INT Teachers Book Unit 2 | Hansel And Gretel | Stress (Linguistics)

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2 Lives & Legends Coursebook Unit 2 Part 1 SB page 18 UNIT Language Grammar Past simple and past continuous Vocabulary and Pronunciation -ing and -ed adjectives Word stress Texts Listening An interview with a ghostwriter Communicative skills Speaking Ghostwriting Writing Ghostwriting a partner’s experience Part 2 SB page 20 Vocabulary Relationships Grammar Past perfect and past simple Pronunciation Weak forms Reading White Teeth Part 3 SB page 22 Grammar Modifiers Vocabulary and Pron
  Lives & Legends        U       N       I       T 2 16 Unit 2 Lives & Legends   16 Coursebook  Unit 2LanguageTextsCommunicative skillsPart 1 SB page 18Grammar  Past simple and past continuous  Vocabulary and Pronunciation - ing  and - ed  adjectives Word stress Listening  An interview with a ghostwriter Speaking Ghostwriting  Writing Ghostwriting a partner’sexperience Part 2 SB page 20 Vocabulary  Relationships Grammar  Past perfect and past simple Pronunciation  Weak forms Reading White Teeth Part 3 SB page 22Grammar   Modiers  Vocabulary and Pronunciation Extreme adjectives Word stress Reading and Speaking Grimms’ airy tales  Speaking and Listening  A fairy tale Part 4SB page 24  Vocabulary  Prepositions Extend your vocabulary   Ways of talking about meaning Grammar  used to and would  Reading  Legendary places   Writing  A mini saga Function globally SB page 26 Generalising and giving examples Talking about philosophy  Talking about likes / dislikes and family / friends Global voicesSB page 27 Listening to people talk about inuences on their lives Talking about   stu   Talking about people who have inuenced your life  WritingSB page 28  A narrativeComplex sentences Writing a story  Global review  SB page 29 Grammar and vocabulary review Extra speaking practice Study skills SB page 29 Improving your reading skills  Additional resources eWorkbook  Interactive and printable grammar, vocabulary, listening and pronunciation practiceExtra reading and writing practice Additional downloadable listening and audio material TB resource CD Communication activity worksheets to print and photocopy  Go global Ideas for further research Lives  Ask students to nd an American or British online genealogy or family history site and try to ndanybody with the same family name as you (without registering). Legends  Ask students to search for real places that use the name El Dorado, Atlantis or Shangri La . What placesare they? Do they refer to the legend?  Lives   & Legends        U       N       I       T 2 Lives & Legends Unit 2 17 Part 1 Lead-in  Ask students what sort of people write biographies / booksabout their lives. Make a list on the board together (politicians,sports stars, actors, singers, other people with interestinglives …). Ask students if they read any of these books or ifthey have read an interesting biography recently. TEACH GLOBAL THINK LO C  AL  Speaking (SB page 18)Background note  Andrew Crofts is a British ghostwriter. He writes books forpeople all over the world with interesting life stories. You cannd more information about him at 1   1.12 Tell students to look at the images on the page.Explain that the man in the photo is Andrew Crofts, aghostwriter. Read denitions 1–3 with students and elicit the meaning of   pen name if necessary. Ask students todecide on the denition they think is correct. Play therst part of an authentic interview with Andrew Croftsand ask students to check their answer. Denition 3   1.12  A: Andrew, what exactly does a ghostwriter do?B: A ghostwriter helps someone who has a story or anexpertise that they want to put into book form butdoesn’t actually have the right skill to produce the bookthemselves. So they have the story in their head, or intheir ling cabinets, or in their memory in some wayand a ghostwriter will listen to what they have to sayand then will create a book from that, in their voice. 2  Ask students to work in pairs and discuss the questions. Possible answers 1 People who aren’t able to write their life storythemselves because they have no time or aren’t goodat writing or writing in English.2 Advantages: you don’t have to think of a story, youhear interesting stories.Disadvantages: people don’t know that you wrote thebooks. Background note Jimi Hendrix (1942–1970) was an American musicianrenowned for his skill on the electric guitar. Kathy Etchinghamwas the inspiration for his song ‘Gypsy Eyes’. 