GRAMMAR DICTATI(INRuth Wajnryb

RESOURCEB@KS FORTEACHERS

. seies editor

ALAN MALEY

Oxford Universitv Press

Oxford University Press\Walton Street, Oxford OX2 6DP

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ISBN 0 19 437004 6

O Oxford University Press 1990

First published 1990Sixth impression 1995

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Acknowledgements

I wish to thank the teachers at Sydney English Language Cenrre.

To the memory of Nelly Wainryb

Contents

The author and series editor

Foreword

Introduction

How to use this book 20

Actiaity Topic Strurturalfocus

Section l: pre-intermediate1.1 Marco Polo Famous people Past simple tense 26

Travelling Prepositions: from, to, about1.2 Earthquake Natural disasters Past simple tense 27

Extsteniil,thseSimple sentence stmcturePrepositional phrases

1.3 World English English Present simple tense 28Language and SomB andothers as fronounscommunication Textual reference

Gerunds1.4 I'm Kate Self-identification Conuactions 29

Present simple tensePresent perfect simple tenseshowing duration (lirr)Gerund after likeAdverbial intensifier (realb)

1.5 Dear diary Diaries Past simple tense 30Conjunctions; and, because,soAdverbs of degree: too andaetyZero articleContractionsPrepositions: oz * weekday

1.6 Garlic, the great healer Health and medicine Time expressions 32Present perfect simpletensePast simple tenseCausal connections

1.7 Childmother Humanintereststory Presentperfectsimpletense 33Past simple tenseOf and 's genitivesAdiectives

1.8 A record on wheels Travel Infinitives 34Breaking records Negation (far)

1.9 Bullet costs a thumb Accidents Past simple tense 35Interrupted pastGenitive's

1.10 tr,tiracle plunge Human interest story Simple sentence structure 36Accidents Past simple tenseDomestic violence Articles

Prepositions andprepositional phrases

l.ll Passive smoking Health Present perfect simple tense 37Environment PrepositionsRights Articles

1.12 Road toll Accidents Present perfect simple tense 38Alcohol Passives

Articles: definite and zeroSubstitutionSimple sentenceconstruction

1.13 Baby Hodine Parenting Present modals: can, should 39Help + infinitive without toGerund zfter about

1.14 Girls step out Education Willfor the future 4ISexism Presenttenseafter

conjunctions of timeArticles: definite and zero

r'r5 Bookcovers ffi*"

t^i:lfflL shourd

42

Present simple tenseDirect and indirect obiects

1.16 Naturally healthy Health Present simple tense for 43Nature general statements

Adverbs offrequencyFirst conditionalconstruction

1.17 The enemy, man Wildlife Present tense for general 44Conservation statements and regular

activitiesPassive voice for processfocusZero article with pluralnounsPreposition: lrr

1.18 Superstitions and you Superstitions Question forms: subiect- 46verb inversionGerunds after aboutFuture conditional would

1.19 Daily print

1.20 Man in space

Newspapers

Space explorationFamous people

Present simple tense forgeneral statementsImpersonalyozEllipsisPresent modals: can, mflyCataphoric (forward-pointing) reference

Clauses in appositionPast simple tensePassivesVerb + adiectivecompoundsEllipsis

47

48

Section 2: intermediate2.1 The iob race

2,2 Intelbgence: nature ornurture?

2.3 Freedom of speech

2.4 Ltfeon the outside

2.5 Pre-quake jitters

2.6 Battles on the homefront

Employment

People

PoliticsGovernment

Prisons and prison lifeChange and adaptation

Natural phenomenaSehaviour

Parent-child relationshipsThe familyBehaviour

Articles: definite, indefinite,and zeroSimple sentenceconstructionTextual cohesionSubordinate clausestructureZeroariclePassivesPast tensesFirst conditionalconstructionPassivesPresent modalcanImpersonalyoz

Gerund (as subject andcomplement)Present participlePreparatory objectconstructionPrefixesPassivesPresent simple for generalstatementsWord compoundsAdverbsTime phrases

Question formsIdiomatic expressionsZero article

52

53

54

55

> /

58

2.8 Young hero

2.9 Safe but sorry

2.10 Race for space

2.11 Rent strike

2.12 Chocomania

2.13 Koala suicide

2.14 Tips for travellers 1:planning a trip

AccidentsHeroismFamilies

AccidentsHuman interest story

The space raceTechnology

Housing and the law

FoodBehaviour

\flork sress

Tourism

2.7 Onein ten million Accidents Past simple tenseHad bettu constructionInterrupted past timeNon-defining relative clause

Sequence ofpast tensesInfinitives of purposeInterrupted pastReported/ indirect speech

Reduced relative clausesPassivesPast perfect tenseArticles: definite, indefinite,and zero

PassivesArticles : definite, indefinite,and zeroPresent perfect simple tense

Causative h an e strvctur ePresent perfect tenses(simple and continuous)Time conjunctions: until, aslong as, as soon asNoun clauses

Neither . . . norconstructionSecond conditionalconsffuctionImpersonalyou

Past perfect tenses: simpleand continuousReported speechTime adverbs

First conditionalconstructionClause complements afterknmuPresent modal shouldFuture continuous tenseHomophones: weatherlwhethuHomonymsCataphoric (forward-pointing) reference

59

61

62

63

65

66

67

69

2.15 Tips for travellers 2: Tourists, travel, and cities Generic singular 70getting around Lexical chain

Present modal shouldInfinitive/gerundalternatives

2.16 Life in the twenty-first Predicting the future Future simple and 72century Life and society in the next continuous tenses

century Future perfect tense (past inthe future)Present modalmayWhat's . . .like?construction

2.17 Alpine village The environment Phrasal and prepositional 73Conservation verbsTradition and progress Imperatives

Present simple tense fordramatic effectTextual cohesion throughbalanced connectors

2.18 Moody blues Human behaviour First and second conditional 74Moods and attitudes construction

ComparativesNoun clausesEllipsis

2.19 Teachers: an The teaching profession Noun clauses 76endangered species Job satisfaction Reported speech

Reduced rblative clausesSecond conditionalconstruction

2.20 Theright to be left Left-handedness Complex sentences 77Subordinate clauses:possessive relative clausesArticles: definite, indefinite,and zero

Section3: advanced3.1 Locked out by print Education Reduced relative clauses 80

Literacy Question formsPrepositional verbs

3.2 Uniformly individual Human behaviour Substitution 8lSchool Noun clausesClothes Second conditional

GerundsPrefixes

3.3 The best advice Growing up Reported speech 82Children and mothers Embedded questions

Past perfect tenseSubstitution

3.4 Doctors under stress Doctors Defining relative clauses 84Health Adverb * adiectiveSociety compounds

Reflexive pronouns foremphasisConcessional clauses withwhileZero article

3.5 Comfort food Health Definite article 85People Gerunds

Reduced relative clauses

3.6 Phobia poll Human behaviour and Noun clauses 87attitude Comparative constructionsFear GerundsMale and female differences

3.7 Jungle boy Behaviour Present participles 88PassivesPerfect infnitiveReduced clausesNon-defining relativeclauses

3.8 \7hose aid? International politics Present modals: mny, can 89Economics Connectors of cause and

resultReview of prepositionsTextual cohesion throughprogressive connectors

3.9 Jet lag Jet lag Complex sentences 9ITravel Subordinate clausesThe body Reduced relative clauses

3.10 Leisure stress Leisure and work Reduced relative clauses 92Behaviour Defining relative clauses

Clauses in apposition3.ll Conservingfamily History Zeroarticle 93

history Families Sentence connectorsIdentity

3.12 Women's inruition rWomen Causal connections 95Behaviour Defining relative clauses

Articles: definite, indefinite,and zeroAdverbs

3.13 Middle children The iamily Present participle clauses: 97Behaviour stative and dynamic verbsSociety Generics

Compounds

3.14 The gun debate Guns and the law Complex sentences 99Clauses in appositionDefining relative clausesTextual cohesion: balancedcontrast across sentences

3.15 Teen suicide Adolescence Connectors 100Death Articles: definite, indefinite,

and zeroTextual reference

3.16 Callingnon-sleepers Humanbehaviour Definingrelativeclauses 102Sleep patterns Superlatives

Participle clauses

3.17 Marriage returns Marriage Conditional perfect tense 103Relationships forSociety speculation about the past

Degrees of certaintyPreparatory subject/objectPrepositional phrase ofconcession: in spite ofFuture in the pastTextual cohesion throughbalanced comparison andcontrast

3.18 Life after death Medical technology Complex sentence 105Attitudes to death construction

Compound nounsEmphasis indicatorsSubstitutionPassives

3.19 Child rationing Population explosion Participle clauses 107The family in China Clauses of cause and resultGovernment Passives

Complex sentenceconstruction

3.20 Ltigationlunacy Thelaw Pastperfecttense 108People and behaviour Reduced relative clauses

Perfect infinitivesTextual connectors

Thematic index u lStructural index r22Annotated bibliography 1 3 1

The author andseries editor

Ruth Wainryb is a professional teacher trainer and materials writer.She has a MA in Applied Linguistics from Sydney University. withresearch in the area oferror analysis and language-learner language.She has worked as the Director of teacher training and professionaldevelopment at a number of institutes and colleges in Sydney. Herwork has included both pre-service training of language teachersand professional development of teachers. She has over twentyyears'experience in the field of adult education in Australia,England, Israel and South America. She is currently engaged indoctoral research into the language ofsupervision in the context ofTESOL teacher education.

She is the author of Grummar'Vorkout, Grammar Workout 2,Profiles, Aftnthoughts, Other Voices, and Classroom ObseroationTasks.

Alan Maley worked for the British Council from 1962 to 1988,serving as English Language Officer in Yugoslavia, Ghana, Italy,France, and China, and as Regional Representative for The BritishCouncil in South India (Madras). From 1988 to 1993 he wasDirector-General of the Bell Educational Trust, Cambridge. He iscurrently Senior Fellow in the Department of English Languageand Literature of the National University of Singapore. He haswritten Litaature, in this series, Beyond V(/ords, Sounds Interesting,Sounds Intriguing, tVords, Vaiatimts on a Theme, and DramaTechniques in Langunge Leaming (all with Alan Duff), Tlw Mind'sEye (with Frangoise Grellet and Alan Dufi), Leaming to Listen andPoern inn Poem (with Sandra Moulding), and Short and Sweet. Heis also Series Editor for the Oxford Supplementary Skills series.

Foreword

Grammar Dictation differs somewhat from other books in thisseries. Rather than offering a range of different techniques oractivities focused on a particular area ofinterest, it presents onecentral idea which is exemplified in a large number of concreteinstances.

It does, nevertheless, offer teachers a significant resource (ratherthan a course). The materials can be used flexibly to suit differentgroups at different stages of their development. Further, teacherscan build upon this resource by applying the procedure to texts oftheir own choosing.'Grammar dictation'is better known in some quarters as the'dictogloss' procedure. Essentially it consists of asking learners toreconstruct a dictated text so as to capture as much as possible of itsinformation content in as accurate and acceptable a linguistic formas possible.

This process requires learners to draw upon a nexus of interrelatedskills. Initially learners engage individually in the creativereconstruction of text from memory and from their own linguisticresources. They then share this with others in a process of gradualapproximation to a final product. \7ith time and practice rhey learnto refine and develop their own linguistic resources but always inrelation to what they already know. The contribution of individualand group effort are nicely balanced.

The approach is especially interesting for the way it reconcilescertain apparent oppositions such as the new interest in grammarand the need for interactive learning; and the achievement ofaccuracy through fluency activities. The final product is important(in part as input to further analysis), but the individual and groupprocess is integral in moulding and shaping it. Individual learnerperceptions of wants are reconciled with teacher perceptions oflearner needs.

Grammar Dictation offers teachers and learners a powerful andeffective tool for learning. We recommend you try it.

AIan Maley

Introduction

Grammar dictation and dictoglossThe title Grammnr Dictation describes a language teachingprocedure known in those areas of the world where it is alreadyextensively used, as'dictogloss' or'the dictogloss procedure'.

Since many teachers may not be very familiar with the procedure, itwas felt that the title Dictogloss might prove somewhat awesome.The title Grammar Dictation contains two of the basic ingredients ofthe dictogloss procedure. As you work your way through this book,you will discover others.

However, for practical purposes the term'grammar dictation' and'dictogloss' are used synonymously.

tU(rhat is dictogloss?Dictogloss is a relatively recent procedure in language teaching. Itborrows a little from traditional dictation (hence part of its name)but in fact is quite distinct from dictation in both procedure andobjectives. In dictogloss, a short text is read at normal speed to aclass of learners who jot down familiar words as they listen. At theend of the dictation stage, most learners have only a small numberof isolated words (or fragments) which together make up a veryincohesive, 'battered text'. In small groups, the students then pooltheir resources to reconstruct their version ofthe original text. Inthe final stage the various versions that the students have producedare subjected to close analysis and comparison. Through both thetask of reconstruction and the following error analysis, studentsrefine their understanding of the language they have used.

The procedure may be summarized as follows:a. A short, dense text is read (twice) to the learners at normal speedb. As it is being read, the learners jot down familiar words and

phrasesc. \florking in small groups, the learners pool their battered texts

and strive to reconstruct a version ofthe text from their sharedresources

d. Each group of students produces its own reconstructed version,aiming at grarnmatical accuracy and textual cohesion but not atreplicating the original text

INTRODUCTION

e. The various versions are analysed and compared and thestudents refine their own texts in the light of the shared scrutinyand discussion.

The resemblance of dictogloss to traditional dictation is onlysuperficial. The analogy begins and ends with the fact that in both apassage is dictated. In dictogloss the style of dictating, the focus ona text approach to grammar) the task that follows, and the objectiveof the lesson are all totally different. Here the learners are obliged tocreate their own phrallel texts. These are semantic approximationsto the original text, created out of the learners'own grammaticaland linguistic resources.

Dictogloss is a task-based procedure designed to help language-learning students towards a better understanding of how grammarworks on a text basis. It is designed to expose where their language-learner shortcomings (and needs) are) so that teaching can bedirected more precisely towards these areas. In this sense it iseminently learner-needs based.

Who is this book designed for?This book is designed to help improve the student's understandingand use of grammar. It is addressed to the teachers of learnerswhose primary needs are:- a more precise understanding of how to use the grammar of

English- accuracy in language use for both spoken and written purposes- written English, for example, at school, college, or university,

where students are required to write cohesive texts in English(such as essays, assignments, reports) theses)

- preparation for entrance examinations to institutes of highereducation where a knowledge of grammar and the ability to writea sustained piece of prose are required.

AimsDictogloss has a number of aims:

a. It aims to provide an opportunity for learners to use theirproductive grammar in the task of text creation. Learners'Iinguistic resources are called upon as they pool theirfragmented notes and consider the various language optionsavailable to them.

b. It aims to encourage learners to find out what they do and do notknow about English. This is realized in the attempts toreconstruct the text and in the subsequent analysis of thoseattempts.

INTRODUCTION

c. It aims to upgrade and refine the learners'use of the languagethrough a comprehensive analysis of language options in thecorrection of the learners' approximate texts.

Learners who regularly engage in dictogloss lessons will graduallysee a refinement in their global aural comprehension and note-taking skills. '$(ihile these are not primary aims of the method, theyare important by-products of it.

What happens in the dictoglosst \proceourer

There are four stages in the procedure:

I Preparation, when the learner finds out about the topic of the textand is prepared for some of the vocabulary.

2 Dictation, when the learner hears the text and takes fragmentarynotes.

3 Reconstruction, when the learner reconstructs the text on thebasis of the fragments recorded in stage 2.

4 Analysis and correction, when learners analyse and correct theirtexts.

The four stages of dictoglossI PreparationAt this first stage, teachers should:

a. Prepare learners for the text they will be hearing by exploitingthe warm-up suggestions in each lesson. This type of topicalwarm-up prepares learners for the subject matter and makesthem more receptive to the listening in the next stage: peoplelisten more effectively when they are able to anticipate what theywill hear, when their interest in the topic has been aroused, andwhen they become personally involved in the discussion.

b. Pr.epare learners for the vocabulary of the text. The list in eachunit is a suggestion only. Vocabulary should be pre-taught if theteacher suspects that it is unknown to the learners or difficult forthem to infer.

c. Ensure that learners know what they are expected to do at eachstage of the procedure.

d. Organize learners into groups before the dictation begins.

INTRODUCTION

2 DictationAs a standard procedure, learners should hear the dictation twice.The first time, they should not write, but allow the words to 'wash

over them'. This way they get a global feeling for the wholepassage. The second time, they should take down notes.

\7hen the students take notes during the dictation, they should beencouraged to write down the type of word that will help them topiece together the text in the later reconstruction stage. Such wordsare content or information words, for example ,farmer, sold, horse,that serve as memory cues or triggers. The grammar or functionwords, for example, the, his, and, are to be provided by the learnersthemselves as part of the productive process of reconstructing thetext.

The text should be dictated at normal spoken speed. The generalpace is comparable to that of a news broadcast on radio or TV. Thedictating should not be conducted in the traditional way where thesentence is broken up into isolated word units. The semanticgrouping here is the sentence. Between sentences) the pausesshould be slightly longer than usual; a brisk count to five underone's breath is a good standard. As far as is possible the tworeadings should be identical.

3 ReconstructionAs soon as the dictation is finished, the learners, working in groups,proceed to pool their notes and work on their version of the text. Ithelps if each group has a'scribe' through whom all suggestions arechannelled. The scribe writes down the group's text as it emergesfrom group discussion. When it is complete, the group checks thetext for grammar, textual cohesion, and logical sense.

The teacher's role during reconstruction is to monitor the activitybut not to provide any actual language input. However, to facilitatethe error analysis/correction stage to follow, it sometimes helps topre-empt the problem of 'error clutter'. If a group's text is toocluttered with grammatical errors, it is difficult in stage 4 to focusattention on the areas of primary need. To prevent this, the teacherin the reconstruction stage should point out minor peripheral errorsto learners while they are still drafting their texts. In other words,the teacher may unobtrusively contribute to the group's'conferencing' . If a text has been chosen for its structural languagepoint (for example past tenses) then the errors to be eliminated inthe drafting stage would be in areas other than this, for example,articles or prepositions. This helps to clear the path so that the finalerror analysis can focus clearly on the main point of the lesson.

INTRODUCTION

Expressed another way, the learners should not be stopped fromcommitting errors in the chosen structural area, and peripheralerrors should be cleared up, so that learning in the final stage ofanalysis and correction can be more concentrated and effective.

More guidance about the learner's role during the reconstructionstage is included in the section below: Immediate task objectioes.

4 Analysis and correctionThe last stage of the dictogloss procedure is the analysis andcorrection of the learners'texts. There are various ways ofconducting this. Teachers will conduct this session in their ownpreferred fashion.

a. Using the blackboard, the students' texts are written up for all tosee and discuss. This is best conducted on a sentence basis -sentence 1 of each group is analysed before moving on tosentence 2 ofeach group.

b. Instead ofthe blackboard, an overhead projector can be used.

c. Each text can be photocopied and the class can examine them)either as a total unit or on a sentence-by-sentence basis. If asentence base is preferred, then it helps to cut and paste the textsinto sentence groupings before photocopying.

d. Another technique (which can accompany any of the'correctionideas listed here) is to keep a copy of the original text (asdictated) on an overhead projector and to 'scroll'it forwardsentence by sentence after the students' versions have beenexamined.

Whichever correction procedure the teacher selects, studentsshould be encouraged to compare the various versions and discussthe language choices made. In this way errors are exposed anddiscussed so that learners understand the hypotheses, false andotherwise, that underlie their choices. Ideally, the original textshould not be seen by learners until after their own versions havebeen analysed.

Immediate task objectivesIn the reconstruction stage, a group of learners should have in mindtwo immediate goals or objectives:

a. To maintain as much information as possible from the originaltext.

b. To produce a sound English text.

IO INTRODUCTION

Maintaining informational content

In the reconstruction stage learners pool their fragments. These arenot really notes in the note-taking sense of information that hasbeen decoded, processed, and reassembled. They are merely bits orfragments of language written down as heard during the dictation.Groups should aim to maintain the informational content of theoriginal. For example, take the sentence: 'The man in the grey suitcarrying the black umbrella walked into the shop.' If this sentencewere reconstructed by students to read'The man walked into theshop,' then it is clear that it omits some of the original information.It should be noted, however, that the students' texts do not have toreplicate the original. Continuing with the same example, thefollowing reconstruction is perfectly acceptable: 'The man who waswearing a grey suit and carrying a black umbrella walked into theshop.'There are, of course, other versions that would be equallyacceptable.

Producing a sound English text

The text produced should be sound in three senses. Firstly, itshould be grammatically accurate) abiding by syntactic andstructural rules of English usage. Secondly, it should be textuallycohesive. This means it should hold together as a unit or chunk oflanguage that is meaningful as an integral whole. A five-sentencetext has a tight logical sequence; it is not a loose random collectionof individual sentence-units. The use of connectives betweensentences and of reference devices to interconnect ideas is crucialhere. Thirdly, the text produced should make logical sense in termsof our knowledge of the real world. An example will clarify this.The sentence: 'The American University in Beirut is the oldestinstitution in the Arab world'is out of kilter with what we knowabout the world, and so it is illogical even while being structurallyaccurate.

InteractionThe key to the dictogloss approach to grammar is interaction. Themethod requires learners in the classroom to interact with eachother in small groups so as to reconstruct the text as a co-operativeendeavour. Working in this way, learners are actively engaged inthe learning process. Through active learner involvement studentscome to confront their own strengths and weaknesses in Englishlanguage use. In so doing, they find out what they do not know,then they find out what they need to know. It is through thisprocess that they improve their language skills.

INTRODUCTION

Teaching with dictoglossIn teaching with dictogloss, teachers should remember that the armis to develop learners' grammatical competence in using thelanguage. The procedure is a very specific one, although teacherswill inevitably introduce variations that suit their own teachingstyles and situations. \7ith experience, students become familiarwith the procedure and the phases become predictable parts of afamiliar process. As students realize that they are learning and thattheir English is developing, their confidence in both learning andusing the language increases.

Further information about dictoglossThe interested reader is referred to the Bibliography section of thisbook, which contains a list of articles that have been written onvarious aspects of dictogloss.

til7hat is the value of dictogloss?Learning is active involvementAs they learn, students make many and varied and constantlychanging hypotheses about language. These involve the learner inactive decision-making about the target language. Some of thesedecisions are conscious) some subconscious; some relate tolearning, some to communication strategies. The hypotheses aretested out and the results ofeach test - the feedback - are processedby the learner who then adjusts a current hypothesis toaccommodate the new data received. As a consequence, learningmeans constant flux: the language of the language learner is alwayschanging and this very instability is a sign of progress. Eachadjustment to the learner's 'interlanguage' sees a closerapproximation to the target language. In this way, learners edgetheir way towards the ultimate goal, which is mastery of the systemsofthe target language.

This approach to language learning underpins the dictoglossapproach. By being task-based it allows learners to try out thelanguage, that is, to try out their hypotheses and subsequentlyreceive more data about the language. The error analysis andcorrection stage provides an almost immediate source of feedback,which itself allows learners to make the appropriate adjustmenrs totheir understanding ofhow the target language is governed.

1 ) INTRODUCTION

Teaching while testingDictogloss offers a unique blending of the twin functions of testingand teaching. The testing function acts as a means of diagnosing thelearners' current language understanding. In each dictogloss lesson,learners find out a little about what they know and do not know inthe target language. In the reconstruction stage, specifically in thegroup effort to create a text) learners expaicl their understanding ofwhat options exist and are available to them in the language' In theerror analysis and correction stage, learners consolidate theirunderstanding of which options are the most suitable. \ilhatdictogloss offers, then, is an integrated'package'oftesting andteaching, incorporating both a free, experimental stage as well asmore guided and structured learning. The interactive relationshipbetween the 'teach' and 'test' elements is a key factor in its success.

An information gap - the role of memory andcreativityIn dictogloss, a pivotal balance exists between the role of memoryand the role of creativity. For the procedure to work effectively,this balance must be understood and, indeed, exploited.Essentially, at the moment when learners begin the textreconstruction, they are faced with a central and cruciallyimportant'information gap'. This is the gap which exists between,on the one hand, learners' 'knowledge-to-date'of the text (what

they remember plus what they have noted down during thedictation), and on the other hand, the task to be completed, that is,the reconstruction of a semantic unit of language that isgrammatically sound and textually cohesive.

Thus, at the beginning of the reconstruction stage' learners are in aposition where they lack enough data to reproduce with ease theiext to which they have been exposed. This is, of course, entirelyintentional. The text is dense. It is dictated quickly. Learners areexposed to it aurally, not visually. As a result, the fragments thatthe learners collect are insufficient to allow them to reconstruct thetext effortlessly. They are therefore obliged to call on their pre-existing knowledge of language - their grammatical competence -

to see them through the task.

This, then, is the gap that compels the learners to activate whatthey know ofthe language in order to perform the task. \7hat theyproduce in the end is not a replica of the original text, but this wasnever the intention. They produce in fact a 'gloss' (a paraphrase intheir own words) of the original text, something that is in a very realsense an original work.

INTRODUCTION

Grammar in contextThe issue of grammar is approached from within the context inwhich that grammar is found. In other words, language forms,structures, and patterns are treated from the perspective of theirparticular contextual meaning. They are not dealt with in isolationas instances of rules where usage is devoid of a semantic base. Thisis as it should be. Grammar that is disembodied from a context haslittle meaning or practical value for the language learner.

In both the reconstruction stage and the error analysis stage ofdictogloss, the issue of grammar is approached contextually. In thereconstruction stage, learners are required to perform a veryspecific, context-based task. Using their pooled notes, the aid thatshort-term memory provides, and, most importantly, theirknowledge of the language, they (re)construct a text whose topic,point of view, and parameters are already known. In other words,the context is predetermined: it is firmly established prior to thereconstruction stage. In this way, learners' grammatical construct isfitted into the already-established context.

In the final stage, that oferror analysis and correction, once againthe approach is contextually anchored. The various text versionsthat the groups of learners produce are treated in terms of the givencontext. The options are then considered, debated, and selectedtotally within the framework of their linguistic and situ'ationalcontext.

A compromise between traditional andcontemporary approaches to learning grammar

Dictogloss addresses and tries to resolve a central conflict at theheart of language teaching today. This conflict relates to thequestion of grammar, its role in language learning, and its place inthe classroom. The grammar problem itself hinges on two mainissues. The first issue involves the perception of needs; the second,connected to the first, is a question of teaching methodology.

