PASO 5: Análisis de sensibilidad
6.3 ASPECTOS AMBIENTALES
Jack OK. Well, do you know Rhiannon Lassiter? We could read one of her horror stories. They’re fantastic. There’s one called Bad
Blood that I haven’t read.
Kristin Oh, please no, not a horror story! I won’t be able to sleep at night.
Tom Oh, come on, Kristin. Don’t you think you should try to be a bit braver? If you never read any horror stories, you’ll miss out on some fantastic literature.
Jack Well, we needn’t read a scary story if it stops people sleeping. Wouldn’t it be better to choose something else? How about Out
of this World by Ali Sparkes? It’s a sci-fi thriller. Or if you like fantasy,
we could read Pendragon by Julia Golding. Her novels are brilliant.
Alice Which one shall we go for? How about the sci-fi one?
Kristin Sorry, I’ve already read Out of this World. But sci-fi sounds like a good idea. Any other suggestions?
Tom We don’t have to decide right now. Perhaps I ought to have a look at the science fiction section in the library tomorrow and come up with some options.
Kristin OK, great.
Alice Yeah, thanks Tom.
Sense and Sensibility classic Bad Blood horror
Out of this World sci-fi thriller Pendragon fantasy They don’t choose a book in the end.
Exercise 8 $ 1•27 page 61
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Give students a minute to read the phrases before playing the recording again.•
Students compare their answers with a partner.•
Check answers as a class.1 what 2 hoping 3 Don’t 4 Wouldn’t 5 decide 6 What 7 go
A Asking politely for information B Persuading C Delaying action D Asking for a decision
Exercise 9 $ 1•28 page 61
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Ask students to read the phrases before listening to the recording.•
Students compare their answers with a partner.•
Check answers as a class. Audio scriptDan Yeah, I completely agree. It was so unconvincing …
Hayley Oh, look at the time! We should probably pick our next book. Can we make a quick decision?
Amy Umm, I dunno … Finding Sky is meant to be good.
Dan What’s it about?
Amy An English girl who moves to the USA and meets a boy
with special powers. You know me – I love a good love story.
Dan Look, Amy … I don’t mind reading that sort of thing, but doesn’t it make more sense to choose a different genre this time? We’ve read a lot of romantic stuff recently.
Hayley Mmm, you know, Dan’s probably right, Amy. We could read it another time, maybe, but let’s have a change this month. How about an adventure story?
Amy But most adventure stories are really badly written, and …
Dan That’s so not true, Amy! Surely you have to agree that Mark Twain and Jack London were good writers?
Dan And they wrote lots of adventure stories. There are loads of great adventure writers today, too. Why don’t we read something by David Miller?
Amy OK, if you’re sure it’ll be good.
Dan Definitely. There’s a new one, but I can’t remember its name. I’ll look online later and find out.
Amy Sounds like a good plan. Could you let us know what the book’s called, so we can get it, too?
Dan Sure, no problem.
The following phrases are mentioned: Doesn’t it make more sense to …? Surely you have to agree that …? Can we make a quick decision? Could you let us know what the book’s called? We could read it another time, maybe, but …
A Asking politely for information: Could you let us know
what the book’s called?
B Persuading: Doesn’t it make more sense to …?; Surely
you have to agree that …?
C Delaying action: We could read it another time, maybe,
but … ; Let’s sleep on it and decide tomorrow.
D Asking for a decision: Can we make a quick decision?
Exercise 10 page 61
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Ask students to brainstorm ideas for books and write their ideas on the board. Then ask them to work in groups and choose three books from the list on the board.•
Students discuss which book they will read for their book club. Circulate and monitor, checking that students are using the language from the lesson.Learning outcome
Ask students: What have you learned today? What can you do
now? and elicit answers: I can understand a radio programme about public libraries. I can use phrases with point. I can take part in a discussion to choose a book for a book club.
5D Culture, vocabulary and
grammar
Shakespeare
Summary
Topic: Shakespeare and English literature Reading: A writer for all time
Vocabulary: Word analysis Grammar: Talking about ability
Lead-in
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Tell students that they are going to find out about Shakespeare. Then write the following jumbled play titles on the board:night’s midsummer a dream (A Midsummer Night’s Dream) Venice of the merchant (The Merchant of Venice)
nothing ado much about (Much Ado about Nothing) shrew the of taming the (The Taming of the Shrew) like as it you (As You Like It)
well ends all’s that well (All’s Well that Ends Well)
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Challenge students to unjumble them as quickly aspossible and to stand up when they have finished. When half the class is standing up, check answers.