3 Direct students to the three book covers anddescriptions at the bottom of the page. Clarify any new  words if necessary. Ask individual students which book they nd most interesting and would perhaps like to read.Prompt them to explain why. Listening (SB page 18)  This is the second and third part of the interview with Andrew Crofts 1   1.13 Explain that students are going to listento why Andrew Crofts became a ghostwriter. Check comprehension of the two explanations before playing theinterview. Explanation 2   1.13  A: What were you doing, before you became aghostwriter?B: I was working as a general writer and journalist, doingany sort of work that I could nd, and I met a man whowas a business guru, a management consultant whohad been asked to … , I was interviewing him for amagazine, and he had been asked to produce a seriesof books, which he wanted to do for marketing reasonsbut he didn’t have the time to do it himself. So hesuggested that I should do it for the money and that hewould get the glory. 2 Direct students to the words in the box. Ask studentsto check the meaning of these words in a monolingualdictionary, if possible.  Alternative procedure Explain or check the meaning of the the words in context.For example: I’m a sucker for chocolate cake. Do I likechocolate cake? What about you?Would you like to work in journalism – be a reporter for a newspaper or TV? In monolingual classes, you could explain the phrases andask students to conrm the meaning in their own language. TEACH GLOBAL THINK LO C  AL  3   1.14 Direct students to the reasons why Andrew Crofts likes being a ghostwriter. Emphasise that they should not worry if don’t understand everything that issaid. Play the nal part of the interview. He nds other people’s lives and stories interesting.He gets out of the house and meets lots of differentpeople.He likes living somebody else’s life for a few months.  Lives   & Legends        U       N       I       T 2 Unit 2 Lives & Legends 18 discovered were planningwhat were you doing became First rule: completed actionsSecond rule: actions in progress Language note Remind students that we often use the past continuous with while . Direct students to the Fighting it out  book summary onpage 18 for an example.Students should be familiar with the structure of the pastcontinuous tense. Before doing the next exercise, revise thestructure with the class using the examples in the grammarbox. Remind students of the irregular spellings of some  –ing  forms (eg  planning  ).Point out that was / were are pronounced as weak forms /wəz/ and /wə/ . Drill the examples in the grammar box. 2  Ask students to complete the summary of the book inpairs. Do the rst one or two with the class as examples if necessary. In class feedback, elicit why each tense is used.Check pronunciation of weak forms.  Answers are numbered in the order they appear in thetext.1 was studying 5 were living2 met 6 started3 married 7 experienced4 returned 8 were attacking 3  Ask students to imagine they are writing a story.Direct students to the sentences. Ask them to completethe sentences in pairs and then write two sentences of their own, making them as dramatic as possible. Point out they can do this by using lots of adjectives and adverbs tocreate atmosphere and add detail.Students compare with another pair and read out theirbest sentence to the class. G Grammar focus Refer students to the language summary on past simpleand past continuous on page 134. You can use the exercises on page 135 for:a) extra practice now b) homework c) review a couple of lessons from now. The answers are on page XXX of the Teacher’s Book.   1.14  A: You’ve written many successful books as a ghostwriter.Have you been tempted to stop ghostwriting and writebooks under your own name?B: I have written books under my own name as well, but ifI … I’m just a sucker for a story and if somebody rings meup, particularly if they have an interesting foreign accentand I think, you know, I’m going to travel somewhere andmeet somebody that’s had a life I’ve … is going to be newand interesting to me, I just can’t resist. A: What have you learned from your experiences as aghostwriter, as a writer and as an individual?B: I think as a writer it is the capturing other people’svoices … erm and learning how to structure a story sothat it works in a book form.As an individual it has taught me a huge amount abouthow the rest of the world lives. Otherwise … like mostwriters I don’t go out that much and I wouldn’t go outat all if I could sit at home and write novels just frommy imagination. So it has forced me to go out andmeet a far more diverse … erm number of people than Iwould ever otherwise have come across. But at greaterdepth, then I would have done in journalism which isthe other option. As a journalist you get to do that, youget to meet a huge range of people but as a journalistyou’re there for ten minutes interviewing a lm starbefore you’re shufed out of the hotel room or you’rethere for an hour or two with somebody … erm andthen you move onto the next story, which suits a lot ofpeople. But I do actually quite like the intense couple… two or three months of being in one person’s skinand erm I’ve found that … I’ve learnt a lot about otherpeople. 