WU 1 UC notranjost - · PDF filewish + Past Simple/could Zero conditional First conditional ... an essay A debate A poster ... 3 Lisa can’t talk to Raya now,

Intermediate

UČBENIK za angleščino v 1. in 2. letniku gimnazij

Joanne Collie

knjigarna.com swis721CMYK

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Unit Topic/Vocabulary Grammar Reading Listening/Watching

1 Families and family lifeChores

Present Simple vs. Present Continuous

State vs. action verbsTime/frequency adverbs

Chore warsConversations about family

relationships

2Childhood memoriesFamily backgroundsSchool life

Past Simple vs. Past Continuousused to / would

Childhood memoriesFactual accounts vs. anecdotes

Video: Immigrants in GreeceRadio phone-in: School life and

school routines

3Relationships Friendship Being polite

Forming question AbilityPermissionRequests

Quiz: Real friends?The joy of not being polite

Telephone conversations

4

Special occasionsCelebrationsHolidaysNational days

Present Perfect SimplePresent Perfect Simple vs. Past

SimpleLinking expressions

Holidaying with parentsQuiz: Can you name the country?

Audio blog about celebrationsA telephone conversation

5Keeping in touchTextingSocial networking

ObligationLack of obligationProhibitionAdvice

Students playing a gameVideo: Texting improves

relationshipsVideo: Top 5 ways teens are

compromising their identity online

Reading: Matching Use of language: Gap fi ll (tenses) Speaking: Visual stimulus

6 Making plansFuture arrangements

going to & willPresent Simple for futurePresent Continuous for future

A programme of an eventAn email

Mother and son talking about his plans

7

Healthy lifestyleNutrition Wellness Teenage health

Prediction, degrees of certaintyFuture ContinuousOffering and refusing politely

NutrientsIt’s good to be wellQuiz: What is your fi tness level?

Radio programmeWellness club welcome speech3 mini dialoguesNews report on teen healthVideo: a dance exercise

8Adrenalin timesExtreme sportsEmergencies

wish + Past Simple/couldZero conditionalFirst conditionalSecond conditional

Interview with two people about canyoning

Interview with four people about emergencies

3 telephone conversation: fi rst aid

9

TechnologyLifestylesMedical conditionsA school survey

PossibilityProbabilityDeduction

What does the future hold for today’s teenagers?

ESPAD results

Interview about reading strategiesRadio phone-in: lifestyle and

appearanceA school survey2 videos: alcohol consumption

10 Unusual passionsHobbies and interests

Past Perfect SimplePast Perfect Simple vs. Past SimpleTime clausesArticles

3 texts about unusual hobbies2 articles about unusually

committed teenagersVideo: urban exploring

Reading: Responding by fi lling in letters Listening: Short answers Speaking: Discussion on a topic covered


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Speaking Writing Functional language Skills enhancement

Talking about teenager-parent relationship

Discussing internet repliesTalking about chores

A conversation about choresPhrases for keeping the

conversation going

Mini-debate An email Writing an informal emailReading: gapped text, short

answersWriting: informal letter

Role-play: telephone conversation

Letter to agony auntA dialogue

Making enquiries and requests by telephone

Discussing spending holidays with parents

Role-play: telephone conversation

Mini-debate

A diary/blogAn article/account about holidaysAn article/account about national

rituals

Booking accommodation for a holiday

Listening: short answersUse of language: gap fi ll (tenses)

Discussing views on text messaging

Giving adviceGiving advice

The kappling gameA round-robinMaking arrangements on

the telephone

Making arrangements

Role-play: offering and refusingReassuring and advisingInformation gap activityDiscussing the menu for a

day camp

Instructions for dance moves Offering, refusing politelyListening: true / falseWriting: informal letter

Talking about favourite sportsPreparing a video scene

An advertisement Coping with minor injuries

Talking about lifestyle changes in the near future

Talking about health and lifestyle problems

Discussing a survey

A formal emailA report

Requesting information by emailUse of language: word formation Speaking: visual stimulus

Role-play: interview A diary entryAsking for and giving personal

details

Writing: A formal letter


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Unit Topic/Vocabulary Grammar Reading Listening/Watching

11 Managing moneyIncome and expenditure

Indirect/polite questionssome/any/every/no + their

compound

3 texts about teen income and expenditure

Video: Teens and moneyInterview with students about

income and spending habits

12Teenage achievementsCelebrity cultureTeens and the press

Comparatives and superlativesPresent Perfect with superlativesOrder and position of adjectives