The first area of conflict is the difference between how the learnerperceives his or her needs and how the teacher perceives thoseneeds.

'Where, happily, there is agreement, there is no problem.

Too often, however, there is little or no agreement. Often thelearner thinks (and states) that'the problem is grammar'. It is notdifficult to understand how this opinion is formed. Grammar iswhat most learners think language is. If there is a problem withlearning the language, then it must indicate a need for moregrammar.

Often, though, the problem has nothing to do with grammar. Itmight have far more to do with the socio-cultural domain than withthe correct sequence of tenses. Or it may be that the learners needvery specific training in a particular micro-skill - (listening for gist,

t 3

l 4 INTRODUCTION

or listening for specific information); or that they might want moreopportunity for flueny practice in communicative contexts.

Such needs cannot be solved by increasing the grammar input. Theteacher might know this; but it is often the case that the learnerdoes not. $7hen the teacher perceives the learner's needs to bedifferent from those that the learner perceives - that is, when theteacher's diagnosis does not match up with the learner's self-diagnosis - then there is potential for conflict and frustration inboth the learning and teaching processes.

Even if the teacher and learner could reach some agreement on thequestion of needs, there still remains the problem of agreeing on themanagement or treatment of these needs. Here we have anothersource of potential conflict, the question of methodology. Many arethe learners who want'grammar lessons', and by this they usuallymean five rules for the use of the present perfect simple tense, or sixrules for the use of the definite article. These days, when greateremphasis in teaching falls on language as communication, and whenmore and more teachers would describe themselves as'communicative', fewer teachers are prepared to give traditionallessons on the rules ofusage.

This leaves us with a problem. Learners want grammar lessons andteachers are increasingly loath to provide them. \7e could overrideour learners' clamours with a patronizing and dismissive 'we knowbest'. However, more and more we are coming to realize that amethodology that violates the learners' preferred learning style willbe of little value to them in the long run.

It is at this seeming impasse that dictogloss comes into the picture'Dictogloss is a working compromise. It meets students and teachershalf-way and avoids 'bitter pills' being swallowed by either. It is acompromise between what the learners think they want (grammar)and what the teachers want to give them (communicative practice ina task-based, learner-centred context). It gives learners what theythink they want, and what in fact they may need, but it does so in amanner that most teachers find palatable, that does not violate moretraditional preferred learning styles, that is consistent withcontemporary thinking in applied linguistics, and thataccommodates recent trends in language teaching.

MotivationDictogloss is grammar in response to visible needs - not dry,remote, and removed as so much grammar teaching tends to be.

Few would deny that learners are most motivated to learn whenthey consider that the teaching to which they are being exposed ispitched to meet their individual needs. Moreover, learners expectteachers to provide them with the sort of feedback that throws lighton the correctness as well as the appropriateness of the languageoptions they have made.

INTRODUCTION

By integrating the functions of testing and teaching, dictoglosshelps to stimulate the learners' motivation. The procedure allowsthe learners 'to try their hand' so to speak (the reconstructionstage); the teaching phase is then based on the analysis ofthelearners'errors (the correction stage). It is not a question oftheteacher's deciding, say, 'This class needs work on articles; I'll givethem a lesson on that'. Rather, the teacher provides a task thatrequires a knowledge of article usage and then, guided by manifestlearner error, teaches the students in response to their need.

All my language teaching experience confirms the twin notions thatlearners want and need error correction, and that teaching whichcaters for individual error cashes in handsomely on studentmotlvatlon.

Another factor worthy of consideration is the relationship of thegroup process to individual motivation. When learners offer theircontribution to the group in the context ofthe reconstruction stage,they are making a commitment - to the group, to the task, and tothe learning process.

Inevitably, they will be affected by how the group responds to theirefforts and energies, and by how the teacher (in the correctionstage) responds to their group's efforts. A positive learning climatein the group is something that the teacher can subtly engineer,essentially by pre-emptive action: by carefully selecting the groups;by selecting the group's 'scribe'1 by closely, if unobtrusively,monitoring the groups'interaction. The final stage of error analysisand correction again is something that should be conducted tomaximize learning and encourage risk-taking. All this in effectmeans that the dictogloss procedure can capitalize on learners'willingness to learn and allow the teacher to maintain learnermotivation at a high and effective level.

The experiential factorIf one thing has successfully emerged from the last decade oflanguage teaching, it is the experiential factor. Learners learn bestby the activity of doing, by trying out language, by being activelyengaged in tasks that have been carefully designed to generatespecific language patterns.

\7e ha\e abandoned as invalid the 'receptacle' approach, wherelanguage is perceived as a body of knowledge to be imbibed, andthe teacher is perceived as the imparter of this 'informational

package'. This approach works on a deficiency assumption - thereis a hole, and you fill it up.

Language is now seen as communication, as a vehicle of socio-cultural expression and interaction. Language teaching isunderstood to be the creation ofvalid learning contexts andclimates. These are the lessons legrned from the last decade.

l6 INTRODUCTION

/On an eJ<periential level, dictogloss is an ideal vehicle for activelearning. The core component of the procedure is the student'completed task of the reconstruction stage. Here learners areengaged in the process ofcreative construction oflanguage in theform of a short text. Their texts subsequently became the basis ofanalysis and scrutiny as a result of which a deeper understanding ofthe target language is facilitated.

The individual and the groupDictogloss caters for learners both as individuals and as members ofa group. The learner as an individual is catered for because theworking groups are small enough to allow for individualcontributions to be incorporated into the group effort. Carefulselection of groups as well as time allowed to complete the task ofreconstruction - these are the ingredients that best allow theindividuals to make their mark on the group and feel rewarded fortheir efforts.

The beauty of dictogloss, however, is that even while allowing forindividual contribution, in a sense the group provides a protectiveshield to cushion the egos of the individuals so that they are notthreatened as people. The analysis of the texts in the final stage isconducted on the groups' versions, thereby extending a certainprotective anonymity to each member, so that they can capitalize onthe error correction without feeling personally responsible,ashamed, or losing face in front of their peers.

Communication and group interactionThe central feature of dictogloss is that it is task based, as seen inthe reconstruction stage. Here a small group of learners co-operatesas a team by sharing their resources to carry out the task. Theessence of this stage, then, is learner involvement and interaction.

Group work is therefore crucial to the approach. It is appropriate,then, to consider in some degree of depth the exact place and valueof group work in the language classroom:I \$7e should consider the part language plays in thought process,and the value of using language to thraSh things out, in preferenceto asking individuals to'problem-solve' silently. This touches, too,on the relationship between learners' active and passive knowledgeofthe target language and on how talking to each other can serve totrigger and activate knowledge and competence that otherwisemight lie dormant and relatively untapped. Recalling the cognitivebase of language learning on which dictogloss draws, the fact that asmall group of learners is placed in a situation of verbal interactionand involvement means that in a sense their various hypothesesabout the target language have to be voiced. Being voiced, thesehypotheses become clearer and more conscious to the learner; as

INTRODUCTION

such, they are therefore more manageable and ultimately moreremediable.

2 The inclusion of group work means that there is greater intensityof language involvement. More learners are using more language inthe same amount of time compared to a more teacher-centred styleof teaching. This means that the quality of language practice is alsoincreased, since the opportunities for feedback, learner-initiatedrepair, and monitoring are all enhanced. This in turn has a positiveeffect on learner motivation.

3 'While the quantity of talk is being increased, so roo is its quality.The primary point here is the group's communicative raison d'6tre.The learners need to use language in order to complete their task;hence their reason for interacting is genuine and not'display-based'or teacher-constructed. One might argue, in fact, that in this casethe interaction may be more important than the resuh of theinteraction. This means that'the hidden curriculum' of inreracrion,exchange, negotiation, discussion, repair, and compromise mayactually be more important in the learning process than the actualproduction of the reconstructed text.

4 A point related to the quality of interaction in a genuinecommunication setting is the fact that the conrext of face-to-faceexchange that a group offers is indeed a far more natural setting forconventional interaction than the traditional whole-class situation.The type of interaction engaged in itself more closely simulates'real' conversation - that is, personalized, creative talk. It thereforeoffers the opportunity for many of the sorts of roles, functions, andskills for which we are preparing learners in the EFL/ESLclassroom. In these terms, traditional, full-classroom discourse inthe 'lock-step' mode - with a single distant initiator (the teacher)and a group interlocutor (the learners) * is quite unnatural. Notonly does the small-group setting reduce the stress of publicperformance; it provides an appropriate environment forlinguistically natural behaviour. Learners co-operaring in groupsare not limited to producing hurried, isolated sentences; but rather,can engage in cohesive and coherent sequences ofutterances,thereby developing discourse competence, not just (at best) asentence grammar.

5 By moving away from the lock-step rhythm of whole-classorganization, group work assists individualization. Each group in asense is unique, being both strengthened and limited by its owncapabilities. It finds its own individual working pace, which reflecrsand accommodates its members rather than the exigencies of thewhole class, where the lock-step is often allowed to ride roughshodover individual differences. Allowed to work at its own pace, agroup therefore is able to develop greater autonomy andindependence. The benefits of such reduced teacher-dependenceshould produce spin-off outside the classroom.

L I

t 8 INTRODUCTION

6 Another factor is related to this question of greaterindividualization. Classroom organization in the form of groupwork allows for the development of a small learning communitywhich provides support for the voicing of individual contributionsas well as lending such individual contributions a comforting degreeof anonymity (see The indioidual and the group, above). There is alsothe factor of group responsibility for the work produced. As agroup pools its resources to perform the task ofreconstruction ofthe dictogloss text, they assume common ownership of the versionthey are creating. This inevitably generates a certain pride ofownership and increases learners' commitment to their energyinvestment.

7 The creation of small learning communities means increasedparticipation and learner co-operation. This injection of'democracy' into the classroom allows learners to complement eachothers' strengths and weaknesses.

8 A further point relates to the affective climate of the classroom.Group work reduces the stress on the learner (as well as the teacher)by moving interaction away from the public arena. This improvesthe group dynamic, which itself allows for the phenomenon of'exploratory talk' among peers, something which is renderedimpossible by the size, power asymmetry, and lack of intimacy ofthe full classroom. In exploratory talk, the learner is allowed tofocus on the meaning rather than the form of the spoken message.Vith the pressure taken off accuracy, and the inhibition of beingmonitored removed, the learner is thus allowed greater freedom toexplore aloud and so to use language as a non-learner would use it.

9 A last point needs to be made regarding the nature of student talkin the information-gap type of interaction. In such interactions, thelevel of accuracy of student production has been found to be as highas in teacher-monitored work. At the same time) the quality ofnegotiation and repair in interlanguage talk has been significantlyhigher than in teacher-fronted, whole-class settings.

In the light of these considerations on the value of group work andhow it relates to dictogloss, it would seem clear that the type andquality of interlanguage talk engaged in by learners reconstructing adictogloss text is such as to enhance the quality of their languagelearning.

The text as the unit of languageThe foundation stone of dictogloss is the concept of text. Textprovides the point of departure from which the procedure begins(the dictation); it is the goal towards which the learners direct theirenergies (the reconstruction); and it is the framework within whichtheir efforts are measured (the analysis). It may be said, then, that abasic premise of the whole procedure is the value placed on text asthe semantic unit of language.

INTRODUCTION

Having as its base unit the text (rather than the sentence or theword), means that the learner is compelled to consider the conceptoftext as a unit at every stage, from the dictation, through thereconstruction to the analysis. The fact that text is the semantic unitfrom which language is approached, means that textualconsiderations are brought into being in both the decoding oflanguage (dictation) and in its encoding (reconstruction).Dictogloss puts great emphasis on the cross-sentence connections,as well as all the various means - notably, reference, ellipsis, andsubstitution - by which textual cohesion is established andmaintained in English.

In addition, there is the sense of the text as culture-specific, in thiscase to English. By this I mean that they each offer a linguistic wayof ordering experiences, a world view that is uniquely English.Language is, of course, culture-specific, and in the textualorganization of each of these models lies a cultural basis theunderstanding of which has great value for the language learner.Continued and regular exposure to and construction of thesecharacteristic text-types will facilitate the language-learner'sunderstanding, appreciation, and manipulation of the logical andrhetorical world of English. For those learners whose first languagerests on a very different logic system or world view, this isenormously important and valuable.

l 9

20

How to use this book

How the book is organizedThis book contains 60 texts for use in dictogloss lessons. It isorganized into three sections divided according to level. Eachsection contains 20 dictogloss texts. Section I has 20 texts at thepre-intermediate level, ranging from elementary to post-elementary. These are numbered 1.1-1.20. Section 2 contains 20texts at the intermediate level, graded from low intermediate toupper intermediate and numbered 2.I-2.20. Section 3 contains 20texts at the advanced level, numbered 3.1-3.20 and the texts hererange from lower advanced to very advanced.

There are two indexes at the end of the book. One is a thematicindex containing an alphabetical index of topics, themes, and issuesthat form the subject of the texts. This is designed to assist teacherswho wish the text to fit in with other material in the teachingprograrnme.

The second is a structural index with an alphabetical list of the keystructures of the texts. This is designed to help teachers who arechoosing a text to teach or consolidate a grammar point.

Teachers are advised to consult the section Adjusting the leoel of atextto help them exploit a text that is thematically or structurallyappropriate but at the wrong level for the class for which it isintended.

How each activity is organizedEach text is the basis of a dictogloss lesson. The lesson is organizedinto a number of key areas to assist the teacher: Topic, Languagep oints, P rep ar ation W arm-up, P re-text a o c ab uI ary, T e xt, N ote s .

TopicThis refers to the subject matter, theme, or area of interest that thetext deals with.

tanguage pointsThese state the key grammatical points that form the structuralfocus ofthe text.

PreparationThis refers to anything you occasionally need to prepare beforegoing into the classroom.

HO''J7 TO USE THIS BOOK

Warm-upThese are suggestions for ways to 'enter' the lesson or prepare thelearners for the topic of the text they are about to hear.

Pre-text vocabularyThis is a short list of words that you may need to introduce to thelearners before the text is heard. The aim is to avoid the learnershearing any unfamiliar words for the first time in the dictation. Youshould adjust the pre-text vocabulary list according to what youknow ofyour students.

TextThis is the dictogloss text that is dictated to the learners. Thesentences are numbered to facilitate reading and reference. Thestudents should not see the text until the final stage of the dictoglossprocedure, when they have listened to it, taken down notes, andreconstructed their own version. Ideally, too, the correction stageshould be conducted with the focus on the students' texts ratherthan on the original text.

NotesThese are notes on the grammar of the text designed to assist in theanalysis and correction stage.

It should be pointed out that the grammatical notes are meant toaddress the needs of a wide range of teachers, from the beginningteacher who requires not only information about language but also alanguage to talk about language; to the more experienced andlanguage-aware teacher who will select notes as required. The notesdo not claim to be exhaustive, for such is the nature and complexityoflanguage and language learning that one cannot hope to predictevery language option that learners may produce. However, thenotes are designed to cater for the most common types of structuraland textual problems that arise.

For further clarification of grammatical terms the reader is referredto the language terminology section at the beginning of Swan:Practial English Usage, Oxford University Press, 1980.

There is no mention made in the lesson outlines of aims/objectives,procedural steps, timing, or the appropriate age of the learner.These have been omitted from the lesson outlines as they remainvirtually constant throughout the book. The aims and objectives ofthe dictogloss procedure, as set out in the Introduction to the book,do not change through the three sections, as they are not dependenton level. Likewise, the procedure remains constant, irrespective ofthe level of the learner. The timing factor is broadly rhe same, andguidelines for this are offered below. \fith regard to rhe age of thetarget learner, dictogloss is suitable for young adults upwards (thatis, l5+) but is certainly not appropriate for younger childrenlearning a second or foreign language. \

2 l

22 HO'\$r TO USE THIS BOOK

More guidelines for teachers\

TimingThe amount of time spent depends partly on how familiar studentsare with the method. As they become more familiar with it, itinvolves less time. The primary factor, however, in determining thelength of time to be spent is how much attention you and thestudents wish to devote to the analysis and correction stage.

Guideline to time allocation:Stage Actiaity Time

I Preparation 20 minutes2 Dictation 5 minutes3 Reconstruction 30 minutes4 Analysis, correction, 3045 minutes

discussion

Selecting a textThere are three primary criteria for the selection of a text:

LevelYou may choose a text suitable to the level of the students. Thetexts are carefully graded so that the early ones cater for elementaryand then pre-intermediate students, while the later ones are moreappropriate for post-intermediate and advanced learners.

ThemeYou may wish to consider the thematic relevance of a text inrelation to the students'interests and the ongoing teachingprogramme.

Language pointsEach text highlights specific language and textual points that canserve as a teaching focus.

The two indexes at the back of the book should help you to selectthe right text for your classes.

Adiusting the level of a textIt may be that you will want to select a text for its thematic orstructural focus, but find the level inappropriate. There are anumber of ways in which the level of a text can be modified to suit aparticular group of learners. These adjustments (listed below) affectthe ease of accessibilitv learners have to a text.

You can adjust:- the amount of preparation and prediction in the pre-dictation

stage- the amount of vocabulary that is pre-taught

HOW TO USE THIS BOOK

- the number of times the text is dictated- the speed of the dictation, including the length of the pauses

between sentences.

In these ways the texts can be made either more or less accessible tothe learners. Your decisions here will depend on your knowledge ofthe learners'level of English. The point cannot be emphasizedenough that at no level are learners expected to be able to note downall or even most of the text heard (as in traditional dictation). \ferethey able to do this, then the task of reconstruction would beperfunctory and pedagogically pointless. By having only somefragments of a battered text, they are thereby compelled intocreativity and construction. It is the task and the analysis ofthe taskthat makes for the learning potential here. (As an incidental, butrelated point, if learners have insufficient notes to put together oneof the sentences, they should be encouraged to make it upcompletely, taking into consideration both topical and textualconsiderations.)

Grading, level, and sequence of textsThis book does not follow a strictly structuralist guideline as towhat should be learnt and in what order by language learners.Language learning is not seen to be linear or additive in the sensethat a principled structural ordering of grammar and vocabularywould suggest.

This book is designed as a resource rather than as a course, and it isexpected that teachers will select texts according to their students'needs, operating through the thematic and structural indexes forthis purpose.

Each lesson is designed to stand alone as an independent unit. Thetexts are not meant to be cumulative in the way a coursebook is.The language items relevant to each text and lesson are dealt with asthey arise in each activity, with no assumptions being made aboutwhich texts and lessons have been previously chosen.

However, an underlying premise that guides the sequence of textsthough the three sections ofthe book is that the structures,vocabulary, and syntax become more complex from text 1.1through to text 3.20. This sequence derives from the writer'sexperience of what works at what level in the language classroom.

In some cases, quite complex syntax and vocabulary is introducedat the elementary level and this is perhaps untraditional. Becausethe texts are so small and compact, it is felt that structures thatperhaps are not conventibnally taught at the elementary level can beintroduced through the dictogloss procedure. It is expected that thelearners might produce errors in the very attempt to deal with alanguage point with which they are unfamiliar. They may, forexample, produce the incorrect utterance 'I like be here'in theplace of 'I like being here'. However, this is the very point of

23

24 HOIil/TO USE THIS BOOK

dictogloss - to discover the areas of needs and then teach directly tothat need, thereby attempting to address it. We should not asteachers be afraid oferror but use it to guide our approach tomaterials and lesson delign.

At times, too, vocabulary not traditionally taught at the elementarylevel is included in the elementary texts. The point here is thatbecause the texts are so short and because the lexis is to be re-cycledthrough a number of phases in the lesson (in the warm-up' in thedictation, in the text reconsuuction and, finally, during thediscussion that accompanies the correction phase), there is littlefear that the elementary learner will not cope.

Variations and consolidationYou will inevitably modily and amend the method to suit your ownteaching context and conditions. Two ways in which learning canbe consolidated are noted briefly below.

Individual reconstruction

Grammatical and textual consolidationFollowing the last stage of the dictogloss procedure, the notes maythen be exploited by you as a way of consolidating the students'understanding of the structural and textual features of the textstudied. For example, the notes can easily be converted to exercisesof the following type:- Vho does'they' refer to?- Could'ahhough' be substiu.ted by'but'?- Vhy is 'had receioed' used herc rather than'receioed'?- If the definite article'the' is used, would there be any meaning

change?

Authentic materialThe texts are nearly all adapted from authentic sources, primarilymedia sources. Authentic material, generally speaking, is veryusable raw data for the creation ofdictogloss texts.

Section I

Pre-intermediate activities

26 PRE-INTERMEDIATE ACTIVITIES

1.1 Marco PoloFamous peopleTravelling

Past simple tensePrepositions: from, to, about

I You may want to bring a map of the world to class.2 Familiarize yourself with Marco Polo's route in I27I fromVeniceto China. (If necessary, see Latham (tr.): The Traoels of MarcoPoIo.)

LANGUAGEPOINTS

PREPARATION

The journeys of MAI{CO POLOGenoa

Venice

Aral Sea

1n"9II1t ---' ,21, \1 - z /

, / /. / lr i be r . / ' i

7"\-,r\ ;) I c t ' i n a

I

t\ t . ' /

rnds

Sea ofJapan

Yellowr Sea

lic---r2"?j;;\

I/South

ChinaSeaI

f of Aden \\*""(

Bay of Bene;/ \ h )-]

/ tndian

ocea$ t\"ft*':-\-\*\\

HfY.L"-'0 \f,)r,n"it"no

Java

$u'r]';

Photocopiable @ Oxford University Press

WARM.UP

PRE-INTERMEDIATE ACTIVITIES

I Ask around the class to find out what your students know aboutMarco Polo.

2 Truce his journey on the world map.

3 Talk about the journey and get your students to suggest some ofthe difficulties he might have experienced, particularly at that pointin history.

4 Brainstorm the subject of China.

famous (adj) wellknownto travel (a) to visit other countriesiourney (n) tripto tell (z) to report, inform

1 Marco Polo was a famous traveller. 2 lnI27I he travelled fromhis home city of Venice all the way to China and back again. 3 Hewrote a book about his journey and it became very famous.4 Marco Polo was the first person to tell the world about China.

32 back - (Came) back, return.

53 t - This refers to book.

1.2 EarthquakeNatural disasters

Past simple tenseExistential flrereSimple sentence structurePrepositional phrases

I \7rite on the blackboard: San Francisco - 1989. Ask yourstudents if any of them remember what happened at that time.2 When they have focused on natural disasters, elicit and discussother natural disasters around the world.3 Elicit the students'views on causes. (Discussion may raisetheories such as 'the wrath of God', 'nature's way of ensuringpopulation control', and so on.)

to search for (z) to look for (someone or something missing)missing (ad7) absent, someone whom people are looking forrescuer (n ) a person who tries to save someone in troublesuffering (n ) pain, unhappinessdestruction (z) damage, ruin

PRE.TEXTVOCABULARY

ilorEs

TOPIC

I.ANGUAGEFOINTS

WARM.UP

PRE.TEXTYOCABULARY

28 PRE-INTERMEDIATE ACTIVITIES

I In 1989 there was an earthquake in San Francisco. 2 Manyhundreds of people died in the disaster. 3 People searched thecity for missing relatives and friends. 4 Rescuers worked withoutrest for many days. 5 There was a great deal of suffering andenormous destruction.

Sl there was - There signals that something happened or existed. Itis the existential sub ject of the sentence whose real sub ject isearthqudke. A similar usage occurs in 55.52 the disaster - The definite article rfte is used here following thefirst mentio n (earthquake) in S I .33 the city -The definite article is used, as the identity of the city(San Francisco) is already known.34 worked without rest for mdny days - Note the word order: verb +prepositional phrase (of manner) * preposition phrase (of time).The order of the prepositional phrases may be reversed: for manydays without rest.

1.3 World EnglishEnglishLanguage and communication

Present simple tenseSome and oflrers as pronounsTextual referenceGerunds

It may be helpful to bring a map of the world to class for thisactivity.

I $7ith the help of your students, identify on the world map theareas with the greatest concentration of English speakers (nativeand non-native).

2 Ask your students to guess the number of English speakers in theworld. 'English' here should include all varieties and dialects ofEnglish; 'English speakers' should also include people who speak itas a second or foreign language.

3 \il7hen all the students have had a chance to guess, reveal thatthere are 320 million speakers of English as a first language and 390million speakers of English as a second language. The studentwhose guess comes nearest to that figure is the'winner'.

4 Next, raise the topic of English as an international language.Brainstorm around the class to see what areas of human activityyour students think English is used for. If necessary, guide themtowards those mentioned in the text (diplomacy, commerce, popmusic, aviation, and sport).

TEXT

NOTES

TOPIC

LANGUAGEPOINTS

PREPARATION

WARM.UP

PRE.INTERMEDIATEACTIVITIES 29

PRE-TEXT diplomacy (z) political relations between governmentsVOCABULARY commerce (n) trade between countries

aviation (z) connected to planes and flying

TEXT I Millions of people around the world speak English. 2 Some useit as their first language. 3 Others use it as their second or thirdlanguage. 4 It is the world language for diplomacy, commerce,pop music, aviation, and sport. 5 What's your reason for learningit?

52 some - Some here works as a pronoun, meaning sorne people.

52 it- This refers to English.52 their -This refers back to people in S1.53 others - This is used as a pronoun, meaning other people.

34 it- Again, this refers to English.34 world - This word functions here as an adiective describingIanguage.35 learning - Note the use of the gerund after reasonfor, e.g. What'syour reason for learningl studyingl practising/ speaking E nglish?

1.4 I 'm KateSelf-identification

IIOTES

TOPIC

I-ANGUAGE ContractionsFOINTS Present simple tense

Present perfect simple tense, showing duration (for)Gerund after likeAdverbial intensifier (really)

PREPARATION The warm-up section of this activity will only work if you aredealing with a new class, or if your students do not know each othervery well. Before the class begins, copy the chart below onto theblackboard or prepare it on slips of paper, one for every twostudents.

Name Where.. .? How long.. .? Age? Married? Like Engl ish. . .?

PRE-INTERMEDIATE ACTIVITIES

WARM-UP I Ask the students to form pairs.2 Then ask each pair to find out their partners' names, where theycome from, how long they have been here, their age, whether theyare married, and whether they like studying English.3 The pairs can either record their responses on their slips ofpaper, or call out the information for you to put up on the board.This will help them to get the feel of the corporare history of theclass.

