2

Do I often work outdoors?

3

Do I work with the public?

4

Do I often work at weekends?

5

Do I have to travel to do my job?

6

Do I earn much?

7

Is my work glamorous or highly prestigious?

8

Do I work mainly with my hands?

9

Is my job sometimes dangerous?

10

Do I often receive tips?

11

Is my job creative?

12

Do I work with animals?

13

Do I work in a laboratory?

14

Do I usually work in a building? Is it an office?

15

Do I need to be fit for my job?

16

Do I need a university degree for my job?

17

Do I need to be good with numbers?

Think of three questions of your own and add them to the list: 18 19 20 I think my job is: _______________________________________________________ . © Sue Kay, Vaughan Jones and Philip Kerr, 2002. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’S

N O T E S

10 What’s my job? Carmen Santos Maldonado Type of activity

Procedure

Speaking. Mingling whole class activity.

1

Aims

2

To practise adverbs of frequency and job-related questions.

3

Task To seek information about one’s ‘job’ and to deduce what it is.

Preparation Make one copy of the worksheet for every student. Write names of ‘jobs’ on separate post-it notes. You will need one job and post-it note per student. Possible examples of jobs: accountant bouncer butcher clown dentist farmer fashion designer fireman gardener hairdresser mechanic musician nurse photographer pilot plumber pop star postman priest scientist soldier taxi driver translator waiter weather forecaster window cleaner writer

4

5 6

7 8

9

Pre-teach key vocabulary: glamorous, prestigious, tips, laboratory. Explain to the students they are going to be given a job but they will not know what it is. Their task will be to find it out. Give each student a copy of the worksheet. Ask the students to read the instructions and questions. Tell the students to add three extra questions of their own at the bottom. Help with vocabulary problems. Ask the students to come to your desk to get their jobs stuck on their backs. Refer students to the instructions at the top of their sheet. Tell them to mingle freely, asking each person a couple of questions and noting down the answers. Circulate and encourage the use of frequency adverbs in the answers. After 10 minutes of questioning (or when the first student has correctly guessed their job), stop the activity and ask students to write down what they think their job is. Check answers and give feedback.

Timing

Follow up

20–25 minutes.

The students can be asked to write about ‘their job’ for homework: Positive and negative aspects of being a (taxi driver), My working day as a (taxi driver), etc.

Notes & comments To help students feel more at ease with the activity, you can ask one student to write a job and stick it on your back, and you can circulate as one of the group. If there is time, you can help students guess their job by giving them clues containing adverbs of frequency, e.g. You usually meet very important people in your job.

I N S I D E O U T R e s o u rc e P a c k

5C When I was at school … 2

3

I particularly used to enjoy subjects that …

I didn’t like a schoolmate who …

17

4

I liked PE lessons in which …

I had a very strange schoolmate who …

There was a trouble-maker who …

15

18

5

The teacher’s pet was a boy/girl that …

My favourite subject was …

There was a bully who …

14

19

6

St a r t

➧ ➧

1

I knew a girl who …

16

My very best friend was a boy/girl who lived …

13 I had a very good teacher who …

12 I always got … marks …

11 My least favourite subject was …

I had to get up …

There was a schoolmate who was punished for …

20

7

There was a game that …

I had a very nice teacher who …

★

21 I liked a schoolboy/ schoolgirl who …

F i n is h

★

8 I remember an occasion when, in front of the whole group, I had to …

10

9

I missed lessons when …

I didn’t like lessons that …

© Sue Kay & Vaughan Jones, 2000. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

5C When I was at school … Pascual Pérez Paredes Type of activity

Procedure

Speaking. Pair work.

1

Aim To practise defining relative clauses within the communicative context of ‘education’.

2 3

Task

4

To talk about schooldays and experiences related to that time.

5

Preparation Make one copy of the worksheet for each pair of students. Each pair will need a coin.