4 texts about teenage achievementsA survey of teens in British cities

News report

13 Environmental problemsVolunteering

Passive structures (present, past, future)

Subject and object questionsAn interview with a teen volunteer

Video: A pale blue dotAn interview with a male volunteer A classroom debate

14 Stories and historiesNumbers and dates

Present Perfect Cont. with for and since

Present Perfect Continuous vs. Present Perfect Simple

Emphatic pronouns

Article: We call each other Twisters3 articles about teens’ knowledge

of history

Radio programme about children switched at birth

Important eventsVideo: What’s wrong with history

15 FashionAll about design

Verbs + infi nitive/-ing formGerunds and dummy it as subjectInfi nitive of purpose

Fashion profi les3 texts about three fashion

designers

News programme about work conditions in the clothes-making industry

Video: Stella McCartney

Reading: Gapped text Use of language: Word formation Speaking: Written stimulus

16 NewspapersPrint vs. electronic media

Reported speech: tense shift, sentence patterns, linking word

Reporting verbsReported questions

Newspaper sectionsArticle: Printed media vs. E-media

An interviewA conversation Ending to the article Printed

media vs. E-mediaVideo: Employees at Newcastle’s TV

17Behind the scenesReality showsTeens and television

Defi ning relative clausesNon-defi ning relative clauses

The Production TeamWeb replies to a question

about reality TVReport: Teens and the media

Video: Fox TV’s newsroomRadio programme: interviewing

people about reality TVRadio programme: TV viewing

habits around the world

18 Public speakingDisasters

Advice: present vs. pastDeduction: present vs. past

Tips on public speaking3 story ending

A panel giving feedback on three presentations

Video: How to read body languageLogical deduction puzzleVideo: interview with Corey

Worthington

19 Books and moviesBook clubs

Third conditionalPast wishes and regretsSentence structures

Are books or fi lms better?4 mini-reviews for a book club

Video: interview with Daniel Radcliffe

Radio programme about books

20Visual projectsPhotography Filmmaking

Causative have/get: present and past

Causative have/get: active and passive

An article about a young photographer

An email about a fi lmmaking project

Writing an effective CV

Interview with a young photographer

Video: Filmmaking tips

Reading: Short answers Listening: True / False Speaking: Discussion on a topic covered


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Speaking Writing Functional language Skills enhancement

A chain gameDiscussing personal income

and expenditure

Describing income and expenditure

Discussing the infl uence of celebrities on teens

Discussing the image of teens in Slovenia and a comparison with British teens

Writing a summary of a discussion Talking about a personReading: short answersWriting: an essay

A debateA posterA response to a video

Agreeing and disagreeing

Rolling rolesNumbers and dates gameDiscussing the teaching and

learning of history

Clues for important past evets NumbersListening: short answersUse of language: gap fi ll

Discussing the habits of buying clothes

Role-play: in a clothes shopBuying clothes

Talking about newspapersTwo phone callsFilling in a complaints log

Complaining and responding to complaints

Talking about TV and reality shows

Discussing reactions to a videoPoliteness registers

Listening: true / falseWriting: formal letter

Discussion about public speaking

Role-playTelling a storyDiscussing reactions to a video

‘I shouldn’t have’ gameAn email giving opinion

Apologizing

Talking about books and fi lm adaptations

Discussing making a fi lm from a story

Discussing reading preferences

A paragraph about a book from which a fi lm was made

A storyA book review

Writing a narrativeOrdering parts of a sentence

Use of language: word formation Speaking: written stimulus

Talking about sharing hobbies and interests

Discussing reactions to a video

Describing a person / writing an interview / describing an ambitious project

A curriculum vitae

Writing a CV

Writing: An essay


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Dear Student,

You are about to start on the next phase of your journey towards being able

to communicate easily with the many people across the world who speak

English as their fi rst or second language. We hope that Way Up will make

that journey easier for you, as well as enjoyable and really useful.

Learning a new language and the entire cultural systems which are part of

that language is a challenging but exciting adventure. This is especially the

case with English, which is spoken in so many different ways in different

parts of the globe, and which has no single regulated standard. We have tried

to bring some of the colourful varieties of speech into this textbook in the hope

that it will give you the desire to reach across cultural distances great and

small, in order to communicate your own interesting, unique point of view.

