Exam (elaborations) TEST BANK INSIGHT ADVANCED TEACHER'S BOOK by Christina de la Mare

Exam (elaborations) TEST BANK INSIGHT ADVANCED TEACHER'S BOOK by Christina de la Mare Advanced Teacher’s Book © Copyright Oxford University Press Design to supply Head Unit and banner Introducing insight 4 Components of the course 6 Student’s Book at a glance 8 Workbook at a glance 11 iTools 13 Teaching notes Unit 1 14 Unit 2 26 Unit 3 38 Unit 4 49 Unit 5 61 Unit 6 72 Unit 7 84 Unit 8 96 Unit 9 108 Unit 10 119 Workbook answer key 130 Teacher’s Resource Disk 156 Communication worksheets 156 insight DVD extra worksheets 158 Contents © Copyright Oxford University Press 4 Aims of the course To challenge students to think critically about the world around them insight has been developed not only to teach students English, but also to increase their awareness of the world around them. Amongst other topics, insight addresses social issues, culture, literature, history, social media, science and technology. Students are encouraged to think critically about the issues raised, to evaluate their current point of view, and to share their opinions with others even once they have left the classroom. Texts and recordings include an interesting fact or unexpected opinion which students may want to tell their friends and families about. This will help make the lesson more memorable and help students recall the language and ideas they have learned. Video documentary clips also cover cultural and historical themes broadening students’ understanding of the customs, traditions and history of English-speaking countries. Literature insight introduces students to classic works of English literature and offers an alternative way of exploring the culture of English-speaking countries. To inspire discussion in the classroom The information-rich and thought-provoking texts and recordings will inspire discussion amongst students. Structured activities encourage students to question their existing opinions and the opinions of others. Activities are designed to stimulate critical thinking, to encourage participation and the exchange of opinions. The speaking sections also teach the skills needed to be an active participant in discussions, such as interrupting, asking for clarification, disagreeing, and encouraging others to speak. To give a deeper understanding of vocabulary and build the confidence to use it insight gives students a deeper understanding of language and goes beyond purely teaching meaning. insight explores such areas as collocation, word-building and connotation to provide a fuller understanding of how vocabulary is used. This comprehensive approach allows students to use new language with greater confidence. Vocabulary is taught in the context of reading or listening texts. All reading and listening texts are accompanied by vocabulary exercises that focus on the meaning of new vocabulary in context. Additionally, the understanding of new vocabulary is reinforced through exercises which practise their use in a new context. All vocabulary is taught in sets organized by topic, word type or theme. Research has shown that teaching vocabulary in this way makes it easier for students to recall and use. Vocabulary insight pages not only explore language in more depth, but also build students’ study skills, including keeping vocabulary records, ways of recording new vocabulary, using a dictionary and a thesaurus. These skills will help students decode, retain and use new vocabulary correctly in the future. Introducing insight A note from the author I’m reading a book called The Element by Ken Robinson. On a table nearby, a few teenagers are chatting with their friends after a long day at school. ‘Our task is to educate (our students’) whole being so they can face the future,’ I read. ‘We may not see the future, but they will and our job is to help them make something of it.’ I look at the kids and think: ‘That’s quite a big task!’ It’s a challenge we all face, whether we’re teachers, parents, educational writers or youth workers. Our short-term objectives may be different: we may help teenagers or young adults pass school-leaving exams, understand maths formulae, or take part in community projects. But ultimately our long-term objectives are the same: to help young people develop a passion for and curiosity about life, to give them confidence in their own ideas, to help them become open-minded, global citizens. When I started writing insight I immediately understood that the course was trying to satisfy these two objectives: a rigorous syllabus would help students develop their language skills, but it also had its eye on long-term objectives, too. Today’s students are very sophisticated. They have an amazing ability to multitask, and they often have a broad knowledge of other cultures and countries. They also have a point of view, and in insight we value that and seek it out – we also challenge it. We constantly ask students to question, evaluate and make cross-cultural comparisons: What do you think? Do you agree? What would you do? Speaking helps develop their confidence as language learners, but it also develops confidence in their own opinions and beliefs. In insight we’ve added a special ingredient, too: in many texts and topics there is a fact or point of view students may not have come across before, something surprising or thought-provoking, something they may want to tell their friends in a café after school. The aim of this extra ingredient is to inspire curiosity, and a passion to discover and learn. It might help them think about an issue in a different way, and make a lesson more memorable. That’s what insight is all about. It strives to create the right conditions for students to grow, learn and develop their ideas and experience. To become lifelong learners. ‘You cannot predict the outcome of human development,’ adds Ken Robinson, wisely. ‘All you can do is like a farmer create the conditions under which it will begin to flourish.’ Jayne Wildman © Copyright Oxford University Press 5 To encourage autonomous and lifelong learning insight prepares students for further study and life outside the classroom environment by developing their skills for lifelong learning and encouraging autonomous learning. Strategy boxes in every unit offer step-by-step guides on how to improve core skills. Students apply the strategy immediately in a series of exercises to allow them to see how the strategy can benefit them. The strategies are relevant to students’ studies now and in the future, so they will be able to use the same strategy again and again. Writing preparation covers extensive practice and development of key skills, such as brainstorming, planning, checking, paraphrasing, avoiding repetition, etc. These skills will also help students beyond the classroom environment. The use of authentic texts builds students’ confidence by showing them that they can tackle these kinds of texts outside the classroom, in real-life situations. The accompanying activities teach students how to think critically – question ideas, analyse, rationalize, synthesize, and make reasoned judgements – skills that students will need in all areas of their lives, especially in higher education and the workplace. Autonomous learning is also encouraged by developing dictionary and thesaurus skills. Students gain a better understanding of how dictionaries and thesauruses look, the information they provide, and how and when to use them. Learning how to use these reference sources will help students with their learning now and in their future life. These are all skills that teach self-reliance and foster autonomous learning, equipping students for life after school or university. To help students explore the rules of grammar The guided discovery approach to grammar in insight allows students to work out grammar rules for themselves and furnishes them with a better understanding of how grammar works. This approach actively engages students in the learning process making them more likely to understand and remember the grammar point. New structures are always presented in the context of a reading or listening text, so that students become familiar with the usage and meaning of the grammar, before manipulating its form. The guided discovery approach means students analyse examples from the texts before they deduce the rules. If necessary, the rules can be checked in the Grammar reference section in the Workbook. The practice exercises are topic-based, so students are required to understand the usage and meaning of the grammatical structures, as well as the form. The free speaking activities allow students to use the new language in a personalized, productive and creative way. To encourage students to reflect and take responsibility for their learning Self-reflection plays a key role in developing active, directed and responsible learners. Learners who are able to look to themselves for solutions to problems rather than always seeking out the help of others will be better equipped for later life in academic or professional environments. insight encourages students to reflect on their learning in a variety of ways. The Review sections in the Student’s Book are an opportunity for them to see what they already know and where more work is needed. Students get marks for completing the Reviews, so they can self-monitor their progress through the book. The Progress checks in the Workbook help students to identify gaps in their knowledge and skills, and encourage students to rely on themselves when seeking ways of improving. The self-check feature in the Writing sections teaches students how to evaluate their own work against a set of criteria. The corrected writing assignments can also be a record of their progress. © Copyright Oxford University Press 6 Components of the course The Teacher’s Book contains: teaching notes for the Student’s Book and answer keys for both the Student’s Book and Workbook. ideas for optional extra activities for greater flexibility. background notes, cultural information and language notes. suggestions for teaching further vocabulary from reading texts and questions for discussions. the scripts for the audio from the Student’s Book and Workbook. The three Class audio CDs contain: all the listening material for the Student’s Book and Workbook. The Workbook audio is also available at The Workbook contains: further practice of everything taught in the Student’s Book. Plus Challenge exercises for stronger students. ten Progress check pages which provide an opportunity for student reflection and self-evaluation. five Literature insight