Lesson A Therisetofame

Fame 10
Unit
Languagenotes
Grammar Talking hypothetically about the past
(SeeStudentsBookp.99.)
ThelessonteachesSshowtouseconditionalsentences
withif clauses(withverbsinthepastperfect)andpast
modalsinthemainclausetotalkhypotheticallyabout
thepast.Itreviewsthepastmodalstructurestaughtin
Unit8,LessonsAandB.
Form
J if+subject+pastperfectform,subject+pastmodal
form
Note:Theif clause,themainclause,orbothclauses
canbeaffirmativeornegative.
If he had stayed in school, his life would have been
different.
If he had stayed in school, he might not have had a
singing career.
If he hadnt won the contest, he probably would have
kept his job.
If he hadnt won the contest, he might not have had
the confidence to become a singer.
Use
Theconditionalsentencesaboveareusedtotalkabout
hypotheticaleventsandsituationsinthepast,thatis,
thingsthatdidnothappen.Theydescribehowthings
mighthavebeendifferentindifferentcircumstances.
J Theifclausedescribesthehypotheticalconditionsor
circumstances.
If Watson had stayed in school,(=Hedidntstayin
school,butimaginethiswastrue.)
J Thepastmodalstructuresdescribethepossible
consequencesoftheimaginedconditions.
. . . his life would have been different.(=Imsure
aboutthis.)
. . . his life might have been different.(=Imlessthan
100percentsure,butitsapossibility.)
. . . his life could have been different.(=Thiswasa
possibleoutcome.)
Corpusinformation If clauses
If clausescancomefirstorlastinsentences,butthey
areapproximatelytwiceaslikelytocomefirst.In
conversation,peopleveryoftenusethepastmodal
structureintheif clauseratherthanthepastperfect;
forexample,If I would have done thatratherthanIf I
had done that.However,thisisnotconsideredtobe
correctinwriting,andmanypeoplefeelitisincorrect
inspeakingtoo,eventhoughitisextremelycommon.
Lesson C Goodquestion!
Lesson D Pullingthrough
Vocabulary Idiomatic expressions about celebrity
(SeeStudentsBookp.100.)
Thevocabularysectionteachesanumberofidiomatic
expressionstousewhentalkingaboutcelebrities
careers.
Speakingnaturally Intonation of tag questions
(SeeStudentsBookp.100.)
Themeaningoftagquestionsdependsontheintonation
thespeakeruses.Forthisreason,SpeakingNaturally
comesbeforethegrammarchart,andthepracticein
thissectionislimitedtohavingSsrepeattheexamples
andtheconversation.
J Whenthespeakerisnotsureaboutsomethingand
wantstocheckinformation,theintonationonthetag
rises.
J Whenthespeakerissureaboutsomethingandwants
theotherpersontoagreeorconfirmthatinformation,
theintonationonthetagfalls.Tagquestionswith
fallingintonationstronglysignalthatthespeaker
expectstheotherpersontoagree.
Lesson B Inthepubliceye
Grammar Tag questions
(SeeStudentsBookp.101.)
Thestructuretaughtinthelessonistagquestions.The
twomostcommonpatternsaretaught:(1)affirmative
statement+negativetag;and(2)negativestatement+
affirmativetag.
Form
Tagspresentedinthislessonconsistofbeoranauxiliary
verb+(not)+pronoun.
J Affirmativestatement+negativetag
Im out of touch, arent I?
Its amazing, isnt it?
She won the talent show, didnt she?
That was a dumb thing to do, wasnt it?
Hes dropped out of sight, hasnt he?
J Negativestatement+affirmativetag
Im not really in touch, am I?
Its not easy to become famous, is it?
She didnt have connections, did she?
That wasnt too smart, was it?
His career hasnt taken off, has it?
Lesson A Therisetofame
J Useanaffirmativetagafterastatementwitha
negativeword.
Its never easy, is it?
There are no easy answers, are there?
J Pronounsintags
Whensomepronounsarethesubjectofthemain
clause,thepronouninthetagquestionmaychange.
Herearesomeexamples:
This / thatRit
Thats good, isnt it?
These / thoseRthey
These are the winners, arent they?
Something / nothing / everything,etc.Rit
Nothings that easy, is it?
Everyone / someone / nobody,etc.Rthey
Everyone knows her, dont they?
BUTThere + beRthere
Theres no problem, is there?
J Theresponsestotagquestionsarecoveredinthe
chart.Toagreetoorconfirmanegativestatement
withanaffirmativetag,theanswerisnegative.
She didnt have connections, did she?
No, she didnt.(=Iconfirmthat:shedidnthave
connections.)
Use
Tagquestionsareaninteractivewayofinvolvingthe
otherspeakerinaconversation.Speakersusetag
questionseithertocheckinformationortoasksomeone
toagreetoorconfirmwhatissaid.Themeaningchanges
dependingontheintonation.(SeeSpeakingNaturally
above.)
Corpusinformation Tags
Negativequestiontagsaremuchmorefrequentthan
affirmativetags.
Conversationstrategy Giving encouraging advice
(SeeStudentsBookp.102.)
J Onecommonfunctionoftagquestionsistoinvolve
theotherspeakersinaconversationbyappearing
toaskquestions.Inthecontextofgivingadvice,
addingatagquestionhastheeffectofsofteningthe
advicebecausethespeakerappearstobeaskingthe
listenertoagreeratherthansimplytelling.Asa
result,itmakestheadvicesoundlessdirectandmore
encouraging.
J Thelessonrecyclestagquestions,thistimewiththe
modalswould, could,andshould.
It would be good to talk with her, wouldnt it?
You could look for another class, couldnt you?
You should at least give it a chance, shouldnt you?
Lesson C Goodquestion!
J Thetagquestionsforadviceinthelessonhaverising
intonation.
Strategyplus Itshardtosay.
(SeeStudentsBookp.103.)
Whenpeopleareaskedquestionstheycannot
immediatelythinkofanswersto,theyoftenuse
expressionssuchasIts hard to say.orThats a good
question.Thesegivethespeakersometimetothinkofan
answerandtoshowthelistenerthatthequestiondoes
nothaveaneasyanswer.
Corpusinformation Itshardtosay.
ExpressionswithIts / Thats hard to sayarethe
mostfrequent,followedcloselybyexpressionswith
(Thats a) Good question.
Helpnote Topic and supporting sentences
(SeeStudentsBookp.105.)
TheHelpNoteshowshowparagraphscanbestructured
aroundtopicandsupportingsentences.Topic sentences
typicallystateamainideaorthemeandarefollowedby
supporting sentencesthataddmoreinformationto,or
giveexamplesof,theideainthetopicsentence.
Thearticleonp.104hastwoveryclearexamplesofthis
structureoftopicsentencesfollowedbysupporting
sentences.Theseareparagraphs2and4.
