No matter what language a person is speaking at the moment, Bialystok says both languages are active in the brain. E The evidence is very dramatic. Even if you're in a context that's utterly monolingual where you think there's absolutely no reason to think about Chinese or Spanish or French, it is part of the activated network that's going on in your brain.
G This means bilinguals have to do something that's monolinguals don't do. They have to keep the two languages separate. Bialystok likens it to tuning into the right signal on the radio or television - the brain has to keep the two channels separate and pay attention to only one.
E The brain has a perfectly good system whose job it is to do just that - it's the executive control system. That's what it does. It focuses attention on what's important, and ignores misleading distraction. Therefore, for a bilingual, every time you open your mouth to speak, you recruit this executive control system. It's always used in every sentence you utter.
That's what makes it strong. G Bialystok says that constantly engaging this executive control function is a form of mental exercise, and some researchers, including herself, believe that this can be beneficial for the brain. Bilingual speakers have been shown to perform better on a variety of cognitive tasks, and one study Bialystok did found that dementia set in years later in people who spent their lives speaking two languages instead of one.
E They can get a little extra mileage out of these cognitive networks because they have been enhanced throughout life. G And the advantages of bilingualism may be due to more than just mental fitness. Bialystok says there's some preliminary evidence that being bilingual may physically remodel parts of the brain. Then in pronunciation they look at French words and expressions e.
There is then a lexical focus on verbs and idioms related to the verb Bet, probably the most versatile verb in English. T he grammar focus is also on different meanings ofBet, and the lesson ends with a questionnaire that recycles both lexical and grammatical examples of this verb.
Write these on the board before opening books and comparing SS' ideas with the ones in la. Read aloud the quote "Revenge may be wicked You may want to tell SS that the composer mentioned is Michael Nyman. Focus on the gist reading task and the five questions. Set a time limit for SS to read the three stories. Tell SS not to worry about the meaning of every word or try to guess the missing words, but just to find out exactly how the woman took revenge in each case and why.
When they divorced, Ivana is reported to have won a settlement of more than 20 million dollars. You could also ask SS whether they think it is right that spouses of wealthy people often receive huge divorce payments from their ex-partner even when they weren't married for very long. Get feedback from the class. Have SS compare their answers with a partner before checking answers. Where useful, elicit the meanings of some of the wrong options.
Then have SS continue in pairs, telling them to look back at the stories if they can't remember. The clip called 52nd Venice Biennale shows people going around the exhibition. Or Google Sophie Calle paramnesic pleasures and watch an interview where Sophie Calle explains what she did and why; you can also see her work.
Only the first half of the interview is relevant. You might want to warn SS that Sophie has a strong French accent. Then give SS time co complete the task and elicit the meaning of the words and phrases. At this stage do not worry about pronunciation. Then have individual SS say the sentences. You could also ask SS if there are any sayings about revenge in their country.
They told me they're getting married next year. Get some feedback from the class about the words or phrases they have chosen and deal with any vocabulary problems that arise. The pronunciation ofthese words is usually anglicized. However, there is a large group ofFrench loan words and phrases, most of which are pronounced in a similar way to the way a French person would say them, e. An advanced dictionary will give these words and phrases and their pronunciation.
Focus on section 1 Expressions with aet and have SS do it individually or in pairs. Remind SS that, since Bet is a very common verb, idioms with Bet are likely to be found in the dictionary under the next fu II word, e.
Tell SS that the expressions taught in this Vocabulary Bank will be recycled in the Bet questionnaire at the end of the lesson, which pulls together lexis and grammar. Now focus on section 2 Idioms with[jet and have SS do it individually or in pairs. Check answers and elicit what the phrases mean.
Now focus on section 3 Phrasal verbs with get and have SS do it individually or in pairs. Remind SS that phrasal verbs with Bet will be found in the dictionary under Bet.
Finally, focus on the instruction "Can you remember the expressions on this page? For Idioms with Bet they can look at sentences A-I and see if they can remember the idioms. For Phrasal verbs with get they can look at definitions A-Kand see if they can remember the phrasal verbs. For copyright reasons this is a cover version.
If you want to do the song in class, use the photocopiable activity on paBe You said it's meant to be, that it's not you, it's me You're living now for my own good, That's cool, but if my friends ask where you are I'm gonna say: Chorus She went down in an airplane Fried getting suntan Fell in a cement mixer full of quicksand Help me, help me, I'm no good at goodbyes! She met a shark under water Fell and no one caught her I returned everything I ever bought her Help me, help me, I'm all out of lies And ways to say you died My pride still feels the sting You were my everything Some day I'll find a love like yours a love like yours She'll think I'm Superman Not super minivan How could you leave on Yorn Kippur?