Timing 30 minutes

6

Introduce the topic of schooldays. Talk about your own. Pre-teach/check: bully, teacher’s pet, trouble-maker, subject. Divide the students into pairs. Tell the students they will need a coin to play this game. They toss the coin. If it is heads, they advance one square, if it is tails they advance two. Student A tosses a coin and completes the statement on that square. Then, it’s Student B’s turn. If they can’t complete the sentence, they miss the next turn. The activity is finished when one student reaches the Finish square and completes the last sentence.

Follow up Run a class debate about school. Possible topics are: • What makes a good school? • What makes a good teacher? • Schooldays are the best years in everyone’s life. • Friends are more important when you are a child.

Notes & comments Not all statements include a relative clause.

Inside Out e-lesson

Week starting: 4th August 2003

1. Who invented it? Ever wondered who first thought up chewing gum or candy floss? You have? Well, this week’s worksheet is definitely up your street. On August 6th 1762 John Montagu, the 4th Earl of Sandwich invented the sandwich. He is just one of the people featured in this week’s food inventions worksheet. There are two pages to print. Click here to get your copies. http://www.insideout.net/warehouse/worksheets/aug/IO108S-foodinventions.pdf Level Pre-Intermediate upwards How to use the lesson 1. Give your students a copy of Worksheet A and ask them to look at the pictures down the left-hand side. Make sure your students are clear what each of the items are. If you use American English in your classroom/country, there are some differences: candy floss (BrE) is cotton candy (AmE); ice lollies (BrE) are Popsicles (AmE); potato crisps (BrE) are potato chips (AmE). These differences should not affect their ability to do the task. 2. Give your students three minutes to read the descriptions on the right and match them to a picture. 3. After three minutes stop your students and go through the answers in open class. Answers (with commentary) 1f 2d 3g 4e (An Italian man named Italo Marchioni received a patent in early 1904 to produce ice cream cones, so there was clearly more than one inventor of the ice cream cone.) 5c (It was first called the Epsicle – a mixture of Epperson and icicle and later became the Popsicle.) 6a (John Montagu was the 4th Earl of Sandwich – that’s why a sandwich is called a sandwich and not a montagu!) 7h (these days gelatin is used to make marshmallows squishy rather than marsh mallow) 8b 4. Give students two or three minutes to discuss the questions. Collect some feedback around the class and then ask them to turn over their pieces of paper. 5. Give each student a copy of Worksheet B. Ask your students to work in pairs and decide (without looking at Worksheet A) which sentences are true and which are false. 6. When all students have finished, give them one minute to check their answers against Worksheet A. Then check answers in open class. The pair with the most correct answers are the winners. Answers 1. 2. 3. 4. 5.

False True True False False

6. False 7. True 8. True 9. False 10. True

11. False 12. False 13. True 14. False 15. True

Inside Out Follow up You could have a lot of fun with this subject. There are plenty more food inventions and the links below provide some information. You could divide your class into groups and get them to research one particular food invention, gathering as much information as they can find, which they then have to present as a poster to put up on the classroom walls. 2. Related Websites Send your students to these websites, or just take a look yourself. http://www.open-sandwich.co.uk/history/sandwiches.htm Learn a little more about the 4th Earl of Sandwich http://www.freep.com/features/food/sfame11_20030211.htm Here are some milestones in sandwich history http://www.factmonster.com/spot/accidentalinventions1.html Food that came about by accident http://www.enchantedlearning.com/inventors/food.shtml Some more food-related inventions http://www.historic-uk.com/CultureUK/Trendsetters.htm Some more gastronomic trendsetters

Inside Out Who invented it?

WORKSHEET A

1. Match a food item from the first column with its description in the second column. 1 Chocolate chip cookies

a) In 1762 John Montagu, an English Earl, was too busy playing cards to leave the table and have a formal meal. He asked his servant to put some meat between two pieces of bread and bring it to him. This snack was named after him and these days it is the most popular lunchtime meal in Britain.

2 Candy floss

b) In 1853 a customer at the Moon Lake Lodge resort in Saratoga Springs, New York, was being very awkward about his French Fries – he was complaining that they were too thick. Chef George Crum made up another batch but the customer was still not satisfied. Annoyed by the customer, Crum made a batch that was so thin it was impossible to eat with a fork. To his surprise, the customer loved them, and these days so do the rest of the world.