Lesson D Pullingthrough
J Inparagraph2:Then again, neither did most of
Hollywood.(i.e.,see her cominganideacarriedover
fromtheintroduction)isfollowedbyreasonswhy
Zellwegerwasasurprisesuccessstory.
J Inparagraph4:Yet, just as Rene was enjoying
newfound fame, she encountered controversy.is
followedbyexamplesofthecontroversy.
Languagenotes Unit 10
Lesson B Inthepubliceye
Teach this unit opening page together with Lesson A in one class period.
Introduce the theme of the unit Say,Whenyouthinkoffamouspeople,whatkindsofpeopledoyouthinkof?AskSsfor
theirideas(e.g.,actors, singers, musicians, athletes, artists, politicians).Askthefollowingquestions:Doyouthinkits
easytobecomefamous?Afterapersonbecomesfamous,isiteasytostayfamous?Dofamouspeoplehaveeasylives?
Say,Inthisunit,weregoingtotalkaboutsomedifferentaspectsoffame.
InUnit10,youlearnhowto...
Fame
J Unit aims CallonindividualSstoeachreadoneofthe
unitaimsaloud.TellotherSstolistenandreadalong.
Extraactivityindividuals
Writeontheboard:
1. In Lesson A, find Russell Watsons career.
2. In Lesson B, find (a) an expression that describes
an entertainers career; and (b) an example of a tag
question, one with be or auxiliary + pronoun at the
end.
3. In Lesson C, find a tag question that gives advice.
4. In Lesson D, find the names of some traits that you
need to be a star.
Sslookthroughtheunitandfindtheanswers.AfewSs
reporttheiranswersforeachitem(e.g.,1. a singer
2. (a.) up-and-coming (b.) She won the show this year,
didnt she? 3. Well, you could look for another class,
couldnt you? 4. confident, determined, competitive).
J Introducethecelebrities.Readeachnamealoud.
NotetheusualAmericanEnglishpronunciationofthe
names:J.K.Rowling/ra2wli/,Midori/mIdO2riy/,Shakira
Mebarak/S@kI2r@ m@bA2 r@k/.
J Say,Lookatthesefivecelebrities.Whatdoyouknow
abouteachone?CallonSstotellwhattheyknow.
J HaveSslookatBeforeYouBegin.Ask,Whataresome
waysthatpeoplebecomefamous?AskSsfortheir
ideas(e.g.,They have a hit song or movie. They marry
someone famous. Theyre the best at a sport they play.
They write a best-selling book.).
Recycle a conversation strategy Thistaskrecycles
languageforgivingdifferentopinions(seeTouchstone
StudentsBook3,Unit9,LessonC).Ask,Whatare
someexpressionsyoucanusetogiveanopinion
differentfromyourpartners?(e.g.,I know what you
mean, but . . . ; Maybe. On the other hand, . . . ; I dont
know. Dont you think . . .?)Writethemontheboard.
HaveaSreadthelasttwoquestionsfromBeforeYou
Begin.Say,Useexpressionslikethesewhenyoutalk
withyourpartneraboutthebestandworstthings
aboutbeingfamous.
J HaveSsworkinpairstodiscussthelasttwoquestions
fromBeforeYouBegin(e.g.,S1: I think the best thing
about being a celebrity is that wherever you go, there are
people to get you what you want. S2: Maybe, but dont
you think there are always people around who want
something from you?).TellSstomakealistofideas
aboutthebestandworstthings.
J Follow-up Severalpairsreadtheirliststotheclass.
WriteSsideasontheboard.Say,Thinkaboutall
thesethings.Raiseyourhandifyouwouldliketobe
famousoneday.
Beforeyoubegin...
Extraactivitypairs
Makealistofoccupations(e.g.,singer, male actor,
female actor, writer, musician, baseball player,
politician)andcallthemoutoneatatime.Pairshave
oneminutetowritethenamesofasmanyfamous
peopleastheycanforeachoccupation.Pairsthenget
onepointforeveryfamouspersontheymentionthat
nootherpairhas.Attheendofthelistofoccupations,
thepairwiththemostpointswins.
Culturenote
J.K. RowlingistheauthoroftheHarryPotterbooksfor
youngreaders.Theyhavesoldover300millioncopies
andhavemadeRowlingthefirstpersontoearnovera
billiondollarsasawriter.
Prince William,amemberoftheBritishroyalfamily,
isoftenfeaturedinentertainmentmagazines.
Tiger Woods,whoisofamultiethnicbackground
includingAfrican-American,Chinese,Dutch,Native
American,andThaiancestors,hasearnedareputation
asagolfphenomenon,winninganamazingnumberof
tournaments,includingthemostprestigiousones.
Midori Gotowasachildmusicalprodigy,performing
herfirstviolinconcertattheageofsix.Theyoung
Japaneseviolinistisnowamajorconcertartist.She
alsorunsafoundationtosharemusicwithchildrenin
cityschools.
Shakira MebarakhasreleasedalbumsinSpanish
andEnglish.Shewritesherownlyricsandmostofher
music,whichblendspop,rock,andLatinrhythms.She
haswonmanyGrammyandLatinGrammyawards.
1Gettingstarted
T-97 Unit10Fame
Unit
10
Fame
InUnit10,youlearnhowto...
Beforeyoubegin...
J Set the scene Readthelessontitlealoud.Say,Therise
tofameistheprocessbywhichapersonbecomes
famous.Asktheclassiftheyknowofanycelebrities
whobecamefamousquickly,orinanunusualway.
HaveSstelltheclassanystoriestheyknow.
A
J Preview the task Readtheinstructionsaloud.Say,
Readthearticleatthetopofthepage,andwritethe
answer.
J Do the task HaveSscompletethetask.Checkthe
answerwiththeclass.[RussellWatsongothisstart
asaprofessionalsingerbywinningaradiotalent
contest.]
J TellSstoreadthearticleagain,underlininganynew
vocabulary.HaveSscallouttheunderlinedwords,
andwritethemontheboard.HaveSssupplyany
definitionstheyknowforthewordsontheboard.Help
withanyremainingvocabulary.
B (CD3,Track13)
J Preview the task Readtheinstructionsaloud.TellSsto
lookatthespeechbubbles.Say,Writeacheckmark
nexttothecommentsyouagreewith.
J Play the recording Sslisten,readalong,andmarktheir
answers.Checkanswerswiththeclass:askaStoread
Dennisscommentaloud.TellSswhoagreewiththe
commenttoraisetheirhands.Counthandsandput
thetotalontheboard.Repeatthisstepwiththeother
fourcomments.HaveSsfindwhichcommentthe
largestnumberofthemagreewith.
C
Preview the task Say,LookatAnnescomment.
Findtheif clauseandunderlinetheverbs.What
arethey?[hadntquit;(hadnt)gotten]Ask,What
tensearethey?[pastperfect]Say,Lookatthearticle.