Communication is the basic function of language, after all, and the

coursebook offers you many opportunities to try this out with partners and

groups. Because we know that everyone has their own style of learning, we

invite you to fi nd your own best ways of improving your ability to speak

your new language. For this reason too, the course often offers choices,

and it asks for your own thoughts and input into the themes proposed. The

responsibility for your learning is really your own.

Good luck with the course. We’ve provided the opportunity in the Workbook

(Blogs and Logs) to send us your feedback and we’ll always be happy to

hear from you.

With our best wishes,

Joanne, Petra and the Rokus Klett team


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Put these words or expressions into the right categories and add two more expressions of your own to each box.

gran • assignment • husband • watching TV •digital camera • hanging around with friends • mobile phone • nursery • videotape • skiing •playing computer games • parents• geography •archery • adopted • sailing • snowboarding •dirt-biking • only child • grandad • divorced •a packed lunch • homework • cybercafé •text messaging • physical education • canteens •primary and secondary • separated • snorkelling •posting photos online • social networking

Family, family relationships

School

Activities

Communicating

Module 1


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2 Listen again. Then write the name of the person who says:

a I’m not writing, I’m drawing. b Where’s your Dad? c He’s travelling in China. d Every week I learn something different. e I hate that kind of assignment. f Do you hang out with her at the weekend? g I’m putting you in. h When I get home I grab a bite. i I guess she’s number one. j You don’t like drawing.

3 A Do you remember how to use the present tenses? Choose the right expression and complete the sentences. Then put the ten sentences (a–j) from exercise 2 as examples.

activities that are temporary things that are always (or never) true or permanentthings happening right now or at the present timeactivities that are repeated, like routines and habits

B We don’t use the Present Continuous with verbs that describe states or states of mind or feelings. Some of these verbs are linked to:

• activities of the mind: think, know, believe, appear, understand, remember, forget

• emotions: love, like, hate, prefer, dislike, want, wish • the senses: hear, see, smell, taste, feel • possession: have, own, belong, possess • other verbs: need, cost, mean, seem

Some verbs can be state or action verbs, depending on their meaning.

C Circle the right verb form in each sentence.

1 The diagram shows / is showing her family relationships. 2 Lisa and her mum have / are having a chat every

afternoon after school. 3 Lisa can’t talk to Raya now, because she has /

is having her lunch. 4 Josh hates / is hating talking about his problems

to his family.

5 He prefers / is preferring to deal with his problems by himself.

We use the Present Simple to talk or ask questions about 1 Example sentences: 2 Example sentences:

We use the Present Continuous to talk or ask questions about3 Example sentences: 4 Example sentences:

I think she’s a bit of a weirdo. (an opinion, a ‘mental state’)But: What are you thinking about right now? I’m thinking of my exam.

1 Families and family life• Present tenses revised• State/action verbs• Present habits with time/frequency adverbs • Talking about relationships and routines

1A Who hangs out with their parents?

1 A Look at the three diagrams that show family relationships. Listen to two conversations about them. Match each conversation with one of the diagrams.

1 Lisa and Raya: Diagram 2 Peter and Josh: Diagram

B Write these names on the two diagrams.

Mother Mum Gran Sister Dad Neighbours Father Raya Julia

C Compare your ideas with others in the class. Which diagram do you prefer? Why? What do you think of the assignment? Is it interesting or boring or …?

A

C

B


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A I’m 14, and I don’t “hate” talking to my parents, and in fact I kind of enjoy it. As long as my parents don’t talk down to me and treat me like a human being, they’re my best friends.123Alterna ǀ 6 months ago ǀ Show ǀ Hide

B who hangs out with their parents CherrySoda ǀ 8 months ago ǀ Show ǀ Hide

C Reply: ur right, this is clearly abnormal behaviour. MaseY ǀ 8 months ago ǀ Show ǀ Hide

D Reply: it’s good to hang out with your parents from time to time.ChosonKarate ǀ 8 months ago ǀ Show ǀ Hide

E Reply: Sheep!!!!!! CityPrincess ǀ 7 months ago ǀ Show ǀ Hide

F Reply: XD Yeah no one hangs out with their parents by CHOICE. ruby00 ǀ 8 months ago ǀ Show ǀ Hide

G All the kids in this movie are dorks! I love my parents and all, but as a teen I NEVER hang out with them. ixlovexsushi ǀ 8 months ago ǀ Show ǀ Hide