3 Chewing gum

c) In 1905 eleven-year-old Frank Epperson mixed up a fruit drink in his back garden, in San Francisco, California. By accident he left the drink outside overnight. When he discovered it in the morning, the juice had frozen around the mixing stick. Young Frank had invented something which would make him a lot of money.

4 Ice cream cones

d) In 1897 William Morrison and John C. Wharton, from Nashville, Tennessee, invented a way of heating and spinning sugar in thin threads onto a stick so that it forms a large ball of fine material. When you eat it, it melts in the mouth. It is commonly found, along with toffee apples, at fairs and carnivals.

5 Ice lollies

e) In 1904, at the St. Louis World’s Fair, an unlucky ice cream vendor ran out of dishes to put his ice cream in. Ernest Hamwi was in the next stall selling Syrian pastry and offered to help. He rolled up some of the pastry so that the vendor could put his ice cream inside. It was a great success and ice creams have been sold in this way ever since then.

6 Sandwiches

f) In 1930 Ruth Wakefield was busy making her favourite chocolate biscuits in Whitman, Massachusetts, when she realised that she had run out of baking chocolate. She broke some normal eating chocolate into the mixture instead. Ruth noticed that when the biscuits came out of the oven, the chocolate hadn’t melted but were still in small bits. These biscuits have sold very well ever since.

7 Marshmallows

g) In 1845 Thomas Adams gave up trying to make a synthetic type of rubber from chicle, the dried sap of a Mexican jungle tree. He put some chicle in his mouth and started munching on it. He realised that he had discovered another use for it. He added some flavours such as liquorice and mint and it has not stopped selling since then.

8 Potato crisps

h) These soft sweets were originally made and eaten by the Egyptians more than three thousand years ago. They made them from the root of the plant which shares the same name and grows by the banks of the river Nile.

2. Discuss the following questions in pairs. Which of the food inventions above do you like most? Which do you like least? What is your favourite sandwich filling? This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2003.

Inside Out Who invented it?

WORKSHEET B

3. Without looking back at Worksheet A, decide which sentences are true (T) and which are false (F). 1. The man who invented the sandwich was named James Mortimer. 2. The sandwich is the most popular lunchtime meal in Britain. 3. When George Crum made potato crisps he hoped to annoy the customer. 4. The customer was annoyed when he was presented with the potato crisps. 5. Frank Epperson left his fruit juice outside overnight intentionally. 6. Frank Epperson didn’t make any money from his invention, the ice lolly. 7. Candy floss is commonly found at fairs. 8. The first ice cream cone was a piece of rolled Syrian pastry. 9. The ice cream cone was invented in 1914. 10. Ruth Wakefield invented chocolate chip cookies by accident. 11. Chocolate chip cookies are made with baking chocolate. 12. Thomas Adams made synthetic rubber from chicle. 13. Chewing gum was invented in 1845. 14. The Greeks first made marshmallows two thousand years ago. 15. Marshmallows used to be made from the root of a water plant.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2003.

I N S I D E O U T R e s o u rc e P ac k

4A Who should get what? Health Issues in the 21st Century Heart Disease is often hereditary but can also be caused through bad diet and a lack of exercise. It can be prevented, and public awareness levels are high in some countries. However, some sections of the community seem to ignore advice. Treatment is possible, but prevention is obviously preferable in the long term. Cancer takes many forms and is caused by a number of factors. There is strong evidence that smoking and other lifestyle factors contribute significantly, especially to lung and throat cancers. Treatment can be through chemotherapy (being injected with chemicals) or radiotherapy, and success rates are increasing. Some people believe that this, like heart disease, is self-inflicted, and that patients should be asked to pay extra for their treatment. HIV/AIDS. Awareness levels around the world vary a great deal as to the causes and risks associated with this disease. It is preventable but, as yet, although there is treatment available, there is no known cure. Research continues in the hope of finding one.