Infact,didRussellWatsonquithisjobandgeta
manager?[yes]
J Say,Lookatthesentenceagain.Findtheverbphrase
inthemainclauseandunderlineittwice.Whatisit?
[mightnothavehad]Ask,Whatkindofverbphraseis
this?[pastmodal].Ask,Infact,doesRussellWatson
haveasingingcareer?[yes]
J Readtheinstructionsaloud.TellSstolookatthe
articleforhelpastheydothetask.
J Do the task HaveSscompletethetaskandthen
comparetheiranswersinpairs.Checkanswerswith
theclass:haveindividualSsreadtheanswers.
1Gettingstarted
Lesson A
Therisetofame
Answers
1. IfRussellWatsonhadstayedinschool,maybehewouldhave
hadaverydifferentcareer.
2. Ifhehadntwonthattalentcontest,hemightnothavebecome
asinger.
J Focus on the form and the use Say,Sometimeswelook
ateventsorsituationsinthepastandtalkabouthow
thingscouldhavebeendifferent.Writeontheboard:
True situation: Russell Watson quit his job and got a
manager.
Result: He has a singing career.
Say,NowimaginethatRussellWatsondidntquithis
jobafterhewonthatcontest.Whatwouldhavebeen
different?Writeontheboard:
Ifclause: If Russell Watson hadnt quit his job and
gotten a manager,
Result: he might not have had a singing career.
Say,If+pastperfectindicatesthatyouaretalking
hypotheticallyaboutaneventinthepast.Whenyou
givearesultforahypotheticalsituationinthepast,
useapastmodaltotalkaboutthatresult.
J Try it out HaveSsfindandunderlineasentenceineach
commentthattalkshypotheticallyaboutthepast.Ask
Sstocalloutthethreemodalsthateachspeakerused
intheresultclauses.[Dennis:might;Brian:would;
Stephanie:could;Anne:might;Kathleen:would(nt)]
Extraactivitypairs
Pairsthinkofsomethingtheydidinthepastor
somethingthathappenedtothemthatmadea
differenceintheirlives.Writeontheboard:
I came to this class.
If I hadnt come to this class, I wouldnt have learned
English so well.
Usingtheexampleontheboard,afewSstell
somethingthatwouldorwouldnothavehappenedif
theyhadnottakenthisEnglishclass.Thenwriteon
theboard:
If I hadnt met my best friend, . . .
If I had moved to a different country, . . .
If I hadnt continued school, . . .
Partnersthenchoosetwoofthesituationsonthe
boardandcompletesentencesforthem.Partners
sharetheirsentences.
Unit10Fame T-98
(CD3,Track14)
J Present the grammar chart Playtherecording.Sslisten
andrepeat.
J Understand the grammar Say,Whenyoutalk
hypotheticallyaboutasituationoraneventinthe
past,youaretalkingaboutsomethingthatdidnt
happen.AskSstolookatthefirstif clauseonthe
leftsideofthechart.Say,If Watson had stayed in
school . . .meansWatsondidntstayinschool,but
imaginethathedid.HaveSslookatthesecond
example.Say,If he hadnt won the talent contest . . .
meansInfact,hewonthetalentcontest,butimagine
thathedidnt.AskSstolookatthethirdif clause.
Ask,Didhecontinuehiseducation?[no]
J Say,Lookatthesectionofthechartaboutmain
clauses.Inthemainclause,orresultclause,youuse
apastmodaltotalkaboutthepossibleconsequences
ofthepastsituationthatyoureimagining.Whatpast
modalsdoyouseeinthesemainclauses?[would
have,mightnothave,couldhave]
J Say,Would haveinthemainclausemeansImsure
aboutthis.Might havemeansImlessthan100
percentsure,butitsapossibility.Could havemeans
Thiswasonepossibility.
J HaveSslookatthebottomofthechart.Ask,Whats
thepatternforhypotheticalquestionsaboutthe
past,asinthefirstexample?Writetheansweron
theboard.[questionword+pastmodalform+if+
subject+pastperfectform]Pointoutthatthesubject
oftencomesafterthemodalandbeforehave,asin
What would Watson have studied?Ask,Whatsthe
patternforhypotheticalyes / noquestionsabout
thepast?Writetheanswerontheboard.[modal+
subject+have+pastparticiple]
J Formoreinformation,seeLanguageNotesatthe
beginningofthisunit.
J Present InConversation Readtheinformationaloud.
A
J Preview and do the task Readtheinstructionsaloud.
HaveSscompletethetaskandthencomparetheir
answersinpairs.Checkanswerswiththeclass:have
individualSseachreadananswer.
Answers
1. IfThomasStanleyhadbeensatisfiedwithhiscareer,he
wouldnthavetakentimeofffromwork,andhemightnothave
writtenThe Millionaire Next DoorwithWilliamDanko.
2. IfStanleyandDankosbookhadntbeensosuccessfuland
hadntmadethebest-sellerlist,Stanleymightnothavewritten
hisnextbest-sellingbook.
3. IfStanleyhadcontinuedhisjobattheuniversity,hewouldnt
havemadesomuchmoney.Heprobablywouldnthave
becomeamillionairehimselfifhehadntdecidedtowriteabout
millionaires!
4. Ontheotherhand,ifStanleyhadntbecomefamous,hecould
haveenjoyedaquietlifeasaprofessor.
2Grammar
Extraactivitypairs
Booksclosed.PairsretellthestoryofThomasStanley,
usingsentencesthatbeginwithIf he had . . .orIf he
hadnt . . . .
B
Preview and do the task Readtheinstructions
aloud.AskaStoreadthefourideasaloud.
DirectSsattentiontotheexampleparagraphfora
personyoumet.AskaStoreaditaloud.HaveSs
completethetaskandwritetheirparagraphs.
C
J Preview and do the task Say,Lookattheexample
paragraphagain.AskSswhatquestionstheywould
askthisperson(e.g.,When did this happen? How did
you actually meet? Who would Jack have married if he
hadnt met you?).
J Say,Nowtaketurnsreadingyourparagraphsaloud
ingroupsandthenaskeachotherquestionsabout
them.HaveSscompletethetask.
Recycle a conversation strategy Thisfollow-uptask
recyclesexpressionsforsharingexperiences(see
Unit8,LessonC,p.80).Reviewtheexpressions(e.g.,
I had a similar experience.; That reminds me (of) . . . ;
That happened to me.).Say,Ifyouandanothergroup
memberhavehadasimilarexperience,tellthegroup
aboutit(e.g.,Paolo and I had a similar experience . . .).
Extraactivitypairs
Pairsworkwithapartnerwhowasnotintheirgroup
forthediscussioninPartC.Theysharethemost
interestingstoriestoldbytheirgroups.
AssignWorkbookpp.74and75.(Theanswerkey
beginsonp.T-254.)