Exercise 1 page 62
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Ask students to work in pairs and discuss the following questions:What did Shakespeare write? When did he live? Why is he still popular today? What kind of language did he use?
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Students then check their ideas in the article. 1 Students’ own answers2 It means that Shakespeare’s writing will be relevant for ever. It was not just relevant in his lifetime. The ‘he’ in the quote refers to Shakespeare.
Culture note: William Shakespeare
William Shakespeare (1564–1616) is considered to be
the finest writer in the English language. His plays have been translated into every major language and they are more frequently performed than those of any other playwright.
He was born in Stratford-upon-Avon and married Anne Hathaway in 1582. They had three children: Susanna, Hamnet and Judith. Shakespeare moved to London some time between 1585 and 1592, where he worked as an actor and playwright with a theatrical company.
He was a successful playwright and actor during his lifetime and was wealthy enough to buy the second- largest house in Stratford by 1597. However, although he was popular during his lifetime, it was not until two hundred years later, during the nineteenth century, that he was generally acknowledged to be a writer of genius. Exercise 2 page 62
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Remind students to read the sentences and identify the key words or facts. Point out that for some sentences the information is ‘not given’.•
Students compare their answers with a partner.•
Check answers as a class. Ask students to quote the relevant lines from the article to show how they decided whether a sentence was true or false.1 T [‘His reputation grew and grew…’, line 7]
2 F [‘He rarely came up with original plots for his plays…’, lines 18–19]
3 F [‘… he usually took them from traditional stories, history or other writers. In his hands, however, they became powerful tales that transcend time and culture’, lines 19–22]
4 NG
5 T [‘Shakespeare even managed to make a sympathetic character out of Shylock …’, lines 49–50]
6 F [‘… their language, though old-fashioned, still resonates powerfully with modern audiences. His rude jokes ensure that the theatre is often filled with laughter, but moments later there might be an achingly beautiful passage about love or chilling words about death, revenge or jealousy’, lines 55–60]
7 NG
8 T [‘Of the 17,000 different words that he used in his plays and poems, he made up an incredible 1,700 of them …’, lines 75–77]
Exercise 3 page 62
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Students will have to read the article carefully to answer these questions. The paragraph letter A–F in which eachword or phrase appears is given in brackets at the end of each question.
1 preface: The significance changed because
Shakespeare became more well-known and respected over time so the preface proved to be prophetic.
2 quirky: It is describing a fairy tale / a play based on a
fairy tale (A Midsummer Night’s Dream).
3 tales that transcend time and culture: The writer tells
us that theatre and film directors often use his plays for their material, and that his plays are also reinterpreted in many different ways.
4 ruthless: Students’ own answers
5 protagonist, villain: A protagonist is the main character
in a story. A villain is the evil or bad character in a story.
6 abuse: It was experienced because the character was
Jewish and his enemies hated Jews.
7 chilling: Other emotions mentioned in this paragraph
include passion, humour, jealousy and love.
8 he stands at the pinnacle of English literature: A
pinnacle is a piece of stone or rock at the top of a mountain or a building, so the metaphor refers to Shakespeare being above everyone else.
Exercise 4 page 63
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Focus attention on the heading Talking about ability and elicit the meaning of ability. Ask students to give you examples of things they can or cannot do. Begin by asking simple questions, e.g. Can you read? Can you write?•
Give students two minutes to find and study the underlined sentences in the article and match them to the rules. They then compare their answers with a partner.•
Read out the rules and ask individual students to supply the missing words.•
For rule e, refer students back to the verb patterns they studied in 3D (page 36), and elicit the correct forms to complete these examples:She needs (to be able to) speak French better. He wants to (be able to) drive.
They love (being able to) Skype their cousins in Australia.
a can, 2 b could, 1 c managed to, 3 d will be able to, 5 e being able to, 4
Grammar reference and practice 5.3 Workbook page 118 1 1 a 2 b 3 b 4 b 5 a 6 a
2 1 It was difficult, but I managed to finish my work before breakfast.
2 No one was speaking to her and she couldn’t understand why.
3 We don’t have enough money now, but next year we’ll be able to buy a new computer.
4 It’s great because I’m able to see the mountains from my bedroom window.
5 We weren’t able to go on holiday last year.
6 I succeeded in finding a holiday job.
Exercise 5 page 63
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Ask students to read the text so that they understand the context for the missing verb forms. Remind them to think about the tense needed.•
Refer students back to the rules in exercise 4 and point out that manage to is followed by the infinitive andsucceed in is followed by the -ing form.
