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After the following You can use these materials Your students can use these materials
SB exercises in class outside the classroom
1 Snapshot
5 Speaking
9 Pronunciation
10 Grammar Focus TSS Unit 14 Grammar Worksheet SB Unit 14 Grammar Plus focus 2
TSS Unit 14 Writing Worksheet SSD Unit 14 Grammar 2
ARC Relative clauses
11 Interchange 14
Key ARC: Arcade SB: Students Book SSD: Self-study DVD-ROM TSS: Teacher Support Site
VID: Video DVD VRB: Video Resource Book WB: Workbook
Unit 14 Supplementary Resources Overview Interchange Teachers Edition 3 Cambridge University Press 2013 Photocopiable
My Plan for Unit 14
Use the space below to customize a plan that fits your needs.
With the following I am using these materials My students are using these materials
SB exercises in class outside the classroom
Interchange Teachers Edition 3 Cambridge University Press 2013 Photocopiable My Plan for Unit 14
Behind the scenes
1 SNAPSHOT
Have you seen any of these movies? Did you enjoy them?
Whats the most popular movie playing right now? Have you seen it? Do you plan to?
Are there many movies made in your country? Name a few of your favorites.
92
In this unit, students discuss the production
2 CONVERSATION
Learning Objectives: practice a conversation about n Play the audio program again. Ss listen and read
working in the movies; see the passive in context or repeat.
n Ss practice the conversation in pairs.
A [CD 3, Track 19]
n Ask Ss to cover the text and describe the picture. TIP To encourage Ss to look at each other while practicing
n Option: Ask: Have you ever seen a movie being Conversations, ask them to stand up and face each other.
shot? Have you ever taken part in a movie? If so, This also makes the conversation more active and natural.
the class asks the S questions.
For another way to practice the conversation, try the
n Set the scene. Nina works on movies. Ryan is asking Onion Ring technique download it from the website.
her how movies are made.
n Option: Ask questions like these: Did you just learn
n Ask: What do Ryan and Nina think about working anything new about how movies are made? Would
on movies? Play the first two lines of the audio you like to visit a film studio? Would you like to work
program. Elicit answers. (Answer: He thinks it on movies? Why or why not?
must be really exciting; she thinks its hard work.)
n Ask: Why is making movies hard work? Elicit B [CD 3, Track 20]
suggestions. Play the audio program. Ss listen and n Explain the task. Read the question.
take notes. n Tell Ss to listen for the answer. Play the second part
n Ss compare notes in pairs. of the audio program. Elicit answers.
n Tell Ss to read the conversation to check their notes.
n Elicit or explain any new vocabulary.
AudioScript
See page T-175.
Vocabulary
shoot: film Answers
shot: filmed parts of a scene
The hours are dreadful.
angles: different views of the same scene
studio: the place where movies are filmed
T-92
3 GRAMMAR FOCUS
Learning Objective: practice the passive to Answers
describe process
Before filming
[CD 3, Track 21] To complete the script, it has to be divided into scenes,
and the filming details need to be written out. First,
n Elicit that the basic passive is be + past participle. an outline of the script has to be prepared.
Review the reasons for using the passive: Next, actors are chosen, locations are picked, and
a. we dont know who does the action costumes are designed. Filming can then begin.
b. its not important who does the action Then the outline is expanded into a script.
After the script is completed, a director must be hired.
Passive with modals During and after filming
The final film you see on the screen is created by
n Write these sentences on the board. Ask Ss to the director and editor out of thousands of
find them in the Conversation on page 92 and different shots.
complete them: Soon after the film has been edited, music is
Lots of different shots _________ . (have to composed and sound effects may be added.
After the filming is finished, the different shots can
be taken) then be put together by the editor and director.
One scene _________ from five or six angles. (may Once shooting begins, different shots are filmed
be shot) separately. Scenes may not be shot in sequence.
n Explain or elicit the rule. Write it on the board:
modal + be + past participle B Pair work
n Play the audio program. Ss listen and read or repeat. n Explain the task. Model how to do the sequencing.
Ask Ss to read the first sentence. Then Ss scan each
A sentence to find which event comes next.
n Explain the task. Model the first sentence. n Suggest that Ss look for the same key words (e.g.,
n Ss complete the task individually or in pairs. Remind outline and script, which appear in number 1, are
Ss to use be + past participle. Go around the class also in number 2).
and give help as needed. n Ss complete the task in pairs. Elicit responses.
n Elicit or explain any new vocabulary.