Malaria is a disease which is spread via mosquito bites. It is easily prevented with the use of mosquito repellents (electronic devices, creams and sprays). It can also be avoided by taking pills regularly, which protect the body from the disease. There is no vaccination available yet. Malaria cannot be cured as such, though its symptoms (headache, fever, and shaking) are treatable. Road Traffic Accidents. Road safety standards vary a lot from country to country. Drink driving and the use of unsafe vehicles contribute to the deaths of hundreds of thousands of people around the world. Publicity campaigns and stricter laws have made a dramatic difference in some countries. Diarrhoea is one of the most common causes of death, especially among children, in Africa. It is caused by polluted water and a lack of food hygiene. It can be prevented by making water supplies safe. It is also important that public awareness is raised as to the causes of water contamination. Diarrhoea itself is easily treated with rehydration medicine.

FOLD

Definitions a

____________________ (adjective) passed on from parent to child

b

____________________ (noun) the use of medicine or therapy to make a sick person well again

c

____________________ (noun) smooth, thick liquid which you put on or rub into your skin

d

____________________ (noun) small, solid pieces of medicine to swallow, e.g. aspirin

e

____________________ (noun) an injection which prevents a person from getting a disease

f

____________________ (noun) a change in your body which is the sign of an illness

g

____________________ (noun) the removal of a disease or illness so that a person is well again FOLD

Health spending budget Disease

Percentage of budget

Reasons

1 2 3

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

4A Who should get what? Helen Barker Type of activity

Procedure

Reading and speaking. Individual and group work.

1

Aim To practise vocabulary related to health problems.

2

Tasks To match definitions to vocabulary items. To take part in a pyramid discussion.

3

Preparation Make one copy of the worksheet for each student. Fold the worksheet twice, as indicated.

4 5

Timing 45 minutes

6 7

8

Introduce the topic by asking the students: What are the six most common causes of death in the world? Are any of these preventable? Write students’ suggestions on the board. Give a copy of the worksheet to each student with sections two and three folded under so that only the text is showing. Ask the students to read the text quickly to check their predictions. Ask the students to unfold their worksheets once only, read the definitions and find a word in the text that matches each definition. Check the answers with the whole class. Ask the students to unfold the last portion of their worksheets. Explain that they are health advisers for the country in which they are studying. Tell them they are going to decide on the three most important areas for government health funding and what percentage of the health budget should be spent on each area. Divide the class into pairs and ask each pair to agree on the three most important areas. Then combine the pairs into groups of four. Ask the groups to discuss their choices, justifying them where necessary, and agree on the three most important areas. Continue combining groups until a class consensus is reached.

Answers a b c d

hereditary treatment cream pills

e vaccination f symptom g cure

Notes & comments The diseases mentioned may have very similar names in the students’ first languages, and students will probably have an awareness of the causes and issues involved. The main idea, then, is to generate discussion about prioritising, and students often feel strongly about ‘self-inflicted’ illness.