1Buildingvocabularyandgrammar
T-99 Unit10Fame
2Speakingnaturally
Unit
10
Fame
2Grammar
1Buildingvocabularyandgrammar
Lesson B
Inthepubliceye
J Set the scene Readthelessontitlealoud.Say,When
peopleareinthepubliceye,theeventsintheirlives
areconstantlyreportedbythemedia.Namesome
peopleinthepubliceye.Whyaretheyinthenews?
A (CD3,Track15)
J Preview the task Booksclosed.Say,Listen.Howdid
Lanabecomefamous?Writeyouranswer.
J Play the recording Sslistenandwrite.
J Play the recording again Booksopen.Sslisten,read
along,andreviewtheiranswer.Checktheanswerwith
theclass.[Shegotdiscoveredinakaraokeclubbythe
producerofatalentshow.Later,sheenteredthetalent
showandwon.]
J Practice HaveSspracticetheconversationinpairs,
takingturnsplayingeachrole.
B
Preview the task AskaStoreadthecolumn
headingsinthechartaloud.Say,Completethe
chartusingexpressionsfromtheconversation.
J Do the task HaveSscompletethetaskandthencompare
theiranswersinpairs.Checkanswerswiththeclass.
Answers
Ways to become famous
Yougetdiscoveredbysomeone.
Yourejustintherightplaceattherighttime.
Youhaveconnections.
When youre becoming famous
Yourcareerreallytakesoff.
Youmakeheadlines.
Youreintheheadlinesalot.
When things dont work out
Yourcareergoesdownhill.
Yougetbadpress.
Youdropoutofsight.
Extravocabulary: inthepubliceye
PresentorhaveSssuggestextravocabularyfortalking
aboutpeopleinthepubliceye,suchasachieve
stardom, a flash in the pan, a has-been, a one-hit
wonder, an overnight sensation, get a lucky break.
J Say,Nowtellyourpartneraboutsomeonefamous.
Howdidthatpersonbecomefamous?
C
Preview the task Say,Lookattheconversation
again.Underlinethesentencesyouseethat
haveashortquestionaddedattheendofastatement.
[Youhaventseenhershowyet,haveyou?;Shesa
bluessinger,isntshe?;IguessImalittleoutoftouch,
arentI?;Shewontheshowthisyear,didntshe?;Its
amazing,isntit?;Heskindofdroppedoutofsight,
hasnthe?;Thatwasnttoosmart,wasit?]
J Say,Comparethestatementandshortquestion
sectionsofeachsentenceyouunderlined.Whatdo
younoticeaboutthetenses?[Theyrethesame.]
Ask,Whatdoyounoticeaboutthequestionsection
whenthestatementsectionisaffirmative?[Its
negative.]Ask,Whatdoyounoticeaboutthequestion
sectionwhenthestatementsectionisnegative?[Its
affirmative.]Readtheinstructionsaloud.
J Do the task HaveSscompletethetaskandthencompare
theiranswersinpairs.Checkanswerswiththeclass.
Answers
1. Lanasasinger,isntshe?
2. Shewonatalentshow,didntshe?
3. JavaThomasgotcaughtshoplifting,didnthe?
4. Hiscareerhasnttakenoff,hasit?
J Focus on the form and the use Say,Theshortquestions
addedtotheendofthestatementsarecalledtags.Tags
changeastatementintoakindofquestioncalledatag
question.Peopleusetagquestionstocheckinformation
ortoasksomeonetoagreeorconfirminformation.
J Say,Ataghasthesametenseasthestatementit
follows.Whenthestatementisaffirmative,thetagis
negative.Whenthestatementisnegative,thetagis
affirmative.
Unit10Fame T-100
2Speakingnaturally
(CD3,Track16)
J Preview the task Say,Whenyouuseatagquestion
whenyourenotsure,theintonationrisesontheverb
inthetag.Whenyouuseatagquestionwhenyoure
sureandthinksomeonewillagree,theintonationfalls
ontheverbinthetag.(Formoreinformation,see
LanguageNotesatthebeginningofthisunit.)Read
theinstructionsaloud.
J Play the recording Sslisten,repeat,andthenpracticethe
conversationinExercise1again.
Extraactivitypairs
EachpairlooksatthequestionsfromExercise1,PartC,
againandmarkseachoneeitherwithSforsureorNS
fornotsure.S1readshisorherquestions,usingfalling
intonationforquestionswithSandrisingintonation
foroneswithNS.S2respondswith,Youresure,arent
you?orYourenotsure,areyou?dependingonthe
intonation.Partnersswitchrolesandrepeattheactivity.
(CD3,Track17)
J Present the grammar chart Playtherecording.Sslisten
andrepeat.
J Understand the grammar Say,Thetaginthesetag
questionsconsistsofbeoranauxiliaryverb,a
pronoun,andnotifthetagisnegative.Thepronoun
usuallyagreeswiththesubject.Forexample,Peter and
John saw the movie, didnt they?Theyisusedwiththe
third-personpluralsubjectPeter and John.
J HaveSslookattheleftsideofthechart.Pointout
thattagquestionswithanaffirmativestatementgeta
negativetag.HaveSslookattherightsideofthechart.
Pointoutthattagquestionswithanegativestatement
getanaffirmativetag.
J Say,Lookatthefirstexampleineachcolumn.
Whatstheverbinthestatementsectionsofthese
tagquestions?[beinthesimplepresent]Ask,What
verbisinthetag?[beinthesimplepresent]Say,
Lookatthesecondexampleineachcolumn.Whats
theverbtenseinthestatementsectionsofthesetag
questions?[simplepast]Ask,Whatkindofverbis
inthetag?[theauxiliarydid]Say,Lookatthethird
exampleineachcolumn.Iftheverbintheaffirmative
statementisthepresentperfect,whatdoyouusein
thetag?[theauxiliaryhasorhave]AskSstolookat
thelastpairofexamplesentences.Say,Whenthatis
thesubject,thepronounusedinthetagisit.
J HaveSslookatthebottomsectionsofthechart.Say,
Answeryestoagreewithanaffirmativestatement
withanegativetag.Answernotoagreewithanegative
statementwithanaffirmativetag.
J Formoreinformation,seeLanguageNotesatthe
beginningofthisunit.
J Present InConversation HaveaSreadtheinformation
aloud.
3Grammar
A
J Preview and do the task Readtheinstructionsaloud.
HaveSscompletethetaskandthencomparetheir
answersinpairs.Checkanswerswiththeclass:ask
twoSstoeachreadaconversation.
Answers
1. A YouveheardofBono,haventyou?
B Ithinkso.HesingswithU2,doesnthe?
A Yeah.Hestheirleadsinger.Theyreanincrediblegroup,
arentthey?
B Yeah,theyare.TheyrenotAmerican,arethey?