Answers
Vocabulary (from top to bottom)
script: the words the actors speak Before filming: 3, 1, 5, 2, 4
locations: the places where the filming is done During and after filming: 9, 8, 7, 6
costumes: clothing worn by actors
script: the words the actors read
For more practice, have Ss act out the sentences
locations: the places where the filming is done using Mime download it from the website.
costumes: clothing worn by actors
4 LISTENING
Learning Objective: develop skills in listening for Possible answers
specific information
Things a producer does: A producer makes sure everything
A [CD 3, Track 22] is done correctly, on time, and within the budget. A
producer also does research, thinks up ideas for shows,
n Books open. Explain the task. Ss listen for what a and works with directors and performers.
producer does. Play the audio program. Personality traits: A producer has to have a strong
personality (to be in charge), be decisive, and work well
AudioScript under pressure.
See page T-175.
B [CD 3, Track 23]
n Explain the task. Ss listen for the personality traits.
Play the audio program again. Check responses.
T-93 Unit 14
3 GRAMMAR FOCUS
The passive to describe process
is/are + past participle Modal + be + past participle
A scene isnt filmed just once. One scene may be shot from five or six different angles.
Only the best shots are used. Lots of different shots have to be taken.
Before filming
To complete the script, it has to (divide) into scenes,
and the filming details need to (write out).
1 First, an outline of the script has to (prepare).
Next, actors (choose), locations (pick),
and costumes (design). Filming can then begin.
Then the outline (expand) into a script.
After the script (complete), a director must
(hire).
During and after filming
The final film you see on the screen (create) by
the director and editor out of thousands of different shots.
Soon after the film has been edited, music
(compose) and sound effects may (add).
After the filming (finish), the different shots can
then (put together) by the editor and director.
6 Once shooting begins, different shots (film)
separately. Scenes may (not shoot) in sequence.
B Listen again. What are three personality traits a producer should have?
Complete the chart.
B PAIR WORK Choose one of these topics. Come up with as many steps as you can.
C GROUP WORK Share your information from part B with another pair.
94 Unit 14
5 SPEAKING
Learning Objective: talk about steps in a process n When time is up, write the more common problems
on the board. Ask Ss to suggest corrections.
A Pair work n Check the order. Then ask three Ss to model the
n Focus Ss attention on the pictures and ask Ss to conversation.
explain what happens at each stage, using the
passive and the vocabulary given. Possible answers
(as pictured from left to right)
Vocabulary A theater performance
performance: presentation of a play 6 The costumes are made.
rehearse: practice 3 The lines are rehearsed.
sets: things built for a performance 5 The sets are built.
2 The actors are chosen.
venue: place for a performance or event
4 A venue is found.
1 The script is written.
n Explain the task. Ask two Ss to help put the pictures
in order. Remind Ss to use the passive to describe
the process: B Pair work
T: Look at the first four pictures. Which one probably n Explain the task.
comes first when putting on a play? n Ss choose another event to discuss. Ss work in groups
S1: I think its the second picture. The script is to come up with as many steps as possible.
rehearsed by the actors. For another way to practice this activity, try Just
S2: Yes, I agree. After that, the sets are built. Thats One Minute download it from the website. Ss take
the first picture. turns coming up with as many steps as possible.
S1: Right. Then the next step is . . . C Group work
n Ss order the pictures in pairs. Allow Ss to add more n Each pair joins another pair. Ss take turns presenting
steps in the process. their work. Ss discuss any missing steps.
n Set a time limit of about five minutes. Go around the n Option: Ask Ss to look at the pictures again. Then,
class and give help as needed. Note problems Ss are without looking, Ss describe the steps from memory.
having, especially with passives. Tell Ss to include any new steps.
6 WRITING
Learning Objective: write about the steps in a process n Next, Ss write their first draft.
n Option: The brainstorming and draft can be
A done as homework.
n Explain the task.
n Model the task. Ask Ss to look at the pictures in B Pair work
Exercise 5 as you read the example. n Explain the task.
n Point out the passives in the example. Also point out n Ss work in pairs. They give each other feedback.
the sequence markers. Remind Ss to use these, as Ss exchange papers and point out any missing steps.
well as time clauses (see Exercise 3 on page 73). n Ss write a final draft. Remind Ss to use their
Write suggestions on the board: partners suggestions if they wish and their
Sequence markers own ideas.
first, second, next, then, after that, afterward,
finally End of Cycle 1
Time-clause markers See the Supplementary Resources chart at the beginning
before, once, after, as soon as of this unit for additional teaching materials and student
activities related to this Cycle.
n Ss work individually to choose a topic. Remind Ss to
brainstorm key words involved in the steps or process.
TIP To prevent Ss from copying the model paragraph too
closely, ask Ss to close their books after reading it.