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Check answers as a class.1 could
2 could
3 managed to / was able to
4 didn’t manage to / weren’t able to / couldn’t
5 being able to
6 succeeded in
7 will be able to
Extra activity
Ask students to discuss the following questions in pairs:
What can you do now that you were not able to do when you were younger?
What do you dream of being able to do in the future? Have you ever succeeded in achieving something unlikely or almost impossible?
Exercise 6 page 63
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Students discuss the questions in pairs. You could ask students to do some internet research to find more information about other interpretations of one ofShakespeare’s plays and to make a presentation to the class.
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Circulate and monitor, helping with vocabulary if necessary. Additional vocabularyThe following words are from the article A writer for all time:
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prophetic (adj) /prəˈfetɪk/ correctly stating or showing what will happen in the future•
ruthless (adj) /ˈruːθləs/ hard and cruel; determined to get what you want and not caring if you hurt others•
insecurity (n) /ˌɪnsɪˈkjʊərəti/ a lack of confidence in yourself or your relationships with other people•
be flattered (v) /biː ˈflætəd/ to be pleased because somebody has made you feel important or special•
resonate (v) /ˈrezəneɪt/ to remind somebody of something; to be similar to what somebody believes•
aspire (v) /əˈspaɪə(r)/ to have a strong desire to achieve or to become somethingVocabulary bank: Book structure page 138 1 1 hardback, paperback
2 bibliography, contents page, glossary, index, imprint page, title page
3 back cover, dust jacket, front cover, spine
2 1 Hardbacks 2 dust jacket 3 Paperbacks 4 front cover 5 spine 6 back cover
7 title page 8 imprint page 9 contents page 10 glossary 11 bibliography 12 index
3 Students’ own answers
Extra activity: Further discussion
In groups, students discuss the following question:
Think about a modern film that you enjoyed. Imagine how Shakespeare might have told the same story in the 16th century.
5 what appealed to me most was; insightful comments on … still feel relevant today; his concise but expressive prose is a delight; a perceptive portrayal of a fascinating time in US history; the gripping and moving story is told in expressive and intricate detail
6 It’s a must-read.
Exercise 3 page 64
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Explain to students that these phrases are also often used in reviews. Give them a minute to read the phrases before they match them to the categories in exercise 2. Not all of the categories will contain a phrase.•
Students compare their answers with a partner.•
Check answers as a class.Reasons for disliking the book: I was disappointed
with … ; It was a shame that … ; The novel fails to … ; For me, the biggest problem was …
3 There’s a dramatic twist at the end.; The story opens with …
4 There were some very likeable characters, including …
5 I could really identify with (a character).; I was captivated by …
6 I couldn’t put it down.; It would appeal to anyone who …
V insight Synonyms: adjectives describing stories You could tell students that book and film reviews often use the same kind of language, e.g. beautifully written,
a compelling tale of (love / revenge / survival, etc.), epic, gripping, gritty, haunting, lyrical, a page-turner, powerful, riveting, unputdownable (very informal).
Exercise 4 page 64
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Remind students that when they write descriptions, they should try to use a range of adjectives and adverbs.•
Give students time to read the sentences before they try to find the matching adjectives in the review.•
Check answers as a class.1 touching 2 intricate 3 perceptive 4 riveting 5 expressive
Extra activity
Ask students to work in groups and discuss the following questions:
What is the most gripping novel you have ever read? Why? What do you find most moving when you watch a film? Do you enjoy reading novels with intricate plots? Why / why not?
Exercise 5 page 64
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Go through the strategy with students. Elicit examples of personal pronouns (e.g. I, you, he, she, it) and possessive adjectives and pronouns (e.g. my, mine, your, yours, her, hers).•
With a weaker class, write the following sentences on the board for each rule:1 I saw Robert yesterday. He was looking very unwell. 2 She goes swimming every weekend. She does it to keep fit. 3 He’s rarely at home. This makes it very difficult to reach him. 4 She’s very friendly, but her outgoing nature means that sometimes she doesn’t spend enough time with her family.
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Check answers as a class.Learning outcome
Ask students: What have you learned today? What can you
do now? and elicit answers: I can understand an article about Shakespeare. I can analyse words in an article. I can talk about ability. I can discuss Shakespeare and other great playwrights.