lessons based on classic works of English literature. five Exam insight sections with typical exam tasks and strategies to help students become better exam takers. a twenty-page Grammar reference and practice section containing comprehensive grammar explanations and further practice. a Wordlist with dictionary-style entries giving students more information about core vocabulary. The Student’s Book contains: ten topic-based units divided into clear sections that logically follow on from one another. ten Vocabulary insight pages that develop a deeper awareness of how language works and build students’ dictionary skills. ten Review pages that test all the grammar and vocabulary points from the unit. five Cumulative reviews which review all the language taught up to that point in the Student’s Book through a series of skills-based activities. a ten-page Vocabulary bank section with twenty additional topic-based vocabulary sets. © Copyright Oxford University Press 7 Websites Student’s website ( Teacher’s website ( Student’s Book and Workbook reading texts audio, a wordlist including definitions and example sentences for every key word. iTools contains: a digital version of the Student’s Book and Workbook with integrated audio and video. interactive class games which practise key language from the Student’s Book by involving the whole class. answer keys for all exercises. synched audio scripts which highlight text as the audio is played. documentary video clips with subtitles. video clip worksheets and teacher’s notes. a wordlist including definitions and example sentences for every key word. Online practice The material in each unit of the insight Online Practice is designed to be flexible whilst also linking to the language activities and skills development in the insight Student’s Books. The activities are linked thematically, grammatically and lexically so that they can be assigned for homework, used in class for further practice, or as a revision tool. The insight Online Practice provides students with: more practice of key vocabulary and grammar taught in the Student’s Book. interactive exercises that focus on skills (reading, listening, writing and speaking). a video section, including video clips, comprehension exercises and discussion prompts. There is automatic marking and feedback of controlled exercises. The results are recorded, providing an overview of achievement and progress for each student and for the class. For more information about insight Online Practice, visit items/global/teenagers/insight/. The Test Bank MultiROM contains: unit tests and cumulative tests available as PDFs and editable Word files which you can adapt according to your students’ needs. A and B versions of each test to help with classroom management. audio for all the listening tasks. This can be played on a CD player. audio scripts for all the listening exercises. answers to all exercises. The Teacher’s Resource Disk contains: additional communication worksheets to practise key language from the Student’s Book. Documentary video clips linked to each Student’s Book unit plus accompanying ready-to-use video worksheets and lesson guides. How to guides which tackle key teaching issues and provide ideas and suggestions for activities to use in the classroom. Functional language bank – compilation of key communicative phrases from throughout the course. Writing bank – a compilation of the key writing formats practised throughout the course with notes and tips on how to write them. © Copyright Oxford University Press 8 A – Reading and vocabulary • an information-rich text establishes the topic of the unit. • the reading text also contextualizes two vocabulary sets which are recycled and practised through the rest of the unit. One of these is a Vocabulary insight (V insight) set which explores language in greater depth. • the text previews grammatical structures that students will study in the next section. Students are not expected to engage actively with the new grammar at this point. • there is a link to the Vocabulary bank at the back of the Student’s Book where another lexical set is presented and practised. • the section closes with a speaking activity which allows students to react to the text and demonstrate their understanding of the issues raised. B – Grammar and listening • section B picks up on the grammatical structures that students met, but may not have recognized, in the reading text in section A. • the new language is presented in a meaningful context – either a reading or listening text. • the listening or reading text also establishes a new topic for the section and contextualizes some of the vocabulary from section A. • the guided discovery approach to grammar ensures that students actively engage with the new language. • students analyse examples, complete rules or answer questions about the grammar which help them to focus on the new structures, their meaning and use. • a final speaking activity allows students to use the new language in a personalized and productive way. • there is a link to the Grammar reference and practice section in the Workbook where students can find further practice activities and explanations of the grammar for reinforcement. Student’s Book at a glance There are ten units in the Student’s Book. Each unit is divided into five