A No,theyreIrish.Bonoisamazing.Hesdonealottofight
poverty.
B Hesraisedalotofmoneyforcharity,hasnthe?Imean,he
doesalotofcampaigningandstuff,doesnthe?
A Oh,yeah.Hesarealactivist.
2. A WhenwasMarilynMonroefamous?Itwasinthe1950s,
wasntit?
B Yeah,butshemadeamovieinthe1960s,too,didntshe?
A Ithinkyoureright.Shewasmainlyamoviestar,wasnt
she?Imean,shewasntasinger,wasshe?
B Well,shesanginsomeofhermovies,butshewasbasically
anactress.Youveseenhermovies,haventyou?
A No,butIdliketo.Itsamazing,isntit?Shediedyearsago,
butshesstillfamous.
B
J Preview and do the task Readtheinstructionsaloud.
HaveSscompletethetask.AsSscompletethetask,
goaroundtheclasslisteningforrisingandfalling
intonation.Ifnecessary,replayExercise2onp.100
(CD3,Track16).
J Preview and do the task Readtheinstructionsaloud.
HaveindividualSseachreadadiscussionquestion
aloud.RemindSstousetagquestionswherepossible
astheydothetask(e.g.,S1: I guess Brad Pitts always in
the headlines, isnt he? S2: Yeah. He was in the headlines
a lot when he left Jennifer Aniston, wasnt he? S3: The
tabloids put them on their covers a lot, didnt they?).
HaveSscompletethetask.
J Follow-up Severalgroupsreporttotheclassontheir
discussion.
4Talkaboutit
Extraactivitypairs
Pairstalkhypotheticallyaboutasportsstarorastar
fromanotherfieldwhohasdroppedoutofsightand
whosecareerhasgonedownhill(e.g.,If (name) hadnt
had so many injuries last season, he would have won
the championships / title.).Haveseveralpairstellthe
classaboutthestartheydiscussed.
1Conversationstrategy
T-101 Unit10Fame
J TellSstoturntoVocabularyNotebookonp.106oftheir
StudentsBooks.HaveSsdothetasksinclass,orassign
themforhomework.(Seetheteachingnotesonp.T-106.)
5Vocabularynotebook
AssignWorkbookpp.76and77.(Theanswerkey
beginsonp.T-254.)
Unit
10
Fame
3Grammar
4Talkaboutit
1Conversationstrategy
Lesson C
Goodquestion!
Lesson C recycles expressions for giving advice and tag questions.
Why use tag questions to give encouraging advice?
Whenpeoplegiveadvice,tagquestionscanmaketheadvice
soundsofterbecausethespeakerappearstobeaskingaquestion
ratherthandirectlytellingthelistenertotaketheadvice.(Formore
information,seeLanguageNotesatthebeginningofthisunit.)
J Set the scene Ask,Whataresomethingsthatpeople
takelessonsorclassestolearnhowtodo?Aska
fewSs(e.g.,sing, dance, play an instrument, play
a sport, cook).Say,Thinkofatimethatyouwere
tryingtolearntodosomethingnew.Didyoueverfeel
discouragedandwanttoquit?Whatdidyoudo?Ask
Sstoanswer(e.g.,I talked to the other students / the
teacher. I just tried harder. I asked a friend for help.).
A (CD3,Track18)
J Preview the task Readtheinstructionsaloud.AskaS
toreadAslinealoud.HavetwootherSseachreada
possibleresponsealoud.HaveSscircletheletterofthe
responsethatsoundssofterandmoreencouraging.
Checktheanswerwiththeclass.[b]
J Say,ListentoSteveandNelasconversation.Why
isNelathinkingofdroppingoutofheractingclass?
Listenandwritetheanswer.NotetheusualAmerican
Englishpronunciationofthename:Nela:/nE2l@/.
J Play the recording Booksclosed.Sslistenandwrite.
HaveSscomparetheiranswersinpairs.
J Play the recording again Booksopen.Sslisten,read
along,andreviewtheiranswer.Checktheanswerwith
theclass.[Shedoesntthinksheslearningmuch,and
theteachernevergivesheranyfeedback.]
J Present Notice Readtheinformationandtheexample
aloud.HaveSsfindtheexamplesintheconversation.
AskindividualSstoeachreadanexamplealoud.Write
theanswersontheboard.[Well,youcouldlookfor
anotherclass,couldntyou?;Well,beforeyoudothat,
itwouldbegoodtotalkwithher,wouldntit?;You
shouldatleastgiveitachance,shouldntyou?]
J Say,Lookatthesetagquestions.Whichpartofthe
statementappearsinthetag?[themodal]Underline
themodalsinthestatementsandtheirtags.
J Practice TellSstopracticetheconversationinpairs,
takingturnsplayingeachrole.TellSstouserising
intonationforthetags.
B
J Preview the task TellSstomatchtheproblemsinthe
firstcolumnwiththeadviceinthesecondcolumn.
TellSstoreadalltheproblemsandalltheadvicefirst.
Helpwithnewvocabularyasneeded.
J Do the task HaveSscompletethetask.Checkanswers
withtheclass.
Answers
1. c 2. a 3. b
J HaveSsrole-playtheconversations,takingturns
playingeachrole.
J HaveSsrole-playtheconversationsagain,taking
turnsgivingtheirownadvice.TellSstouserising
intonationforthetags.
J Follow-up Ssformsmallgroups.Foreachproblem,
groupmembersreporttheadvicetheyreceived.The
groupdecideswhichadvicewasbest.Groupsthen
reporttotheclass.Theclassdecidesthebestadvice
foreachproblem.
Extraactivitypairs
Writeontheboard:
Im learning to ski / skate, but I keep falling.
I have to give a presentation in class, but Im really
nervous.
I want to ask my boss for a raise, but I dont know
what to say.
Ssbrainstormothersituationssimilartotheseand
writethemontheboard.Partnerstaketurnsreading
theproblemsandgivingadviceusingtagquestions.
RemindSstovarytheirchoiceofmodal.
TellSstoturntoSelf-StudyListening,Unit10,attheback
oftheirStudentsBooks.Assignthetasksforhomework,
orhaveSsdotheminclass.(Seethetasksonp.T-131and
theaudioscriptonp.T-133.)
Unit10Fame T-102
5Vocabularynotebook
Why use expressions such as Itshardtosay?
Somequestionsaredifficulttoanswer.Startingananswerwith
expressionssuchasIts hard to say.givesthespeakertimetothink
ofananswer.Italsoshowsthelistenerthatthequestionishard
toanswerandthatthespeakerisgivingseriousconsiderationto
possibleanswers.(Formoreinformation,seeLanguageNotesatthe
beginningofthisunit.)