H But one thing I will say - hanging out with your parents is fun. Figure skating is cool. ChrisAmazing ǀ 8 months ago ǀ Show ǀ Hide

I Reply: I hang out with my dad a lot cause he’s cool and a metalhead like me …BUT not my mom she’s a weirdo……. kiirometh ǀ 7 months ago ǀ Show ǀ Hide

J Reply: …that vid was weird… now back to the real world. lol i bet those teens in this vid were robots Disarmed ǀ 7 months ago ǀ Show ǀ Hide

K I don’t know what you guys are talking about, i wish my parents would play sports with me. I rarely talk to my dad, because i guess he has better things to do than think about me even though we live in the same house.Salger ǀ 7 months ago ǀ Show ǀ Hide

L Though my dad lives with me, my Mom is the one who raises me. I barely have a relationship with my Dad, what-so-ever, and it bothers me because my friends and their Dads are always having a good ol’ time while my Dad and I fi ght or ignore each other. SKFILD ǀ 6 months ago ǀ Show ǀ Hide

M That’s the same situation I’m in. I know how you feel. TheLilCuteyGirl ǀ 6 months ago ǀ Show ǀ Hide

4 Josh and Lisa have very different attitudes to talking with their parents. In groups, answer and discuss these questions.

1 When does Lisa talk with her parents? Do you support her attitude? Give reasons.

2 How does Josh deal with his problems? Do you agree with his attitude? Give reasons.

3 Is talking with parents always a good solution to problems? Give reasons and suggest other possibilities.

4 Who do you turn to fi rst when you have a serious problem? Is there someone you can turn to at school?

5 Some young people watched a programme about teenagers sharing hobbies or sports with their parents, who feel this gives them an opportunity to talk. Read the replies that some of them posted on the website. With a partner, fi nd:

1 an adjective = very strange 2 an informal noun = a person who seems strange 3 a frequency expression = sometimes 4 an internet shortcut = ‘laugh out loud’ 5 an internet shortcut = ‘you’re’ 6 a vivid noun = people who do exactly the same

as other people 7 a slang noun = a ridiculous person 8 a slang noun = a great fan of heavy metal music 9 an adjective = strange, unusual behaviour 10 a verb phrase = speak to people as if you think

they’re stupid

6 A Put at least fi ve writers (A–M) on the line to show the relationship they have with their parents (good > bad). Compare and discuss with others.

B Write a reply to one of the comments. Say what you think of the comment, and why.

G 2, 3, 4 Present Simple and Present Continuous My gran always supports me. What are you writing? I’m not writing, I’m drawing.

MORE PRACTICE: Workbook, pages 4, 5

My parents are friends, it’s easy to

talk with them.

My parents never talk to me

as a friend.

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1B Chore wars

1 A The Present Simple is often used with time expressions, like at the weekend, on Saturdays, in the summer, in the winter, on schooldays, in the morning, at nighttime.

Read the answers and write the questions.

1 Q: ? A: After school, I go straight home and do my homework. 2 Q: ? A: In the summer, we always go to the seaside. 3 Q: ? A: No, I don’t do any sports at school, ever! 4 Q: ? A: I always get up at 7 am, even at the weekend.

B Join a partner. Ask and answer your questions. Change partners and do the same.

2 A Tick the right answer for you. Be honest!

How often do you …Every day

Once or twice a week

Once or twice a month Never

1 set the table for a meal?

2 wash up or load the dishwasher?

3 cook a meal or help to prepare it?

4 clean or help to clean the house?

5 change a light bulb?

6 wash your clothes?

7 take out the rubbish?

8 do the family food shopping?

9 load software onto a computer?

10 repair things in the house?

B A class survey. Work in groups. Count the numbers in your group and write them on the board. Get a total for the whole class. Then discuss these questions.

• Which activities do students do often in your class? • Which activities have the highest number of ‘Never’

answers? • Which activities do boys do often? Which do girls

do often? • Is there a difference? If there is, do you think this

is just natural?

3 A TV presenter and her husband talk about doing chores at home. Read the article and write which chores from exercise 2A (1–10) each one does.

Kate: Derek:

What do you do at the weekend? Do you go to your friend’s after school?

The Great Chore Wars A survey reported in the Daily Mail this week found that

women do an average £33,000 worth of unpaid chores

around the house each year – that’s 40 per cent more than

men. The issue of Chore Wars was also aired on GMTV,

A British TV channel, by presenter Kate Garraway who

told viewers about her psychotherapist husband, Derek

Draper, and why he doesn’t do the cooking at home.