PRE-TEXT single (adj) notmarriedVOCABULARY to share (a house with) (z) to live with other people

NOTES

I I'm Kate and I come from Greece. 2 l've been in this countryfor three years and I really like being here. 3 I'm twenry years oldand I'm single. 4 I share a house with two other girls. 5 I am astudent and I really like learning English.

Sl I'm- This is a contractionof.I am.Sl I comefron -Alsopossiblehereis I'mfrom.52 I'oe been - This is a contraction of I haoe been.52 in this counny - This could also be here.52 I really like - Really is an adverb adding intensity to ilhe. Noteits mid-position between 1 and like. An ahernarive is I like it oerymuch.52 like being - Verbs of liking (such as like, looe, fond ofl and verbsof disliking (such as dislike,hate, can't stand) are followed by thegerund form: in 32 I really like being here; inS5 I really like leamingEnglish.53 twenty years old - This could also be simply tuenty; or moreformally, twenty years of age.

TOPIC

LANGUAGE Past simple tense

1.5 Dear diaryDiaries

Coniunctions: and because, soAdverbs of degree: too and veryZero articleContractionsPrepositions: on + weekday

POINTS

PREPARATION Bring a diary to class.

WARM.UP

PRE.INTERMEDIATE ACTIVITIES

I Display the diary to your students and ask questions like these:- What is this?- Whouses adiary?- ForwhatPurPose?- What sort of information might be recorded in it?- Haae you eoer kePt a diary?- Would you let anyone else read it?- What would happen (what would you do) if you lost it?

2 Explain that diaries can be of two kinds: retrospective (to recordpast events) and prospective (to plan future events).

3 Check with the students to make sure they know the days of theweek in English.

basy (adj) having a lot of things to dodifficult (adj) hafimovie (z) filmtred(adj) sleepy, without energy

I I didn't write last week because I was too busy. 2 I startedschool on Monday and it's very dfficult. 3 I met some nicestudents on the first day. 4 \Ufle went to a movie together on\Tednesday and we had lunch with our teachers on Friday.5 School starts again next Monday. 6 I'm tired now sogoodnight.

Sl di.dn't - This is a contraction of. did not. See also it's (ir is) in 52andl'm(I am) in 56.Sl /asl week - Note zero article. See also next Monday in 55.

32 started school - Note-zero article before school This is commonwith a number of expressions using school: e.E- to school, in school,at school, frorn school, start schoolr leaoe schooL See also school starts ins5.52 on Monday- Note zero article. See also on Wednesday in 54.

54 our teachers - Our is understood to refer to the English class towhich the writer belongs.55 slarts - The present simple tense is used for future meaning inthe context of a regular timetable or programme, e.g. the ffainleaoesat 10 pm, the fiIm starts at 6.30 Pm.

PRE.TEXTVOCABULARY

NOTES

TOPIC

PRE-INTERMEDIATE ACTIVITIES

1.6 Garl ic, the great healerHealth and medicine

LANGUAGE Time expressionsPOINTS Present perfect simple tense

Past simple tenseCausal connections

PREPARATION Bring to class a clove of garlic.

WARM-UP I In class, ask for a volunteer for a guessing game.

2 Blindfold the volunteer and ask him or her to try and identify theclove of garlic by touch alone. (This stage of the activity should becarried out with the volunteer's back to the class.)

3 If the student is unable to guess, invite others to try, until thegarlic has been identified.

4 Then point out to the students that people often have strongattitudes to garlic. Ask your class how they feel about it, and why.

PRE-TEXT to use (z) to put into action for some purposeVOCABULARY to heal (a) to make well again

natural (adj) found in nature, not artificialsafe (adj) free from risk or dangerantibiotic (z) a medicine that kills bacteria

TEXT

iuice (n ) the liquid part of a plantinfection (n ) the spread of germs

I All through history people have used garlic for healing.2 People used it in India and China over 5000 years ago.3 Because it is a natural medicine, it is a very safe antibiotic.4 During \World \War I, for example, doctors used garlic juicebecause it helped stop infection.

Sl all through - Or throughout. The time phrase has greateremphasis at the beginning of the sentence.

Sl haoe used - The present simple tense is used in combinationwith through to show continuity from past to present.

Sl for healing - Note the gerund after used . . . for.52 it- This stands for garlic. See also 53 and 54.

52 ago - This word fixes a point in the past. The sense here is thatgarlic started being used 5000 years ago and has been usedcontinuously since then.

53 because - This is a subordinate clause showing a causalconnection to the main clause it is a aery safe antibiotic. See also 54.

54 helped stop - Note that when help does not have an object, theverb that follows takes the infinitive without lo.

NOTES

PRE-INTER]VI.EDIATE ACTIVITIES

1.7 Child motherHuman interest storv

33

TOPIC

LANGUAGE Present perfect simple tensePOINTS Past simple tense

Of and's genitivesAdiectives

WARM-UP 1 Ask the students to form groups of about five.2 Write up a 'word rose' on the blackboard. The words of the'rose'should be arranged randomly,like this:

child mother 9-year-old

Brazil

escape heahhy

3 Now ask each group to take one word from the rose and developa section of a short story based on the elements of the word rose.

4 Finally, each group presents their version of the story to thewhole class.

5 At the end of the lesson, the students may like to discuss thedifferences between the various group versions and the 'official'

version.

PRE-TEXT to give birth (z) to have a babyVOCABULARY healthy (adi) well, not sick

TEXT

youth (n ) a young manto run off (z) to escapeilliterate (adj) unable to read or write, uneducatedremote (adj) far away, distant, not easy to get to

1 A nine-year-old girl in Brazllhas just become the world'syoungest mother. 2 She gave birth last week to a healthy babydaughter. 3 The father of the baby, a sixteen-year-old youth, hasrun off to escape the law. 4 Both parents come from illiteratefarming families in a remote part of Brazil.

Sl ninelear-old - This is an adjectival phrase qualifying the noungirl. Year does not take a final s, as it is an adjective here, not anoun. See also 33: a sixteenlear-old youth.

SL has just become - The present perfect simple tense is used herefor a recently completed action in the past. The time adverbTusrtakes a mid-position between the auxiliary has and the verb become.

32 gaoe birth- The past simple tense is used for a completed actionat a specific and stated time in the past (lastweek).

53 the father of the baby - Or the baby's father.

NOTES

34 PRE.INTERMEDIATE ACTIVITIES

53 ftcs run off - The present perfect simple tense is used here todescribe a recent event in the past where the focus is on whathappened rather than the exact time at which it happened.

53 the law -'thatis, the police or the authorities.

AcknowledgementI learnt about the word rose technique from Mario Rinvolucri.

1.8 A record on wheelsTravelBreaking records

InfinitivesNegation: few

If you are not an Australian, study a map of Australia, until you arefully confident that you could do a passable outline sketch of thecontinent on the blackboard.

I Draw a rough map of Australia on the blackboard.

2 Ask your students to think of as many ways as possible oftravelling across a continent like Australia. Stop if and when anyonesuggests roller skates. If the suggestion is not forthcoming, after awhile (and a few hints) provide it.

3 Elicit ideas about the sorts of problems a roller skater might facein the course of such a long journey (fatigue, hunger, danger fromcars).

4 Alternatively, or additionally, ask your students for ideas on whypeople go to such trouble to set or break records.

Asian (ad7) from Asiato cross (z) to go acrossto take (time) (z) to last

I Many students from Asian countries go to Australia to studyEnglish. 2 They also try to travel around and see as much as theycan of the country. 3 Few people, however, manage to travel theway one Japanese university student did. 4 He crossed Australiafrom west to east on roller skates. 5 The journey took six monthsand ended in a hero's welcome in Sydney.

Sl to study - This is the infinitive of purpose providing an answerto the question wlry. VIe could also tse in order to srzdy instead ofthe simple infinitive to study.

TOPIC

LANGUAGEPOINTS

PREPARATION

WARM.UP

PRE.TEXTVOCABULARY

TEXT

NOTES

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PRE-INTERMEDIATE ACTIVITIES

52 the country - This refers back toAzstraliain S1. Note that thephrase of the country does not have to come at the end: it is alsopossible to say . . see as much of the country as they can.

33 few - This is a negative structure meaning not many . It is not tobe confused with a few meaning seoeral.

53 did - This is a substitution for traaelled.

34 onroller skates - Like many idiomatic expressions, e.g. onfoot,by bike, by car, by plane, a preposition is followed by zero articlebefore the noun.

1.9 Bullet costs a thumbAccidents

Past simple tenseInterrupted pastGenitive's

LANGUAGEPOINTS

WARM-UP I Explain the context of the activity and give the title. Point outthat the word 'cost' in the title can have two different meanings:'cost'meaning'what something is worth'in market terms, and'cost' meaning'causing serious damage'.

2 Ask the students to guess which meaning is more likely in thistext.

PRE-TEXT to explode (z) burst, break up into piecesVOCABULARY to blow off (o) destroy

TEXT

neighbour (n ) a person who lives next door or nearbyto bash (z) to hit, strikefence (n ) a wall or barrier around one's home and propertyto rush (z) to go very quickly, in a hurry

I An exploding bullet blew off a young boy's thumb yesterday.2 The boy was playing at a neighbour's home when he found thebullet in the garden. 3 He bashed it on a fence and itexploded. 4 The neighbour heard the boy's cries and called forhelp. 5 An ambulance rushed the child to hospital.

Sl blew off -The phrasal verb may be split up by the direct object:blew a young boy's thumb of. Note that the verb is in the past simpletense (like all verbs in this text except was playing in 52).

Sl boy's - Note the genitive 's to indicate possession. See alsoneighbour's home (52) andboy's cries (54).

52 the boy -The article rfte is used,here because the reference isdefinite, having been mentioned earl,ier, inSl (a youns boy).

NOTES

TOPIC

36 PRE.INTERMEDIATE ACTIVITIES

52 was playing . . . found - This is the interrupted pastconstruction used to show how one (more continuous) activity (zlasplaying)is interrupted by another (found). The first activity takesthe past continuous tense and the interrupting event takes the pastsimple tense.53 tt- That is, the bullet.

33 and it exploded - The conjunction and links the two clauses andthe sense is one ofcause and effect: the bullet exploded because itwas bashed on the fence.54 neighbour- This could refer either to the person who owned thehouse on the property where the boy was playing (as referred to in52 as a neighbour's home), or a neighbour of that person. Theidentity is neither clear nor very important here.

34 called for help - Probably, telephoned.SS to hospital - Note there is zero article in this fixed idiomaticphrase.

1.10 Miracle plunge

Human interest storyAccidentsDomestic violence

Simple sentence structurePast simple tenseArticlesPrepositions and prepositional phrases

I Tell the class that they are going to hear a story about a'closeshave'in an accident.2 Explain what a close shave is.3 Give an example of a close shave, e.g. a slate or tile falls off a roofjust in front of some passers-by, but does not hit them; a car skidsacross a road into oncoming traffic, but miraculously skids backonto the correct side ofthe road; and so on.

4 Ask the students if they have ever experienced a close shave. Listthese on the blackboard.5 If the students seem interested, they rnay want to discuss whoseclose shave was the most interesting/horrifying/terrifying/incredible.

high-rise (adj) very tall (building)floor (n), storey (n) one level of a high-rise buildingargument (n ) a quarrel or disagreementto throw (a) to send something through the airto plunge (z) to fall

LANGUAGEPOINTS

WARM-UP

PRE.TEXTVOCABULARY

NOTES

PRE.INTERMEDIATEACTIVITIES ]7

passer-by (z) apedestrianto survive (a) to manage to stay alivebruise (n ) a painful, discoloured mark on the skin

I A two-year-old girl lived with her mother in a high-risebuilding. 2 They lived on the fourth floor. 3 One day thefather came to visit and an argument started. 4 The father gotangry and threw the girl at a window. 5 It broke and the girlplunged towards the ground. 6 At the last moment she fell intothe arms of a passer-by. 7 She survived with only a few bruisesand doctors called it a miracle.

Sl twoaear-old - Note that there is no final s onyear.Theconstruction (number)*year*old is a fixed adjectival phrasequalifying the noun that follows (in this case grTl).

52 on - Note that on is the correct preposition in this place phrase(notin or at).33 the father - That is, the girl's father.53 came - That is, came to the home.55 t- That is, the window.35 towards - This is a preposition indicating motion.S7 it- That is, the girl's suruioal.

1.11 Passive smokingHealthEnvironmentRights

Present perfect simple tensePrepositionsArticles

I Tell your students that in this activity they will be discussing thesubject of smoking. Make it clear to them that whatever their viewson smoking, you and they will not be taking a judgemental attitudeto smokers as people. This will ensure that in the class 'survey', noindividual will feel threatened.

2 Ask the students which of them smoke and which do not.

3 \7hen you have counted them, try to pair a smoker with a non-smoker, or divide the class into mixed groups.

4 Next, ask each group to consider and discuss their own attitudesto smoking in public. This will inevitably raise the question of therights of smokers versus those of non-smokers, as well as theproblem of passive smoking.

TOPIC

LANGUAGEPOINTS

WARM.UP

38

PRE.TEXTVOCABULARY

PRE.INTERMEDIATE ACTIVITIES

to be aware (z) to know aboutrisk(n) dangerpassive (adj) notactivenon-smoker (n) aperson who does not smoketo ban (a) to prohibit

I For a long time peoplehave known about the dangers ofsmoking. 2 Recently they.have become aware of the risk ofpassive smoking. 3 Passive smokers do not smoke but share theirair space with smokers. 4 As a result Government Departmentshave banned smoking in the workplace.

Sl haoeknmnn- The present perfect tense is used here (and in 52haoe becomc and 54 haoe banncd) because what is important is therecent actions or events and the fact of the happening rather thanthe precise time focus.

53 but shnre - The subject Qtassioe srnokers, or a pronoun, they) isomitted but understood.

54 as a resuh - This is a discourse connective showing result orconsequence.

1.12 Road tol lAccidentsAlcohol

Present perfect simple tensePassivesArticles: definite and zeroSubstitutionSimple sentence construction

I Ask the students to think about the factors that contribute toroad accidents.2 Elicit asrnany as possible (but at least five), and list them on theblackboaid. Among their suggestions should be some of thefollowing:- poorroads- alcohol abuse- dioer fatigue- carel-essnzss- aggression- Iack of courtesy- bad weather corditiuts- sudden illness (heart attacks, bee or wasp stings, etc.)- change in tafftc conditions

TEXT

NOTES

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l

l

LANGUAGEPOINTS

WARM.UP

PRE.TEXTVOCABULARY

PRE-INTERMEDIATE ACTIVITIES

3 Then ask the students to rank the factors in order of greatestdegree of personal responsibility/seriousness.4 The students may want to discuss any differences of opinionbetween them.

decade (n) tenyearsroad toll (z) the number of people killed on the roads in a set

period of timeto rise (z) to Bo up, increaseto iniure (o) to hurtalcohol (n) anintoxicating liquiddrunk driver (m) a driver who is under the influence of alcoholto endanger (a) to put at riskpassenger (n ) someone travelling in a vehiclepedestrian (n ) a person walking on the street

I Over the last decade the road toll has risen dramatically.2 Every year more people are iniured or killed in road accidents.3 Alcohol is a maior factor in the road toll. 4 Drunk driversendanger their own lives as well as those of passengers andpedestrians.

S1 ftas risen: The present perfect simple tense is used here toindicate a time focus of recent'past continuing into the present.

52 injured . . . killed - The passive is used to give emphasis to thevictims, or receivers of the action, rather than its agents.

53 alcohol - Note zero article before this uncountable noun.

54 those of -Thatis, the lioes of.

1 .13 Baby Hotl ineParenting

Present modals: canand shouldHeIp * infinitive without foGerund after about

I Conduct a mini-survey to find out which, if any, of your studentshave children.2 If none of them does (or with a very young class), ask them to' .imagine some of the problems and difficulties of becoming a parentfor the first time.3 Ask them where they would go if they needed information.

TEXT

NOTES

TOPIC

LANGUAGEPOINTS

WARM.UP

PRE-INTERMEDIATE ACTIVITIES

4 List some of their responses on the blackboard. These willprobably include family, friends, books, neighbours, governmentservices, hotlines, and so on.5 Using the ideas they have suggested, put up a class survey chartlike the one below to show how individuals think they would copewith a new baby. The chart will also indicate what the majoritychoices of the class would be.

Name Family Books Government Neighbours

PRE-TEXT to dial (z) to select the numbers to make a telephone callVOCABULARY to feed (z) to give someone food to eat

nutrition (n ) eating habits

TEXT

to care for (o) to look after

I A new telephone service for parents has started. 2 People candial the Baby Hotline number to get information about babies.3 They can find out about feeding, nutrition, safety, health, andsleeping. 4 The service should help new parents learn more aboutcaring for their baby.

Sl ftas started - The present perfect simple tense is used to indicatea recent event where the exact time is not as important as the factthat the event happened.32 people can- Meaningpeople are free tolare able to. Note thatthere is no to before the following verb can dial. A similar use occursinS3 canfind out.52 to get infonnation- This is the infinitive of purpose. It provides areason for the preceding verb dial.$ rtnd oilt - Note that this phrasal verb has the meaning gerinfonnation.33 about feeding . . . sleeping - Note the gerund after thepreposition about. There is another example of this use in 54leam. . .aboutcaring.

NOTES

PRE.INTERMEDIATE ACTIVITIES

54 the seruice- That is,thenaa Baby Hotline telephone serice.

34 should help -The present modal should is used here to indicate astrong expectation or possibility.54 help neu pdrents learn- Note the syntax: verb + direct obiect +verb. After help,the ro before the next verb (Ieam) may be omitted.54 new parenr - Note the chain of reference through the text:parents (Sl), people (52), they (S 3), and new p arents (54).

54 their - This refers back to new parents.

1.14 Girls step outEducationSexism

Willfor the futurePresent tense after coniunctions of timeArticles: definite and zero

Collect a few examples of sex stereotyping or gender-specificoccupations from books, magazines, or newspapers. Also try to findexamples of the reverse - instances where job divisions havesuccessfully broken down, e.g. women becoming bus drivers,plumbers, top managers; men becoming nurses, househusbands,secretaries.

I \7rite on the blackboard the question:- lVhat kinds of work do men and women traditionallylconoentionally

do?

2 Next, brainstorm the subject of gender-specific occupations, andlist the students'responses on the board.

3 Ask the students in what areas job division is beginning to breakdown. For example, among the occupations they have named, arethere any that are now commonly available to the other sex?

4 Try to extend the discussion by asking for examples from yourstudents' own observation or experience.

5 Elicit their reactions to the changes that are taking place.

to encourage (o) to support, give hopesubiect (z) a branch or area of studyto choose (a) to pick out, selectbroad (adj) widecareer (n) job or profession

4 l

LANGUAGEPOINTS

PREPARATION

WARM-UP

PRE.TEXTVOCABULARY

42 PRE-INTERMEDIATE ACTIVITIES

I A new plan for schools will encourage girls to study subjects likeMathematics and Science. 2 It will start as soon as the next schoolterm begins. 3 Girls will be able to choose a broader range ofschool subiects than in the past. 4 The programme will broadengirls' career choices after they leave school.

32 it -That is, the new plan.

52 as soon as . . . begins - Conjunctions of time, like cs soon as) arenot usually followed by a verb in the future tense. Instead thepresent tense (begins) is used to express a future meaning. See also34 (after they leaoe).53 broader . . . than- The comparative adjective (broader) isfollowed by the conjunctionthan.53 than in the past - That is, than (they were able to choose) in thepast.54 the progtamme- That is, the new plan for girls. Note the lexicalchain running through the text: a new plan for schools (S 1); t (S2);the programme (Sa).54 girls'- Note the apostrophe after the final s to indicate pluralpossessive.54 career - This is used here as an adjective qualifying the nounchoices.34 after . . . leaoe - The conjunction of time (after) is followed by apresent tense (Ieave) to indicate future meaning.

1 .15 Book coversAppearancePeople

TEXT

NOTES

TOPIC

LANGUAGE PronounsPOINTS Modals: may and should

Present simple tenseDirect and indirect obiects

WARM-UP I \frite the following saying up on the blackboard:- You can't judge a book by its cooer.

2 Ask the students what they think the saying means.

3 Next, elicit equivalent proverbs or sayings in their mothertongue(s), and encourage them to think about and discuss thesimilarities and differences.

4 While they are discussing, write up the following questions onthe blackboard:- Do you agree or disagree that you can't judge a book by its cooer?- Whv?

PRE.TEXTVOCABULARY

PRE-INTERMEDIATE ACTIVITIES

5 Elicit the students'views and encourage discussion.

to vary (z) to be differentpersonality (n ) the features or qualities that make up a person's

individual characterto tell (z) to be able to judgeiolly (adj) happy and outgoingto iudge (a) to evaluate, form an opinionappearance (n) the way a person looks

I People vary greatly in the way they look and in theirpersonality. 2 \7e often think we can tell someone's personalityfrom the way they look. 3 For example, we may expect a thinperson to be quiet or shy while we may expect a fat person to bejolly and friendly. 4 We should remember, however, that wecan't judge a book by its cover, and we can't judge a person by theirappearance.

52 we -We is used to express the idea of people in general.32 tell . . . from- Note the prepositionfromwhich links the waythey look to the verb tell.S3 may expect- The modal may denotes a degree of possibility.33 while - The conjunction emphasizes the contrast (thin versusfat) signalled by the balanced sentence.34 their appearance - Note that the plural possessive pronountheiris used to avoid using ftls or her in reference to person.

1.16 Naturally healthyHealthNature

Present simple tense for general statementsAdverbs offrequencyFirst conditional construction

Collect some natural herbs and medicinal flowers to bring to class.

I Start the session by asking the students what they do when theyfeel sick (unwell).2 Show the class the herbs and flowers you have brought in andelicit comment, for example, have any of your students ever usedherbal medicines? Do they know anyone who has? \7hat kind ofresults were obtained?3 Discuss with your students different medical customs andpractices throughout the world and throughout history (east versuswest, ancient versus modern times).

NOTES

TOPIC

LANGUAGEPOINTS

PREPARATION

WARM.UP

4+

PRE.TEXTVOCABULARY

TEXT

NOTES

TOPIC

LANGUAGEPOINTS

PREPARATION

I.,

PRE-INTERMEDIATE ACTIVITIES

herb (n) a flowering plant used in cooking or medicinenervous (adj) feeling uneasy or worriedtense(adj) unrelaxedto relax (z; ) to rest and feel at easecamomile (n ) a flowering plant used as a medicine

I People usually go to the doctor or chemist when they feelsick. 2 However, you can often help yourself with naturalmedicines and herbs. 3 For example, if you drink warm milkwith honey, you will sleep well. 4 If you feel nervous or tense, acup of camomile tea will relax you. 5 For thousands of years,nature has helped people to help themselves.

Sl usually - Adverbs of frequency usually take a mid-positionbetween the subject @eople) and the verb (go). This also applies toyou cdn oftenhelP (see S2).32 howeoer - This is a sentence connector indicating contrast.

53 if you drink . . .youwill sleep - This is the first conditionalconstruction (i/followedby willin the main clause). Anotherexample occurs in 54.55 nature - The word could also have a capital: Nature.

55 ftas helped - The use of the present perfect simple tense allowsfor the concept ofcontinuity from past to present.

35 to help - Here the lo may be omitted.S5 themseloes - The reflexive pronoun refers backto people.

1.17 The enemy, manWildlifeConservation

Present tense for general statements and regular activitiesPassive voice for process focusZero article with plural nounsPreposition: for

Show the class the animal products you have brought in'

Ask your students to guess what they have in common.WARM.UP

PRE.TEXTVOCABULARY

PRE.INTERMEDIATE ACTIVITIES

3 Ask the following kinds of questions:- Would anyone refuse to buy any of these products on principle?- whv?- What does that tell you about the kind of person he or she is?4 Next, display the visuals you have brought in, and ask whatproducts the animals in the pictures are hunted for.

to club (o) to hit with a heavy stickskin (z) the outer covering of an animal or humanto track down (a) to hunt or follow the course of (an animal)to destroy (a) to killivory (n ) the material of elephant tusksto hunt (z) to look for with the intention of killingoil (z) a fatty liquid made from animal fatsspecies (n ) a grouping of animals according to their characteristicsto endanger (z) to put at riskfashion (z) modern, up-to-date style of clothes

1 Man is an enemy to many animals. 2 Baby seals are clubbed todeath for their skins. 3 Crocodiles are tracked down and theirskins are used for handbags and shoes. 4 Elephants are destroyedfor their ivory whidh is used for jewellery. 5 \ilhales are huntedfor their oil. 6 Whole species are being endangered for fashion!

Sl man - The use here is generic, meaning the human race.Sl an enemy- The article an may be omitted here.32 are clubbed - The present simple tense is used to refer toactivities that regularly occur. The passive is used to focus attentionon the process rather than on the agent. A similar use of the presentsimple passive occurs inS3 (tracked dman, used), 34 (are destroyed,used), 35 (are hunted).52 for - The preposition here means/or the sake o/. Other examplesoccur in 54 and 55.34 which- The relative pronoun stands for the noun ioory.56 are being endangered -The present continuous tense here showsa trend ofevents occurring in the broad present, that is, a state thatbegan in the past, exists in the present and, as it is not yet resolved,continues into the future.56 for fashion -For (the sake of) fashion.

TOPIC

PRE-INTERMEDIATE ACTIVITIES

1.18 Superstit ions and youSuperstitions

Question forms: subiect-verb inversionGerunds after aboutFuture conditional would

I At the start of the session, write up a few questions on theblackboard:- What does a black cat mean to you?- Or the number 13?- Or throwing sah ooer your left shoulder?2 Ask around the class what superstitions the students canremember. (In a multilingual class you may get a wide variety.)3 Try to establish with your class which superstitions they thinkare universal, and which are definitely culture-specific.4 Encourage your students to discuss their own feelings aboutsuperstitions, such as how they feel when they knowingly break asuperstition, when they have experienced superstitions being wellfounded, and so on.

to have second thoughts (idm) to be unsure, hesitate, worry aboutdoing something

ladder (z) movable steps used for climbingto cross your path (idm) to meet

I Are you superstitious? 2 rilTould you have second thoughtsabout walking under a ladder? 3 How would you feel about ablack cat crossing your path? 4 \7ould you worry about catchinga plane on Friday the 13th? 5 Can you honestly say that you haveno superstitions?

Sl are you - Note the reversal of subject and verb in the questionform. There are other examples: wouldyou (S2, 53) andcanyou(ss).52 would - There is the sense of an implied (second) conditionalconstructio n: If you had to walk under a ladder would you haoe secondthoughn?