Inside Out e-lesson

Week starting: 20th June 2005

1. Tennis Balls It's summer! Everyone in Spain is wearing shorts and everyone in Britain is wearing a raincoat, so no change there. To mark the arrival of the season, this week's worksheet takes a look at a most British tradition – Wimbledon. Worksheet A provides the questions and a quick puzzle to solve, while Worksheet B provides the answers in a series of short texts. Level Intermediate and upwards How to use the lesson 1. Tell your students they are going to answer some questions about the Wimbledon Tennis tournament. Ask them if they know much about it, what the other Grand Slam events are (The French, U.S. and Australian Opens) etc. 2. Give each student in the class a copy of Worksheet A and ask them to fold their piece of paper so that just the top eight clues and the puzzle are visible. Ask them to look at the clues to see if they can answer any of them before seeing the answers. Tell them to write their answers in the boxes with corresponding numbers. 3. Give each student in the class a copy of Worksheet B and ask them to find the answers in the text. The letters in the bold boxes spell the name of a past Wimbledon champion. Give students the choice to work in pairs to answer the questions. Answers 1 strawberries 2 Voltchkov 3 advertising 4 clock 5 Sampras 6 Navratilova 7 white 8 grass Past champion: Rod Laver (Australian left-hander. Won in 1961, 62, 68, 69. In 1963, Rod turned professional and so wasn't allowed to play at Wimbledon until it changed to Open Tennis in 1968. On his return he won the title for the next two years. Without doubt, if he had been able to play for the years in between, he would have won the title nine times – more than any other men's champion in the history of the sport.) 4. After the students have finished this stage, and you have checked the answers, ask them to cover Worksheet B and to turn their Worksheet A over, revealing ten more questions. Give them a time limit of two minutes to answer as many of the questions as they can. Ask students to work in pairs to speed things up. Answers 1 nearly 1,000 years ago 2 1968 3 £600,000 4 SW19 5 l'oeuf 6 deux 7 Tokyo 8 walls 9 Roger Federer 10 £630,000 Follow up There is plenty of information on the websites below for students to make their own quizzes for each other. Alternatively, play a game of categories tennis with your students. Divide the class into two teams and choose a category (food, transport, sports etc.). A student from team This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out A calls out one word from the category and then a student from team B calls out another word. Students from each team take it in turns to call out a word until someone repeats a word or they hesitate. The other team is awarded the point (scoring as in tennis 15, 30, 40, Game) and you choose a new category. The first team to win a game is the winner. This is a great five-minute filler. 2. Related Websites Send your students to these websites, or just take a look yourself . http://www.lta.org.uk/InsideTheLta/History/TheHistoryOfTennis.htm tells the history of tennis http://news.bbc.co.uk/sport1/hi/tennis/default.stm the BBC’s page for Wimbledon http://www.wimbledon.com/ the official website

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Tennis Balls

WORKSHEET

A

The answers to these questions are on Worksheet B. Read the text and write your answers in the puzzle to find the name of a latter-day Wimbledon champion. 1. 2. 3. 4. 5. 6. 7. 8.

The name of a fruit associated with Wimbledon. He came so close in 2000, but didn’t quite make it to the Finals. You won’t see any of this around the courts – only on the players. The scoring in tennis is thought to have come from the face of what? He holds the men’s singles title for highest number of victories. She won nine titles at Wimbledon. The players must all dress in this. Wimbledon’s the only Grand Slam tournament to be played on this.

1. 2. 3. 4. 5. 6. 7. 8.

You have two minutes to answer as many of these questions as possible. 1. 2. 3. 4. 5. 6. 7.

How long ago did tennis start? When did open tennis start at Wimbledon? How much money will the women’s singles champion get this year? What’s the postcode of Wimbledon? Which French word does ‘love’ come from? Which French word does ‘deuce’ come from? Maria Sharapova has won two tournaments since last year’s Wimbledon; once in Doha – where was her other win? 8. When tennis started, what was used instead of a net? 9. Who is the defending men’s champion? 10. How much will the men’s singles champion win this year?

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Tennis Balls The most famous sights on offer every year at Wimbledon are: people eating strawberries and cream, people drinking Pimms and people sitting under their umbrellas enjoying the British weather!

Wimbledon is the only Grand Slam tournament which is held on grass. Also, all the players must dress only in white.

Tennis started in France nearly 1000 years ago. The game was originally played in the courtyards of royal palaces, using the walls (like squash) rather than a net. The score system (15, 30, 40) is thought to be based on the four quarters of a clock face.

WORKSHEET

Open tennis started at Wimbledon in 1968, meaning that amateurs and professionals could play in the Championships. In 2000, Russian Vladimir Voltchkov came from obscurity and made it to the semi-finals.

Pete Sampras holds the title for the highest number of championship victories having won seven times. Even more impressive is women’s champion Martina Navratilova with nine wins.

The prize money for this year’s Wimbledon Championships is over £10 million. Of this, the men’s singles champion will receive £630,000 and the women’s singles champion will receive £600,000.

B

The words love and deuce come from French words. Deuce comes from deux, meaning two, telling us that two more consecutive points are needed to win the game. Love comes from the word l’oeuf, meaning egg, which represents zero.

Wimbledon is a suburb of London. The postcode for the area is SW19, one of the most famous postcodes in the world.

Roger Federer will defend his men’s singles title this year. 17-yearold Maria Sharapova beat Serena Williams in last year’s women’s singles finals. Since then she has also won in Tokyo and Doha.