That's cool, but if my friends ask where you are I'm gonna say She was caught in a mudslide Eaten by a lion Got run over by a crappy purple Scion Help me, help me, I'm no good at goodbyes! She dried up in the desert Drowned in a hot tub Danced to death at an east side night club Help me, help me, I'm all out of lies And ways to say you died I wanna live a thousand lives with you I wanna be the one you're dying to Love On the one hand, the opportunity to remain anonymous for a while is an advantage.
People feel that they can express their emotions more readily online and get to know each other more quickly. On the other hand, people can lie more easily, the most common lies being about weight, age, and of course about already berng married. But if you have reasonable expectations. Increase your success by posting a picture and a truthful profile. Online dating agencies advise getting a picture taken that makes you look friendly, rather than seductive.
Best of all, use a dictionary when writing your profile. The biggest turn-off, apparently, is profiles with poor spelling. But once you've found a date, will the relationship last? A study in the US of over 3, adults found that 15 percent knew someone in a long-term relationship that had started online and according to research the success rates of these relationships are very similar to offline methods of meeting people, such as meeting people at work or at a party.
A survey in Time magazine found out that nearly 60 percent of people interviewed still thought about their first loves. Nancy Kalish of California State University conducted another study which got randomly selected American adults to agree to be interviewed about their first loves. One third said they would reunite with their first loves if they could. Then, by advertising in the media, Dr.
Kalish got data on 2, first love couples who got back in contact with each other. With the ones who were single when they found their lost loves, things moved quickly with 40 percent of them together again within three weeks, and most of them then getting married and still together several years later.
But there was a different story with the couples who were already in committed, usually happy relationships. Most of these people had casually Googled their old love on a whim with no plan for what to do if they found that person. BO percent of these people ended up getting involved with their lost love again, and generally they became unhappy as a result.
Kalish strongly warns people who aren't single not to do an online search for lost loves because of the destruction it can cause families and relationships.
But will it make you feel better? In a Canadian study, the most popular methods of revenge were flirting with friends or enemies of their ex, damaging their car, or breaking something they own, and writing nasty letters or emails. The question is, what will the revenge achieve? Another study by Stephen Hoshimura at the University of Montana asked people what act of revenge they had carried out, and what they had wanted to achieve, and how they felt afterward.
The research showed that most people felt anxious and sorry afterward rather than feeling any happier. But most of all, they still felt angry. It seems that unfortunately, for most people, revenge is not sweet. Focus on the back cover from the book and establish that this is a real book. Have SS read the "blurb" e. Tell SS, in pairs, to discuss the six questions in the "blurb.
SS have to listen for the answers to the questions in a according to the research. Play the audio once for SS to listen to the answers to the questions and then have them compare answers with their partner. Researchers found that both men and women felt happier and were more committed to each other when their friends approved of their relationship.
It is a small and confined space so ideal for an argument. According to research, the success rates of relationships that started online are very similar to offline methods of meeting people, such as meeting people at work or socially. Research showed that single people often got back together successfully with their "lost loves.
Most people felt anxious and sorry afterward, not happier. Most of all they still felt angry. In a study undertaken by Illinois University, researchers found that both men and women felt happier and were more committed to each other when their friends approved of their relationship. When friends tell a couple that they are a good match, and how much they enjoy going out with them, that couple starts believing that they really are a couple.
Also when a couple stays together for a while, their two groups of friends start to make friends with each other, and as a result the couple's relationship gets stronger. A survey conducted for a driving magazine found that one driver in ten will be arguing with a partner within 15 minutes of starting the trip. About 40 percent of the arguments are caused by men criticizing their partner's driving, and another 10 percent by the man taking control of the car stereo.
At least disputes about map reading can now be resolved by GPS! This research shows that couples usually share religious and political beliefs and are about the same age. They are fairly similar in education, intelligence, and what they think matters in life. Most people also go for someone as good-looking or as plain as they are.
You may, however, be familiar with the phrase "love is blind," suggesting that you can fall for anyone, if you get the chance to meet them. But psychologists argue that such "blindness" is temporary: after three months you can "see" again, and then you usually get over the person. Play the audio, pausing after each section and giving SS time to discuss the answers in pairs.
Secondly, if both partners' friends begin to make friends with each other, this makes the relationship stronger. The last one is becoming less common thanks to satellite navigation. After about three months the person can "see" again and they see what they don't like in their new partner and stop finding them attractive.
Disadvantages: People often lie about their weight, age, or marital status. Use a dictionary when composing your profile because poor spelling is the biggest turn-off. S A survey in Time Magazine found out that almost 60 percent of people interviewed still thought about their first loves. Here all these different uses are pulled together. Focus on the exercises for 3A.