52 about walking - Note the use of the gerund after about. Thereare other examples: about crossing (S3) and about catching (Sq.

55 honestly - Note the mid-position of the adverb between subject$tou) and verb (say).

55 you haae no - Or you don't haae any.

LANGUAGEPOINTS

WARM.UP

PRE.TEXTVOCABULARY

TEXT

NOTES

TOPIC

PRE-INTERMEDIATE ACTIVITIES

1 .19 Dai ly pr int

Newspapers

LANGUAGE Present simple tense for general statementsPOINTS Impersonal you

EllipsisPresent modals: can and mayCataphoric (forward-pointing) reference

PREPARATION Before the class starts, either write up the chart below on theblackboard, or prepare enough copies for one quarter ofthe class(each group offour students should have one copy).

Name Newspaper Number/week EmploymentTV/radio Entertainment

r-,-\ ^ -,/\ ,4. ,,^. , ^ , T A

WARM-UP 1 If you decide to do this part of the activity in groups, divide theclass into groups offour and give each group a copy of the surveychart.

2 Each group should carry out a survey among its members to findout who reads a newspaper, how many times a week, and for whatpurpose. They then report back to you.

3 Collate the results on the board and summarize the overallresults.

4 The students may want to discuss significant differences and thepossible reasons for them.

PRE-TEXT worthless (adi) without valueVOCABULARY treasure (z) worth a lot of money

to find out (z) get information aboutforecast (n) predictionreal estate (z) land and house valueentertainment (z) amusementto wrap up (z) to fold paper aroundmine (n ) a source of treasure

I Yesterday's newspaper is worthless but today's is a treasure.2 You can find out the news in your city or in the world. 3 Youcan also find out the daily weather forecast. 4 In addition,newspapers offer financial news, employment advertisements, realestate) special features (like food, health, and travel),entertainment, and TV and radio guides. 5 So, while tomorrowyou may wrap up your rubbish in it, for today at least your dailynewspaper is a mine of information.

TEXT

NOTES

48 PRE-INTERMEDIATE ACTIVITIES

Sl yesterday's newspaper - This is a general reference to anynewspaper that is not current.Sl today's - Today's neznspaper is omitted but understood.

32 you- This is the impersonal use of you meaning people. (See also53 and S5.)55 so - This is a linking word indicating result or consequence.

35 while- This conjunction carries the concessional meaning ofeaen though.55 wrap up tour rubbish- This expression is used to indicate thenewspaper's worthlessness.55 it- This refers forward toyour daily newspdper in the mainclause.

1.2O Man in space

TOPIC Space explorationFamous people

Clauses in appositionPast simple tensePassivesVerb + adiective compoundsEllipsis

I Create the following word rose on the blackboard:

dsffondut

YuriGagarin

space Russia

2 Ask the students to provide comments, associations, responses,or memories, and write up their suggestions at the appropriatepoint on the word rose.

Another way of doing this warm-up is to divide the class into twogroups, those who have heard of Yuri Gagarin, and those who havenot. The ones who have not then question the others to get as muchinformation as possible. (This variation will only work if the class isvery varied in age and background.)

flight (z) tripfolk (adi) popular among ordinary peoplethroughout (prep) all over, all aroundname in honour (idm) to give (something) a name in memory of

(someone)

LANGUAGEPOINTS

WARM.UP

hero

VARIATION

PRE.TEXTVOCABULARY

NOTES

PRE-INTERMEDIATE ACTIVITIES

I It is over twenty-five years since man's first flight into space.2 This was performed by the Russian, Yuri Gagarin, a farmer's sonand father of two. 3 Gagarin became a folk hero not only to hisown people but also throughout the world. 4 His life was cutshort in a tragic plane crash in 1968. 5 However, his name is keptalive in the many streets and parks that were named in his honouraround the world, the world he was the first to see from so farabove.

Sl iris . . . since-This construction: itis * timephrase * since isa way of measuring the time span between a past event and thepresent.Sl man's - That is, belonging to the human race.Sl space - Note the zero article before space.32 was puformed - This past simple passive construction is alsoused in other places in the text: was cut short (54), were named (55).32 the Russian . . . - The noun following Russian (mnn orcosmonaut) is omitted and understood.52 YuiGagarin This phrase and the one after tt(afarmer'sson and father of two) are in apposition to the Russian.52 father - The a before a farmer's soz also applies to father.S3 Gagain - This proper noun now becomes the key referent tomake the rest of the text cohesive: his ffi (S4), ft?s namc (55), hishonour (S5), fte (S5).54 cut short - This is a verb * adjective cornpound. There isanother such compound in 35 kept alioe.35 the world . . . abooe - This phrase is in apposition to theprevious noun the world. It could be expressed (if less dramatically)in a relative clause: named in his honour around the world that he wasthe first to see . . . .

Sectron2Intermediate activities

52 INTERMEDIATE ACTIVITIES

2.1 The job raceEmployment

Articles: definite, indefinite, and zeroSimple sentence constructionTextual cohesion

I Ask the class to think about the stages involved in applying for ajob, e.g. reading the advertisements) telephoning or writing forinformation, writing or filling in an application form, preparing ar6sumd (CV) and, finally, the interview.

2 Elicit the students' suggestions and write them up on theblackboard.

3 Divide the class into groups of five or six and ask them to rankthe stages and tasks in order of difficulty.

4 When the groups have reported back to you, compare the variousrankings and discuss any differences of opinion.

competitive (adj) asituation where there are other people wantingwhat you want and therefore making it more difficult for you tobe successful

to seek (o) to look forr6sum6 (n) a statement of one's educational and employment

historytechnique (z) a procedure, method, or way of doing somethingfee(n) charge, costworthwhile (adj) vafuableinvestment (n) a sum of money spent with the aim of earning

money from it in the future

I \7e live in a time of rising unemployment. 2 This makes thejob market very competitive. 3 Many people are now seeking theservices of a new type of company to prepare them for a job

application. 4 The company helps in a variety of ways, fromwriting the r6sumd to training the applicant in interviewtechniques. 5 The fee is high but many job seekers consider it aworthwhile investment in the competitive race for a iob.

Sl we lioe -The tense here and throughout the text is the presentsimple tense used for general statements of the present.

52 this - This refers back to all of S 1.

33 are now seeking- The present continuous tense is used here for atime focus that applies to the broad present, or these days. Theadverb of time now takes a mid position between the auxiliary (are)and the main verb (seeking).

34 the company - This refers back to 53 where the first mention ofthe company is made, at which time the indefinite afiicle (a) wasused.

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34 from . . . to - This structure shows theoariety of ways referredto earlier.54 in - The preposition is dependent on the preoious training.

55 t-Thatis, thefee.55 consider it a -Thatis, consider it (to be) a.

2.2 Intelligence: nature or nurture?People

Subordinate clause structureZero articlePassivesPast tenses

I Introduce the subiect of heredity by asking your studentsquestions such as:- lVhat hazse you inherited frorn your parents or family?- What kinds of traits run in your family?- What do you think has more influence, heredity or enaironment?- In terms of intelligence, which is more important, nature or nurture?

(Your students are likely to come up with a range of characteristicssuch as eye colour, hair colour and texture, body shape, height andweight, personality, musical and linguistic talent, shyness, sense ofhumour, a fiery temper, and many others!;

2 Note: in the event of there being any obvious congenital defectsamong the students, the idea of talking about what they haveinherited ought to be abandoned.

to inherit (o) to receive (a family characteristic) through birthto gather (o) to collectidentical (adj) exactly the sameto bring up (o) to raise (children)to grow ap (o) to be raisedremarkable (adj) worthy of notice

I Scientffic studies suggest that intelligence is at least partlyinherited. 2 In other words, intelligent parents are more likely tohave intelligent children. 3 Some information about this has beengathered from studies of identical twins who were brought upseparately. 4 Although they grew up in different environments,their school results were often remarkably similar.

Sl that - The relative pronoun thatbegins a noun clause.

32 in other words - This phrase indicates that the previous sentenceis going to be echoed in different words.

53

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54 INTERMEDIATE ACTIVITIES

S3 about this - This refers to the idea of intelligence beinginherited.53 has been gathered - The present perfect simple tense is used for arecent action where the focus is on the event rather than on theprecise time at which it occurred.33 who u)ere - This is a defining relative clause as the information itcontains helps to identify the antecedent(identical ru:ins).

54 ahhough- The concessional coniunction introduces a point ofcontrast between the two ideas in the sentence, i.e. differentenvironment, but similar school results.

34 theyltheir - These refer to the identical twins mentioned in 53.

54 grew up -The simple past tense is used for completedactions/events in the past - other examples of this arewere broughtup (53) andwere (54).

2.3 Freedom of speech

TOPIC PoliticsGovernment

LANGUAGE First conditional constructionPOINTS Passives

Present modal canImpersonalyou

WARM-Up I Tell your students that the topic of this activity is freedom.

2 Next, brainstorm the word'freedom'.

3 Note the students'ideas on the blackboard.

4 Then elicit the various kinds of freedoms that characterize (andare often taken for granted in) a democratic society, e.g. freedom ofspeech, of assembly, of political affiliation, of sexual preference, ofreligious practice, and others.

5 You may find that a number of these more 'political'freedoms

have already emerged in the earlier brainstorming. Your studentsmight be surprised to find out iust how'political' they are!

6 Finally, explain the difference between the countable anduncountable uses of the noun'freedom'.

PRE-TEXT feature (z) aspect, part, characteristicVOCABULARY to arrest (a) to capture (by police)

to dare (o) to challengeto criticize (zt) to find fault withinformer (z) a person who gives information about criminal

activity to the police

INTERMEDIATE ACTIVITIES

I Freedom of speech, or the right to say what you think, is themost important feature of a democratic society.2 Unfortunately, in many countries you can get arrested if you darecriticize the government. 3 In such countries, informers are paidto report on the activities of student groups, workers, anduniversity teachers. 4 If you criticize the government you can getbeaten up, imprisoned, or even killed.

Sl or - The conjunction signals that the following phrase is anexpansion of the subject, freedom of speech.

Sl you - This is the 'general' you, meaning people in general. Otherexamples appear in 52 and 54.

32 can get-The modal canhere denotes possibility. Anotherexampleisin 54 can getbeatenup . . . .

32 anested- The passive is used, as the focus is on the process orwhat happens to theyoz of the sentence, not on the agent(s) of theaction. Other examples of the passive occur in 34: beaten up,impris one d, and kill e d.

32 if - The conditional introduces th€ subordinate clause in a firstconditional construction. Another example occurs inS4 if youciticize the gooernment .

32 dare criti.cize - Note that where an infinitive follows immediatelvafter dare, the ro of the infinitive may be omitted.

53 in such countries - This phrase links 53 to 52 and provides moredetail on the same subiect.

33 are paid - The understood agents of the action are the police.

53 report on -The preposition on is part of this phrasal verb.

34 the gooernment - This is an on-going reference, first introducedin 52.

54 you cdn get - This phrase is omitted but understood before thelast two verbs: (you can get) irnprisoned or (jtou can) eoen (eet) kiUed.

2.4 Life on the outsidePrisons and prison lifeChange and adaptation

Gerund (as subiect and complement)Present participlePreparatory obiect constructionPrefixes

55

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56 INTERMEDIATE ACTIVITIES

WARM-UP I Introduce the topic of prison and prison life.2 Ask the studpnts to consider the case of a prisoner, Joe X, whohas just been released after spending twelve years 'inside'.

3 Brainstorm around the class to find out what sorts of skills thestudents think Joe has learned on the'inside', and what skills he isgoing to have to re-learn to cope with life'on the outside', now thathe is a free man.

PRE-TEXT to admit (o) to state, confessVOCABULARY to conceal (z) to hide

TEXT

stigma (n) shame

I Returning to society after having been a prisoner is like going tolive in a country with a totally different culture. 2 Theex-prisoner has to re-learn a variety offorgotten skills, such as usingmoney, making choices, and developing relationships withpeople. 3 Many find it difficult to admit that they need help.4 Most spend a great deal of energy concealing the stigma of theirpast.

Sl retuming - The gerund operates as the subject of the sentence.Sl going to lioe - Here the gerund acts as the complement after is.Sl after haaing been - Or after one has been.32 ex-prisoner . . re-learn - Note how the morphemes ex andrefunction as prefixes to give additional meaning to the word:ex : past, no longer, andre: do again.32 using . . . making.. . . deoeloping -The gerunds here function inapposition to their antecedent, forgouen skilk.53 marry - That is, many etcj)risoners. Likewise Tnost in 54 stands forrnost ex-pisoners.53 find it dfficuh -.ft serves as the preparatory object before the'reall obiect which is the infinitive to admit. This is a commonconstruction when there is an adjective (as here, difficuh) connectedwith the obiect.34 concealing-Hercthe-ingformis more a participle than agerund because it functions more like a verb than a noun. Anotherway of constructing this would be: most ttyoery hard to conceal.

NOTES

INTERMEDIATE ACTIVITIES

2.5 Pre-quake iittersNatural phenomenaBehaviour

PassivesPresent simple for general statementsWord compoundsAdverbsTime phrases

Introduce the subject of premonitions by asking questions such as:

- H aae any of you eaer expeienced a forewarning that somethingterrible was about to haPPen?

- How did you feel at the time?- How canwe accountfor these premonitions?- How oalid are they as predictors of doom or imminent disaster?

to go berserk (z) to act in a wild, crazed wayto howl (a) tomake a long, loud, wailing noise like a dog or wolfprone (adj) liable to, subject to the effect ofzone(n) area, regionto affect (o) to have a result onnausea (n) afeelng of sickness, wanting to vomitto release (o) to set free, let out

I Shortly before an earthquake animals are known to go berserk:dogs bark and howl, cats run into the streets, and mice run aroundin circles! 2 This has often been noted by farmers and othercountry people in earthquake-prone zones. 3 Some people, too,are affected with complaints of headache, nausea, and generalirritability. 4 Apparently, before an earthquake, electricity isreleased by the earth and this accounts for the pre-quake jitters thatare experienced by animals and people alike.

Sl are knozt;n- The present simple tense is used here for a thinggenerally considered truth. It would also be correct to use thepresent perfect simple tense: haoe been known.

Sl known- The passive voice is used here to indicate that the focusis more on the process than the agent. Other examples of thepassive are: noted (52), affe cted (S 3), releas ed, and exp eienc ed (54).

52 this - That is, the fact that animals tnay go berserk before anearthquake.

52 earthquake-prone - Note the addition of the adiective prone to thenoun to create a compound meaningprone to earthquafres. This isnot uncommon in English, e.g. accident-prone, sickness-prone)failure-prone. Other adjectives can be attached to form a similar

57

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58 INTERMEDIATE ACTIVITIES

compound, e.g. earthquake-proof (also rain-proof, wind-proof,burglar-proofl.34 this- That is, the fact that electicity is released by the earth beforean edrthqudke.

2.6 Battles on the home frontParent-child relationshipsThe familyBehaviour

Question formsIdiomatic expressionsZero article

I Raise the subject of family life, and ask your students to spend afew minutes thinking back over their childhood.

2 Ask questions such as:- What sort of child were you?- Were you'good' ,

'naughty' , or 'somewhere in between'?

3 Ask the students to decide which of the above three categoriesthey feel they fell into. (It is important that the students should notfeei judged in any way about their self-selection into a negativecategory relating to the past.)

4 Ask the students to work in groups to compare notes about theirchildhood. Each group should try to reach some consensus aboutwhat they mean by'being a good/naughty/somewhere in betweenchild'.5 \U7hen they are ready, the groups report back to the whole classwith their consensus statements. If they wish' they may discussdifferences of opinion.

to drive (someone) crazy (idm) to make someone very angry,irritated, or upset

to drive (someone) up the wall(i"dm) as aboveto nag (o) to ask someone repeatedly to do somethingto despair Qt) to give up hopeat hand (idm) availabledisobedient(adi) not doing what (they are) told to doharmony (n) agreement, good relations

TOPIC

LANGUAGEPOINTS

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I Is your child driving you crazy? 2 Are you being driven up thewall? 3 Do you nag and nag, day in, day out, all to no avail?4 Are you exhausted by the battles of everyday family life? 5 Ifso, don't despair, for help is at hand. 6 A new trainingprogramme has started up for parents with disobedient children.7 It aims to improve parenting skills and increase family harmony.

52 are you being driaen- The present continuous tense, passivevoice is used for an action that refers to a broad present time zonewith an understood agent (your child in Sl).

53 all to no aoail - This is a fixed idiomatic expression, meaningwithout success.

55 z/so - So is a substitution that avoids the repetition of the phrasein the previous sentence: exhausted by the battles of eoeryday life.

55 don't - This is the negative imperative form. The writer isaddressing the reader as the understoodyoa.

55 help is at hand - Note the zero article before help and hand.

56 started up - The up may be omitted.

36 with-Or of.

S7 it - That is, the training programme for parents, in 56.

S7 parenting skilk - Note the zero article here, and also before

family harmony in the same sentence.

S7 increase - The ro before the infinitive verb is omitted butunderstood to carry over from its use before improae.

2.7 One in ten mil l ionAccidents

Past simple tenseHad befterconstructionInterrupted past timeNon-defining relative clauses

I Lead into the topic by talking about tragic accidents, brusheswith tragedy, and close shaves.2 Ask'your students whether they have ever experienced anythingsimilar, and how they felt about it.3 Note: we suggest that this topic should not be chosen if there isany known tragedy among the class members.

out of work (idm) rnemployedodd iobs (n) unconnected bits of work, usually repair work around

a house or building

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PRE.TEXTVOGABULARY

60 INTERMEDIATE ACTIVITIES

to chat (o) to talk in a friendly wayto wander (o) to walk with no definite aim or directiontrigger (n) the lever on a gun which is pressed to fire the bulletto charge (someone with a crime) (o) to accuse someone formally

ofan illegal act

1 On the last day of the school term, eleven-year-old Timmy stayedhome with a cold. 2 It was a rainy day and his mother thoughthe'd better not go to school. 3 His father, who was out of work'stayed at home too and looked for odd jobs to do. 4 He wasgetting out his old gun to clean when the telephone rang. 5 \7hilehis father was chatting on the phone, Timmy wandered in, pickedup the gun, turned it around, pulled the trigger and died instantly.6 The police did not charge anyone with any crime: it was simplyan accident, one of those things, one chance in ten million.

Sl eleven-year-old - This is an adiectival phrase qualifying theproper nounTimmy. Year does not take a final s as it is an adjectivehere, not a noun.

Sl stayed home - Or stayed at home. Note that there is no articlebefore home. Likewise, in the next sentence (S2), there is no articlein the phrase to school.

52 he'd better not - This construction, despite the use of thecomparativebetter is not usually a comparison. Here it means:shouldn't or it would be a good idea if he didn't . . . . It does not haveto be negative. He'd better means he should or itwould be a good ideaif he does.

53 who - The relative pronoun begins a non-defining relativeclause. Note the commas which separate the relative clause fromthe main clause: his father . . . stayed at home to . . .

53 looked for odd jobs to do - Note the syntax here: verb * directobject + infinitive. There is another example of this structure in 54:he was getting out (verb) his old gun (direct object) to clean(infinitive). A common error here is to put another object after theinfinitive: He was getting out his gun to clean it.

34 getting out . . rang - This is the interrupted past construction:the first activity (in the past continuous tense: getting out) isinterrupted by the second activity (rang). There is another exampleof this structure in 55: chatting * wandered. This example is morecomplicated as there are a number of interrupting actions, all ofwhich are in the past simple tense (wandered, picked, turned, pulled,died).

56 it -.Ir functions here as a preparatory subject leading to the realsubject accident.

56 those things - An expression referring to the things that happenin life that we have little or no power to control.

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NOTES

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2.8 Young heroAccidentsHeroismFamilies

Sequence ofpast tensesInfinitives of purposeInterrupted pastReported/ indirect speech

I \7rite the following word rose up on the blackboard:brother screarns

young hero

tap

6 l

LANGUAGEPOINTS

WARM.UPfire

burning2 Ask the class to use the word rose to guess the story in thedictation text.

to dash (t:) to run quicklyflames (n) fireto drag (o) to pull along the groundtoddler (n) a young childto put out (o) to stop the fireto praise (o) to say that you admire someoneto heal (o) to recoverburn (z) an injury to the skin caused by fire

I A nine-year-old boy dashed through flames to pull his youngerbrother to safety. 2 The little boy had been playing with acigarette lighter while sitting on his bike. 3 The older boy said hewas standing in the kitchen when he heard his brother screamingand ran to help him. 4 He dragged the toddler to the bathroomand turned on the water to put out the fire. 5 Doctors praised theyoung hero for his quick thinking and said the boy's burns wouldheal with time.

32 had been playing - The past perfect tense is used to indicate thatone past action @laying) occurred before the other (dashing throughflames to rescue the brother).52 while sitting - The participial phrase indicates two simultaneousactions of duration in the paslc playing and sitting.53 said - \7hat follows here is reported speech. See also 55 forreported speech after said.33 standing . . . heard - This is the interrupted past timeconstruction.

bike

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33 sueaming- The present participle here acts rather like anadiective describing the noun brother. Note the fact that comingafter (rather than before) the noun, the participle indicates thatscreamingis a temporary rather than a permanent quality orcondition of the brother.

S3 and- The conjunction here serves as a sequencemarket: and(then) ran to help him. Another example occurs in 54: and (then)turned on the wdter.

55 the younghero . . . his . . . the boy's -Young hero andftisrefer tothe older boy, and the boy's refers to the younger boy.

35 would heal - Would is an example of backshift from will in directspeech: the boy's bums wiII heal with time.

35 witht ime-Or int ime.

2.9 Safe but sorryAccidentsHuman interest story

Reduced relative clausesPassivesPast perfect tenseArticles: definite, indefinite, and zero

This is a companion exercise to ac,tivity 2.8. Again it involves theclass in predicting the gist of the text from the title: Safe but sorry,and also from a word rose:campsite

hikers

helicopter

hiker (n) country walkerdense (ad7) very thickordeal (n) a difficult or painful experience

safety

chain-saw (z) a power-driven saw with cutting teeth on an endlesschain

landing pad(n) an area of land where a helicopter may landexhausted (adj) very tired

I Two hikers, Iost in dense forest, spent their second night out inthe rain and cold after searchers once again narrowly failed to findthem. 2 Thetwo were only a short distance from the place where

LANGUAGEPOINTS

WARM-UP

searchers

PRE.TEXTVOCABULARY

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INTERMEDIATE ACTIVITIES

their camp-site had been discovered. 3 The adventurers werefinally found in the early hours of the third day of their ordeal.4 Chain-saws and axes flown in by police helicopter were used toclear a landing pad. 5 The hikers, relieved and exhausted, werelifted out to safety.

Sl /ost in dense fore.st - This is a reduced relative clause which, if

expanded, would include (who were) lost . . . . See also: flown in bypolice helicopter (54) , relieoed and exhausted ( S 5 ) '

Sl after - The time conjunction helps to fix the sequence of events:the hikers spent the night out * the searchers failed to find them'

32 had been discooered -The past perfect tense is used to clarify thesequence of events. The verb is passive, as the focus is on what was

found rather than on who found it. Other instances of the passive

are: were . . . found (53), were used (54), and were lifted (55).

55 the hikers - Note the lexical chain that helps to hold the texttogether: mso hikers (Sl), the ru:o (52), the adaenturers (S3), the hikers(s5).35 relieaed and exhausted - These past participles are part of areduced relative clause: who were relieoed and exhausted. They carrythe same meaning as adjectives in front of the noun: the relieoed and

exhausted hikers.

35 to safety - Note the zero article in this fixed idiomatic phrase.

2,10 Race for spaceThe space raceTechnology

PassivesArticles: definite, indefinite, and zeroPresent perfect simple tense

I Introduce the topic of the space race.

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WARM.UP2 Ask the class what their views are, for example:

Hmn many of you think thn rnoney spent on the space race is worth it?How many think the money could be better spmt on earth?Huts mnnv are undeci.ded?

64 INTERMEDIATE ACTIVITIES

3 Divide the class into small groups (three to five students) and askthem to discuss the following questions:- If the money currently spent on space technologt were made aztailable

to your group, what would be your spending priorities?- What areas would haoe your attention?- What order of piority would they haoe? (List the areas and rank them

in order of importance to your group.)

4 \7hen each group has made its decisions, ask the groups to reportback to the class to share and compare results.

touncover (o) to find, discoverto invest (o) to spend money on something in the hope of gaining

some benefit in the futureto criticize (a) to find fault withto halt (o) to stopto wonder (o) to think aboutto neglect (o) to fail to look after properly

I The planet Earth is only a tiny part of an endless universe wheremany secrets lie hidden, waiting to be uncovered. 2 Over the lasttwenty years, enormous amounts of money have been invested inspace exploration. 3 This policy has been criticized by somesections of society. 4 Certainly it is impossible to halt the marchof progress. 5 Nevertheless, one sometimes wonders whether ourown planet is not being neglected in this mad, blind race for space.

Sl waiting - The present participle begins this participial phrasethat refers back to the noun secrets.Sl to be uncooered - Discoaered could equally be used here.33 this policy - That is, of inaesting rnoney in space (52).

34 certainly - Placed at the beginning of the sentence, this markerhas great focus.55 neaertheless - This discourse marker links 55 with the previoussentence signalling a forthcoming contrast.SS one- Meaningpeople in general.

35 whether - The sense is comparable to i/. The use of the negativeadverb (not) increases the doubt being expressed by thespeaker/writer.55 our own planet - This links up with the planet Earth (SI).

55 is . . . being neglected -The present continuous (passive) is usedto convey an existing and ongoing condition.35 mad, blind - These adjectives have negative connotations andcarry the writer's opinion of the space race.

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2.11 Rent str ikeHousing and the law

Causative fiave structure (ftave * obiect * past participle)Present perfect tenses (simple continuous)Time coniunctions: until, as long as, as soon asNoun clauses

I In the universal struggle to provide a roof over one's head, thebattle between the'haves' (landlords) and the 'have nots' (tenants)often arouses strong feelings and views from both sides.

2 Brainstorm with your students the subiect of the rights andobligations of landlords and tenants.3 Draw a chart on the blackboard, like the one below, and list yourstudents' suggestions (there may be more than five suggestions foreach category).