Unlike almost all other sporting events, Wimbledon is free from sponsorship. This means that there are no advertising banners around the courts.

This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2005.

Inside Out Wimbledon – Glossary amateur noun [count] someone who does something because they enjoy it, instead of as a job - opposite professional banner noun [count] a wide piece of cloth with a message on it consecutive adjective following one after another: her fifth consecutive defeat court noun [count] an area marked with lines where some sports are played, including tennis and basketball: a tennis/squash court courtyard noun [count] a square area outside that is surrounded by buildings or walls

sponsorship noun [uncount] money given to an organization to help pay for something, often an event: corporate sponsorship of the arts squash noun [uncount] an indoor game in which two players use rackets in order to hit a small ball against a wall suburb noun [count] an area or town near a large city but away from its centre, where there are many houses title noun [count] the position of a winner in a sports competition: She's won several important singles titles this year. victory noun [count or uncount] the fact of winning a competition or battle, or an occasion when someone

defend verb [transitive] to attempt to win a competition that you won last time in order to keep your position as winner: She will be defending her Wimbledon title later this month. impressive adjective if someone or something is impressive, you admire them - opposite unimpressive an impressive performance net noun [count] in some sports, an object made of net that you hit, kick, or throw the ball over or into obscurity noun [uncount] a state in which a person or thing is not well known, or is not remembered postcode noun [count] a group of letters and numbers that you write at the end of a person's address professional noun [count] someone who plays a sport or takes part in an activity as a job rather than for enjoyment opposite amateur score noun [count] the number of points that someone gains in a game The final score was 4-3 to United. singles noun [plural] in tennis, a match that is played between two people This page has been downloaded from www.insideout.net. It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2004. Definitions from the Macmillan English Dictionary © 2002 and the Macmillan Essential Dictionary © 2003, Bloomsbury Publishing Plc. www.macmillandictionaries.com

I N S I D E O U T R e s o u rc e P ac k

12C Word jigsaw GO

a an the

it we which these those

him her us you me them

think sleep wear agree to in at for with on by suit bird actor heart

must would should can

have be do like want

sausage joke song CD easy-going user-friendly

when where who why

to in at for with as on by

can could will should

car yoghurt trainer energy

because however but and

sing go like happen

have be do give

him her me you

a an the

have be do like want

razor cigarettes bed laugh

relaxing enigmatic melodic spiritual

and but

Internet invention

then so

truck diver rainbow salmon

think enjoy reckon ask say

nevertheless then moreover so

this that it them

from about to at in on

advert computer present concert

shall may might need play start welcome begin

what which how when

energetic surprising wealthy ethical

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

12C Word jigsaw Nicholas Sheard Type of activity

Procedure

Revision. Group work.

1

Aim

2

To revise vocabulary and grammar by constructing sentences.

3

Task To construct sentences containing words collected from a board game.

Preparation Make one copy of the worksheet (enlarged to A3 size if possible) for each group of four students. You will need one dice per group and one counter per student.

Timing 40 minutes

4 5

Divide the class into groups of four students and give each group a copy of the worksheet. Explain that the aim of the game is to collect as many points as possible by making grammatically correct sentences. Look at the board game with the class. Explain the rules: ● Students take turns to throw the dice and move round the board. When they land on a square they choose one of the words in the square and write it down in their notebooks. Students then cross out the word they chose on the board so that it cannot be used again. ● Each time a student passes ‘Go’, he/she has to write a sentence containing the words he/she collected going round the board that time. (Verb forms can be changed, e.g. be can be changed to being, is, are, was, were, been and nouns can be singular or plural.) Students read out their sentences and the rest of the group adds up their score. Students score one point for each word used and lose one point for each word not used. Circulate and monitor, making notes of any errors to correct at the end. ● Students each go round the board twice and they cannot use any of the words they or anybody else in the group have already crossed out. (As the game progresses, students will find that squares have no available words.) At the end of the game the winner is the player with the most points. Conduct a class feedback session. Invite individual students to read out some of their sentences.