Check answers and elicit the meaning of the phrases. Extra support e Focus on the task and give SS, in pairs, time to answer the questions. Tell SS to go back to the main lesson on paBe Put the class into pairs. Then have SS read the questionnaire and check ten questions they would like to ask a partner.
SS take turns asking each other their questions. Finally, tell SS to cover the questionnaire and have them ask you some of the questions from memory. G discourse markers 2 : adverbs and adverbial expressions V history and warfare P stress in word families Lesson plan Jn this lesson the topic is history, as seen through the movies. The lesson begins by introducing the vocabulary of history and warfare through texts describing memorable scenes from historical movies.
The pronunciation focus is on shifting word stress in some of the word "families" SS have just learned, and they go on to describe movie scenes of their own to each other. In the second part of the lesson the topic is historical accuracy in movies. SS read the preface to the book History Goes to the Movies, and then listen to a movie critic discuss two movies regarding their accuracy. Finally, the discourse markers, which SS have been exposed to throughout the lesson, are focused on and the lesson ends with the grammar put into practice though a communication activity Guess the sentence.
Encourage them to read the texts through once before they fill in the blanks and to guess the meaning of any other new words, e. Elicit from SS what they think the words mean.
Repeat for the other two paragraphs. What the critic seems to be saying is that the movie glamorized war and made it not seem as horrific as it really is. Ask SS if they think movies tend to glamorize war or not, and elicit examples.
Then open che discussion to the whole class. Finally, tell them chat in general, a movie is considered historical when it is based on a real event, or is sec in a historical period, so by these criteria all the movies listed are historical. If SS remember them, ask them to describe what happens in each scene. Focus on the instructions and the words in each list. Have SS discuss what they think it means. Mel Gibson plays the Scottish rebel William Wallace who tries to overthrow the English who ruled Scotland at that time.
One of the most memorable scenes is the Battle of Stirling, when Wallace's army, hopelessly outnumbered, waits in an open field for the English to attack. The English fire thousands of arrows into the air, but the Scots defend themselves with shields. Then the English knights on horseback charge at full speed, but at the last moment, the Scottish troops raise their spears and the English knights are thrown from their horses and killed.
A fierce battle then takes place, and Wallace's army is victorious. The scene is not a model of historical accuracy, but with its spectacular special effects and stunts, it's a lot of fun to watch.
The Confederates, the side Scarlett's family supports, are losing, and Scarlett is living in Atlanta, which is besieged by the Union Army.
She escapes and goes home, only to find her mother dead, her father disoriented, and her family home looted. She asks for food, and is told the soldiers have taken everything. In this dramatic scene, Scarlett, starving and desperate, suddenly sees a turnip in the ground.
She falls on it, pulls it from the ground and eats it. She then rises from the ground, looks around the ruined land and vows, "As God as my witness, I'll never be hungry again. Spartacus Kirk Douglas is trained as a gladiator, but he rebels against his Roman owner and escapes. He forms an army of slaves and becomes their leader. Although they have fewer weapons and are less well organized, they win several victories against the Roman forces that are sent to put down the rebellion.
But a final, climactic battle just outside Rome results in the total defeat of the rebel army, with heavy casualties on both sides, and the capture of many of the survivors, including Spartacus. Crassus Laurence Olivier , the Roman general, promises the captives that they will not be punished if they identify Spartacus. In this powerful scene, one by one, each surviving soldier stands and shouts out, "I am Spartacus! Divide the class into groups of three and give each student a number 1, 2, or 3.
Have them reread and memorize the information, and then describe the scene in their own words. Try to have the titles of a few well-known historical movies to suggest for SS who are having problems thinking of one.
Give SS time to make notes. Monitor and help with any vocabulary they may need. It is important to point out that in many such "families" the stress changes and SS need to check and underline the stress when they come across these words.
T hen give them a few minutes to complete the chart individually or in pairs. Tell them not to name the movie, as you could then hand the descriptions out for SS from different groups to read and identify. Then play the audio once or twice for them to check that they have the right stress. Elicit that the "families" where the stress changes are civilization, execution, history, and rebellion. Have SS compare with a partner and then check answers.
Put SS in groups of three or four. Focus on the instructions. Explain the meaning yourself if SS don't have a dictionary handy. When they have finished, have them compare with a partner before checking answers.
T hen have SS test each other in the same way, taking care to stress the right syllable. The main events are true but the characterization is definitely the weak point of the movie. Moving on to the second movie, Braveheart, this is one of the movies that Roquemore gives five stars for historical accuracy.