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WARM.UP

Landlords Tenants

Rights 12345

12345

Obligations 12345

12345

PRE.TEXTVOCABULARY

resident (z) a person who lives or resides at a particular placehousing complex (z) a place providing independent

accommodation for many peopleto meet (a demand) (o) to respond to a requestto carry out (z) to do, completeto claim (v) to state as the truthat risk (idm) in danger

I The residents of a housing complex have recently held a rentstrike. 2 They have refused to pay their rent until the ownermeets their demands. 3 The residents have asked the owner tohave repairs carried out. 4 They claim that they have been askingfor these repairs to be done for as long as seven years. 5 Theyclaim that their health and safety are at risk. 6 They say that theirrent will be paid as soon as their demands are met.

NOTES

INTERIIEDIATE ACTIVITIES

32 until the owner rneets - The time conjunction until is followed bythe present simple tense (meets) carrying future meaning. There is asimilar construction in 56: as soon ds . . are met'

33 haoe repairs carried out-This is an example of the ca:usative haaeconstruction: haae * object + past participle.

34 they claimthat-Thatbegins a noun clause following the verb ofsaying (claim). Another example occurs in 55.

54 haoe been asking - The present perfect continuous tense is usedto emphasize the durational aspect (seoen years).

36 they say - The verb say is followed by a noun clause with therelative pronoun that omitted but understood.

2j2 ChocomaniaFoodBehaviour

Neither. . norconstructionSecond conditional constructionImpersonal you

See step 4 of Wann-up. If you decide to do this, take appropriateaction beforehand!

I Conduct a class survey to see how much chocolate everyone eatson a daily basis.

2 Identify the chocophiles (those who like chocolate), thechocomaniacs (those who love it), and the chocophobes (those whohate it).

3 Encourage people to talk about their favourite type of chocolate,and when/in what situations they are most likely to have achocolate snack.

4 You might, perhaps, bring some chocolates to class and sharethem around!

random (adj) without a definite plan or purpose in the selection ofsubiects

addiction (z) a dependence on a drug, e.g. alcohol, nicotine,caffeine

to resist (o) to say no, refuse a temptationwaistline (n) the line around the body at the smallest part of the

waistto get away with (zt) to succeed, managefrx(n) (slang) intake or dose (of a drug)

TOPIC

LANGUAGEPOINTS

PREPARATION

WARM.UP

PRE.TEXTVOCABULARY

INTERMEDIATE ACTIVITIES

1 If you did a random check among your friends you mightdiscover an amazing thing. 2 The addiction that affects mostpeople is neither alcohol nor nicotine. 3 It's chocolate. 4 Mostpeople can't resist soft, sweet, fresh chocolate and they eat it quiteregularly. 5 Apart from the effect on your pocket and yourwaistline, the habit is neither harmful nor illegal and most chocolateaddicts get away happily with at least one'fix' a day.

SL if you did -The second conditional structure takes the pastsimple tense in the verb of the rfclause and the conditional in theverb of the main clause (might discooer).

52 a random check - Or a check at random.

32 that affects most peopie - This is a defining relative clauseproviding defining information about the addiction.

52 affecn - Notice the use of affect as a verb meaning hazte aninfluence on in comparison to effect (55) as a noun meaning resuh orconsequence.

32 neither . . nor - This structure is used to link two negativeideas. In this case, the syntax isneither * noun (alcohol) * nor *nonn(nicotine).In 55, it is neither * adjective (harnful) * nor *adjective (illesal).

53 t - This refers back to the addiction (52).

34 they eat it - They referc back to rnost people and it refers back tochocolate.

35 the effect -That is, the effect of eating chocolate.

35 your pocket . . . your waistline - Your means belonging to anyone.The definite article (the pocket, the waistline) could also be used;pocketandwaistline are used symbolically to refer, respectively, toyour financial situation and your figure.

55 the habit - That is, the habit of eating chocolate.

55 '.fx'- The fact that this is a slang term is indicated by theinverted commas.

35 one'fix' a day - Or, one daily'fix'.

2.13 Koala suicideWork stress

Past perfect tenses: simple and continuousReported speechTime adverbs

I Try to find a picture of a koala bear from a book, magazine,newspaper, or travel brochure to bring to class.2 If you cannot find a picture, see if you can borrow a toy koala.

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INTERMEDIATE ACTIVITIES

I Show the picture or toy to the class, and ask them what theyknow about koalas and whether they have ever seen one.

2 r$7rite the title of this activity on the blackboard and ask thestudents to predict the content from the title. There is the risk thatyour students may go into the dictation thinking that they are goingto hear a story about a koala bear who committed suicide. Head offany such expectation!

zoo-keeper (n) azoo employee who looks after the animalsto take one's iob seriously (idm) to have a responsible attitude

towards one's workanxious (adj) very worriedto hang oneself (z) to commit suicide by pulling a rope tight

around one's neck

I A zoo-keeper in Japan has killed himself. 2 His wife said thathe had always taken his job very seriously. 3 She told police thathe had recently been looking after four koalas in the zoo and thatthis responsibility had made him very anxious. 4 She said he hadbeen worried that the koalas might get sick, as this had happened atother zoos. 5 The police statement said that the man hangedhimself from a tree in the zoo.

Sl ftas killed himself -The present perfect tense is used as the eventis a recent one and the focus is on the fact that it happened ratherthan the precise time at which it happened.

32 had . . . taken- The past perfect tense is used to denotereported speech. Other examples occur in 53 and 54.

32 always- Note the mid-position of the time adverb between theauxiliary (had) and the past participle (taken). Note, similarly, theposition of recently in 53.

33 had been looking - The continuous form of the tense indicates anactivity of some duration.

34 might gel- The modal mightis used to indicate possibility.

54 as -As here is used as a causal conjunction.

55 hanged - The past simple tense is used here as thele is noambiguity about the sequence of events.

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2.14 Tips for travellers 1 :planning a tr ipTourism

I Before they visit a new country tourists should find out as muchas they can about the places they are going to be seeing. 2 Forexample, if they know what weather to expect, they will takesuitable clothes. 3 Also, if they know whether to tip or not, theywill avoid embarrassing situations. 4 In addition, if they knowwhen the shops are open, they will avoid the disappointment ofmissing out. 5 These tips should help to make a stay in a foreigncountry more enjoyable and less frustrating.

Sl they - This is an example of cataphoric (or forward-pointing)reference, referring forward to tourists. An alternative constructionis before oisiting a new countty.

LANGUAGE First conditional constructionPOINTS Clause complements after know

Present modal shouldFuture continuous tenseHomophon esz we athe r / whetherHomonymsCataphoric (forward-pointing) reference

WARM-UP I Ask the students to imagine that they have won a trip to acountry that they have always wanted to visit.2 Ask them:- What will you do before you leaoe to help prepare you for your trip

and to get the most out of your stay?3 Divide the class into groups of four or five, and ask them toprepare two lists: one of areas on which they would wantinformation, e. g. food, accommodation, climate, uansport,religious, social, and other amenities, and another list of questionsthey might want to ask, e.g. what kind of food can they'expect?4 If the students feel like extending this section of the activity,members of the groups could, in turn, answer some of the questionsand give 'tips'on the imaginary country.

PRE-TEXT to find out (z) to get information aboutVOCABULARY to expect (zt) to predict

to tip (o) to give money as thankstip (n) a piece of useful informationembarrassing @dj ) awkward, uncomfortableto miss out (a) to fail to do or get somethingdisappointment (n) feeling of unfullfilmentfrustrating (adj ) dtfficuh

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70 INTERMEDIATE ACTIVITIES

SI should - The modal here means it would be desirable I a good idea.In35 (should help) the meaning is an expression of near certainty.

SI goingro - The going toform of the future shows future meaningwith a plan or intention existing in the present.

Sl be seeing- This is the future continuous tense used to indicatesome period of time or duration (that is, the period of the stay in theforeign country). Going to see is also correct.

52 if they know - This is the first conditional construction, takingthe present tense in the verb of the ifclause and the future simple inthe verb of the main clause. There are two other examples of thisconstruction in the text, in 53 and 54.

52 what weather to expect - This is the noun complement of theverb know . There is a similar example rn 33 (know whether to tip ornot) afld34 (whenthe shops are open).

53 a/so - This word serves to link 53 to the preceding sentences: izadditionin 54 serves a similar function.

33 whether to tip or not - Or, whether they should tip (or not).

34 missing out- Note that the phrasal verb is in the gerund formfollowing the preposition o/after disappointment.

55 help to rndke - The ro in the infinitive (to make) may be omittedafter help.

2.15 Tips for travellers 2:getting aroundTourists, travel, and citiesTOPIC

LANGUAGE Generic singularPOINTS Lexical chain

Present modal shouldInfinitive /gerund alternatives

PREPARATTON I This is a companion exercise to activity 2.l4.For this activityyou will need to take to class a transport map of a foreign orunfamiliar city, on which you have secretly set an itinerary frompoint A to point B.2 Make enough copies of the map for half the class (if you want thestudents to work in pairs) or for one copy to each group (if youdecide to do the activity in groups).

WARM-UP I Divide the class into pairs or small groups (see step 2 inPreparation above).

2 Hand out the copies of the map.

3 Ask the students to find the best means of transport from point Ato point B.

PRE.TEXTVOCABULARY

INTERMEDIATE ACTIVITIES

4 When the pairs or groups have finished, ask them to think about'sense of direction', for example,- How good lbad was your sense of direction?

5 'While the students are reporting back to the whole class, note onthe blackboard any particularly successful strategies developed bythem for getting around in an unfamiliar city.

survival (n) staying aliveintricate (adj) complicatednetwork (n) aninterconnecting systemto master (o) to understand completelyto get hold of (zt) to acquire, obtainlocal (adj) having to do with the particular place where you areinnate (adj) natural, inborn

I One of the traveller's greatest problems in a new city is to find hisor her way to those things which mean survival: food, a place tostay, and medical help. 2 Most cities have an intricate network oftransport and the visitor's first task is to master this transportsystem. 3 The visitor should get hold of a transport map of thecity and become familiar with the local routes and timetables.4 Armed with this knowledge and an innate sense of direction, atourist should be able to find the way to any part of the city.

SL the traoeller - This is the generic singular, where the singularform of the noun is used to stand for the category as a whole. Analternative is to use the indefinite article (a traaeller) or the pluralwithout an article (traoellers). Note the lexical chain operatingthrough the text: the traaeller (Sl); the oisitor (52); the oisitor (S3); arourist (54).

SL tofind- The gerund could also be used: finding. There isanother example in 52 of an infinitive (to master) that could bereplaced by the gerund (mastering).

Sl ftis or her way - Traditionally, the male singular pronoun (fte)stood for male and female; these days, it is preferable to includeboth pronouns.

Sl those things whichrnean . . . - This is an example of cataphoricreference, pointing forward to food, a place to stay, and medical help.

52 this transport system-Thatis, the one just mentioned: dzintrirate network of transport.

Si the city -Thatis, the city where the traoeller is at the moment.

S3 and become familiar -The subject (the ztisitor) is understoodfrom the first clause in the sentence (the oisitor should get).

34 anned with -The past participle (armed) begins a reducedrelative clause whose referent is tourist.

34 should be able - Here the present modal should means there xs agood probability.

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72 INTERMEDIATE ACTIVITIES

2.16 Life in the twenty-first centuryPredicting the futureLife and society in the next century

Future simple and continuous tensesFuture perfect tense (past in the future)Present modal mayWhat's . . . Iike? construction

I \trflarm students to the topic by eliciting their expectations aboutlife in the next century.2 The discussion can be further structured by focusing onagreed=upon areas of interest, e.g. leisure, work, medicine,education, marriage, and so on.3 Extend the discussion by dividing the class into groups, each ofwhich explores one of the topic areas.4 At the end of the group discussions, each group reports itspredictions for life in the future to the rest of the class.

gadget (n) atoolor piece of equipment that performs a particulartask

to take over (z) to controlchore (n) a job around the house, usually boring or unpleasantleisure (n) spare or free timecure (z) a treatment that gets rid of an illness or problemto colonize (a) to start a colonyto relieve (a) to lessen or help

I What will life be like in the year 2001? 2 Robots will be doingmost factory iobs. 3 Computers will be solving a wide range ofproblems in business and industry. 4 Electronic gadgets will havetaken over most household chores so that people will have far moreleisure than they have today. 5 A cure may have been found forcancer and the moon may have been colonized to relieve Earth'sovercrowding. 6 Can you imagine what life will be like?

Sl what . . . Iike - Note the position of the verb/subject in thisinterrogative constructi on: what * verb * noun/ subiect + Iike.There is another example of.what . . . Iike inS6 (What life wiII beIike).Herethe construction is the clause complement to the verbimagine and functions rather like an embedded question in that ithas a declarative order of elements instead of the subject/verbinversion characteristic of the interrogative.52 will be doing - The future continuous tense is used here todescribe a state in the future which has duration over a period oftime. There is a similar usage in 33: willbe soloing.

TOPIC

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54 will haoe taken ooer - The future perfect tense is used to indicatethe completion of an action in the future.

34 so that- This construction shows result or effect. An alternativeis to use the present participle: gioing people.

55 may - The present modal may rs used to reduce the certainty ofthe future perfect construction (will haae been found) to the degreeof possibility.

35 been found . . . been colonized -In both verbs the voice is passiveas the focus is on the action rather than the agent.

35 to relieoe - It sometimes helps to understand the infinitive ofpurpose by inserting the parts that are omitted but understood: (inorder / so as) to relieoe.

2.17 Alpine vi l lageThe environmentConservationTradition and progress

Phrasal and prepositional verbsImperativesPresent simple tense for dramatic effectTextual cohesion through balanced connectors

If you have no personal experience of mountain villages, you mayneed to do a little homework, looking for pictures of alpine villagesand ski resorts.

I On the blackboard, draw a rough sketch of a small, traditionalmountain village.2 Elicit ideas from your students to help you convert your sketchfrom a village into a modern ski resort.3 Ask the students to image that they are villagers being asked tovote in a local referendum. (The referendum is being held to decidewhether or not to accept a proposal to convert their village into a skiresort.)4 Ask the students to discuss how they felt about their village whilethey were in the part of villagers.

alpine (adj) having to do with a cold mountainous placeto wipe out (z) to eliminate, destroypattern (n) a set of actions or events that are repeatedoff the beaten track(idm) not on the main road, hard to findto come up with (o) to present, put forwardamenities, facilities (z) modern conveniencesto cater fot (o) to supply, provide the things that are needed

PREPARATION

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I Many traditional alpine villages have been totally wiped out tomake way for the tourist industry. 2 The process has taken on afamiliar pattern. 3 Take, for example, a small mountain villagesomewhere off the beaten track and virtually unknown to tourists.4 First, some businessmen come up with the money to develop thesite into a ski resort. 5 Then, they put forward plans to buildhotels, apartments, boutiques, swimming pools, and otheramenities to cater for the tourist industry. 6 Finally, they winacross local support with promises of modern facilities, increasedemployment, and the prestige of progress.

Sl haoe been - The present perfect simple tense is used here (and in32: has taken on) to indicate recent events where the focus is onwhat happened rather than the precise time at which it happened.

Sl wiped ozr - This is a phrasal verb consisting of a verb + adverbparticle. The combined meaning of such two-part verbs is usuallydifferent from the meaning of their separate parts. Other examplesof phrasal verbs in this text are; take on (52), put fonuard (55) , winacross (56). Note that come up with (54) is a phrasal-prepositionalverb consisting of phrasal verb (come up) * preposition(with).

53 take- This is an understood first person plural imperative: /e/'stake, meaning, Let's haoe a look at this case as an example-

54 first - This is the first of three textual connectors that serve togive the text its cohesion. The others are then (S5) andfnally (56).

54 come up with- The present simple tense is used here to give theimpression that this event happens quite regularly (as is in fag-tstaied in 52: the process has taken on a familiar pattern). The effect ofusing the present simple tense is also quite dramatic. See also lfteyput forzaard (55), they win auoss (56).

35 cater for - This is a prepositional verb consisting of verb (cater)

* preposition (for) * direct object (the touist industry)'

2.18 Moody bluesHuman behaviourMoods and attitudes

First and second conditional constructionComparativesNoun clausesEllipsis

I Choose a topic (say, the Government's performance) and askaround the class what they think of it.

2 As you carry out this verbal survey, list the students' attitudes onthe blackboard.

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3 Follow this up immediately by asking them how they felt aboutthe same topic the previous week, for example,- Haoe your oiews on this topic changed in any way since last week?- To what canyou attibute the change?- Is itpossible to attribute itn amood swing?- Canyouremember any instances where amood swing has affected

your attitude on a'hot issue'?

4 Encourage the students to share their experiences if they wouldlike to.

to miss out on (a) to lose an opportunitystiff (adj) severe, harshimpression (z) opinionconverse (ad7) oppositespouse (n) husband or wifeintuition (z) a strong feeling or an understanding gained without

conscious knowledge or studyhnk (n) connection, relationshipshift (r) change

I Are you likely to miss out on a good job, lose an important sale,or get a stiffer sentence than you might reasonably expect from ajudge, if the person forming an impression of you is in a badmood? 2 Conversely, would you be less critical of other driverson the road, more positive about the Government's performance,more tolerant of your spouse, if you had just seen a happy movie?3 People have always intuitively felt that mood affects judgementand behaviour. 4 Now new research has supported intuition byscientifically demonstrating that there is a link between shifts inmood and attitude.

S1 /ose - This means (are you likely to) lose. See also in SI: (are youlikely to) get a. stiffer sentence.

SL stffir- The comparative adjective is followed by theconjwcttonthan.

Sl person formfng - This means the person (who is) forming.32 more positioe - That is (would you be) more positioe. See also in32: (would you be) more tolerant.

33 feTt that - Anoun clause follows felt.34 demonstrating that - A noun clause follows demonstrating. Analternative would be to use a noun as object: demonstrating the linkbenteen shifx inmood and attitude.

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76 INTERMEDIATE ACTIVITIES

219 Teachers: an endangered species

The teaching professionJob satisfaction

Noun clausesReported speechReduced relative clausesSecond conditional construction

I \il7rite up the title of this activity on the blackboard, omitting theword'Teachers'.2 Ask the students to try and guess which species is being referredto.3 Then ask the following:- Why should teachers or the teaching profession be endangered?- lvhat is it about teaching that may lead to lack of job satisfaction?

4 Suggest to your class that at the end of the lesson they might liketo disi-uss with you some of the factors that are mentioned in thetext. (It is possible that your students maybe quite w-illing to.-prihir.-rnd to see the teaching-learning situation from the otherside!)

alarming (adj) causing worrypoll(n) surveyretirement (n) theend of one's working lifefactor (n) oneof the things that brings about a resultalienation (n) a withdrawal of sympathyclimate (n) atmosphere

I Teachers are leaving their profession at an alarming rate' 2 Arecent poll showed that the number of teachers with more thantwentfyears' experience has dropped by half in the last fifteenyeurs. 3 One third of the teachers contacted in the poll said thatihey would not choose teaching if they had the chance over again'4 Only sixty per cent of those polled said they planned to.teachuntil rltirement. 5 Many interviewed said that factors like stress,isolation, powerlessness, and alienation had contributed to thecurrent climate of dissatisfaction within the profession'

sl are leaoing - The present continuous tense is used here for thebroad sense ofthe present (these days)'

s2 by half -Note the zero arricle in this fixed idiomatic expression.

s3 contacted - This is a reduced relative clause. Expanded it wouldrcad teachers (who were) contacted. See also those (who were) polled(S4) and many (who were) intensiewed (55).

TOPIC

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33 said that they - This noun clause is in reported or indirectspeech. See also 54 and 55.33 teaching - Or to be teachers.33 they wouldnot . . if they had-This is the second conditionalconstruction using the conditional(would) in the main clause andthe simple past tense (had) in the zfclause.34 those - That is teachers.34 until retirement - Or until they retired.35 many - That ismarry Qeachers).35 had contributed - This is part of a reported speech construction.The past perfect tense is an example of backshift from the presentperfect of direct speech (haoe contributeQ.

2.2O The right to be leftLeft-handedness

Complex sentencesSubordinate clauses: possessive relative clausesArticles: definite, indefinite, and zerri

I As an introduction to the topic, find out if any of your studentsare left-handed. Ask them, for example:- What inconoeniences haoe you suffered as a resuh of being

left-handed?- How could society be more sensitioe and more accommodating to

Ieft-handed people?2 If there are enough left-handers, try to pair left- andright-handers. If not, put the students into groups, each of whichhas at least one left-hander.3 The groups should try to find out more by asking the left-handersquestions like:- What is it like to be left-handed?- Whatwas itlike as a child at school?- How hazte you coped with equipment designed for a ight-handed

world? (For example, scissors, refrigerator doors, irons, and so on).- To what extent do you feel that attitudes haae changed?4 Ask the groups to report back to the whole class, and summarizethe findings.5 Finally, ask the students what associations the word'left'has intheir first language.

LANGUAGEPOINTS

WARM.UP

/ a

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INTERMEDIATE ACTIVITIES

generation (n) apeiodof time, about 25-30 yearsignorance (n) lackof knowledgepreiudice (n) anunfair attitude not based on reason or evidencebfit(n) target, victimto struggle (z) to fightpeeler (z) a kitchen instrument used to remove the skin of fruit

and vegetables

1 The fact that we live in a right-handed world is reflected in many

4 These days, while there is greater understanding, 'lefties'

still have to struggle with dozens of daily inconveniences likescissors, cheque-books, door handles, and potato peelers, all ofwhich were created for the right-handed user.

Sl the facttftcl - Note the construction the fact + that * clause. Tfte

fact allows the following noun clause to operate as the subiect of thesentence.

Sl whose word - A relative clause follows, introduced by thepossessive relative pronoun whose.

32 as recently as - This time conjunction links the dependent timephrase with the main clause: there was . . .Ieft-handedness.

33 ight hand - Even though the subject is plural (children), handremains singular as, logically, each child has only one right hand.

54 while- The coniunction introduces the dependent concessionalclause which is further linked to the main clause by still-

34 greater - The other part of the comparison (a generation ago) isomitted but understood and refers back to 52.

34 'lefties' - The fact that the diminutive is inappropriate to theregister of the text is indicated by the inverted commas.

54 all of which- This phrase introduces a relative clause. Themultiple antecedents (as indicatedby alt) comprise sclssors,cheque-b ooks, door handles, and potato peelers.

TEXT

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Section 3Advanced activities

80 ADVANCED ACTIVITIES

3.1 Locked out by print

EducationLiteracy

Reduced relative clausesQuestion formsPrepositional verbs

1 Ask the students to predict the content of the text from the title.Keep accepting guesses until a right or near-right guess is offered.

2 Divide the class into groups of four and give each group the taskof compiling a list of ten everyday activities that would present anilliterate person with difficulty.3 Put up the lists on the blackboard and discuss similarities anddifferences between them.4 Leadon naturally to a discussion of what causes illiteracy, tryingsubtly to incorporate the ideas in the text (especially sentence 6)into the discussion.

to cope (o) to manage successfullyto disrupt (o) to interruptto detect (o) to find out, discoverto assume (z:) to take for grantedrate (n) speed

I What can you eat if you can't read the menu? 2 How do youfind what you are looking for in the supermarket? 3 How do youcope with street names? 4 How do you manage to fill out forms atthe bank? 5 These are some of the problems faced by illiterateadults in a literate society. 6 Illiteracy may be the result of anynumber of factors: a disrupted early education; undetecteddisabilities such as poor hearing or vision; or large classes taught byteachers who assume that all children learn at the same rate.7 Locked out of society by the printed word, adult illiterates oftensuffer from isolation and depression.

Sl can you eat -The present simple tense is used here (and in 52 doyou find, and 53 do you cope) as the time focus is general and dealswith the routine present.

52 tooking for - This is a prepositional verb. Other examples in thistext are cope with (53), fiIl out (54) , and suffer from (57) .

35 faced by - This is a reduced relative clause: problems (which are)faced by.56 any number - That is, there may be rnore than one factorinzsolaed.56 taught by - This is a reduced relative clause: classes (which are)taught by.

TOPIC

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36 teachers who assume -Who begins a defining relative clause.

37 locked out of - This is a reduced relative clause: (hauing been)Iocked out of. The understood subject of the reduced clause is thesame as that of the main clause (adultilliterates).

3.2 Uniformly individualHuman behaviourSchoolClothes

SubstitutionNoun clausesSecond conditionalGerundsPrefixes

I Ask the students to think back to their schooldays, and torecollect some of their experiences. Ask them:- How many of youwore unifurm?- Inyour opinion, what are the pros and cons of wearing unifurms?

2 Try to head the discussion in the direction of the three mainclaims in the text (see sentences 4, 5, and 6).

controversial (adj) a source of discussion, debate, divided opinionsupporter (n) one who supports or backs a particular ideaidentification (n) a sense of belongingto outdress (o) to use clothes as a means of competitionpeer (adj) of one's own age groupmode (n) fashion, stylede facto (adj) infact, virtual

I The wearing of school uniform is a controversial matter in somecountries. 2 American teenagers don't wear them; nor do theFrench or the Greeks. 3 But the British do and apart from a fewexceptions, so do the Australians. 4 Supporters say that auniform provides a sense of identification with the schoolcommunity. 5 They also claim that it removes the competitivetendency young people have to outdress each other and hencedivide themselves into'haves' and'have nots'. 6 Another viewclaims that if uniforms were removed teenagers would end upcreating their own 'peer mode'which itself would become a de factouniform.

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82 ADVANCED ACTIVITIES

Sl thewearing-The gerund wearingforms the subject of thesentence. The definite article the may be omitted before the gerund.

52 them- That is,uniforms.32 nor do -The meaning here is the French don'twear them either.Note the inversion of the verb (do) and the subiect (the French).

S3 do - This stands for wear them.53 so do - The meaning here is the Australians u)ear them too. Notethe inversion of verb (do) andsubiect (the Austalians).

54 say that a uniform - A noun clause follows say. Other nounclauses follow verbs of saying in 35 (they . . . claim that) and 36(another oiew clairns that).55 t- That is, the uniform.35 tendency - Note the relative pronoun omitted but understoodafter tendency: (that) young people haoe.

55 outdress- The prefix outindicates the fact of going beyond acertain limit, here in the sense of competing with one's peers. Otherexamples of this usage are outbid, outmanoeuvrerandoutlast.

S6 if -This is the second conditional construction with the pastsubjunctive (wereremooed)inthe fclause and the conditional in themain clause (would enduP).36 creating- The gerund follows end up with by (creating)understood.56 itself - That is, the peer mode . The reflexive pronoun allows anavoidance of the repetition of peer mode and also carries an emphaticelement.