Here, Kate and Derek debate why men and women never

seem to share the chores equally. So who do you agree

with?

Derek says:

There’s a Draper family joke passed down the genera-

tions. When asked to do domestic chores by our wives,

we Draper men retort: “What’s the point of having a dog if

you have to bark yourself?”

Before we go any further, I need to stress the obvious: it’s

just a joke.

But many a true word is spoken in jest, and I have to admit

I am pretty old-fashioned when it comes to cooking and

housework.

In our house, Kate does all the cooking. I have never really

learned, and whenever I try, I don’t enjoy it. I also – get

ready to growl, girls – don’t know how to work the washing

machine and while even I fi gured out how to vacuum, I

never actually do it.

So does that make us an unbalanced household, headed

by a dyed-in-the-wool chauvinist?

Well, not if we widen our defi nitions. Who does the ‘Do It

Yourself’ – from changing a bulb to putting up stair-gates?

Who puts software onto the computer and fi xes the broad-

band when it fails? Who takes the car to the garage? And

who always drives when we go out? In addition, I do the

shopping and take out the rubbish.

Most of these things are naturally seen as the domain of

the male, so what is so wrong with seeing cooking and

cleaning as more naturally the domain of the female?

Is it discrimination – or just a tidy division of labour? I will

get a lot of brickbats for this, but I really do think that fi x-

ing, fetching and fi ddling are more naturally male activi-

ties, while homemaking, as they call it in the U.S., is a

more naturally female one.

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4 Find the word or phrase in the article which means the same as the underlined words.

1 Derek thinks his way of dividing up the chores is the same as everybody else’s.u

2 He believes that some things are true even if we speak of them jokingly.i

3 Derek describes himself as someone with not very modern ideas.o -

4 He thinks women are angry when he gives his views.g

5 He wonders whether he’s a man who is just not able to change his views.d - - - w

5 With a partner, tick if these are Derek’s or Kate’s views (or both). Decide what you think. If you disagree, write a reason. Then compare with others.

1 It’s not in men’s nature to do cooking and cleaning. Kate We agree. Derek We disagree because …

2 It’s not in women’s nature to do DIY. Kate We agree. Derek We disagree because …

3 If you have to provide a meal, get a take-away. Kate We agree. Derek We disagree because …

4 It’s natural for men to work with computers. Kate We agree. Derek We disagree because …

5 Men are good at understanding technical instructions. Kate We agree. Derek We disagree because …

G 2 Time/Frequency adverbs I never do any cooking, but I set the table every day. Who always drives when we go out?

MORE PRACTICE: Workbook, page 5

Get the hang of it!

Keeping a conversation going

6 A Read the gapped conversation. Then listen and complete Lara’s part. Continue the conversation for one or two more exchanges. There are suggestions below to help you keep the conversation going.

L: Hi, Nick. N: Oh, hi, Lara. What are you doing? L: I’m this article. N: What’s it about? L: It’s silly … it’s . N: Really? Doesn’t sound too interesting. L: Oh you know … one of these sociology

surveys. It’s about what teens do . N: Yeah, I can guess. I bet it says we . L: Well, not exactly. It says boys don’t

do their . N: What? That’s just prejudice! [You continue]

Why do you say that? Oh no! Not that again! Well, tell me about it. Really? What does it say about it?Oh, in what way? Really? Do you think that’s right?Go on … Tell me more. Yeah, well, I agree, but …You can’t be serious! I don’t believe it!

B Join a partner and read and perform your two conversations.

C Write a short conversation between yourself and a friend about the chores that you do at home.

Men are competitive and goal-orientated (think Horatio

Nelson), while women are nurturing and consensual (think

Florence Nightingale).

I suspect that the way Kate and I divide up the domestic

duties is pretty universal.

Kate says:

I guess there are plenty of men who are a lot better than

Derek around the house, but I suspect there are many

who are a lot worse.

To give my husband his due, he is a better tidier than

me, and he does wipe down the odd surface with a

J-cloth – but that’s as near to cleaning as he gets.

Like many men I know, he also thinks that the main ingre-

dients of a meal are a phone and a handful of takeaway

menus.

I can throw together a family meal – a stew or pasta

bake – without thinking, and I love how much Derek ap-

preciates it. So I never mind doing the cooking, as long as

he sets the table and loads the dishwasher.