sections (A–E), with a Vocabulary insight page and a Review. After every two units, there is a Cumulative review. At the back of the book, there is a ten-page Vocabulary bank. © Copyright Oxford University Press 9 C – Listening, speaking and vocabulary • section C offers students opportunities to practise the grammar and vocabulary from the previous sections. • one or more listening activities contextualize a new vocabulary set which is recycled through the rest of the unit. • through carefully selected text types and tasks, students learn a variety of strategies for developing listening skills. • students are encouraged to react to the topic of the listening and exchange ideas and opinions. • the section also presents functional language or grammar through several model dialogues, as well as controlled and free practice. D – Culture, vocabulary and grammar • section D introduces students to the culture of the English-speaking world through a text on the customs, traditions and history of English-speaking countries. • there is a cultural comparison element, which encourages students to think about similarities and differences with their own culture. • the culture text contextualizes a new vocabulary set and models the key grammar of the section. • the section often presents a grammar point in a guided inductive way. • there is a link to the Grammar reference and practice section in the Workbook. E – Writing • section E always presents a model text which students analyse for the language, structure and format used. • a language point illustrates and practises useful writing language and structures. • a writing strategy develops key elements of the writing process, for example, planning, brainstorming, deciding on register, etc. • the section includes a step-by-step writing guide which takes students through the process of generating ideas, planning, writing and checking their work. • the writing task lets students use the language taught throughout the unit in a personalized, productive and creative way. © Copyright Oxford University Press 10 Vocabulary insight • this page raises awareness of how language works by developing a deeper understanding of a language point introduced earlier in the unit. • there are also activities building students’ study skills, including ways of recording vocabulary, using a dictionary or a thesaurus. • through a series of strategies, students learn how to use reference sources that can help them with their learning now and in their future life. Review • the review gives students another opportunity to recycle and check how well they know the vocabulary and grammar they have learned in the unit. • students get marks for every completed review, so it is easy to monitor progress through the book. Cumulative review • there is a two-page cumulative review at the end of every two units. This reviews key language and skills from the Student’s Book up to that point through a series of skills-based tasks. Each Cumulative review includes listening, speaking, reading, use of English and writing exercises. • there is a link to the Literature insight and Exam insight sections in the Workbook. Strategies • in every unit, there is a writing strategy and either a listening or reading strategy. • each strategy develops students’ language skills and helps them to become more confident and autonomous learners. • the strategies are practised through a number of activities, so that students can immediately apply the skills they have learned. DVD extra • there is a link from every unit to a documentary video clip. • each video clip builds on a topic from the unit. • each video clip is accompanied by a ready-to-use DVD worksheet which contains comprehension, language and speaking activities, along with teacher’s notes. Vocabulary bank • there are two cross-references to the Vocabulary bank from each unit. • each Vocabulary bank presents and practises two vocabulary sets that are topically related to the unit. © Copyright Oxford University Press 11 Workbook at a glance There are ten units in the Workbook. Each unit has a page to correspond with each Student’s Book spread. There is a Progress check at the end of each unit. All Workbook audio can be found on the Class udio CDs, on iTools and on the Student’s website: • the Workbook contains grammar, vocabulary and skills activities which practise and reinforce the language covered in the Student’s Book. • the reading section presents and practises a new vocabulary set. • the reading text recycles grammar from the corresponding Student’s Book unit. • new subject matter is introduced in the texts to expand students’ knowledge. • there is a one-page Progress check after every unit with short tasks which prompt students to think how well they understand the grammar, vocabulary and skills taught in the unit. The Progress checks also serve as a record of what has been learned in each unit. • the self-evaluation feature encourages students to reflect on and monitor their own progress. • the How can I improve? feature encourages students to take responsibility for their own learning. • there are five two-page Literature insight lessons in each level of the course. • Literature insight introduces students to classic English literature and encourages reading for pleasure. • these sections contain