Notes & comments As in all games there is an element of luck, which makes it fun and addictive. This game is a flexible resource that can be adapted to suit all levels by erasing the words given and writing in others.

I N S I D E O U T R e s o u rc e P ac k

1C Would you mind telling me ...? What’s the best thing about ...?

................................................................... ...................................................................

Would you say ...?

Do you have any idea ...?

.................................................................. ..................................................................

Would you like to ...?

When did you last ...?

.................................................................. ..................................................................

Do you consider yourself ...?

Do you know ...?

................................................................... ...................................................................

How long have you ...?

I’d like to know ...?

.................................................................. ..................................................................

Have you ever ...?

What’s the single most ...?

.................................................................. ..................................................................

How do you feel about ...?

What’s your favourite ...?

.................................................................. ..................................................................

Do you think you’ll ever ...?

Do you mind if I ask you ...?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .

In an ideal world, ...?

Could you tell me ...?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .

When do you suppose ...?

I was wondering ...?

.......................................................................................................................................................................................................

Would you mind telling me ...?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

✂ ..........................................................................................................................................

.........................................................................................................................................

© Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

1C Would you mind telling me ...? Jon Hird Type of activity

Procedure

Speaking. Pair work.

1

Aim To practise direct and indirect question forms.

2

Task To ask each other questions from prompts.

Preparation Make one copy of the worksheet for each pair of students. Cut up the cards as indicated.

3

Timing 30 minutes

4

Divide the class into pairs. Explain that the students are going to have the chance to ask questions to find out more about each other. Give each pair a set of question cards face down in a pile. Explain that each card has the start of a direct or indirect question. Elicit from the students why we use indirect questions (when the question is of a personal nature and/or when we want to be polite). Ask the students to take turns to turn over a question card and complete the question with anything appropriate to ask their partner. Encourage follow up questions and discussion. The students continue asking and answering questions until all the cards have been used. Circulate and monitor, helping as necessary. When they have finished, pairs report to the class what they found out about each other.

Follow up Ask the students to write the questions for homework.

Notes & comments This activity also works with small groups of three to four. An alternative to cutting up the questions is to give each student the complete worksheet and have them ask questions, crossing off each question as they ask it. Another alternative is as above, but have the students circulate around the class asking different students the questions.

I N S I D E O U T R e s o u rc e P ac k

14A You bet! BET 1

We’ve got a very good chance to get there in time if we leave now. ___________________________________________________________

2

They won’t probably have arrived until midnight at the earliest. ___________________________________________________________

3

She didn’t want to go and neither we did to be honest. ___________________________________________________________

4

Well, it didn’t really live to our expectations. ___________________________________________________________

5

It mustn’t have been him – he wasn’t here at the time. ___________________________________________________________

6

Given the choice, I’d go rather to the Caribbean. ___________________________________________________________

7

I finally got him take me to Paris for the weekend. ___________________________________________________________

8

Foremost and first, I’d like to thank everyone for coming. ___________________________________________________________

9

I think it’s against law here. ___________________________________________________________

10

It really is a one in a lifetime opportunity. ___________________________________________________________

11

We looked everywhere, but we couldn’t have found it, I’m afraid. ___________________________________________________________

12

Not only he lost his bag, but all his money as well. ___________________________________________________________

13

We were on the verge to give up hope when we found it. ___________________________________________________________

14

I won’t tell anyone at all. You have my words. ___________________________________________________________

15

It really is time we leave – come on or we’ll be late. ___________________________________________________________

© Ceri Jones, Tania Bastow, Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

14A You bet! Ruth Sánchez García Type of activity

Answers

Writing. Pair work.

1 We’ve got a very good chance of getting there in time if we leave now. 2 They probably won’t have arrived until midnight at the earliest. 3 She didn’t want to go and neither did we to be honest. 4 Well, it didn’t really live up to our expectations. 5 It can’t have been him – he wasn’t here at the time. 6 Given the choice, I’d rather go to the Caribbean. 7 I finally got him to take me to Paris for the weekend. 8 First and foremost, I’d like to thank everyone for coming. 9 I think it’s against the law here. 10 It really is a once in a lifetime opportunity. 11 We looked everywhere, but we couldn’t find it, I’m afraid. 12 Not only did he lose his bag, but all his money as well. 13 We were on the verge of giving up hope when we found it. 14 I won’t tell anyone at all. You have my word. 15 It really is time we left – come on or we’ll be late.