J Present StrategyPlus TellSstolookbackatthe
conversationonp.102.HaveSsfindandunderlinethe
expressionsthatSteveandNelausetoshowthatthe
questiontheyareansweringisadifficultone.AskaS
toreadtheexpressionsaloud.[Itshardtosay.;Good
question.IwishIknew.;Thatsatoughone.]
J ReadtheinformationandtheexamplesinStrategy
Plus.
2Strategyplus
Preview and do the task Readtheinstructions
aloud.AsktwoSstoreadtheexample
conversationaloud.HaveSscompletethetask.
Extraactivitypairs
Workingwiththesamepartner,pairsdiscussthe
questionsfromExercise2towhichitwaseasyfor
themtoanswerno.S1asksthequestionagain,and
S2answers,givingareason.S1respondswitha
tagquestionwithamodal.(e.g.,S1: Would you like
to perform on stage in front of a lot of people? S2:
Absolutely not! Id be terrified! S1: Well, you could always
practice in front of groups of friends first, couldnt you?).
A (CD3,Track19)
J Preview the task Readtheinstructionsaloud.Before
playingtherecording,haveSsreadthroughthe
questions.
J Play the recording Audio script p. T-249 Sslistenand
circleaorb.
J Play the recording again Sslistenagainandreview
theiranswers.Checkanswerswiththeclass:have
individualSseachgiveananswer.
Answers
1. b 2. a 3. b 4. a 5. b 6. a
B
Preview and do the task Readtheinstructions
aloud.AskaStoreadtheideasaloud.Say,
Makenotesaboutwhatyouwouldliketoachieveand
abouttheproblemsyouwouldface.HaveSscomplete
thetask.
3Listeningandspeaking
C
J Preview and do the task Readtheinstructionsaloud.Ask
twoSstoreadtheexampleconversationaloud.Have
Sscompletethetask.
J Follow-up SeveralSstelltheclasswhattheywouldlike
toachieve,oneoftheproblemstheywouldface,and
theadvicetheyreceivedfromtheirpartnerforsolving
theproblem.
Extraactivitygroups
Groupmemberseachpresentwhattheywouldliketo
achieveandnamesomeproblemstheywouldface.
Othergroupmemberstaketurnsgivingadvice,using
tagquestions.
AssignWorkbookpp.78and79.(Theanswerkey
beginsonp.T-254.)
1Reading
T-103 Unit10Fame
Unit
10
Fame
2Strategyplus
3Listeningandspeaking
1Reading
Lesson D
Pullingthrough
J Set the scene Readthetitleofthelessonaloud.Ask,
Canyouguesswhatpulling throughmeans?Get
ideasfromSs(e.g.,to survive difficulties; to succeed
even if you have trouble).
Recycle a conversation strategy Ask,Whoaresome
celebritiesinthenewsthathavehadproblems?What
kindsofproblemshavetheyhad?EncourageSsto
giveideasusingexpressionstoquoteinformation
(e.g.,Evidently, . . . has had a lot of bad press.; Ive heard
that . . . has had financial difficulties.).(SeeUnit9,
LessonC.)
A
Prereading
J Preview the task Readtheinstructionsaloud.Writeon
theboard:To become a movie star, you need to
be .andaddtheexamples:confident, determined,
competitive.
J Ask,Doyouthinkmoviestarsneedtohavethese
qualities?Readtheexamplesaloud.HaveSsraise
theirhandsiftheyagree.AskafewSswhoraise
theirhandstoexplainwhy(e.g.,Movie stars need to
be confident. They need to be able to tell directors and
producers that they can do a good job in different roles.).
J Do the task HaveSsworkinpairsandwritetheir
ownlistsofpersonaltraitsthatmoviestarsneed.
GiveSstwominutestobrainstormasmanyideasas
theycan.WhenSsfinish,havepairsreadouttwoor
threeoftheirideas,andaddthemtotheideasonthe
board(e.g.,aggressive, attractive, decisive, flexible,
hardworking, independent, motivated, outgoing,
self-disciplined, sensitive, talented, unique).AskSsto
explainwhytheychosethewords.
B
During reading
J Preview the reading HaveSsreadthetitleofthearticle
andlookatthephoto.Ask,Whatdoyouknowabout
ReneZellweger?NotetheusualAmericanEnglish
pronunciationofthename:Zellweger/zE2lwEg@r/.Get
ideasfromSs(e.g.,a movie she was in such as Chicago,
awards she has won such as an Academy Award for best
supporting actress).
J Readtheinstructionsaloud.Say,Asyouread,
writedowntraitsyouthinkZellwegerhasandthe
informationfromthearticlethatsupportsyourideas.
J Do the reading TellSstoreadthearticle.AfterSsfinish,
havethemworkinpairsandcomparetheirideason
Zellwegerstraits.Havepairsreportsomeoftheirideas
totheclassandexplainwhytheychosethetraitsthey
did(e.g.,confidentParagraph5:Ive always had an
inner confidence.;determinedParagraph5:[T]here
was always something there inside me that let me
know Id pull through.;down-to-earthParagraph6:
My family didnt have a ton of money.;hardworking
Paragraph2:Rene worked as a waitress until she
started to land roles.;independentParagraph3:[S]he
is simply a . . . self-reliant survivor.,Paragraph5:I count
on me.;self-disciplinedParagraph2:Success did not
come overnight.,Paragraph5:Ive had tough times.;
uniqueParagraph3:not the most glamorous or the
most seductive).
J Follow-up Ask,Whatwasthemostinterestingthing
youlearnedaboutRene?GetideasfromSs.
C
Postreading
J Preview the task Readtheinstructionsaloud.Say,The
meaningsarelistedinthesameorderasthewords
andexpressionsappearinthearticle.Readthrough
thearticleslowly.Whenyoucometoanexpression
thatyouthinkhasasimilarmeaning,tryitinthe
sentence.
J Do the task HaveSsfindthewordsandexpressionsfor
themeanings.Checkanswerswiththeclass.
Answers
1. commotion(Paragraph1)
2. cherubic(Paragraph2)
3. landroles(Paragraph2)
4. struckachordwith(Paragraph3)
5. anunderdog(Paragraph3)
6. plucky(Paragraph3)
7. pickedat(Paragraph4)
8. shruggedoff(Paragraph4)
9. weneverwentwithout(Paragraph6)
10. notthinktwiceaboutit(Paragraph7)
Extraactivityclass
PlayCelebrity.Sstaketurnspresentingclues.One
Sthinksofthenameofacelebrityandgivesclues,
perhapsincludingsometraitsofthecelebrity.The
otherSstrytoguessthecelebrity.
Unit10Fame T-104
D
J Preview and do the task Readtheinstructionsaloud.
HaveSsdecideiftheyagreeordisagreewitheach
statementandfindinformationinthearticleto
supporttheiranswer.ThenhaveSsdiscusstheirideas
inpairs.
J Readeachstatementaloud,andcallonpairstoreport
theirideas.Theclassdiscusseswhetherornotthey
agree.