4  Ask students to discuss the question in pairs. Invitefeedback from one or two pairs, encouraging them to tellthe class the reasons for their answers. Grammar (SB page 19) 1 Copy the example from the grammar box on theboard. Check comprehension by asking: What is themain inormation in this sentence? (Kathy Etchinghambecame Jim Hendrix’s girlfriend). What is the background inormation? (Jimi Hendrix was just starting to becomefamous). Show the two actions visually with an arrow forthe action in progress and a dot for the completed action.  Jimi Hendrix was just starting to become amous when Kathy Etchingham became his girlriend.  Ask students if they can identify the names of the twotenses (past continuous and past simple). Ask students to mark the verbs in the other examples withan arrow or a dot in the same way and complete the rules.  Lives   & Legends        U       N       I       T 2 Lives & Legends Unit 2 19  Vocabulary and Pronunciation(SB page 19) 1  Tell students you saw a boring lm at the cinema. Write boring flm and  I was bored  on the board and point out the adjective endings. Say you went to see an amazinglm and elicit the word for how you felt (amazed). Ask students which ending we use to describe feelings ( -ed  ). Then ask students to work individually or in pairs andcomplete the table (see exercise 2 for answers). Take whole-class feedback. Use concept questions to check meaning. For example:  I somebody is a ascinating personwhat are they like? Are they interesting or boring? 2   1.15 Say   ascinating, emphasising the stressed rst syllable. Ask students to listen to the other words in thetable and underline the stressed syllable. Check that students have heard the correct stress. Play the track againand ask students to repeat the words, paying attention tothe stress. fascinating fascinatedconfusing confusedinspiring inspiredshocking shockedembarrassing embarrasseddisappointing disappointed 3 Direct students attention to the example. Ask themto write six similar sentences about their lives using theadjectives in exercise 1. Give students enough time tothink of ideas. Ask students to swap sentences with apartner and read their partner’s work.  Writing (SB page 19) 1  Tell students to choose one of their sentences from Vocabulary exercise 3 and tell their partner more about  what happened ( where , when , why , how ). Alternatively if students have read each other’s work, tellthe partner to pick the event they would like to learnmore about. The partner takes notes. Then the pairs swaproles. You might like to give each student a time limit forthis. 2 Students ‘ghost’ their partner’s experience by writingabout it in their voice, starting with the structure given.Encourage students to use adjectives and adverbs to makethe paragraph sound as interesting as possible. 3 Students swap paragraphs and read their ghostedexperience. Ask students to give their partner feedback,focusing on factual correctness and how interesting it wasto read. In class feedback, invite one or two students torate their partner’s ghostwriting skills. Part 2  Vocabulary (SB page 20) 1  Ask students to look at the photos and say what sort of relationship (family, friends, colleagues) they think the people in the photos have with each other and why. Ask students if they think the people have a good or badrelationship and why.Read out the words in the task, modelling pronunciationand word stress (  great-grandather  , acquaintance ,  fancée ).In pairs students discuss the differences in the words,then discuss in full-class feedback. You can illustrate somerelationships on the board with a family tree or invitestudents to do this. Your  grandfathe r is the father of one of your parents. Your  great-grandfather  is the  grandfather  of one your parents. A  friend  is somebody you know well. An  acquaintance issomebody you don’t know very well. A  colleague is somebody you work with, in any position. A   boss is somebody who has a higher position than you.Your ancée is a woman you are going to marry (you areengaged to her). Your ex-wife is a woman you used to bemarried to (you are divorced from her). A   stepbrother  is the son of your stepmother or stepfather(your mother’s or father’s new partner) and is not related toyou by blood. A   half-brother  is the son of your mother orfather with another partner and is therefore related to youby blood. Language note The male form of ancée is ancé (this follows French spellingwhich distinguishes male and female forms. 2  Ask students to match the sentence halves so that the words in italics make common phrases. Do the rst sentence as an example. 1 e 2 c 3 f 4 b 5 a 6 d 3 Give students time to think up or write sentencesabout people they know. Then invite them to tell the classor a partner. Reading (SB page 20) 1  Tell students they are going to read an extract about afamily dispute (argument). Ask students to discuss what often causes family disputes.
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