7 WORD POWER
Learning Objective: learn vocabulary for professions B Group work
in the media n Explain the task. Read the question and example.
A n Ss complete the task in groups. They describe the
n Elicit or explain that media are all the ways to occupations in part A.
communicate and exchange information (e.g., radio, n Option: Have Ss choose one of the jobs from the
TV, newspapers, magazines). chart and do research online to find out more about it.
n Explain the task. Elicit that compound nouns are Have Ss report back to their group or the class with
made up of two nouns (e.g., film + editor) or an three additional details about that job.
adjective and a noun (e.g., foreign + correspondent). For more practice with the vocabulary, play Twenty
n Ss work individually to complete the chart. Point out Questions download it from the website. Ss think of
that more than one answer is possible. a media profession.
n Go over answers with the class.
Possible answers
Film jobs: film composer, movie extra, stunt person
Publishing jobs: editorial director, page designer,
photo editor
TV jobs: newscaster, sitcom writer, talk show host
Computer jobs: computer programmer, network installer,
software designer
8 PERSPECTIVES
Learning Objective: see defining and non-defining Answers
relative clauses in context
1. location scout 3. prop designer 5. dialect coach
A [CD 3, Track 24] 2. casting director 4. screenwriter 6. script doctor
n Books closed. Write the occupations on the board.
Ss work in pairs to guess what each person does. B
n Set the scene. Ss will hear a quiz show. As Ss hear n Explain the task. Ss choose the occupations they think
each job description, they call out the occupation. would be interesting. Encourage Ss to say why the jobs
n Play the audio program. Ss call out the answers. would be interesting.
n Books open. Play the audio program again. Ss write For more practice with vocabulary for jobs, try
the answers. Go over answers with the class. Vocabulary Steps download it from the website.
9 PRONUNCIATION
Learning Objective: notice and review stress in n Elicit answers. Then play the audio program again.
compound nouns Ss listen and repeat.
T-95 Unit 14
7 WORD POWER Media professions
A What kind of jobs are these? Complete the chart with the compound nouns.
B GROUP WORK Choose four jobs from part A and describe what they do.
A computer programmer writes the instructions that direct computers to process information.
B Which of the jobs in part A do you think would be the most interesting?
Why? Tell the class.
IC4_SB03_14_06R_R
9 Karen Minot
PRONUNCIATION
maps@kminot.com
Review of stress in compound nouns
A Listen and practice. Notice how the first word in a compound noun usually
receives greater stress.
B Practice the sentences in Exercise 8. Pay attention to the word stress in the compound nouns.
C Write three sentences with relative clauses about jobs you know. Compare with a partner.
96 Unit 14
10 GRAMMAR FOCUS
Learning Objective: practice defining and A
non-defining relative clauses n Explain the task. Model the first sentence.
[CD 3, Track 26] n Ss complete the task individually. They decide if
clauses are defining or non-defining. Remind Ss to
Defining and non-defining relative clauses add commas to non-defining clauses. Go around the
n Focus Ss attention on the Perspectives on page 95. class and give help as needed.
Ask Ss to underline the relative clause (i.e., the part n Go over answers with the class.
beginning with who or that) in each sentence.
n Explain that there are two types of relative clauses: Answers
defining and non-defining relative clauses. Point out 1. D
the differences between them: 2. ND: A computer-graphics supervisor, who needs
1. Defining relative clause: The information in the advanced technical knowledge, often spends millions
clause is necessary. It shows us which person is of dollars on computer graphics.
3. D
being described or talked about. 4. ND: A movie producer, who controls the budget,
The actor who starred in that movie is very decides how money will be spent.
talented.
2. Non-defining relative clause: The information B
isnt necessary. It is extra information that is added n Explain the task. Model the first sentence.
to the sentence. n Ss complete the task individually. They add
Tom Cruise, who starred in that movie, is non-defining relative clauses. Remind Ss to add
very talented. commas in the correct places. Go around the class
and give help as needed.
TIP To help Ss remember the difference between two
n Ask an early finisher to write the answers on the board.
structures, write the two examples using different colored
chalk or markers. Go over answers with the class.
11 INTERCHANGE 14
See page T-129 for teaching notes.
T-97 Unit 14
IC4_SB03_14_08R_R
12 READING
A Read the article. Find and underline a sentence in the article that answers each question below.
B Find these sentences in the article. Decide whether each sentence is the main idea
or a supporting idea in that paragraph. Check () the correct boxes.
C GROUP WORK Have you ever seen a Bollywood movie? If so, how did you like it?
1.
2.
3.