3.3 The best advice

GrowingupChildren and mothers

2 Next, ask your students questions such\s:- Who gaoe you the best adoice when you were growing up?- What sart of adoice, if any, did your rnother gioe you?- Did you take her adoice to heart?- Now, with hindsight, what dre your aiews on parental adaice and on

adoice in general?

NOTES

TOPIC

LANGUAGE RePorted sPeechPOINTS Embedded questions

Past perfect tenseSubstitution

WARM-UP I Start the session by introducing the subiect of advice.

PRE.TEXTVOCABULARY

ADVANCED ACTIVITIES

Note: Some of your students may,not know the meaning of thewordhindsighr. Explain to them that it means 'wisdom about anevent after it has occurred' (Oxford Adztanced Learner'sDictionary, 4th edition, 1989).

3 The students'responses should lead naturally into the text.

wisdom (n) knowledge, especially that which comes from theexperience of living

to take to heart(idm) to accept seriouslyappreciation (n ) gratitude, good opinionto conform (a) to copy what others do

I Tradition says that mothers are full of words of wisdom but howmuch of their advice is taken to heart? 2 Recently a number ofpeople were asked what advice their mothers had given them.3 One recalled that her mother had always told her to showher appreciation of other people. 4 Another mother had said thatwinning didn't matter but trying did. 5 A third had warned herson never to conform blindly to the crowd. 6 People were alsoasked whether they had followed their mother's advice and mostclaimed they had.

52 what adoice - This is the beginning of an embedded question inwhich the subject/verb order follows the rule for declarativesentences.

Si one- That is, one of the people who were interoiewed.

33 had . . . told her -The past perfect tense is an example ofbackshift appropriate to reported speech. Other examples of thisarc had said (54) and had warned (55).

34 winning . . . trying - These gerunds function as the subject ofthe noun clause.

34 did -That is, did matter.

36 whether - Whether is used when there is a choice of two options,in this case: if they did follow the advice or if they did not.

56 had- Thatis, hadfollowedthe adaice.

NOTES

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ADVANCED ACTIVITIES

3.4 Doctors under stressDoctorsHealthSociety

Defining relative clausesAdverb * adiective compoundsReflexive pronouns for emphasisConcessional clauses with wfiileZero article

I At this stage, do not give the students the title of the activity.

2 Divide the class into groups of four and ask each group to drawup a list of ten professions or occupations that they consider arestressful.3 \flhen each group has finished the list, ask the students to rankthe ten professions in order of stressfulness.

4 The groups compare their lists and the degree of stress associatedwith each profession, while you put their findings up on theblackboard.5 Check to see whether doctors featured in any of the lists, and howstressful their profession is perceived to be by the students'

6 Finally, ask the students what stresses they think a doctor has toface.

to encounter (a) to meet, faceintrinsic (adj) lnherent, naturalgtossly (ado ) extr emelYto deal with (z) to handle, manageanxious (adj) very tense and worriedto realize (o) to understand and appreciatestress-pron e (adi) likely to suffer from stress

I Each day doctors encounter stresses that are an intrinsic part ofmedical practice. 2 They work with intensely emotional aspectsof life for which their training is grossly inadequate. 3 Interactingwith patients who may be frightened or in pain is itself stressful, asis dealing with their relatives who may be very anxious or evendeliberately hostile. 4 In addition, doctors often have to deal withthe demand for certainty while medical science may not always haveclear or easy answers. 5 While many of us realize that stress is amedical problem, few of us realize iust how stress-prone doctorsthemselves are.

Sl sresses that -The relative pronoun that inttoduces a definingrelative clause. There are further examples of this construction in33: patients who . . . andrelatioes who.

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52 intensely emotional - Note the adverb * adjective construction.The adverb modifies the adjective, in this case operating as anintensifier. See also oery anxious and deliberately hostile (53).52 for which - Placing the preposition at the beginning of the clauseavoids ending the sentence with it.52 their -This refers back to doctorsin S1.33 interacting . . . dealing - The gerund serves as subject in bothclauses.33 itself - The reflexive pronoun is used in apposition foremphasis. Note that it has positional mobility: is itself stesslz/ (S3),doctors themselaes are (St):53 as is - As here has the function of a conjunction and is followedby inverted syntax (the verb is * the noun subject, dealing).Notethat is is a substitution for is stessful.53 their - This refers backto patients tn 53.54 while - Here whilemeans at a timewhen.55 few - Note that without an artLcle fezo means nearly none.55 yzsl - Here the meaning of just is precisely or exactly.35 how . . are - Note the word order in which the subiect andverb follow the syntax ofa declarative sentence.35 stress-prone -Thts noun * adjective compound is quite flexible,e. g. s tre s s-fr e e, s ah-fr e e, ac cident-prone, illne s s-pr one.

3.5 Comfort foodHealthPeople

Definite articleGerundsReduced relative clauses

I See if the students can guess the gist of the text by predicting itfrom the title.2 Next, conduct a whole-class survey on comfort-seekingstrategies. Ask the class questions like:- What kinds of situations make you feel bad?- Do you feel you need comfort when you feel bad?- How do you respond to your need for comfort?- Are you attracted to or yepelled by food at such times?- If you are attracted, what do you do about it?- What do you eat, where, and with whom? (by yourself or in

company?)3 Finally, steer the discussion towards the ideas in sentences 3, 4,and 5 ofthe text.

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86 ADVANCED ACTIVITIES

4 Note: it is suggested that the whole matter be treated tactfully,especially if it is felt it might be a touchy subiect for some(overweight) students.

temptation (ru) something which attracts you to it, usually unwiselysoothing (adj) calming, comfortingto remind (o) to make you rememberdistraction (z) something which takes your attention from

something elsetactile (adj) rclated to touchstarchy (adj) foodcontaining starch, like potatoesto trigger (o) to start off, bring aboutserotonin (n) the name of a chemical in the brain

I An important relationship exists between food and comfort.2 In times of stress, when one is depressed, anxious orhurt, the temptation may be to turn to food - soft, smooth, sweet'soothing food. 3 Many people turn to the food that reminds themof their childhood, of being loved and cared for. 4 Others find asmuch comfort in the distraction offered by the act of preparing food- the smells, tactile sensations, and physical work of the kitchen.5 Scientists researching the link between foods and moods believethat certain sweet and starchy foods trigger an increase in thechemical called serotonin in the brain, making us sleepy and lesssensitive to pain. 6 The problem with using food as a source ofcomfort is that it may lead to overeating and overweight.

52 the temptation - Or one may be tempted to.

32 soft, smooth - This phrase is in appositionto food. A similarconstruction is found in 54, again in apposition to food. In each casea dash separates the antecedent from the amplifying phrase.

33 the food - The definite article rfte is used as food is made definiteby the defining relative clause that follows (: post-modification).There are other examples of post-modification in this text: in 54(the distraction, the act, the smells), 35 (the link, the chemical).

53 the food that - That begins a defining relative clause whichplovides essential information about food.53 of b eing looed - The gerund here is the indirect obiect of remind'

54 others - This balances many people in 53.

54 offered - That is, (which is) offered.

54 prepaing food - The gerund here is the agent of the passive verboffered.

SS scientists researching - That is, sci.entists (who are) researching'

55 making- The participle clause has an adverbial function addingmeaning to the finite verb trigger.

56 oaereating -The gerund here is the object of the verb lead to.

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3.6 Phobia poll

Human behaviour and attitudesFearMale and female differences

Noun clausesComparative constructionsGerunds

I Give everyone in the class a small slip of paper. Ask everyone(including yourself) to write down the thing that most frightensthem.

2 Collect the pieces of paper and read them out oee by one, eachtime eliciting comment and reaction from the class. The personwhose fear is being discussed may or may not want to own up. Yourstudents should be aware that this is acceptable. (An alternativemight be to brainstorm'fears'onto one half of the blackboard. Stopwhen there are about ten on the board. Then divide the class intogroups ofabout four. Each group should rank the fears on acontinuum from the least fearsome to the most fearsome. End bycomparing the various results.)

3 Lead on to a more general discussion. Try to include lexis fromsentence 2 of the text. (Note that the fears mentioned are notlinguistically uniform.) Also try to steer the discussion towardsissues that are covered in the text, e.g. differences between men andwomen, the correlation between fear and age, and between fear andeducational level.

4 Finally, give the class the title of the text and clarify anyquestions concerning it.

inherently (ado) by natureto be inclined(zt) to be willingto iump to a conclusion(idm) to make a hasty deductionto own up(o) to admit

1 A recent poll on the subject of fear asked people to respond to alist of eight common phobias. 2 The list included speed, heights,lifts, crowds, flying, confined spaces, open spaces, and the dark.3 It excluded things like snakes and spiders that are inherentlydangerous. 4 The poll revealed that many more women than menadmitted to experiencing fear. 5 Before you immediately jump tothe conclusion that men are braver than women, you should bewarned that one explanation for the figures may be that men are lessinclined than women to owning up to fear. 6 The poll alsoindicated that fear tends to increase with age and decrease witheducational level.

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88 ADVANCED ACTIVITIES

53 t- That is, the list.

53 that are inherently dangerous - This is a defining relative clause,as the information in it is needed to give the subject a clearmeaning.34 reaealed that -Reported speech follows rezsealed in a nounclause.

54 more wornen than men - Note that the latter part of thecomparison (thanmen) can come at the end of the sentencet morewomen admitted to expeiencing fear than men. There is a similarconstruction in 55 where once again, the latter part of thecomparative may be moved: men are less inclined to owning up to fearthanwomen.

54 expeiencing- Note the gerund after the preposition lo followingadmitted.

S5 you- Meaning the reader.

55 warned that-Reported speech follows wamedina noun clause.

35 the figures - That is, as implied in 54.

35 owning up - Thegerund follows to after inclined.

36 indicated that- Reported speech follows indicated in a nounclause.

56 and decrease - Note what is omitted but understood; and (feartends to) decrease.

3.7 Jungle boyBehaviour

Present participlesPassivesPerfect infinitiveReduced clausesNon-definihg relative clauses

1 Probably most of your students will have heard of Tarzan. Elicitfrom them what they know about him.2 Ask them to think about what a human being would be like if heor she were raised by animals in the jungle.

3 Next ask:- What do you see as the main dffirences between animals and

humans, and between life in the jungle and in so-called cizsilization?

orphanage (n) aninstitution for children whose parents are deadto lose one's parents (z) to lose through deathto mother (o) to look after, care for, like a motherto get about (a) to move from place to place

NOTES

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WARM.UP

PRE.TEXTVOCABULARY

TEXT

ADVANCED ACTIVITIES

to clench (o) to closetightlystill (adj) without movingto squat (o) to sit in a crouching positionrump (z) the back part, bottom of an animalindiscriminately (afui) without caring to chooseto shun (z) to avoid

I A child with all the behaviour of a monkey has been found inAfrica. 2 He was found living with a tribe of monkeys and takento an orphanage. 3 The boy, whose age is estimated to bebetween five and seven, is believed to have lost his parents at aboutthe age of one and to have been mothered by a chimpanzee or agorilla. 4 The jungle boy gets about by jumping like a monkeywith his hands clenched; when still, he squats on his rump, and ifapproached, scratches. 5 He grunts and squeals and eatsindiscriminately - grass, clothes, bedding, even stones.6 Shunning the company of humans, he neither smiles nor showsany interest whatever in his sqrroundings.

52 lioing - The participial clause here functions as an objectcomplement after theverb found.52 and-The coniunction here links the two clauses and indicates asequence ofevents.

53 to haoe /osr- This is the perfect infinitive used for an event inthe past. Another example, this time in the passive occurs later in33 to haoe been rnothered.

34 clenched - The past participle placed after the noun functionshere rather like an adjective describing the noun hands.

54 when still-Thatis,when (he is) still.

54 scratche.s - The subiect fte is understood and does not needrepeating.

56 shunning- This participial phrase can be used in this way as itshares a common subject with the main clause of the sentence, thatis he.

56 whateoer - This serves to intensify the negative. Another way ofexpressing the same idea is: any interest at all.

3.8 Whose aid?International politicsEconomics

Present modals: mayand canConnectors of cause and resultReview of prepositionsTextual cohesion through progressive connectors

NOTES

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90 ADVANCED ACTIVITIES

WARM-UP I Write the following word rose up on the blackboard:

foreign adoiser localPoPulation

deoeloping countty

conflict2 Tell the students that for this activity, they are not required toguess a story from the word rose. They are to do a free associationfrom the words.

3 Add their suggestions at the appropriate point on the rose.

4 Finally, discuss the issue of foreign aid, gently steering thediscussion to cover the topic areas dealt with in the text.

PRE-TEXT undue (adj) improper, more than is rightVOCABULARY to be aware of (o) to know about,realize

host (n ) one who receives visitors

TEXT

to overlook (o) to fail to pay attentionto trample (o) to walk over, pay no respect toto hold up (zt) to delaylivelihood (n) a means of earning a living

I The whole question of aid to developing countries raises anumber of issues. 2 Firstly, the presence of foreign advisers in athird world country has political implications, as these externalexperts may have an undue influence over local politicians.3 Furthermore, outsiders are unlikely to be aware of the hostcountry's customs and traditions, with the result that aid proiects

could overlook or even trample on sensitive local matters. 4 Thismay lead to conflict which, at the very least, may hold up progress

and at t[e worst, may stir up hostility and aggression. 5 Finally,new aid schemes such as dams and mining can have undesirableeffects on the environment as well as on local livelihoods.

Sl raises - The singular subject of the verb is question.

52 as - This is a causal connector linking the main clause to thesubordinate one; because or since could also be used here.

52 these external experts - That is' the foreign adaisers mentionecearlier in the same sentence.

52 oaer -Or on.

53 with the resuh that - Or resuhing in. Either phrase showsconsequence or result.

53 on-Or ooer.

34 at the oery least- This phrase balances the later one) dt the worst.

S5 effect - Note the preposition on that links this noun with thefollowing prepositional phrases (on the enaironment . . . on localIioelihoods).

aid

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ADVANCED ACTIVITIES

3.9 Jet lag

Jet lagTravelThe body

Complex sentencesSubordinate clausesReduced relative clauses

I Initiate the topic and the discussion by relating a personalexperience of jet lag as follows: One day when I was traoelling from. . . to. ., etc. Describe your symptoms at the time, and the waysin which you dealt with them.

2 By telling the students of your experiences you may remind themof similar experiences they have had and so'loosen tongues'.

3 Now ask:

9 l

TOPIC

LANGUAGEPOINTS

WARM.UP

Has any of you had personal expeience of jet lag?What happened and how did you feel?How long did it take you to recoaer?What strategies did you use to rnake yourself feel better?

PRE.TEXTVOCABULARY

4 Next, paraphrase the gist of the text by explaining the mechamcsof jet lag. Try to incorporate the key concepts and lexis of the textinto your explanation (jet lag involves the body's internal clock,external cues, time shifts, and disorientation).

to regulate (o) to controlsignals (n) signszone(n) aspecialareacue (n) signalnumb (adj) without feelingto synchronize (o) to plan the timing of one thing so that it

matches another

I Our lives are regulated by many cycles, some external, like day,night, and seasons, and some internal, like the bodily signals thattell us when to sleep, eat, be active, alert, and so forth. 2 \7henwe travel long distances east or west, we are rapidly transportedinto a different time zone. 3 The external cues have changed andwe discover, for example, that the sun is rising when we expect tobe asleep. 4 The body becomes confused at the time shift andresponds by attempting to re-set the internal clock to correspondwith the new time zone. 5 The result is 'jet lag', a conditioncharacterized by a numbing mental and physical exhaustion anddisorientation. 6 Jet lag is a term used to describe what happenswhen the body's internal clock is no longer synchronized with theexternal environment.

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92 ADVANCED ACTIVITIES

SL some external - That rs, some (are) external. See also some (are)internal.

Sl the bodily signals that-The relative clause thatbegrns a definingrelative clause.

S3 haoe changed - The present simple tense (change) could be usedhere.

34 the body - Or our bodies or our body.

54 confused dt - By could be used instead of at.

34 to conespond - Or so that it conesponds.

55 a conditioz - This clause is in appositionwith jet lag.

55 characteized - This is a reduced relative clause which ifexpanded would read a condition (which is) characterized. See also in56, a term (which is) used.

56 synchronized -The past participle might be considered part ofthe passive construction: is . . . synchronized or may be consideredan adjective after the verb to be (is).

56 what happens when - This clause is the complement of the verbdescribe.

3.10 Leisure stressLeisure and work rBehaviour

NOTES

TOPIC

LANGUAGE Reduced relative clausesPOINTS Defining relative clauses

Clauses in apposition

WARM-UP I Ask your students to form pairs with the person on their right.Each pair should find out from each other how they spend theirleisure time.

2 \7hen all the pairs have finished, regroup the class into threelarge groups consisting respectively of workaholics, leisure-holics,and those who see themselves as well balanced!

3 Ask the newly formed groups to share their attitudes to leisure.

4 Finally, introduce the notion of 'leisure stress' and inviteinterpretations from the class.

PRE-TEXT to take a break (idm) to have a rest from workVOCABULARY prone (adj) likely to experience

schedule (z) timetable, work programmepace (n) speed at which an activity is performedto cope (o) to deal with, managetedium (z) monotony, boredomvicious (adj) nasty, crtelto unwind (zt) to relax, enjoy a break from work

NOTES

ADVANCED ACTIVITIES

I A phenomenon that has recently been identified in westernsocieties is leisure stress, an anxiety experienced by people who hatetaking a break. 2 Certain personality types are particularly proneto this problem, people who are high-achievers, competitive bynature, and success-motivated. 3 Energized by a hectic workpace and a busy schedule, such people are unable to cope withunstructured spare time. 4 For them leisure and relaxationequate with tedium and boredom. 5 In some cases people whohave poorly developed social skills begin to avoid situations whichrequire them to interact informally. 6 A vicious circle developsand so they never acquire the skills that would help them unwind.

Sl phenomenon that - This is a defining relative clause.

Sl an anxiety - This clause is in apposition to leisure stress.

Sl expeienced-This is part of a reduced relative clause which ifexpanded would read (which is) expeienced.

52 problem- This could be followed by a dash or a colon.

32 people who - This is a defining relative clause which here worksin apposition to certain personality types. Other defining relativeclauses are to be found in35: people who and situations which, and56: the skills that.

32 success-moioated - This is a reduced relative clause transformedinto a compound adjective made up of noun + past participle. Theoriginal clause would have been: people who are motioated by success.

53 energized - This reduced rglative clause works rather like anadjectival construction. It can/operate like this because its impliedsubject is the same as the subject of the main clause (such people).

54 them - That is, such people (S3). See also they, them (56).

55 begin to aooid - Or, begin aaoiding.

56 unwind - After help, the lo of the infinitive is omitted: help them(to) unwind.

3.11 Conserving family historyHistoryFamiliesIdentity

Zero articleSentence connectors

I As this activity involves a longish visualization, it is importantthat the students feel thoroughly relaxed. Ifyou feel they need alittle help, suggest that they sit back in their chairs, shut their eyes,drop their shoulders, and take a few slow, deep breaths.

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94 ADVANCED ACTIVITIES

2 Next, tell them the following:- Imagine that you are going home one day, and as you approach your

hou{e, you smell smoke. You oery soon realize that it is your home on

fire. F6rmnately, you soon find out that all the members of gour family"and household, including your pets' are safe and unhurt' As you are

staniling there, feeling oery relieaed, a fireman on a ladder calls out to

let you6no* thot he ian saoe one thing for you from your house' You

think for d mornent and then tell him what you want to sat)e'

3 Now gently ask the students to open their eyes and move_around

the chsJsharing their responses ro rhe situation with the other

students.

4 Then ask them to relate their responses to you) and collate them

on the blackboard.

5 \fith the help of the students, try to categorize the responses'

6 Finally, raise the subject of family memorabilia and elicit views

on their relative importance to your class.

Acknowledgement

The idea for ttris warm-up is inspired by Moskowitz: Caring and

Shaing in the Foreign Langtage Classroom.

to sever (o) to cut, break offa connectionancestral (adj) relating to one's ancestorscorporate ( adj) relating to corporations or large companiesto sit (someone) adrift (o) to send (someone) away without

friends, family, or livelihoodanchorage (n) safeconnection, linkmemorabilia (n) acollection of personal mementoesto calculate (o) to estimateto assure (o) to give confidence, comfortto urge (o) to advise, recommend highly

I Today, more than at any other time in history, vast numbers of

people are being forced ro sever their ancestral ties. 2 Emigration,

*"tr, .orporate mobility, and family breakdown have set thousands

adrifi, leaving them withour any anchorage to their past except for

their irecioui family mementoes: records, photos-, le191s' books,

paintings, diaries. 3 such memorabilia are incalculably precious

as theyierve to assure people that they belong somewhere. 4 Yet

this assurance is alwayi at risk not only from natural disasters like

fire and flood but also from the narural daily process ofphysical

deterioration. 5 As a resuh, some family historians are urgingpeople to learn the basic techniques of conservation so as to

preierve their family records for future generations'

sl are being forced- The present continuous tense is used for an

action in thE broad preseni (with a'nowadays' meaning)' Note the

passive voice as the people are the receivers ofthe action, the agent

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of which is detailed in 52: emigration, wars, corpordte mobility, andfamily breakdown.

32 haoe all set -The all reflects the compound subject.

52 set . . . ailrift - Note that this phrasal verb requires its directobject to be positioned between the verb and the preposition.

52 leaaing - The present participle could be replaced by anotherfinite clause linked with and: and left them.ln this case, with twofinite verbs linked by the conjunction and,a time sequence wouldbe implied.

53 suchmemorabilia - That is, all the mementoes (records, photos,and so on) listed in 32.

54 yet - The connector indicates a forthcoming contrast.

54 not onb . . . but also - Note the balance created in the sentenceby this construction.

55 as a resuh - The connector indicates that a statement ofconsequence is forthcoming.

55 are urging - This is the same usage commented on inSL (arebeing forced), the broad present for a 'nowadays' meaning.

3.12 Women's intuit ionWomenBehaviour

Causal connectionsDefining relative clausesArticles: definite, indefinite, and zeroAdverbs I

I Ask your students to name the five senses (touch, taste, sight,hearing, smell).

2 List them on the blackboard. and number them as the studentscall them out.

3 Next add the number 6 under the five senses and ask what vourstudents think it represents. Ask them:- What do you know about the sixth sense?

Make sure that in the ensuing discussion the word 'intuition' isincorporated.

4 Tell the class that there is a certain kind of intuition known asfeminine or women's intuition. Find out to what extent vour classbelieve in this.

5 As the discussion progresses, try to bring in consideration ofcauses (sentence 2 of the text) and results (sentences 3 , 4, and 5) .

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WARM.UP

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ADVANCED ACTIVITIES

perceptive (adj) qtickto understandto bring up (z) to raise (children)channel (n) away or medium of communicatingto pick Lrp (D) to recognizeto decipher (o) to interpret meaningto get away with (o) to escape punishmentconversely (ado) inthe opposite wayto pull the wool over someone's eyes (idm) to deceive someonenegotiator (z) a person who works out agreements through

discussion

I The fact that women generally are more perceptive than men hasgiven rise to what is commonly known as 'women's intuition'.2 This quality is particularly evident in women who have broughtup young children, for a mother who has a young child relies largelyon non-verb4l channels of communication. 3 Thus, many womendevelop an ability to pick up and decipher non-verbal signals, aswell as an accurate eye for small detail. 4 This is why fewhusbands can lie to their wives and get away with it and why,conversely, many women can pull the wool over a man's eyeswithout his realizing it. 5 It is also believed to be the reason whywomen often become more perceptive and skilled negotiators thanmen.

SL thefactthat-The structure thefact + thatallows thethat clauseto serve as the subject ofthe sentence.

Sl what is commonly known cs - This is a nominal relative clause.What acts as both a noun and a relative pronoun together (the thingthat).

52 this quality - That is, as stated in S1.

52 womenwho - A defining relative clause follows, as theinformation in it is necessary and not additional. See also, in thesame sentence a mother usho has a young child.

32 for - This is a causal connector showing reason to account forusomen's intuition.

54 this is why - Understood but omitted here is the reason; this is thereasonwhy. Wlry operates as a relative pronoun (meaning/orwhich)after the novnreason Note that it is not the interrogative use of zlftyand hence the subject-verb order follows the pattern for declarativesentences. There is another example of this in the same sentence:and why, conoersel3t.In 55 the structure is used again, this time withreason included: the reasonwlry women.

54 ft^ realizing - Note the use of the possessive pronoun before thegerund. In more informal English himwould be more appropriatethanhis.

55 t - That is, u)omen's intuition.

TEXT

NOTES

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ADVANCED ACTIVITIES

3.13 Middle chi ldrenThe familyBehaviourSociety

Present participial clauses: stative and dynamic verbsGenericsCompounds

I Create four areas in the classroom (such as the four corners).2 Put up a label in each of the areas:First bomLastbom

OnIy childMiddle child

3 Now ask your students to go to the area of the room they belongto according to their birth order.

4 Once the groups have formed in their respective areas, ask themto share their experiences of being an only child/last born/firstborn/middle child. (If there happens to be an area withonly one student, you might like to pair up with him or her or sendthe student to another group as an observer.)5 Ask the students to reassemble as a class, and focus on theposition of middle children. Find out from the middle children inthe class:- Do your experiences haoe anything in common?- Can you make any generalizations about middle children from this?6 Finally, reveal the title of the text.

to neglect (o) to pay little attention to, to fail to look aftersibling (n) a brother or sisterflexible (adj) to change or adapt easilyhigh-achiever (n) someone who aims for successpeer (n) someone of oneis own age or rankto orient (o) to aim or dlrect one's attention towardsmerit (n) benefit, advantageto mediate (o) to try to resolve a disagreement

I Middle children, being neither the oldest nor the youngesr in thefamily, tend to feel neglected and insecure. 2 Yet, beingsandwiched between siblings, they are often the family peace-makers,and so they learn to be flexible and realistic. 3 Research has shownthat while first-borns tend to be high-achievers, second-borns tend tobe more peer-oriented, having more friends 2nd sesializing moreeasily. 4 These days, with more people choosing small families, themiddle child is disappearing. 5 Opinion is divided on the merits ofthis, with some psychologists predicting healthier adults and orhersfearing the loss of the middle child's mediating influence.

WARM.UP

PRE.TEXTVOCABULARY

TEXT

98 ADVANCED ACTIVITIES

Sl being- The present participle of the stative vetb be suggests theidea of reason or cause: middle children, because they' Asimilar usageoccurs in 52, being sandwiched.