shorter reading and listening extracts, but students are encouraged to read the complete works in their own time. • the literary extracts have been carefully selected to link with the topic and language covered in the Student’s Book. • each lesson presents information about the author, literary extracts to read and listen to, comprehension activities, as well as a speaking and writing task. © Copyright Oxford University Press 12 • the five three-page Exam insight sections prepare students for common exam tasks. • there is practice of use of English, reading, listening, speaking and writing. • through a series of exam strategies, students learn how to deal with the most common exam tasks, such as multiple choice, true / false, matching headings to paragraphs, etc. • there is a twenty-page Grammar reference and practice section. • this contains comprehensive explanations of key grammar points from the Student’s Book, covering both form and usage. • each grammar point is accompanied by several exercises to check and consolidate understanding of that point. • a Wordlist completes the Workbook. • the Wordlist features dictionary-style entries, with phonetic transcriptions and definitions. • an extended version of the Wordlist, including example sentences, can also be found on iTools and on the Teacher’s website: © Copyright Oxford University Press 13 insight iTools Oxford iTools is software that allows you to present and manipulate course content in an interactive way. iTools is designed to be projected in class. To take full advantage of its rich interactive content, it should be used on an interactive whiteboard, but may also be used with a computer connected to a screen or a data projector. insight iTools contains: • the complete Student’s Book and Workbook. • interactive games that provide whole-class fun practice of the key vocabulary and grammar. • video material integrated into the pages, making it easy to access. • audio tracks integrated into the pages. If you choose to display the script, the words are automatically highlighted as they are spoken, making it easy for students to follow. • integrated answer keys that make self or peer marking much simpler as students will be able to see the correct answer on screen. You can reveal answers one by one or all at once to suit your students. You can even hide the answers and then reveal them again to see how many they can remember correctly. • insight iTools also comes with built-in teaching tools. These tools open up the content of the course, allowing you to use it in different ways. • You can use the hide tool to hide the text on a page and see if your students can predict what it will be about, or work on the vocabulary in a text with the highlighting tool. • The spotlight tool lets you focus the whole class on a particular grammar point or exercise. • the link tool lets you add links to other websites to the Student’s Book page, allowing you to access them with a single click during the lesson. Select Content tabs Toolbox Choose single or double page view Go to a page Add bookmark Close menu Toggle between books Hide / show screen Navigate through pages Go back Hide / show annotations Timer Create / save Flipchart Flip controls Launch an activity Audio Answer key DVD extra Page link Interactive game Grammar presentation Expand and collapse thumbnail menu © Copyright Oxford University Press 14 Unit 1 Identity Identity 1 Map of resources Section A: Student’s Book pages 4–6 Workbook page 4 Vocabulary bank, Describing change page 134 Teacher’s resource disk, Communication worksheet 1A Section B: Student’s Book pages 6–7 Workbook page 5 Grammar reference and practice 1.1, Workbook page 109 Teacher’s resource disk, Communication worksheet 1B Section C: Student’s Book pages 8–9 Workbook page 6 Vocabulary bank, Separation page 134 Grammar reference and practice 1.2, Workbook page 110 Teacher’s resource disk, Functional language bank Section D: Student’s Book pages 10–11 Workbook page 7 Teacher’s resource disk, DVD extra + worksheet, Celebrating multiculturalism Section E: Student’s Book pages 12–13 Workbook page 10 Teacher’s resource disk, Writing bank Teacher’s resource disk, Functional language bank Vocabulary insight 1 page 14 Advanced dictionary skills Review 1 page 15 Progress check Unit 1, Workbook page 11 Language and skills tests 1A and 1B, Test Bank 1A Reading and vocabulary Who you are Summary Topic: Factors that shape our identity Reading: Who are we? Vocabulary: Idioms with hand, skin and bone; describing change Speaking: Discussing identities Communication worksheet 1A: Collect the cards Lead-in • Put students in pairs and tell them that they have been recruited as secret agents for their country. Tell students that they are going to infiltrate an organization that the government suspects of illegal activity. In order to succeed in this task they must successfully invent a new identity that is completely different to their own. • Give students five minutes to think of everything they would have to consider when creating a new identity. • Elicit some suggestions from the class and write them on the board, e.g. Education, Family, Health, etc. Continue until you have got all students’ ideas on the board. • In pairs, students practise their new identities by taking turns to ask each other