He does do other stuff around the house, trying his best at

DIY and anything technical. Which is a good job, because

I shy away from instruction manuals as much as he avoids

cookbooks.

And he always boasts about doing the shopping, but

does he mention he does it on the internet and that I usu-

ally unpack it when it arrives?

He is great with our three-year-old daughter, Darcey,

though. He gets her up when I am off early to GMTV and

gets home most nights to bath her. I potter around listen-

ing to them laughing and splashing about, and it’s one of

the happiest times of my day.

Best of all, he knows how to make a fuss of me. He is

always the one who books a babysitter and organises

‘dates’, even if it’s just to eat a pizza and watch a fi lm.

He also plans and arranges our holidays, but I suspect

that is because he quite likes to be in control. As he once

put it to me,he likes being the surpriser, not the surprised.

So, yes, there’s no doubt there are differences between

men and women’s approaches to the home – but I think

Derek exaggerates the differences. Aren’t they mainly just

what we learned as children?

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2 Memories• Revision and extension of past tenses• Past habits: used to/would + infinitive• Recognising factual or anecdotal texts• Talking about present and past routines

2A Childhood

1 A Underline the Past Simple verbs. Circle the Past Continuous verbs.

1 My parents were living in Rome when I had my fi rst birthday.

2 When I was growing up, though, we lived in Split. 3 At fi rst, when I was learning English, I found

speaking very diffi cult. 4 I remember my mother’s smile when I came home

from nursery: that’s my fi rst memory. 5 My happiest memory? I was learning to cycle, and

my grandad helped me up when I fell down. 6 No, nothing sad happened to me during

childhood.

B The statements in 1A are answers. Write the six questions.

C Past Simple or Past Continuous? Write PS or PC.

D Prepare to answer the questions for yourself. Jot down a few notes. Use your dictionary or ask others if you need help with some words or expressions.

E Join a partner. Ask and answer the questions.

2 Here are two sets of childhood memories. Section A is from a newspaper article, B is from an internet blog. Read them quickly and write the answers.

1 Who remembers events that happened once only? 2 Who remembers activities they did often in

childhood? 3 Whose interests changed as he grew older?

1 This verb tense describes a complete, fi nished action or state.

2 This verb tense describes an action or state that was continuous or unfi nished in the past.

British celebrities share

some of their favourite

childhood memories

1 ALEX KINGSTON, ACTRESS

My mum would pack us sandwiches,

pinpoint a street on a map of our

neighbourhood and send me and my

friend on our expedition. We would

whizz around roads and lanes with a

great sense of achievement when we

arrived at the destination.

2 GEORGE MICHAEL, SINGER One of my most vivid childhood memories: a goat bit my hand at Golders Green Children’s Zoo.

3 EMILY MAITLIS, NEWSREADER

I grew up in a house with a long hallway.

I have an abiding memory. As a child

returning from school, I would ring the

bell, then as I was staring through the

window on the door, I would see my

mother running up the hall to open it.

And that fi rst hello hug would always

put a huge smile on my face. She

always looked so delighted to welcome

me home. It was as simple as that.

4 CHRIS TARRANT, TV PRESENTEROne of my earliest memories is my fi rst-ever day’s fi shing. My grandad took me. I was just four. I caught a fi sh, dropped grandad’s rod and fell in the river. All in all, it was pretty typical of most of my fi shing days since.

5 SOPHIE ELLIS-BEXTOR, SINGER

August 10, 1987, was the day my little

brother was born and I was so excited

to be a big sister. Jack’s father is my

step-dad and when Jack arrived I was

with my dad, who was really happy

for me and made me a special coin to

mark the occasion. I remember being

proud not just that I fi nally wasn’t an

only child any more, but also that my

parents had moved on to better things

since their divorce.

A

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Blog

1 Sarah’s fi rst childhood memory dates from when she was about 2 years old.

“I remember crawling underneath the fi r trees in my parents’ back garden.”

2 When he was younger, Daniel used to build miniature aeroplanes. Daniel later ended

up dedicating most of his time to music, which started to gain his interest during

his teenage years.

3 Rochanne used to live in the countryside in Cornwall. She remembers the days out

in the forest with her dog Sooke. “I was around 8 years old at the time. Beside the

walks, I often went horse riding and swimming, which I still do quite a bit nowadays.

My earliest memory is one of my grandma. I remember us having a walk together,

not long before she died. I must have been 2 years old at the time.”