Possibleanswers
1. Disagree.ThearticlesaysshegrewupinasmalltowninTexas
andthatshedidntseemdestinedforfame.
2. Disagree.Thearticlesaysherfamilydidnthaveatonof
money.
3. Disagree.Thearticlesayssuccessdidnotcomeovernight.
4. Agree.Shesaysinthearticlethatshehasalwayshadaninner
confidence.
5. Agree.Shesaysherfathermadealotofsacrificestodowhat
wasbestforthefamily.Hesoundsveryhardworking,and
Reneistoo.
6. Agree.Shesaysthatshelikesbeingabletomakelong-distance
phonecallsanytime,thoughmoneydoesntsoundoverly
importanttoher.
A
J Preview and do the task Readtheinstructionsandthelist
ofideasaloud.Havepairswritetheirownideas.Then
askSstocallouttheirideas.Writethemontheboard.
J HaveSsdiscussthedefinitionsforsuccessinthebook
andontheboard.Tomodelthetask,havetwoSsread
theexampleconversationaloud.
J Follow-up AfewSsgivetheirtopdefinitionofsuccess
andareasonwhy.
B (CD3,Track20)
J Preview the task Readtheinstructionsaloud.
J Play the recording Audio script p. T-250 Sslistenand
writetheiranswers.Checkanswerswiththeclass.
Answers
1. enjoyinglifeeveryday 3. gettingrecognitionasa
2. doingsomething musician
worthwhile 4. havinglotsofmoney
2Speakingandlistening
C (CD3,Track21)
J Preview the task Readtheinstructionsaloud.Say,First
checkyesorno.Thenwriteacoupleofwordstohelp
yourememberthereasonsdontwritecomplete
sentences.
J Play the recording Audio script p. T-250 Sslisten,check
yesorno,andmakenotes.
J Play the recording again Sslistenandreviewtheir
answers.ThenhaveSswritethereasonsascomplete
sentences.Checkanswerswiththeclass.
Answers
1. Yes.Becauseshefindssomethingtoenjoyabouteverything
shedoes.
2. Yes.Becauseshethinksteachingschoolisuseful.
3. No.Becauseheisntfamousasamusicianyet.
4. No.Becauseshecantaffordluxuriesyet.
J TellSstoturntoFreeTalk10atthebackoftheir
StudentsBooks.HaveSsdothetasks.(Seethe
teachingnotesonp.T-106A.)
4Freetalk
AssignWorkbookpp.80and81.(Theanswerkey
beginsonp.T-254.)
T-105 Unit10Fame
J Preview the task Readtheinstructionsaloud.TellSsto
readtheexampleprofile.Asksomecomprehension
questions(e.g.,How has Alexis become successful?
What challenges did she face along the way?).
J Present HelpNote Readtheinformationaloud.As
youreadeachpoint,callonaStoreadaloudthe
correspondingsentencefromtheexamplearticle.
J Writesentencesfromthearticleonp.104suchasthe
followingontheboard.HaveSslookbackandidentify
whethertheyaretopicsentencesorsupporting
sentences:
Rene was the girl with the unlikely last name
and cherubic face, who didnt seem destined for
stardom.[T]
Just as Rene was enjoying newfound fame, she
encountered controversy.[T]
3Writing
I count on me, and Ive always known that I could
take care of myself.[S]
J Do the task HaveSswritetheirstories.Writethese
questionsontheboardtohelpguideSs:
In what way is the person successful?
What challenges did he or she face along the way?
How did he or she handle the challenges?
How did the challenges change or inspire this person?
J Follow-up Ssworkinsmallgroupsandreadtheir
articles.Groupmembersdecidewhichpeoplefrom
thearticlesfacedthebiggestchallenges.
Extraactivityclass
AfterSsbeginwriting,Sscalloutsomeoftheirtopic
sentences.Writethemontheboard.Theclassworks
togethertosayiftheyaregoodtopicsentencesornot,
andimprovethemifnecessary.
Vocabularynotebook Freetalk10
If done for homework
BrieflypresenttheLearningTipandthetaskdirections.
MakesureSsunderstandwhattheyneedtodo.
If done in class
J Present LearningTip Readtheinformationaloud.
Say,Themeaningofidiomsisnotobviousfrom
theindividualwordsthatmakethemup.Writing
sentencesmeaningfultoyouthatincludeidiomswill
helpyoulearnandreviewthem.
J Present FameandFortune Booksclosed.AskSstoworkin
pairsandlistwordsthatareoftenusedwiththeword
fame,suchasverbsthatprecedeit.Booksopen.Have
aSreadthelistaloud.Askpairstoraisetheirhandsif
theyguessedanycorrectlyandsaywhichones.
Thesetasksrecycle
vocabularyfordescribing
celebritycareers.
1
J Preview the task Read
theinstructionsaloud.
HavetwoSsreadthe
examplesentenceandits
explanationaloud.
J Do the task HaveSs
completethetask.Check
answerswiththeclass.
Answers
1. c 3. b 5. g 7. d
2. h 4. a 6. e 8. f
2
J Preview the Word Builder task
Say,ThisWordBuilder
taskwillhelpyoulearn
morewaystotalkabout
celebritiesandwillgiveyou
practicewritingsentences
thatexplainidioms.Read
theinstructionsaloud.
J Do the task HaveSs
completethetask.Check
answerswiththeclass:
foreachsentence,askaS
toreadhisorheranswer.
HaveSswithdifferent
answersreadtheir
explanationsaloud.
Possibleanswers
1. Theyrespectandadmirepop
stars.
2. Shesgoingtobeextremely
successfulinhercareer.
T-106 Unit10Fame
106
Idioms are expressions in which the meaning isnt obvious from the
individual words. When you learn a new idiom, it helps to write an
example sentence that explains or clarifies its meaning.
Learning tip Learning idioms
1 Match these sentences containing idioms with the explanations
on the right.
1. Hes been in the headlines a lot lately. c
2. Hes getting a lot of bad press.
3. Hes an up-and-coming actor.
4. His career has really taken off.
5. He got discovered very young.
6. He had connections in the industry.
7. Hes really dropped out of sight.
8. His acting career is going downhill.
a. His career is going really well.
b. People think hes going to be a great actor.
c. Hes been in the news.
d. You dont hear about him anymore.
e. He knew people who helped his career.
f. Hes getting fewer and fewer acting roles.
g. He started his career at a young age.
h. The news media are criticizing him.
2 Word builder Now write explanation sentences for these idioms. Find out the
meaning of any expressions you dont know.
1. A lot of young people really look up to pop stars.
2. My friend is a great singer. Shes going to go a long way.
3. Some rock bands are still going strong after 20 or 30 years.
4. That young actor is going to make a name for himself.
5. She knew the right people, so she got the part.
6. He came to the city to try to get into show business.
Make a list of 10 famous people you like. Can you use
a different idiomatic expression about each person?