questions. • Ask the class which question(s) revealed the most information about the person’s identity. Exercise 1 page 4 • Working individually, students rank the ideas. They then discuss their answers with a partner. • Ask a few students to share their ideas with the class. Elicit what other factors shape a person’s identity (e.g. economic background, health, family size, birth order). • Then ask them to vote on the most important factors in shaping a person’s identity. Culture note: Nature versus nurture The ‘nature versus nurture’ debate is one of the oldest issues in psychology. The debate centres on the relative contributions of genetic inheritance (nature) and environmental factors (nurture) to human development. The expression ‘nature versus nurture’ in English has been in use since the 12th century, but the combination of the two concepts (as complementary) goes back to ancient Greece. The expression in its modern sense was popularized by the English Victorian polymath Francis Galton in discussion of the influence of heredity and environment on social advancement. Galton was influenced by Charles Darwin’s book On the Origin of Species. © Copyright Oxford University Press Unit 1 Identity 15 Additional vocabulary The following words are from the article Who are we?: • acknowledge (v) /əkˈnɒlɪdʒ/ to accept or admit that something is true or exists • chart (v) /tʃɑːt/ to follow or record something carefully and in detail • embrace (v) /ɪmˈbreɪs/ to accept an idea, a proposal, a set of beliefs, etc. especially when it is done with enthusiasm • soul-searching (adj) /səʊl ˈsəːtʃɪŋ/ deep and anxious consideration of one’s emotions and motives or of the correctness of a course of action • stroke (n) /strəʊk/ a sudden illness which attacks the brain and can leave a person unable to move part of their body, speak clearly, etc. • well documented (adj) /wɛl ˈdɒkjuməntɪd/ frequently recorded V insight Idioms with hand, skin and bone The individual words in an idiom rarely give the meaning, e.g. a bone of contention refers to a subject or issue over which there is continuing disagreement. Some idioms create an image which helps to convey their meaning, e.g. jump out of your skin. The image of a person jumping out of their skin suggests a quick, startled movement. Idioms are fixed expressions, e.g. the idiom close at hand cannot be expressed as near at hand. Exercise 5 page 6 • Students read the text. Remind students to use the context to help them with comprehension. They should look at the sentences before and after the highlighted text as well as the words immediately before and after it. • With a stronger class, ask students to write sentences using each of the idioms. 1 all skin and bones 2 saved his skin 3 a bone of contention 4 in Marinda’s hands 5 made no bones about 6 go hand in hand 7 close at hand 8 jumped out of her skin Exercise 6 page 6 • Students read the text, paying close attention to the words before and after each gap. They then complete the text. 1 save (their) skin(s) 2 in (his) hands 3 all skin and bones 4 close at hand 5 a bone of contention 6 go hand in hand 7 made no bones about Exercise 7 page 6 • Focus attention on the underlined verbs in the article. Elicit their meanings. Encourage students to deduce meaning by looking at the words in context. • Students work individually or in pairs to match the verbs to the correct categories. 1 evolve, adapt 2 transform, alter 3 improve, enhance, reform, progress 4 restore, reverse, revert 5 shape, determine Exercise 2 page 4 • Focus attention on the title of the article and the photos. Ask students what they think the article is about. • Students skim the article to find which of the ideas in exercise 1 are mentioned. The article mentions genes and the way we look. Exercise 3 page 4 • Go through the strategy with the class. Elicit answers for the first two points. • Ask students if the words beginning each paragraph attract their attention and why (e.g. a quote personalizes a text and makes it more interesting; adverbs such as interestingly and sadly show the writer’s attitude). • Elicit the order of information in the text (personalization, contrasting points describing the reasons for the people’s different situations, conclusion). • Students read section A again and answer questions 1–3. • Ask students to read sections B and C again. Ask the following questions: How does the writer start each extract? (The writer introduces the background / context, before moving on to the main point of the story. The writer starts with a dramatic story and then introduces the main issues.) Which words and phrases reveal the writer’s attitude and opinions? (attack basic human rights, ultimately, luckily, sadly) What questions or issues does the writer consider in texts B and C? (B: The writer highlights the importance of nature in a person’s development by describing the striking similarities between identical twins who only met in their thirties. C: The writer suggests that nurture also influences our identities by describing a boy who was adopted by monkeys.) 1 The writer starts with a quote to engage the reader’s interest. The quote is surprising and challenges the reader’s assumptions about the topic. 