4 Alex’s favourite subjects in school used to be geography and especially physical

education: “I used to watch the TV programme ‘Going Live’ on Saturday mornings,

but only until I left for the 10.30 am football match.”

5 Wondering what it’s like to be forced to wear school uniforms, I ask Alex whether

he used to wear one when he was in school. He did, both in primary and in

secondary school. “We wore dark blue trousers, shirts and ties. We also had a jumper

for autumn and winter. But mine didn’t fi t well so I preferred to leave it at home.”

4 A On a slip of paper, write a blog about an early memory. Don’t put your name on it. Some of these questions can help you.

• How old were you when it happened? • Where were you living? • Is your memory about something that used to

happen often? • Was it a happy situation or event? • What were your feelings about it then?

• Do you feel differently about it now? • Did something funny happen? • Who were you with? • How did it end? • Why do you think you still remember it?

B In groups, put your slips of paper into a box. Each of you then picks out one slip. Read the blog and write an answer. In it, say:

• What did you fi nd interesting in the memory? • Is it like a memory of your own, or very different? • Would you like to know more about it?

C Read your answer to the group. Can they guess whose blog you read?

3 A Read the fi ve statements about how to use used to and would.

B Tick the correct sentences. Put a cross for the incorrect sentences. Write the numbers of the statements in 3A that give a reason for your choice.

1 My mum used to pack us sandwiches. Statement number:

2 When I looked through the window, I saw my mother running up the hall.

3 Now that I’m grown up, I use to go fi shing every summer.

4 August 10th was the day my brother used to be born.

5 When he was younger, Daniel would often build miniature aeroplanes.

6 When she was a child, Rochanne would live in Cornwall.

7 She used to go horse riding and swimming. 8 Alex’s favourite subjects at school were geography

and physical education. 9 Did Alex used to like wearing his school uniform?

10 We used to wear dark blue trousers, shirts and ties.

1 We use used to and would to talk about habits and repeated actions.

2 We use used to and would to talk about temporary, continuous, or repeated states.

3 We use used to to describe permanent past states (not would).

4 We sometimes use the Past Simple instead of would or used to, for variety.

5 Used to describes action in the past, not the present. The question form is Did you use to …? The negative is: didn’t use to.

G 5, 7 Past Simple, Past Continuous My parents were living in Rome when I was born.

6 used to/would My mum would pack us sandwiches. What did she use to do in summer? She used to go

swimming.

MORE PRACTICE: Workbook, pages 8–10

B

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2B Different backgrounds

1 Read the short texts (A–H). With a partner mark them: F if they are factual accounts = supposed to be trueA if they are anecdotes = personal memories

A B C D E F G H

2 A What differences are there between factual accounts and anecdotes? Choose the features which are typical of F or A.

F A a They are often informal in style. b The language is often complex. c The language is formal. d Emotion is often expressed. e They use the fi rst pronoun. f They are not emotional. g They often tell the reader where the information comes from. h The sentences are often short.

B With a partner, write answers to these questions, then compare with others.

1 Can a reader trust a factual account? List reasons. • Yes, we can trust them. Reasons: • No, we can’t trust them completely. Reasons: 2 What can you do to check if factual accounts are

really true? 3 Are anecdotes more reliable, that is, are they always

true? List reasons. • Yes, they are as reliable as factual accounts. Reasons: • No, they are not very reliable, a reader has to be

careful. Reasons:

A The Australian Census for 2006 reveals that 44 per cent of Australians were born either overseas or to at least one parent born in a country other than Australia, and Asians are quickly catching up to Europeans to be a dominant source of immigration.

B Marwan Field, 17, of Iraqi and Welsh descent, has

two uncles who recently claimed asylum. Both

were tortured, he says, in one case for failing to

have a portrait of Saddam Hussein on display in

his home.

F I have lived in the United States for 8 years. I was born in Burma. My family came over here to have a new life. We were chased by the government and our lives were in danger. My family separated and a great family adopted me.

G Although I was born in England, my background is

very multicultural. My dad was Egyptian and my

mum half Scots, half French. We left the UK when

I was twelve and went to live in Canada. But when

I fl y in to Heathrow through the dark clouds and

see all the chocolates in the shops, I know I’m back

home.

C The results of a research survey amongst UK residents show that not matter what their ethnic background is, the majority are in favour of one national identity. When asked whether anyone who has recently come to the country should be required to attend courses about British citizenship and the British way of life, seventy-eight per cent of all the people surveyed answered yes.