Aim To review and consolidate grammar and vocabulary from Units 8 to 13 of Inside Out Advanced Student’s Book.

Task To correct the errors in fifteen sentences and to bet according to how confident the students are about their corrections.

Preparation Make one copy of the worksheet for each pair of students.

Timing 30–40 minutes

Procedure 1 2

3

4

5

Divide the class into pairs and give each pair a copy of the worksheet. Tell the students that each sentence contains a grammatical or vocabulary error. Ask them to work in their pairs to identify and correct the mistakes. When the pairs have finished, ask them to bet on each sentence according to how confident they are that they have successfully corrected it. The more confident the students are, the more they should bet. Give each pair an imaginary total of £100 and tell them the maximum bet per sentence is £10 and the minimum £1. Ask the students to write the amount they’d like to bet for each sentence in the box. Tell them to make sure the total amount they bet does not exceed £100. Check the answers with the whole class (or ask pairs to exchange worksheets for correction). For each successfully corrected sentence, the pair wins the amount they bet. If the sentence was not successfully corrected, the money is lost. The pair with the most money is the winner.

Notes & comments The activity can also be done as a simple error correction activity without the betting. Ask the students to make the corrections and then check the answers with the whole class.

I N S I D E O U T R e s o u rc e P ac k

1B You do, don’t you?

................................................ FIND OUT... favourite colour? where / born?

country / like to visit? what / last film / see?

what / do last night at seven o’clock? which languages / speak? afraid of flying?

how long / learn English?

hobbies?

.....................................................................................................................................................................................................

A

.................... .................... ....................

.................... .................... ....................

....................................................................................................................................................................................................

✂ ............................................................................................................................................

................................................ ................................................

..........................................................................................................................................

B

FIND OUT... favourite film? married?

what time / get up this morning?

where / go on holiday last year?

lucky number?

mother’s name?

what / do next weekend? how long / have that hairstyle?

ride a horse?

................................................ ................................................

..........................................................................................................................................

C

FIND OUT... favourite food? nickname?

birthday?

best year of your life?

what / have for dinner last night?

how long / have these shoes? where / go on holiday next year? member of any clubs?

like classical music?

................................................

............................................................................................................................................ © Sue Kay and Vaughan Jones, 2001. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.

Photocopiable

T E A C H E R’ S

N O T E S

1B You do, don’t you? Jon Hird Type of activity

Procedure

Speaking. Group work.

1

Aim To practise question forms and question tags.

2

Task To find out and check the accuracy of information about each other.

Preparation Make one copy of the worksheet for each group of three students. Cut up the worksheet as indicated.

Timing 30 minutes

3

4

Divide the class into groups of three and give one of the question prompt sheets (A, B and C) to each student. Tell the students they are going ask each other the questions on their sheets. Allow the students a few minutes to prepare the questions. Before starting the activity, elicit a few examples: Teacher: favourite colour? Student 1: What’s your favourite colour? Teacher: country / like to visit? Student 2: Which country would you like to visit? Teacher: how long / learn English? Student 3: How long have you been learning English? Ask the students to take turns to ask and answer all the questions. Explain that the students must not write down any of the answers. Tell the students they are now going to check how much they can remember by using tag questions. For example: Student A (to Student B): Your favourite colour is blue, isn’t it? Student B: Yes, it is. / Yes, that’s right. / No, it isn’t. It’s red, actually. Student A (to Student C): And your favourite colour is green, isn’t it? Student C: Yes, it is. / Yes, that’s right. / No, it isn’t. It’s pink, actually. Student B then asks his/her first question, and so on. For each correctly remembered fact the student gets one point. The students record their own points by putting a tick (✓) or a cross ( ✗) next to each question prompt. When all the facts have been checked, the student with the most points is the winner.

Follow up Ask the students to change groups and report to each other as much as they can remember about the students in their first group.