2 Marinda had to make a difficult decision about her dying mother’s face being used in a transplant. She might have questioned how she would cope with a stranger having her mother’s face, and whether her mother would have wanted it. 3 Paragraph 2 asks: ‘Could a person really be themselves wearing somebody else’s skin?’ The writer answers by giving examples of people who have had difficult experiences after receiving an organ donation, e.g. depression, nightmares, refusal to look at the body part. The writer discusses the fear that the donor’s personality could take control of the person receiving the transplant. Exercise 4 page 4 • With a weaker class, before they answer the questions, ask students to highlight the key words in each question that will help them to find the information in the text, e.g. extraordinary, psychological implications and check their meanings if necessary. • Check answers as a class. 1 A 2 A 3 B 4 C 5 B 6 C 7 C © Copyright Oxford University Press 16 Unit 1 Identity Exercise 8 page 6 • Ask students to read the questions. Then refer them back to the reading strategy, focusing on the first two points. • In groups, students discuss the questions. • Ask a few students to share their ideas with the class. Extra activity: Further discussion In small groups, students discuss the following questions: • Advances in medical science mean that the number of people whose lives could be saved by a transplant is rising more rapidly than the number of willing donors. In the UK, over 1,000 people die every year waiting for organ transplants. Do you think organ donation should be obligatory unless people opt out? Why / why not? • What traits do you think you have inherited? What traits do you think you have acquired because of your environment? Extra activity: Stronger students Ask students to look at the situations below and discuss how the sudden changes in these people’s lives could influence their sense of identity: • a soldier is injured in war and loses their legs • a child is adopted and taken to another country at the age of six • a child from a deprived background wins a scholarship to an elite school • a middle-aged woman is diagnosed with cancer and although the treatment is successful, she loses all her hair after the chemotherapy • a teenage boy with end-stage renal disease undergoes kidney transplant surgery and the operation is successful • a young woman finds out that she has a twin sister whom she has never met Students find an example on the internet of a person whose life changed suddenly and write another section for the article, using the notes in the strategy box. Vocabulary bank: Phrases describing change page 134 1 1 d 2 g 3 a 4 h 5 c 6 f 7 e 8 b 2 1 make great strides, pull your socks up, turn the corner, go from strength to strength 2 chop and change, back to square one, move the goalposts, turn (something) upside down 3 1 moves the goalposts 2 chopping and changing 3 made great strides 4 back to square one 5 turned the corner 6 turned (everything) upside down 7 gone from strength to strength 8 pull their socks up Learning outcome Ask students: What have you learned today? What can you do now? and elicit answers: I can understand an article about how nature and nurture influence identity. I can use idioms with ‘hand’, ‘skin’ and ‘bone’ and verbs describing change. I can give my opinion on the influence of nature and nurture on a person’s identity. 1B Grammar and listening Every object tells a story Summary Topic: The stories behind objects Listening: It belonged to my grandmother Grammar: The perfect aspect Speaking: Discussing the significance of personal belongings Communication worksheet 1B: Perfect possessions Lead-in • Ask students to think of possessions which people often keep and which belonged to their grandparents or other relatives. Write a list on the board, e.g. clocks, furniture, clothes, toys, diaries, etc. Ask why they might keep such items. • Ask students if they or their family have any possessions which used to belong to their grandparents or other relatives. Ask: Are they important to you? Why? Exercise 1 page 6 • As a class, look at the objects in each of the photos. Ask individual students to describe them. • In pairs, students look at the objects in the photos and discuss the questions. Elicit ideas and write notes on the board. Exercise 2 $ 1•01 page 6 • Tell students they are going to hear three people describing some of the objects in the photos and their significance. • Play the recording. Then ask students to what extent their ideas in exercise 1 were correct. • Tell students that they are going to listen to the recording again and answer the questions. Before they listen, ask students to underline the key parts of the questions and think about the information they are listening for. Play the recording and check their answers as a class. Speaker 1 talks about object B, her mother’s pasta maker. Her mother used it to make pasta. The speaker uses it to make pasta and also displays it in the window of the family’s restaurant. Speaker 2 talks about object A, her grandmother’s trunk. Her grandmother used it to carry her belongings from Beijing to the USA. The speaker used to store blankets in it, but now uses it to store old books and magazines. Speaker 3 talks about object C, the Matryoshka doll that her grandfather made. The speaker and her sister played with it when they were