32 the family peace-makers - The definite article * plural noun ishere used to express the generic. Compare the plural noun withzero article (middle children) in Sl, and definite article * singularnoun (the middle child), which are alternative ways of expressing thegeneric.32 peace-makers -This is a compound noun consisting of noun *ver6, with the verb mqketurnedinto a noun(maker) by the additionof the suffix -er. This is a common construction in English. Otherexamples arc breadwinner zndlawmaker. A similar process occurs inhigh-achieoer (S3), this time composed of adiective * verb.

33 while- A concessional clause, implying a forthcoming contrast.

53 first-borns - The adjective is used as a noun, with childrenunderstood. See also second-borns (S3). In both cases, the noun is acompound, composed of adjective + past participle.

53 peer-oriented - Another compound, this time adjectival infunition, composed of noun + past participle. In fact thiscompound is a transposed reduced clause: . are oiented towdrdstheir peers.

33 haoing - This is another instance of the present participle of astative verb, implying reason or cause.

54 choosing- The present participle here functions as an adjectivegiving more information about the nounpeople; socializing (in 53)functions in the same way.

s4 is disappearing-The time focus (of broad present) is provided atthe beginning of the sentence, these days.

35 this - That is, the fact (in 54) that the middle child isdisappearing.55 some- This is the beginning of a two-part textual device (theother part being other later in the same sentence) that establishes abalance in the last sentence.35 predicting- Here the present participle functions as an adiectiveprouidittg information about a noun (psychologisrs); similarly with

fearing in the same sentence.

35 mediating- Here the participle has an object (influence) and thewhole expression functions rather like an adiective * noun.onrtruciion. \When, as here, the participle precedes the noun (theunmarked adiectival position in English), the inference is that thequality is a permanent rather than a transitory one.

NOTES

ADVANCED ACTIVITIES

3.14 The gun debateGuns and the law

Complex sentencesClauses in appositionDefining relative clausesTextual cohesion: balanced contrast across sentences

I Draw a gun in the middle of the board and brainstorm thesubject ofguns.

99

TOPIC

LANGUAGEPOINTS

WARM.UP

2 Conduct a class referendum. Ask the students:Should guns be banned: yes or no?

3 If time allows, and feelings are running high, divide the class intotwo groups, those who said'yes' and those who said'no'.

4 Ask each group to co-author a communiqu6 stating their views(limit the statements to four or five lines).

5 Each group may wish to post their manifesto on the wall of theclassroom.

debate (z) discussion of different opinionsto ignite (a) to set on fireto ban (o) to bar, forbid, make illegalfirearm (n) any typeofgunto seek (o) to try to findcornpromise (n) a midway position that settles an argumentescalation (z) a steep increase

PRE.TEXTVOCABULARY

100 ADVANCED ACTIVITIES

I The gun debate, like most controversial and topical issues, tendsto ignite passions and drive people into opposing camps. 2 Onthe one hand, we have those who believe that when a governmentbans firearms, it overturns the citizen's most fundamental right, theright to defend self, family, and home against violence. 3 On theother hand, we have those who b;:l.ieve that the rising incidence ofcrime and violence is directly related to the ease with which gunsmay be obtained. 4 It is in the interests of any reasonablegovernment to seek a compromise between these opposing views,one that allows for the protection of the individual while alsopreventing an escalation of criminal violence.

52 on the one hand - This is the beginning of a balanced contrastthat is completed in 53 with on the other hand.

52 we haoe -Or there is.

52 those - That is, people. There is a comparable construction ins3.52 who beliezte - This is a defining relative clause. There is acomparable construction in 53.

52 thatwhen-Thatis the beginning of a noun clause after belieoe;whenbegins a subordinate adverbial clause within the noun clause.

52 it- That is, the gooemment justreferred to.

32 the ight to defend - This is a clause in apposition to the nounright.

32 self, family, and home - The definite article the could be usedhere: the self.

33 belieoe - This verb once again generates a noun clause: that therising incidence.

54 it is in the interesx of - Or more directly and less formally,gooetnments should.

34 one that -This is a clause in apposition to the antecedent,comprotnise.

3.15 Teen suicideAdolescenceDeath

TEXT

NOTES

TOPIC

LANGUAGE ConnectorsPOINTS Articles: definite, indefinite, and zero

Textual reference

WARM-UP I \7rite up the two topic areas of the title on the blackboard.

2 Conduct a prediction exercise. Elicit from the class any ideas thatmight predictably be included in the text.

ADVANCED ACTIVITIES

3 $7rite these ideas as brief headings on the board. Then mark theones that have been predicted successfully.4 Next, add any important omissions from the list that, if known tothe students, would help them in the dictation.5 Allow a discussion to flow on any of the issues arising from thetopic of 'teen suicide' that the students wish to take up.

source (n) originconcern (n) worryto attribute (o) to consider something as a causeto perceive (v) to understand, interprettrend (n) tendency or movement in a certain directioniniury (n) hurt, harm, damage

I Teen suicide is an increasing source of concern in today'ssociety. 2 Health professionals attribute it to a reaction tounresolved conflict within the family and to stress, both real orperceived. 3 Over the last twenty years the incidence of suicideamong teenage boys has doubled, while that for girls has fallen.4 This trend is explained in two ways, one quite immediate andobjective, the other more interpretive. 5 Firstly, there is the factthat boys usually choose more violent ways of killing themselves.6 Secondly, among broken families, where the children usuallystay with the mother rather than the father, the loss of a fathermakes a greater impact on a boy than a girl, leading to a greaterprobability of psychological injury.

52 it- Thatis, teensuicide.52 to - This preposition follows attibute.In this sentence there aretwo indirect objects (conflict and srress) both of which are connecredto the verb attribure by the preposition to.32 bothreal and perceioed - This phrase is in apposition ro s/ress.33 oaer the last trDenb) years - This time focus - past continuing intopresent - requires the present perfect tense, as witnessed in hasdoubled and has fallen.S3 that - This substitutes for (and hence avoids the repetition of)the incidence of suicide.54 in two ways - This expression is then amplifiedi one . . . theother.SS firstly - This refers back to one quite immediate and objectiae in54. Similarly , secondly in 56 refers back to the other more interpretioe.55 the fact - TFis also links up with 54 the one quite immediate andobjectioe.56 where-Or inwhich.36 the rnother . . . the father - Their could be used instead of the.36 leading lo - This participial phrase could be replaced by asecond finite clause: and this leads to.

101

PRE.TEXTVOCABULARY

TEXT

NOTES

t02 ADVANCED ACTIVITIES

3.16 Call ing non-sleepers,/

Human behaviourSleep patterns

Defining relative clausesSuperlativesParticiple clauses

I Introduce the topic of sleep patterns.

2 Elicit the kinds of questions you would ask if you were carryingout a survey on people's sleep patterns, e.g.- How do you sleep?- How do you get to sleep?- Do you eoer wake up during the night?- Do you haoe diffrcuhy falling asleep or getting back to sleep if you

wake up?

Or see the questionnaire in Maley and Moulding, Learning toListen,p.3.

3 Divide the class into groups according to sleep patterns, e.g.insomniacs, deep sleepers, people who have difficulty falling asleep,but once asleep sleep well.

4 Label parts of the room accordingly.

5 Now ask the students to mix and mingle, asking and answeringquestions about sleep patterns. Ultimately, everyone should end upin a group of people with similar sleep patterns.

6 Ask the students how it felt discovering other people with similarproblems.

slight (ad7) very smallto arouse (z) to waketo toss and turn (idm) to spend a wakeful, restless nightto seek (o) to look forto wear off (o) to stop working or having an effectinsornniac (m) a person who has difficulty with sleep

I Are you one of the many who lie awake at night listening toanything that makes the slightest noise? 2 Or are you arousedfrom sleep in the middle of the night only to spend the rest of ittossing and turning? 3 Insomnia is one of the most common yetmost misunderstood problems for which otherwise healthy andnormal people seek professional help. 4 Conventional medicine,however, is of limited help: the typical sufferer will be prescribedsome form of medication that is effective in the short term, butinvariably wears off, leaving the insomniac back where he or shestarted - desperate for a good night's sleep. 5 In recent years, inan effort to remove the cloud of mystery surrounding insomnia,researchers have invited insomniacs to volunteer in treatmentprogrammes so that their sleep patterns and behaviour can bestudied.

TOPIC

LANGUAGEPOINTS

WARM.UP

PRE.TEXTVOCABULARY

TEXT

NOTES

ADVANCED ACTIVITIES

Sl thematry - That is, themarry @eople).Sl who lie awake - The relative pronoun zlfto begins a definingrelative clause providing essential information about the antecedentmany (people).

Sl listening - The present participle begins a participle clause thatis adverbial in function adding meaning to the verb lie au:ake.

Sl that makes - The relative pronoun thatbegins a defining relativeclause providing essential information about the antecedentanything.

Sl slightest- This is the superlative form of the adjective slight.

32 it-Thatis,night.

32 tossing and turning - These present participles function as objectcomplements of the verb spend.

S3 most cornrnon . . . mostmisunderstood- These adiectives are bothin the superlative form.

S3 otherutise - This is an adverb lending further meaning to theadjective healthy.

34 howeoer - This discourse marker indicates a forthcomingcontrast to the previous sentence.

54 the typical sufferer - This is the generic form. It occurs later inthe same sentence in the formthe insomniac.

34 leaoing - The present participle begins an adverbial participleclause.

55 sunounding insomnia - This participle clause has an adjectivalfunction adding meaning to cloud of mystery.

55 sa that-This is a clause of result,linking the action (aninvitation to insomniacs) with the expected result (a study of theirsleep patterns).

3.17 Marriage returnsMarriageRelationshipsSociety

Conditional perfect tense for speculation about the pastDegrees of certaintyPreparatory subiect/pbiectPrepositional phrase/of concession: in spite ofFuture in the pastTextual cohesion through balanced comparison and contrast

LANGUAGEPOINTS

I04

WARM.UP

ADVANCED ACTIVITIES

I Conduct u .)r., survey on attitudes to marriage. The followingquestions may help:- Do you think that marriage is out-dated (yes or no)?- Why do people getmarried?- Why do people haoe de facto relationships?

2 \7hen you have completed the survey find out how many of yourstudents are married. Of those who are not. how manv would liketo be?

liberation (n) freedomso-called (adj) so named, perhaps wronglyde facto (adj) infact though not by lawgeneration (n) 25-30 yearsto take for granted (idm) to assume, expect, without thinkingrcle (n) the usual or expected part taken in lifebond (n) something that joins people together

I In spite of the women's liberation movement and the so-calledsexual revolution of the sixties and seventies, and in spite of theincreasing number of de facto relationships, it seems that marriagehas returned. 2 Recent statisticd indicate that the institution hasnever been so popular. 3 Some things, however, have definitelychanged. 4 A generation ago, a couple marrying were youngerthan today; they probably would not have had sexual relations; andalmost certainly would not have lived together. 5 As well, theyprobably would have taken it for granted that that their roles inmarriage were going to be very different. 6

'What has not

changed, however, is the reason couples give for marrying: as in thepast, this continues to be the emotional bond they share andincludes the desire for a family.

SL in spite o/- This is a prepositional phrase which, followed by anoun) has a concessional meaning roughly the equivalent ofahhough * clause.

Sl it seems - This serves as a preparatory subject for the followingclause, that marriage has returned. It also serves to reduce the totalcertainty that would accompany the statement (maniage hasrearned) if it lacked the preparatory subject mechanism.

32 the institution- That is, the institution of maniage.

33 howeaer - This indicates that a contrast is being established andsuggests that supporting detail will follow.

54 marrying - The participle after the noun serves an adjectivalfunction, giving descriptive information about couple.

54 were younger - This statement indicates 100 per cent certainty;almost certainly (S4) indicates a little less than 100 per cent; probably(also 54) indicates a good deal ofsurety but less than 100 per cent.

PRE.TEXTVOCABULARY

TEXT

NOTES

TOPIC

ADVANCED ACTIVITIES

54 would haoe had . . . Iioed - Note the use of the conditionalperfect (would . . . haoe + past participle) to speculate about thepast.35 taken itfor granted - Here it is the preparatory object leading upto the noun clause (that their roles . . . dffirent).56 what has not changed -Herc what means the thing that. Thts'cleft' sentence construction gives greater emphasis to the realsubject (in this case the reason) than would exist in a conventionallyordered sentence (subject * verb * complement).56 marrying- The gerund is used after for.36 this - That is, the redson couples gioe fw rnarrying.

3.18 Life after deathMedical technologyAttitudes to death

Complex sentence constructionCompound nounsEmphasis indicatorsSubstitutionPassives

For this activity you will need to bring to class an organ transplantdonor's card like the one below, or, depending on the country youare in, a photocopy ofthe organ transplant consent section ofyourdriver's licence.

I Show your students the donor's card, or the consent section ofyour driver's licence.2 Discuss with the class the reasons for having these consent formsand cards (see sentences 3 and 4 ofthe text).3 Ask your students whether they would personally pledge theirorgans or not. This may raise cross-cultural or religious issues.However, if they are prepared to thlk about it, encourage discussionthat will bring out attitudes to organ transplants.

LANGUAGEPOINTS

PREPARATION

ORGAN TRANSPLANT CONSENTI hereby consent in the event of my death to the removal of -. (a) any body organs or tissues;. (b) the following organs or tissues

* lomit if not applicable)

Signature

WARM.UP

106

PRE.TEXTVOCABULARY

ADVANCED ACTIVITIES

futuristic (adj) relattng to the futureto transplant (a) to remove something from one place and put it

somewhere elsedonor (n) a person giving something (an organ, for example)to pledge (a) to promiseorgan (n) apartof the body with a particular function, e.g. heart,

kidneytissue-typing (z) (gerund) matching body tissuesrecipient (m) a person receiving something (say, an organ)

1 Transplant surgery, once only a futuristic notion, is fastbecoming a daily event. 2 For many, however, the bitter reality isa long waiting list, and in the case of heart-lung candidates, mostdie before a donor appears. 3 In some countries, the donorshortage problem may be alleviated now that people can pledgetheir organs after death by signing their consent on their driver'slicence. 4 Although the signed consent gives legal permission forthe use of organs, the transplant teams speak to relatives whereverpossible before going ahead, partly because the relatives themselvesneed to understand the situation. 5 However, the pledge doesmean that if relatives cannot be found or do not exist, a personwishing to donate organs can do so legally without depending onothers' permission. 6 Once a possible donor has been found,blood samples are sent to the blood bank to be tissue-typed, therecipient with the closest tissue match is chosen and preparationsfor the operation are begun.

SI once only - That is, (whichwas) once only.

Sl /asr becoming - The adverb/asl modifies the verb become andtakes a mid-position between the auxiliary is and the verb becoruing.Note that the present continuous tense is used here to denote thebroad present.

52 for many - Many stands for many people. See also most in thesame sentence.

53 donor shortage problem - Note the compound noun constructionin which the first two nouns really function as adiectives: donorindicates what sort of shortage it is and donor shortage indicateswhat sort of problem it is.

54 themseloes - The reflexive pronoun serves to add emphasis torelatioes.

55 the pledge - That is, the signed consent on the drizter's licence.

55 does mean - The use of the auxiliary does here serves toemphasize the verb to which it is connected.

55 can do so - That is, can donate orgdns.

56 found - The passive voice is used here to give focus to theprocess. See also, in the same sentence dre sent, to be tissue-typed, ischosen, are begun.

TEXT

NOTES

TOPIC

ADVANCED ACTIVITIES

3.19 Child rationingPopulation explosionThe family in ChinaGovernment

Participle clausesClauses of cause and result

PassivesComplex sentence construction

I Brainstorm the subject of China, writing up on the blackboard allsuggestions as they are given.

2 When the board is full, circle any words that relate in some wayto the concept of China's population explbsion.

3 Now ask the class to guess what the connection is between thecircled words.

4 Introduce the population problem in China as a discussion point,and steer the discussion towards the main issues covered in the text.for example, the effect of over-population (sentences 2 and3);rumours about the use of force (sentence 4), and (in sentence 5),how economic coercion works. Try to incorporate some of theactual lexis of the text into the discussion.

tough (adj) harsh, severeto avert (o) to preventgargantuan (adj ) huge, enormousto keep up (o) to progress at the same ratewake (z) following as a result or consequencebreach (n) breaking, violation (of a law)civil rights (n) people's basic freedomsunder duress (idm) by compulsion, forcecoercion (n) forceto revert (o) to return, go back

I China has adopted a tough family planning policy to avert apopulation explosion of such gargantuan proportions that it wouldbring famine in its wake. 2 The Chinese, numbering over abillion, have overcrowded cities, an acute housing shortage, andinadequate medical, social, and educational services. 3 They areperiodically deprived of electricity because the supply cannot keepup with the demand. 4 The government's measures for dealingwith the situation are said to be in breach of civil rights, with storiesof abortions and sterilizations being carried out under duress.5 The main tool, however, is economic coercion: the subsidy that aone-child family receives is withdrawn if they have another; theirwages are cut, their monthly bonuses stopped, and their housingallocation reduced, giving them more children but less space.6 China intends to revert to the two-child family after the year 2000but in the meantime, the traditional family structure is beingrevolutionalized by a generation of one-child families.

LANGUAGEPOINTS

WARM.UP

PRE.TEXTVOCABULARY

TEXT

NOTES

108 ADVANCED ACTIVITIES

Sl surh . . . that-Note the constructionsuch (+ adiective * noun)* clause of result (that it wwld bring farnine in in wake).

Sl ir- That is, thc population explosion.52 numbring - Or who ntmtben Note that the phrase numbering ooera billion could begin the sentence, preceding the subject the Chinese'

54 being cadcd out- The participle clause suggests a causalconnection, that is, the use of force is the reason for the allegedbreach of civil rights.34 under duress - An alternative would be to use the adjectiveforcedbefore abortions and, sterilizatimts.S5 the subsidy that-The relative clause here is a defining one as itprovides information vital to make sense of the sentence.

SS is withdraam - Note the passive voice to provide emphasis onthe process and the impact on the receiver of the action' that is, thetwo-child family. There are other verbs in the passive in thissentence, some of which have the auxiliary omitted but understood:are cut, (are) stopped, (is) reduced.35 they . . . their - The pronoun stands for a one-child familymentioned earlier in the sentence.35 giaing - Here the participle clause suggests a consequence orresult: because the housing allocation is reduced and because theyhave an additional child, they have less space.

36 is beingreoolutionized- The present continuous tense is used torefer to the broad present, the durational sense of these days.

3.20 Litigation lunacyThelawPeople and behaviout

Past perfect tenseReduced telative clausesPerfect infinitivesTextual connectors

I Introduce the concept of litigation (taking someone to court tosue for damages or compensation).

2 Elicit any experiences that the students may have had or mayknow about in this regard.

3 Write up the title of the text and ask the students to make-predictions as to content. Focus attention on the word lunacy.

TOPIC

LANGUAGEPOINTS

WARM.UP

ADVANCED ACTIVITIES

4 Give some examples of this lunacy such as the five in the text:boy/parent case, prisoner/warden case, ladder/manure case,poodle owner / vet case, and Transport Department case.5 Use the board to write up cues for the fives cases:- boy I parents I $350,000- prisoner I warden I $4 .5 million, etc .

Provide more cues if you think the class need them. The idea is toreduce the burden on short-term memory.

6 Be sure to tell (not read) each of the stories in the manner ofanecdotes, answering any questions along the way to ensure that themeaning is quite clear. All this will help make a very long text moreaccessible during the dictation phase.

PRE-TEXT rash (n) an outbreakVOCABULARY law suit (z) prosecution of a case in a law court

TEXT

to sue (o) to take someone to court for legal actionludicrous (cd7) ridiculousmanure (n) anrmalfaecal wastepoodle(m) abreedofdogvet (n) an animal doctora pretty penny (idm) a lot of moneyto take notice of (z') to consider, respect

I The US is experiencing a rash of law suits as people turn to thecourts to sue for money as compensation for misfortunes suffered.2 While this trend may have started out quite legitimately,it has blown up into ludicrous proportions. 3 Recently, forexample, a boy sued his parents for $350,000 because he did not likethe way they had brought him up. 4 Elsewhere, a prisoner who hadhad five years added to his prison term because of an attemptedescape, sued the warden who was on duty that day for $4.5m. 5 Inanother case, a ladder manufacturer was successfully sued for$300,000 because a ladder he had manufactured slipped when placedon some wet dog manure. 6 In yet another case, the owner of apoodle sued his vet for $45,000 for psychological damage suffered bythe dog following some medical ueatment. 7 Another man is suingthe Department of Transport for millions of dollars for having lost hisdriver's licence. 8 There is no doubt that some individuals - and alot of lawyers - are making a pretty penny out of a legal system thattakes little notice of iustice and even less of common sense.

Sl is expeiencing- The present continuous tense is used to denotean action that is happening in the broad present (these days). Seealso is suing (57) and are making (58).

Sl as - Here cs has either a causal meaning (accounting for the rashof law suits) or a sense of simultaneity (the rash of law suits isoccurring while people are turning to the law for compensation).

NOTES

l l 0 ADVANCED ACTIVITIES

Sl to sue - This is the infinitive of purpose providing a reason forthe previous verb turn to. Note sze + obiect (that is, theperson/institution being taken to court) * for (* money).

Sl misfotunes suffered - That is, mffirtunes (that haoe been)suffered. There are a number of examples of reduced relative clausesin this text (see when placed (55), damage suffered (56)).

52 while - The sense here is concessional: eoen though.

32 may haoe started out -The modal may * perfect infinitle (haaestarted out) is used for speculating about what possibility hashappened in the past.

S3 had brought him up - The past perfect tense is used to indicatethat this action (the bringing up of the boy) preceded the action ofthe law suit (which takes the simple past tense: szed). See also theuse of the past perfect tense in 34 (had had fioe years added)' 35 (hehad manufactured).34 elsewhere - This connector serves the purpose of showing thatanother example follows. Connectors are used through the text as away of ordering and linking the examples: in another case (S5),inyetanother ccse (56), another man (57).

54 had had fioe years added - This is the past perfect tense of thestructure: to haoe * object (years) + past participle (added).

54 attempted - This is an example of a reduced-relative clause (thathad been atternpted) being transposed to adiectival status andpreceding the noun (escape) which it describes.34 thewardenwho-The relative pronoun whobegins a definingrelative clause that contains information vital to making sense of thesentence. See also S8 a legal system that.34 that day - That is, the day of the atternpted escape.

55 when placed -Thatis, when (it was) placed.

56 damage suffired- That is, damage (thatwas) suffered.S7 for haoing lost-Or for losing.S8 making - Note the construction: to make + money * out of.

58 little - Note that the meaning here is negative (nearly none) asdistinct from the positive, if minimal, meaning of a little.

S8 eoen less of - That is, eoen less (notice) of.

Thematic index

This index is included to assist your selection of a text from a thematic or topical perspective. Thetopics covered are listed alphabetically. Note that the units are listed both by number and by name.The number will give you an indication of level: I : pre-intermediate; 2 : intermediatel 3 : post-intermediate/advanced. \Tithin each section (e.g. 1.1-1.20) units are graded according to difficulty.So, for example, in the topic areaof. Adolescence therc are three units, 2.6 (low-intermediate), 3.2(early post-intermediate), and 3. I 5 (advanced).

Topic

Accidents

Adaptation

Addiction

Adolescence

Adventure

Advice

Alcohol

Animals

Appearance

Attitude

Actiztity number

1 .91 . 1 07 . t 22 .72 .82.9

2.43.93. l0

2 .123 .53. l0

2 .63.23. l5

l . l1 . 82 .93 .7

3 .3

t . L 2

t . L 72 .52 . 1 33 .7

1 . 1 5

l . l l

Actioity name

Bullet costs a thumbMiracle plungeRoad tollOne in ten millionYoung heroSafe but sorry

Life on the outside

Jet lagLeisure stress

ChocomaniaComfort foodLeisure stress

Battles on the home frontUniformly individualTeen suicide

Marco PoloA record on wheelsSafe but sorry

Jungle boy

The best advice

Road toll

The enemy, manPre-quake littersKoala suicide

Jungle boy

Book covers

Passive smoking

Page

353638596162

559 t92

668592

588 l

100

26346288

44576788

82

38

42

37

tt2

Topic

Behaviour

Change

Children

THEMATICINDEX

Actioity number

2 . t 32 . r 82.203 .53 .63 .103 . 1 73 . l 8

t . t 71. t82 .52.62 . 1 22 . r 32 . t82.203 .23 .33 .53 .63 .73.93 . l 03 . 1 23. l33. l63.20

1 . l l2 .42 . r 73.93. l03 . 1 13 . t 7

t . 71 .9l . l 01 . 1 32 .22.62 .83 .23 .33 .73 . r3

Activity name

Koala suicideMoody bluesThe right to be leftComfort foodPhobia pollLeisure stressMarriage returnsLife after death

The enemy, manSuperstitions and youPre-quake iittersBattles on the home frontChocomaniaKoala suicideMoody bluesThe right to be leftUniformly individualThe best adviceComfort foodPhobia pollJungle boyJet lagLeisure stress'Women's

intuitionMiddle childrenCalling non-sleepersLitigation lunacy

Passive smokingLife on the outsideAlpine villageJet lagLeisure stressConserving family historyMarriage returns

Child motherBullet costs a thumbMiracle plungeBaby HotlineIntelligence: nature or nurture?Battles on the home frontYoung heroUniformly individualThe best adviceJungle boyMiddle children

Page iI

9293

103

3335363953586 l8 l828897

677477858792

103105

44465758666774778 l828587889 l929597

t02108

3755739T

THEMATICINDEX l l 3

Page

100t07

Topic

China

Cities

Clothes

Coincidence

Communication

Compensation

Competition

Conformity

Conservation

Crime

Culture

Actioitg number

3 .153 . t9

1 . 13. 19

1 .21 . 1 03 .15

3.2

2 .7

1 . 31 . l 92.32.63 . 1 2

3.20

2 . 12 . r03.23 . l 0

3.2

t . r 72 . 1 73 . t 1

1 . l 0t . t 73 . r4

2.42 . t 33 .8

t .2t . t 22.72 . 1 33 .153. l8

Activity narne

Teen suicideChild rationing

Marco PoloChild rationing

EarthquakeMiracle plungeTips for travellers 2:getting around

Uniformly individual

One in ten million

World EnglishDaily printFreedom ofspeechBattles on the home front'$7omen's

intuition

Litigation lunacy

The job raceRace for spaceUniformly individualLeisure stress

Uniformly individual

The enemy, manAlpine villageConserving family history

Miracle plungeThe enemy, manThe gun debate

Life on the outsideKoala suicide\fhose aid?