On your own
Do your best!
Vocabulary notebook
Fame and fortune
The words most likely to be
used with fame are:
1. fame and fortune
2. gained fame
3. hall of fame
4. claim to fame
5. achieved fame
8887_TS_SB4_U10_P05.4c 106 5/9/06 4:34:49 PM
3. Somerockbandsarestillmakingalotofgoodmusicandhave
alargenumberoffansafter20or30years.
4. Thatyoungactorisgoingtobefamousoneday.
5. Shehadconnectionstothepeoplethatmakethedecisions
aboutwhotohire,soshegotthepart.
6. Hecametothecitytotryandgetajobinthemovie/
entertainmentindustry.
Onyourown
J Present OnYourOwn Readtheinstructionsaloud.Aska
Stoexplaintheexampleinthepicture.
J Follow-up Atthestartofthenextclass,Ssformsmall
groupsandreadtheirlistsofpeopleandtheidiomatic
expressionstheychoose.Eachgroupmembershares
oneoftheirnamesandexpressionswiththeclass.
Unit
10
Fame
Culturenote
Bob Dylan(1941)isoneofthemostrespected
modernAmericansingersandsongwriters,andhis
musicfeaturesamixofstylesincludingfolkandrock.
Hissongsoftenincorporate
socialcommentary,suchas
hisfamoussongBlowin in
the Wind.
Booker T. Washington
(18561915)wasapromoter
ofeducationforAfrican
Americansandwasthe
founderofTuskegee
InstituteinAlabama.
Hehimselfhadbeena
slave,andhewrotean
autobiographytitledUp
from Slavery.
Helen Hayes(19001993)
wasafamousAmerican
stageandscreenactress.She
wascalledTheFirstLady
ofAmericantheaterand
wonmanyactingawards,
includingAcademyAwards
in1932and1970.
Dr. Joyce Brothers(1928)is
apsychologistwhobecame
famousasamediafigurein
theUnitedStates.Shehas
writtenanewspaperadvice
columnsincethe1960s.
Harrison Ford(1942)is
afamousAmericanmovie
actor,particularlyknown
forrolesintheStar Warsand
Raiders of the Lost Arkseries.
Yoko Ono(1933)isa
Japanese-Americanartist
workinginavarietyof
forms.Sheiswellknownas
havingbeenthewifeofthe
BeatleJohnLennon.
[Sources:NewAmerican
DeskEncyclopedia,
Wikipedia]
1
J Preview the task TellSstoturntothebackoftheir
StudentsBooksandlookatFreeTalk10.Say,Lookatthe
quotations.HaveindividualSseachreadaquotation
aloud.Helpwithnewvocabularyasneeded.Ask,
Whichquotationsdoyouagreewith?Whichoneisyour
favorite?Why?Discussthesetopicswithyourgroup.
J Do the task HaveSscompletethetask.
J Follow-up Severalgroupsreportwhichquotationsthey
agreedwithandwhichonewastheirfavorite,sayingwhy.
Vocabularynotebook
Save the world! Free talk 11
1 Group work How would you like to help save the world? Make plans to create an
organization that could fight for an important cause. Answer the questions below.
1. What is your organization called? Choose a name.
2. What is the purpose of your organization? What cause are you fighting for?
3. What are you going to ask people to do to support your cause?
4. What will you do with any money you raise?
2 Class activity Present your cause to the class. Each person in the group can take
part in the presentation, or you can choose a spokesperson. Answer questions from
your classmates about your organization.
Free talk 10 and Free talk 11 G
Quotations
Save the butterfly!
Save the butterfly!
We wanl lo open a live bullerlly
sancluary. . . .
;@SDQENQSGDVNQKC
We need lo provide waler lo areas ol
lhe world where lhere are droughls. . . .
EPOUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
Walk, bike, or lake lhe bus
bul don'l drivel . . .
,?9A?JKF
When you see garbage on lhe ground
or by lhe road, don'l leave il lhere. . . .
Energy awareness Energy awareness
1here are many ways lo slop
wasling energy in our daily lives. . . .
1 Group work Look at the quotations below. Which ones do you agree with?
Which one is your favorite? Why?
A man is a success if he gets up in the
morning and gets to bed at night, and in
between does what he wants to do.
Bob Dylan
Success is a state of mind. If you want success,
start thinking of yourself as a success.
Dr. Joyce Brothers
Success is to be measured not so much by the
position that one has reached in life as by the
obstacles which he has overcome.
Booker T. Washington
I realized early on that success was tied to not giving
up. . . . If you simply didnt give up, you would outlast
the people who came in on the bus with you.
Harrison Ford
Always aim for achievement, and forget
about success.
Helen Hayes
I am busy living in the right now and trying to
do my best every day. That to me is success.
Yoko Ono
2 Can you think up your own definition of success? Complete the sentence below.
Success is .
3 Class activity Now go around the class, and find out your classmates definitions.
Choose the two you like best, and write them down with your classmates names.
Then share your new quotations with the class.
8887_TS_SB4_Freetalk_P05.2e G 5/11/06 6:28:57 PM
Freetalk10
Save the world! Fr FF ee rr talk 11
1 Group work How would you like to help save the world? Make plans to create an Group work Group work
organization that could fight for an important cause. Answer the questions below.
1. What is your organization called? Choose a name.
2. What is the purpose of your organization? What cause are you fighting for?
3. What are you going to ask people to do to support your cause?
4. What will you do with any money you raise?
2 Class activity Present your cause to the class. Each person in the group can take Class activity Class activity
part in the presentation, or you can choose a spokesperson. Answer questions from
your classmates about your organization.
Free talk 10 and Free talk 11 G
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
Save the butterfly!
We wanl lo open a live bullerlly
sancluary. . . .
We need lo provide waler lo areas ol
lhe world where lhere are droughls. . . .
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
%POUTUFQPOUIFHBT
Walk, bike, or lake lhe bus
bul don'l drivel . . .
When you see garbage on lhe ground
or by lhe road, don'l leave il lhere. . . .
Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness Energy awareness
1here are many ways lo slop
wasling energy in our daily lives. . . .
2
J Preview and do the task Readtheinstructionsaloud.
HaveSscompletethetask.
3
J Preview the task TellSstowritetheirnamebesidetheir
definitionofsuccessandleaveitontheirdeskwhere
itwillbeeasyfortheirclassmatestoread.Say,Now
goaroundtheclass,andfindoutyourclassmates
definitions.Choosethetwoyoulikebest,andwrite
themdownwiththenamesofthestudentswhowrote
them.
J Do the task HaveSscompletethetask.
J Say,Nowsharethequotationsofsuccessyou
chosewiththeclass.ThenhaveseveralSsreadthe
quotationstheylikedbesttotheclass.
Unit10Fame T-106A