D One in fi ve children in the United States today has an immigrant parent. What do we know about how immigrant children are becoming American, and how do we know it? Some surprising answers to this question have emerged from the Children of Immigrants Longitudinal Study (CILS), an in-depth research project that is following the fortunes of 5,262 teenagers and their parents representing 77

nationalities, primarily based in San Diego, California, and in Miami and Fort Lauderdale, Florida.

E My parents arrived here from Pakistan in 1962

with nothing but their suitcase. They worked

hard in a local factory and they never claimed

unemployment benefi ts or any other kind of social

support. Later, they built up their own successful

business, sent money to their relatives back home,

and brought up three children. I think that’s quite

an achievement.

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3 Read the factual accounts again. Match each one with a headline.

Text

Text

Text

Text

4 Some texts in exercise 1 hint at problems that immigrant children face in the US and Britain. With a partner, list two problems from the texts. Try to think of other possible problems.

5 A Before you watch a video, choose the right interpretation of these phrases. Use a dictionary if you wish.

1 A country wary of new arrivals = is frightened of them / welcomes them.

2 The threat of arrest for immigrants looms large = it’s possible that immigrants will be arrested / immigrants are protected from being arrested.

3 The girls have no permanent status = they can stay as long as they like / they can’t stay for a long time.

4 They campaigned for the legalisation of immigrants = they tried to get immigrants sent away / they wanted immigrants to have the right to stay.

5 The country’s legal framework hasn’t caught up with the new reality = the laws are appropriate for life in the present / the laws are not appropriate for life in the present.

IMMIGRAANNT CHHILDREN IN THE UUS PREFER TO SPPEAK ENNGGLISSH

DDDiiie ddataa vividdlly unnddeerssscorre thhe

IIss BBBrriittaaaiinnn mmuullttiiccuulllttuuurraall??? MMMooossttt ppeeoopplleeee ssuuuppppppoorrrtt aa BBBrriittiissshhh iiddeeeennttiittyypp pp pppp pp

ThTh CICILSLS datdata va viviividlydly ununderderscoscoss rere thethe rara ididii

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NEARRLY HALF F OFOO AUSU TRT ALLIANSS ARE E FIRST- OOR SES CONDN - GENERAR TION IMMMIGRRANNTSS

--------------------------------------A ten-yeaar sstuudy reveals factss about immigrrant children

y y

in the UUSA ten year study reveals facts about immig ant chil

B Watch a video about Athina Bortigao, the daughter of immigrants living in Greece. Don’t worry if there are some expressions you don’t understand. Complete the sentences.

1 The programme is about a teenager .

2 Greece doesn’t let immigrants stay .

3 Athina feels just like other Greek teenagers because .

4 The country’s laws are not appropriate because .

5 Athina wants to be a Greek citizen because she feels she .

Get the hang of it!

G Recognising factual or anecdotal texts I am the child of an illegal immigrant. (anecdotal) One in fi ve children in the United States today has

an immigrant parent. (factual)

MORE PRACTICE: Workbook, page 11

H The CILS data vividly underscores the rapidity with which

English triumphs and foreign languages atrophy among

children of immigrants in the US, rebutting concerns about

the perpetuation of foreign-language enclaves in immigrant

communities. Rather than posing a threat to the dominance

of English, what is being eliminated rapidly is the ability of

these children to maintain fl uency in the language of their

immigrant parents, a signifi cant loss of scarce and valuable

bilingual resources for individuals and for the US in an

increasingly global economy.

Writing an informal email

6 A What are the differences between writing an informal letter and writing an informal email? Tick the statements that are true and re-write the statements that are false.

1 In an informal letter, you often have your own address at the top, but this is not necessary in an informal email.

2 For informal letters and emails, you write the date before you begin.

3 The greeting in an email is sometimes ‘Dear …. ,’ but it can also be ‘Hello’, or ‘Hi’.

4 In emails, senders often use more informal language than in letters.

5 The sender often uses shortened words in both letters and emails.

6 The ending in an email is always the same as in an informal letter.

B Write an email to Athina to say what you thought of the video. Tell her:

• Did you like the video? Why or why not? • What did you particularly like in it? • Do you think it’s a good idea for her to fi ght

for citizenship? • Do you want to wish her luck with her campaign? Good luck with your campaign. I hope you win!

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