children. Now the speaker’s grandchildren sometimes play with it. Audio script 1 Well, I’ve had this pasta maker for many years. It was handed down to me by my mother. One of the few treasures that she and my father brought with them when they left Italy in the 1950s. They couldn’t take much, so when she made a list of things, she hadn’t given it a second thought – it wasn’t a priority. But in the end, it was destined to make the voyage. Having packed most of the suitcases, she noticed it on the © Copyright Oxford University Press Unit 1 Identity 17 kitchen table and somehow managed to get it into the last bag. Over the years, we’ve lost and found it several times. But luckily, it has always turned up again. This time next month, we’ve got a big family celebration, so I’ll be using it to make pasta for the main meal. It will have been in the family for more or less seventy years by then, but we still use it on special occasions. And … well, we have our own Italian restaurant now, and when we’re not using it, the pasta maker takes pride of place out front in the window. 2 Hmm, I think my grandmother was just nineteen years old when she arrived in the USA from Beijing. My grandfather was already there, having left China a year earlier. He hoped to have got a good job by the time she arrived, but he had only found work as a dish-washer. Still, my grandmother came over, bringing with her this big brown trunk, which contained all of her belongings. Today, I’m lucky enough to have the trunk, and it sits right here, in my apartment. I used to store blankets in it, but now there’s lots of old books and magazines inside. For me, it’s a symbol of my grandparents’ optimism, their sense of adventure and their desire to find a better life. I’d like to think I’ve inherited that adventurous spirit. I’ve certainly travelled just as far. You see, I work as a translator, and my job often takes me to conferences abroad. In fact, by this time next week, I’ll have flown to Beijing and back. It’s a lot easier now, of course. It’ll take me just under fourteen hours to get there, rather than three weeks! 3 My family first came to New York in the 1950s. My father had worked as a music teacher in Moscow, but it was difficult to earn a living there, so he travelled to New York with my mother and my older sister. My parents didn’t bring many things from Russia; besides the essentials, they brought my father’s violin and a doll that my grandfather had made years before. It was an old Matryoshka doll, decorated to look like a Russian peasant in traditional clothes, with three smaller dolls inside. It’s beautifully painted and I’ve looked after it for over five decades now. Both my sister and I played with it and today, my grandchildren play with it, but not often because it’s very fragile. The doll reminds me of the struggle of those early years and that you can never be sure what life has in store for you – a little like opening a Matryoshka doll. Exercise 3 $ 1•01 page 6 • Ask students to read through the sentences carefully before they hear the recording again. • With a stronger class, ask students to try to match the statements to the speakers before they listen again. • Play the recording again. a 1 b 2 c 3 d 1 e 3 f 3 g 1 h 1 i 2 j 2 Language note: Perfect infinitive and perfect -ing The perfect infinitive is often used to describe an event that might or could have happened in the past. I hoped to have finished all my work by the evening. He claimed to have met a few celebrities. The perfect -ing can replace a clause with the past perfect to talk about the reason for something. Having gone to bed late, I felt tired. (= I felt tired because I had gone to bed late.) It can also be used to talk about an event that happened before the action or event in the main clause. Having finished breakfast, she got ready for work. (= After she had finished breakfast, she got ready for work.) In the negative, not comes before the infinitive and the perfect -ing. They pretended not to have met before. I regret not having learned the language. Exercise 4 page 7 • Students match the statements in exercise 3 to the forms. • With a weaker class, go through the structure of each form on the board and elicit when it is used. • Check answers as a class and, if necessary, explain any points that students struggled with. a past perfect – an action that occurred before another past action b perfect infinitive – the verb hope is followed by an infinitive. The perfect infinitive describes an action or event that is earlier in time. c past perfect – an action that occurred before another past action d perfect -ing – a participle clause that describes an action that occurred before another past action. This is an alternative way of expressing ‘When / After she had prepared the suitcases …’ . e present perfect – an action that began in the past and continues to the present f past perfect – an action that occurred before another past action g present perfect – repeated actions that occurred at some unspecified point in the past h future perfect – an action or event that will be completed by a certain time in the future i present perfect – actions that occurred at some unspecified point in the past and continue to happen up to the present time j future perfect – an action that will be completed by a certain