1. John was driving too fast, and the police stopped him. (a warning)
2. Lisa got an F on her English test. (a criticism)
3. Bill went shopping and spent too much money. (an excuse)
4. Crystal is late to class every morning. (a suggestion)
5. Oscar studied all night for his final exam and didnt sleep at all.
(a prediction)
John shouldnt have driven so fast. Hed better be careful, or . . .
98
Units 1314 Progress check
SELFASSESSMENT
Learning Objectives: reflect on ones learning; n Ss move on to the Progress check exercises. You can
identify areas that need improvement have Ss complete them in class or for homework, using
n Ask: What did you learn in Units 13 and 14? Elicit one of these techniques:
Ss answers. 1. Ask Ss to complete all the exercises.
n Ss complete the Self-assessment. Encourage them to 2. Ask Ss: What do you need to practice? Then
be honest, and point out they will not get a bad grade if assign exercises based on their answers.
they check () a little. 3. Ask Ss to choose and complete exercises based on
their Self-assessment.
1 LISTENING
Learning Objective: assess ones ability to listen B Pair work
to, understand, and express degrees of certainty using n Explain the task.
past modals n Ss work in pairs to compare notes from part A. Remind
A [CD 3, Track 27] Ss to use modal expressions (e.g., It could have taken
n Explain the task. place . . . They might have . . . She must have . . . He
may have . . .).
n Ss work individually to complete the chart. Play the
audio program two or three times. Pause between
n Ask Ss to share ideas with the class.
conversations for Ss to write. Remind Ss to write
Possible answers
notes, not complete sentences.
n Dont check answers before completing part B. (for parts A and B)
1. at a restaurant/caf: The waiter might have given bad
service. The chef may have been new, and the food
AudioScript might have tasted terrible.
See page T-176. 2. in an elevator: The man must have gotten stuck in the
elevator. The elevator might have malfunctioned.
n Option: For lower-level classes, ask Ss to listen first 3. in a car: The car may not have been fixed properly. The
car might be having engine trouble.
for where and then for what.
2 DISCUSSION
Learning Objectives: assess ones ability to give B Group work
opinions and advice using past modals; assess ones n Explain the task.
ability to react to different situations n Each pair joins another pair. Ss take turns reading
A Pair work their sentences. The other Ss comment on the
n Explain the task. opinions or advice.
n Read the example warning. Point out the past modal in
n Ask groups to share comments with the class.
the example. Elicit additional warnings from the class.
n Ss work in pairs to react to each situation. Go around
the class to check use of past modals and give help
as needed.
T-98
3 GAME
Learning Objective: assess ones ability to use the B Class activity
passive to describe process with be and modals n Explain the task. Ask: Who has more than five steps?
More than six steps? until you find the group with
A Group work
the most steps. Ask that group to read the steps to the
n Explain the task. Ask Ss to read the opening and
class.
closing sentences of each topic.
n Option: Ask each group to read their steps. Award one
n Ss work in small groups. Ask each group to choose
point for each step that correctly uses the passive. The
one process. Tell Ss to describe the entire process
group with the most points wins.
orally before they write.
n Option: Each pair joins another pair. Ss in one pair
n Ss write the steps in the process. Remind Ss to use
take turns reading the steps in the process. Ss in the
passives and modals. Ss can use a separate sheet of
other pair mime the actions. Then the pairs switch
paper if needed.
roles.
n Go around the class to check sentences and to give
help as needed.
4 SPEAKING
Learning Objective: assess ones ability to describe n Ss compare their answers in pairs.
people with defining and non-defining relative clauses n Ask Ss to share interesting things they learned about
people in their partners life.
A n Option: Ss write a paragraph about one of the people
n Explain the task. Model the task by completing two or in part A. Ss can exchange paragraphs, post them
three sentences about someone in your life. around the room, or hand them in for you to check.
n Ss work individually to write their statements. Go
around the class and give help as needed.
B Pair work
n Explain the task. Ask two Ss to model the
conversation. Point out the follow-up question.
WHATS NEXT?
Learning Objective: become more involved in ones n Ask Ss to underline one thing they need to review.
learning Ask: What did you underline? How can you
n Focus Ss attention on the Self-assessment again. Ask: review it?
How well can you do these things now? n If needed, plan additional activities or reviews based
on Ss answers.
First, the computer has to be turned on. First, some water must be boiled.
Finally, the email is delivered to the Finally, the tea has to be poured from
persons in-box. the teapot into the cup.
B CLASS ACTIVITY Compare your answers. Which group has the most steps?
A: My mother is a person who takes care of everyones needs before her own.
B: Does she ever get tired of helping everyone but herself?
WHATS NEXT?
Look at your Self-assessment again. Do you need to review anything?