EarthquakeRoad tollOne in ten millionKoala suicideTeen suicideLife after death

26r07

2736

70

8 l

r08

52638 l92

8 l

59

2847545895

447393

364499

556789

27385967

100105

Death

l 1 4

Topic

Diaries

Disasters

Doctors

Domestic violence

Driving

Economy

Education

Employment

English

Environment

Family

THEMATICINDEX

Activity number

1 . 53 . 1 I

t . 2

1 .61 . 1 03.4

1 . 1 03 . 1 5

l : 1 2

t . t 72 . 12 . t02 . 1 73 .8

1 . 31 . 1 42 .193 . 1

2 . 12 . r 72 .19

1 . 3t .41 . 8

l . l lt . t 72 .22 . r73 .73 .8

t . l 01 . 1 32.62,83.33 .73 . 1 13 .12

Aciztity name

Dear diaryConserving family history

Earthquake

Garlic, the great healerMiracle plungeDoctors under stress

Miracle plungeTeen suicide

Road toll

The enemy, manThe job raceRace for spaceAlpine villagelVhose aid?

Vorld EnglishGirls step outTeachers: an endangered speciesLocked out by print

The fob raceAlpine villageTeachers: an endangered species

\World EnglishI'm KateA record on wheels

Passive smokingThe enemy, manIntelligence: nature or nurture?Alpine villageJungle boyWhose aid?

Miracle plungeBaby HotlineBattles on the home frontYoung heroThe best adviceJungle boyConserving family history'Women's

intuition

Page

3093

27

323684

36100

527376

38

4452637389

284l7680

282934

374453738889

3639586182889395

THEMATICINDEX l l 5

Page

97100103r07

2648

Topic

Famous people

Fear

Food

Freedom

Future

Government

Guns

Health

Actioity number

3 . l33 . r 53 . 1 73 . 1 9

t . lr .20

2 .53.6

1 .61.162 .123 .5

2 .33 . r4

2 .163 . 1 1

1 . 1 12 .32 . t03 .83 . r43 . r9

1 .92 .73 . 1 4

1 . 6l . 1 ll . r 31 . 1 62 .52 . t23.43 .53.93 .103 .163 . l 8

2 .8

Actioity name

Middle childrenTeen suicideMarriage returnsChild rationing

Marco PoloMan in space

Pre-quake jittersPhobia poll

Garlic, the greaf healerNaturally healthyChocomaniaComfort food

Freedom ofspeechThe gun debate

Life in the twenty-first centuryConserving family history

Passive smokingFreedom ofspeechRace for space\7hose aid?The gun debateChild rationing

Bullets costs a thumbOne in ten millionThe gun debate

Garlic, the great healerPassive smokingBaby HotlineNaturally healthyPre-quake jittersChocomaniaDoctors under stressComfort foodJet lagLeisure stressCalling non-sleepersLife after death

Young hero

5787

32433885

5499

7293

3754638999

107

355999

32373943576684859192

102105

Heroism 6 l

l r6

Topic

History

Holidays

Housing

Human interest story

Identity

Information

Intuition

Japan

Jet lag

Language

Law

Left-handedness

Leisure

Literacy

THEMATICINDEX

Actioity number

1 . 63 . 1 I

2 . 1 4

2 . r 5

2 . t 73 .10

2 . t l

r .71 . 81 . 1 02 .82.92 . T T2 . r 33.7

t .4l . l 53 . 1 1

l . l 9

3 . 1 2

1 . 82 . r 3

3.9

1 . 3

t .71 . 1 12.42 . r l3 . ' t43. 193.20

2.20

3 .10

3 . 1

Actioity name

Garlic, the great healerConserving family history

Tips for travellers l:planning a trip

Tips for travellers 2:getting around

Alpine villageLeisure stress

Rent suike

Child motherA record on wheelsMiracle plungeYoung heroSafe but sorryRent strikeKoala suicideJungle boy

I'm KateBook coversConserving family history

Daily print

\ilfomen's intuition

A record on wheelsKoala suicide

Jet lag

Vorld English

Child motherPassive smokingLife on the outsideRent strikeThe gun debateChild rationingLitigation lunacy

The right to be left

Leisure stress

Locked out by print

Page

3293

69

707392

65

3334366 l62656788

294293

47

95

3467

91

28

3337556599

r07108

77

92

80

THEMATICINDEX tt7

Page

3662

103

T@c

Luck

Marriage

Medicine

Money

Mood

Mothering

Newspapers

Parenting

Past

Actiztity number

l . l 02 .9

3 . 1 7

1 . 61 . 1 63.43 . 18

2 . t 03.20

2 . r83.5

t .71 . l 32.63.33 .53.73 . r23. 19

1 .61 . l 6I . t 72 .53 .12

1 . 1 92 .33 . 1

t .7l . l 01 . 1 32.63 .33.73 .123 . t9

3 . 1 I

1 . l 51 . l 82.2

Actiaity name

Miracle plungeSafe but sorry

Marriage returns

Garlic, the great healerNaturally healthyDoctors under stressLife after death

Race for spaceLitigation lunacy

Moody bluesComfort food

J

Child motherBaby HotlineBattles on the home frontThe best adviceComfort foodJungle boy'Women's

intuitionChild rationing

Garlic, the great healerNaturally healthyThe enemy, manPre-quake jittersWomen's intuition

Daily printFreedom ofspeechLocked out by print

Child motherMiracle plungeBaby HotlineBattles on the home frontThe best adviceJungle boyrilTomen's intuitionChild rationing

Conserving family history

Book coversSuperstitions and youIntelligence: nature or nurture?

324384

105

63108

7485

33395882858895

r07

3243445795

475480

33363958828895

r07

93

42653

People

l l 8

Topic

Planes

Politics

Poll

Population

Prediction

Preiudice

Prisons

Progress

Records

THEMATICINDEX

Actioity number

2.42 . t22 .182.203.23 .33.43 .53 .63.73. r03 . r23 . 1 53. 163 . t73.20

3.9

2.33 .8

2 . r93.6

2 . t63 .19

2 . t4

2 .16

r . l 52.20

2.4

2 . t02 . r7

t .71 . 8l . l 21.202 .52 .73.63 . 1 13 . l 5

Actioity name

Life on the outsideChocomaniaMoody bluesThe right to be leftUniformly individualThe best adviceDoctors under stressComfort foodPhobia pollJungle boyLeisure stress'Women's

intuitionTeen suicideCalling non-sleepersMarriage returnsLitigation lunacy

Jet lag

Freedom ofspeech\Y/hose aid?

Teachers: an endangered speciesPhobia poll

Life in the twenty-fust centuryChild rationing

Tips for travellers l:planning a trip

Life in the twenty-first century

Book coversThe right to be left

Life on the outside

Race for spaceAlpine village

Child motherA record on wheelsRoad tollMan in spacePre-quake jittersOne in ten millionPhobia pollConserving family historyTeen suicide

Page

556674778 l82848587889295

100r02103108

91

5489

7687

72t07

6972

4277

55

6373

33343848) /598793

100

THEMATICINDEX 119

Page

r03r05

55588492

103

Topic

Relationships

Research

Rights

Sexism

Sleep

Society

Actioity number

3 . r 73 . l 8

2.42 .63.43. l03 .17

2.22 . 1 83 .53. l33 .16

2 .32 . t l2 .20

1 . 5t . t 42.203 . 13 .2

t . 73 . r7

1 . 1 43 .6

3. 16

l . l l2 . 12.42.203.23.43 .73 . t23 . l 33 . t43 . 1 53 . t 7, re

r .202. r0

Activity name

Marriage returnsLife after death

Life on the outsideBattles on the home frontDoctors under stressLeisure stressMarriage returns

Intelligence: nature or nurture?Moody bluesComfort foodMiddle childrenCalling non-sleepers

Freedom ofspeechRent strikeThe right to be left

Dear diaryGirls step outThe right to,be leftLocked out by printUniformly individual

Child motherMarriage returns

Girls step outPhobia poll

Calling non-sleepers

Passive smokingThe job raceLife on the outsideThe right to be leftUniformly individualDoctors under stressJungle boyWomen's intuitionMiddle childrenThe gun debateTeen suicideMarriage returnsChild rationing

Man in spaceRace for space

53748597

t02

546577

Sex

304l77808 l

33103

4 l87

t02

375255778 18488959799

100r03t07

4863

Space exploration

t20

Topic

Stigma

Stress

Suicide

Superstitions

Teaching

Technology

Tradition

Transplants

Travel and tourism

Uniforms

Violence

THEMATICINDEX

Actioitynumbq

2.42.20

2 . r32. r93.43 .53. l03 .15

2 . t33. l5

r . 1 82.20

2 . t93 . 1

t .202 . t02 .163. l8

2 . r73 .33 . 1 l3. r73.19

3. 18

1 . 11 .82. t4

2 . r5

2 . r73.9

3.2

1 .91 .10t . r73 . r43 . l 5

Actioity name

Life on the outsideThe right to be left

Koala suicideTeachers: an endangered speciesDoctors under stressComfort foodLeisure stressTeen suicide

Koala suicideTeen suicide

Superstitions and youThe right to be left

Teachers: an endangered speciesLocked out by print

Man in spaceRace for spaceLife in the twenty-first centuryLife af er death

Alpine villageThe best adviceConserving family historyMarriage returnsChild rationing

Life after death

Marco PoloA record on wheelsTips for travellers l:planning a trip

Tips for travellers 2:getting around

Alpine villageJet lag

Uniformly individual

Bullet costs a thumbMiracle plungeThe enemy, manThe gun debateTeen suicide

Page

7680

5577

6776848592

100

67100

4677

2634

707391

8 1

35364499

100

486372

105

738293

r03r07

105

69

Topic

$7ar

!7ildlife

\$7omen

Work

THEMATICINDEX

Actioity number

1 . 6

t . r 73.7

1 . 73 . t 23 . r 73 . r9

l . l l2 . 12 . 1 33.43. l0

Actioity name.

Garlic, the great healer

The enemy, manJungle boy

Child mother'Women's intuition

Marriage returnsChild rationing

Passive smokingThe iob raceKoala suicideDoctors under stressLeisure stress

Page

32

4488

3395

103r07

3752678492

t22

Structural index

This index is included to assist your selection of a text from a structural or grammatical point of

view. The strucrures covered are listed alphabetically. Note that the units are listed both by number

and by name. The number will give you an indication of level: I : pre-intermediatel 2 :

intermediate; 3 : post-intermediate/advanced. 'S7ithin each section (e.g. l. t-1.20) units are graded

according to difficulty. So, for example, in the structural area of Adzterbs there are three units, 2.5

(low-intermediate), 3.4 (early post-intermediate), and 3'12 (advanced).

Structure

Adiectives

Adverbial intensifier

Adverbs

Adverbs of degree

Adverbs of frequency/time

Apposition

Articles

Actioity number

1 . 7r .203.4

t .4

2 .53.43 . t2

1 . 5

1 . 1 62 . t 3

1.203 . l 03 . r4

1 . 51 . 1 01 . 1 1t . t 21 . 142 . r2 .22 .62 .92 . r 02.203.43 . 53 . 1 13 . r23 . 1 5

Actioity name

Child motherMan in spaceDoctors under stress

I'm Kate

Pre-quake iittersDoctors under stress'W'omen's

intuition

Dear diary

Naturally healthyKoala suicide

Man in spaceLeisure stressThe gun debate

Dear diaryMiracle plungePassive smokingRoad tollGirls step outThe job raceIntelligence: nature or nurture?Battles on the home frontSafe but sorryRace for spaceThe right to be leftDoctors under stressComfort foodConserving family history'Women's

intuitionTeen suicide

Page

334884

29

4367

489299

303637384l52535862637784859395

100

578495

30

STRUCTURALINDEX 123

Page

7399

r00103

Structure

Balanced sentences

Can

Cataphoric reference

Causal connection

Causative hao e structur e

Certainty

Clauses, cause/result

Clause complements

Clauses ofconcession

Clause structure, participial

Clause structure, subordinateclauses

Comparison

Compounds

Concession

Conditionals

Actiztity number

2. r73 . t43 . l 53 . r 7

l . l 92 . t 4

1 . 63 . 83 . t 2

2 . T L

3. r7

3 . 1 9

2 . t 4

3 .4

2.22.203 .9

2 . r83 .63 . r7

1 .202 . 53 .43 . r33 . 1 8

3 .43 . r7

1 . l 6l . l 82 .3

Activity name

Alpine villageThe gun debateTeen suicideMarriage returns

see Modal verbs

Daily printTips for travellers l:planning a trip

Garlic, the great healer\7hose aid?Women's intuition

Rent strike

Marriage returns

Child rationing

Tips for travellers 1:planning a trip

Doctors under stress

see Present participle

Intelligence: nature or nurture?The right to be leftJet lag

Moody bluesPhobia pollMarriage returns

Man in spacePre-quake iittersDoctors under stressMiddle childrenLife after death

Doctors under stressMarriage returns

Naturally healthySuperstitions and youFreedom ofspeech

65

103

47

69

328995

r07

69

84

53779 t

7487

r03

48578497

105

84103

434654

t24

Stntcture

Conditional perfect tense

Conjunctions

Confunctions of time

Connectors

Contractions

Contrast

Definite article

Ellipsis

Emphasis, indicators of

Existential there

Few

Future conditional

Future continuous tense

STRUCTURALINDEX

Actioity nurnber

2. r22 . r4

2 .182 .193.2

3 . t7

1 . 5

l . l 42 . T T

2 . t73 .83 . 1 I3 . l 53.20

t .41 . 5

3 . r7

t . t 2l . l 42 . r2.92 . t02.203 .53 .123 . r5

t . l 91.202 . r8

3 . 1 8

t .2

1 .8

l . l 8

2 . r4

Actiaity name

ChocomaniaTips for travellers 1:planning a trip

Moody bluesTeachers: an endangered speciesUniformly individual

Marriage returns

Dear diary

Girls step outRent strike

Alpine villageVhose aid?Conserving family historyTeen suicideLitigation lunacy

I'm KateDear diary

Marriage returns

Road tollGirls step outThe job raceSafe but sorryRace for spaceThe right to be leftComfort foodVomen's intuitionTeen suicide

Daily printMan in spaceMoody blues

Life after death

Earthquake

A record on wheels

Superstitions and you

Tips for travellers 1:planning a trip

Page

66

6974768 1

103

30

4T65

738993

100r08

2930

103

384l526263778595

100

474874

105

27

34

46

69

STRUCTURALINDEX 125

Page

72

103

4T72

72

Structure

Future in the past

Future form(will)

Future perfect tense

Future simple tense

Generics

Genitives of, 's

Gerunds

H ad b etter construction

Homonyms

Homophones

Idiomatic expressions

Imperatives

Impersonalyoz

Actiaity number

2 .16

3 . t 7

t . t 42 .16

2 .16

2 . r 5

3 . r 3

t .71 .9

1 . 31 . 4l . 1 3r . l 82.42 . r 5

3.23 .53.6

2 .7

2 . t4

2 .14

2 .6

2 . r7

t . l 92.32 .12

2 . 12.92 . t02.20

Actioity name

Life in the twenty-first century

Marriage returns

Girls step outLife in the twenty-first century

Life in the twenty-first century

see Future form(will)

Tips for travellers 2:getting around

Middle children

Child motherBullet costs a thumb

World EnglishI'm KateBaby HotlineSuperstitions and youLife on the outsideTips for travellers 2:getting around

Uniformly individualComfort foodPhdbia poll

One in ten million

Tips for travellers l:planning a trip

Tips for travellers 1:planning a trip

Battles on the home front

Alpine village

Daily printFreedom ofspeechChocomania

The iob raceSafe but sorryRace for spaceThe right to be left

7097

3335

28293946))

708 18587

59

69

69

58

73

475466

52626377

Indefinite articles

126

Structure

Indirect speech

Infinitives

Interrupted past time

Lexical chains

May

Modal verbs

Negation

Neither . . . norconstruction

Noun clauses

Objects, direct/indirect

Others as a pronoun

Passives

STRUCTURALINDEX

Actioity number

3 . r 23 . l5

1 . 82 . 7 32 .82 . r5

1 .92.72 .8

2 . r 5

1 . 1 31 . 1 51 . 1 92 . 32 . r4

2 .15

2 .163 .8

1 . 8

2 . r2

2 . t l2 . 1 82 . t93 .23.6

1 . 1 5

1 . 3

t . I 2t . l 71 .20

Actioity name'Women's intuitionTeen suicide

see Reported speech

A record on wheelsBaby HotlineYoung heroTips for travellers 2:getting around

Bullet costs a thumbOne in ten millionYoung hero

Tips for travellers 2:getting around

see Modal verbs

Baby HotlineBook coversDaily printFreedom ofspeechTips for travellers 1:planning a trip

Tips for travellers 2:getting around

Life in the twenty-first century\fhose aid?

A record on wheels

Chocomania

Rent strikeMoody bluesTeachers: an endangered speciesUniformly individualPhobia poll

Book covers

\World English

Road tollThe enemy, manMan in space

Page

95100

34396l

70

35596 l

70

39424754

69

34

66

707289

6574768 t87

42

28

384448

STRUCTURALINDEX 127

PageStntcture

Past in the future

Past perfect continuous tense

Past perfect simple tense

Past simple tense

Perfect infinitive

Phrasal verbs

Prefixes

Preparatory object/sub ject

Prepositional phrases

Prepositional verbs

Prepositions

Acioity number

2 .22 .32 .52.92 . t03 .73 . 1 83 . t9

Actioity name

Intelligence: nature or nurture?Freedom ofspeechPre-quake jitters

Safe but sorryRace for space

Jungle boyLife after deathChild rationing

see Future perfect tense

Koala suicide

Safe but sorryKoala suicideThe best adviceLitigation lunacy

Marco PoloEarthquakeDear diaryGarlic, the great healerChild motherBullet costs a thumbMiracle plungeMan in spaceIntelligence: nature or nurture?One in ten million

Jungle boyLitigation lunacy

Alpine village

Life on the outsideUniformly individual

Life on the outsideMarriage returns

EarthquakeMiracle plungeMarriage returns

Alpine villageLocked out by print

Marco Polo

5354) /626388

105r07

2 . r 3

2.92 . r 33 .33.20

1 . 11 . 21 . 51 .6t . 71 . 91 . 10t .202 .22 .7

3.73.20

2 . 1 7

2.43 .2

2 .43 . r 7

t .2t . l 03 . t 7

2 . 1 73 . 1

1 . 1

67

626782

108

26273032333536485359

88108

73

558 l

55103

2736

103

7380

26

t28

Sfiacture

Present participle

Present perfect continuoustense

Present perfect simple tense

Present simple tense

Pronouns

Pronouns, reflexive

Questions

Questions, embedded/reported

Relative clauses, defining

STRUCTURALINDEX

Actioity number

1 . 51 . 1 0l . l It . r 73 .8

2.43.73 . 1 33. 163 .19

2 . r l

t . 41 .6T , 71 . l lt . t 22 . t02 . t r

1 .3t .4t . 1 4l . 151 . 1 6r . 1 7l . l 92 .52 . t7

1 . 1 5

3.4

1 . 1 82.63 . 1

3 .3

3.43. l03 . 1 23 . r43 . t6

Actioity name

Dear diaryMiracle plungePassive smokingThe enerny, man\7hose aid?

Life on the outsideJungle boyMiddle childrenCalling non-sleepersChild rationing

Rent strike

I'm KateGarlic, the great healerChild motherPassive smokingRoad tollRace for spaceRent strike

\7orld EnglishI'm KateGirls step outBook coversNaturally healthyThe enemy, manDaily printPre-quake jittersAlpine village

Book covers

Doctors under stress

Superstitions and youBattles on the home frontLocked out by print

The best advice

Doctors under stressLeisure stressWomen's intuitionThe gun debateCalling non-sleepers

Page

3036374489

558897

102107

65

29323337386365

28294l42434447) t

73

42

84

465880

82

84929599

t02

STRUCTURALINDEX t29

77

6 I

28

t02

Structure

Relative clauses,non-defining

Relative clauses, possessive

Relative clauses, reduced

Reported/indirect speech

Result

Sentence structure, complex

Sentence structure, simple

Sequence of past tenses

Should

Some as a pronoun

Substitution

Superlatives

Textual Cohesion/reference

Actioity number

2 .73.7

2.20

2.92 . 1 93 . 13 .53.73 .93. l03.20

2 .82 . 1 32 . t93 .3

3 .83 .19

2.203 .93 .143 . 1 83. l9

t . 21 . 1 0t . t 22 . 1

2 .8

Activity name

One in ten millionJungle boy

The right to be left

Safe but sorryTeachers: an endangered speciesLocked out by printComfort foodJungle boyJet lagLeisure stressLitigation lunacy

Young heroKoala suicideTeachers: an endangered speciesThe best advice

V/hose aid?Child rationing

The right to be leftJet lagThe gun debateLife after deathChild rationing

EarthquakeMiracle plungeRoad tollThe iob race

Young hero

see Modal verbs

World English

Road tollUniformly individualThe best adviceLife after death

Calling non-sleepers

Vorld EnglishThe job raceAlpine village

Page

5988

6 l677682

62768085889 l92

r08

89107

779 199

105r07

1 . 3

t . I 23 .23 .33 . 1 8

3 . 1 6

1 . 32 . 12 . 1 7

27363852

285273

388 182

t05

130

Stntcture

Time expressions

What's. . .like? structure

wiu

Zero article

STRUCTURAL INDEX

Actioity number

3 . 83 . t 43 . l 53 . 1 73.20

1 . 62 . 5

2 . 1 6

Activity name

\Whose aid?The gun debateTeen suicideMarriage returnsLitigation lunacy

Garlic, the great healerPre-quake iitters

Life in the twenty-first century

see Future form(will)

Dear diaryRoad tollGirls step outThe enemy, manThe job raceIntelligence: nature or nurture?Battles on the home frontSafe but sorryRace for spaceThe right to be leftDoctors under stressConserving family history'Women's intuitionTeen suicide

Page

8999

100103108

3257

72

30384l44525358626377849395

100

1 . 5t . l 2l . l 4t . t 72 . 12.22.62.92 .102.203.43 . 1 13 . r23 .15

l 3 l

Bibliography

Hannan, J. 1989. 'Easing students into Dictogloss'in TEA News(Australia), Vol. 7, no. l. This article explores a number of ways to'ease'learners new to Dictogloss into the procedure. It is especiallyvaluable for teachers using the procedure with low-level groups.

Llewelyn, S. 'A research project using classroom-based data drawnfrom classes using Dictogloss'in an unpublished manuscript whichis part of her Graduate Diploma in TESOL from the Institute ofTechnical and Teacher Education (ITATE), Sydney.

Llewelyn, S. 1989. 'The dictogloss procedure and grammaticalconsciousness-raising: classroom-based research' in Prospect(Australia), Vol. 5, no. 1. This article centres on the debate aboutthe place of grammar in language learning. It contrasts the 'non-

interface position' (where grammar is considered a non-helpful partof learning) with the 'interface position' (where explicitgrammatical consciousness-raising is seen as advantageous to thelanguage learning of adult students). The place of dictogloss in thisdebate is considered and the writer argues that the strength of theprocedure is that it allows learners to work through grammaticalprocesses. The case is supported by classroom-based research.

A number of articles have been written by Ruth Wainryb onvarious aspects ofthe dictogloss procedure:

1987. 'Creating and analysing text in the Dictogloss method'inTEA News (Australia), Vol. 5, no. l. This article is an accounr of aworkshop conducted in text design for dictogloss lessons. Itanalyses text for the purpose of highlighting the integral features of'a good Dictogloss text'. It concludes with a list of key tips andpointers for teachers wishing to design their own texts.

1987. 'Group work in the Dictogloss method - learner involvementand interaction'in.BABEZ (Australia), Vol. 22,no.2. This articlelooks at the nature of group work and peer interaction in dictoglossand relates this to recent research into task-based group activities inlanguage learning. Nine aspects of group work are closely examinedand the various advantages analysed.

1987. 'Myths and Fallacies - common misconceptions about theDictogloss method' rn Interchange (Australia), no. 10. This articleexamines five misconceptions about dictogloss and sets the recordstraight in terms of what the procedure aims to achieve. These areasof interest are: the relationship to the teaching of listening and note-taking, the place of memory, the question of whether the procedureis success or failure oriented, and the place of grammar.

tfz BIBLIOGRAPHY

1988. 'The Dictogloss method of language teaching - a text-based'communicative approach to grammar' in English Teaching Forum,Vol. 26, no. 3. This article has its focus on procedure and outlinesthe basic steps involved. It serves as a good introduction to thereader who is unfamiliar with the process of a dictogloss lesson' Italso attempts to accommodate this procedure for teaching grammarinto the broader framework of approaches to grammar in the EFL/ESL classroom.

1988. 'The information gap - the role of memory and creativity inthe Dictogloss method'inRELC Guidelines (Singapore), Vol. 10,no. 1. A key feature of dictogloss is the dictation phase duringwhich, because of the speed of the reading and the density of thetext, learners manage only to produce a fragmented text where theessential cohesion is missing. This is 'the information gap'thatexists at the heart of a dictogloss lesson. This article explores theimplications of this information gap for the roles of memory andcreativity in the reconstruction process.

1988. 'The theoretical bases of the Dictogloss procedure oflanguage teaching' in AT E SO L (Australia) Occasional paper,no. 5. This long article examines the various theoretical bases thatunderlie the procedure and success of dictogloss. It looks in turn atthe psycholinguistic, linguistic, psychopedagogic, methodological,and cultural base of dictogloss. The article is intended for a readeralready familiar with the actual procedure and is keen to exploreand understand it at a more theoretical level.

1989. 'Dictogloss, teacher-proofness and Murphy's Law'.Proceedings from the 6th ATESOL Summer School (Sydney,Australia). This article looks at the concept of teacher-proofness, orself-sufficiency in methodology, in relation to dictogloss. Using theTeacher-Proof Scale as a measuring instrument, it is suggested thatdictogloss is rather low on the scale, requiring relatively highdependence on teaching skills. Five separate features of dictoglossare targeted for discussion: the teacher's grammatical knowledge;the teacher's ability to design a good text; the teacher's managerialskills in facilitating group work; the teacher's ability to pitch thelesson to the level of the target group; the teacher's skill inexplaining the methodology to the learners.

the creation for effective dictogloss texts.

Oxford University Pressr s B N 0 - 1 9 - 4 3 7 0 0 / + - 6