In fact, he was the son of a rich landowner and he later became a knight. You'll remember too that in the movie Mel Gibson wears woad, a kind of blue face paint. Apparently, the Scots stopped wearing woad hundreds of years earlier. And while we're on the subject of costume, in the movie the Scottish soldiers wear kilts. No surprise there you might think, but in the 13th century, which is when the events of the movie are set, the Scots did not wear kilts, and in fact, they didn't start wearing them until four centuries later.
However, the historical reality is that Wallace never met Isabelle and even if he had, she would only have been nine years old at the time!
Finally, anyone who's seen the movie will remember the famous battle scene. Basically, the reason why the Scots won the battle is because the English soldiers got trapped on the narrow bridge. In Braveheart the bridge does not appear at all in the battle. In fact, Mel Gibson originally planned to film the scene on the actual bridge, but he found that the bridge kept "getting in the way. If SS come up with a lot of things they think were inaccurate, y ou could write them on the board.
Play the audio once and check answers. Joseph Roquemore gave Titanic three stars and the critic agrees. He gave Braveheart five stars and the critic disagrees - he wouldn' t even have given it two stars. I'm going to look at two of the best-known movies that Roquemore features in his book. The first movie is the Oscar-winning movie Titanic, which was directed by James Cameron in The movie is historically accurate regarding the events leading up to the collision with the iceberg - the Titanic was sailing too fast and the captain ignored warnings about ice.
The collision and sinking are also very accurately portrayed with amazing special effects. However, where the movie falls short is in its characterization. I have to say I entirely agree with Roquemore when he criticizes director James Cameron for what he calls "class-conscious overkill. And this can't have been the case.
Then a large part of the movie focuses on the love story between Jack, a third-class passenger, played by Leonardo DiCaprio, and Rose, a first-class passenger, played by Kate Winslet.
Obviously, these characters and their story are fictitious and were just added, presumably to sell the movie to a younger audience.
But many historians have pointed out that a romance between Jack and Rose is totally improbable, because at that time there was complete class segregation on the ship.
Roquemore also criticizes the movie's portrayal of Captain Smith. He's made out to be indecisive and basically useless throughout the disaster. But this contradicts everything which was said about him by survivors of the sinking. And for me, though, even more indefensible was the movie's portrayal of the ship's First Officer, William Murdoch. On the night of the sinking, he behaved heroically. In fact, the movie studio 20th Century Fox, which produced Titanic, was eventually forced to admit that there was no historical evidence that Murdoch did any of these things, and that they'd included these details purely and simply to make the story more interesting.
Roquemore gives Titanic three stars, describing it as "Great pyrotechnics - mediocre c Focus on the task, and remind SS to take notes, not try to write full sentences. Play the audio until the end of his comments on Titanic. Then pause to give SS time to write. Let them compare notes with a parmer and then play the audio again as necessary. Titanic All third-class passengers portrayed as brave and good, all first-class passengers as selfish, stupid, cowardly, and evil. Smith portrayed as indecisive and useless, which contradicts everything said about him by survivors.
First Officer William Murdoch shown taking bribes, shooting a passenger, and shooting himself. Repeat the process for Braveheart.
Braveheart William Wallace portrayed as poor primitive tribesman - in fact son of rich landowner. Scottish troops wear blue face paint - they had stopped doing this hundreds of years earlier. Scottish soldiers wear kilts, which didn't happen until four centuries later. William Wallace has romance with French princess, but he never met her - she would have been nine years old at the time. The famous battle was fought on Stirling Bridge and this is why the Scottish won because the English got trapped.
In the movie it doesn't take place on a bridge. Finally, ask SS how important they think the inaccuracies are. Give SS time to read through them. Then play the audio, pausing after each sentence for SS to write the missing word s. Check answers, and elicit for each discourse marker what its function is, e. In fact. Using them correctly is also an important aspect of communication that enables the reader or listener to follow your ideas. Here they focus ona more diverse group. SS should now be familiar with the term discourse marker, so when others come up, refer to them that way for SS to add to their knowledge.
Focus on the exercises for 3B. If your SS are not familiar with this type of activity, you may want to demonstrate it. Write the following sentence on a piece of paper: I didn't win the race, but at least I didn't come last. Don't show the sentence to SS. Elicit possible completions with a negative verb. If SS say something different from what's on your paper, e. Try again.
Now go through the instructions. Emphasize that SS should write their ideas next to the sentence, but not in the blank, and only fill in the blank when they have guessed the sentence correctly.
SS continue in pairs. A Well, film and TV is always about good stories. I know that seems a fairly obvious thing to say, but the thing about history is it's jam-packed full with good stories, many of which people know, part, or at least vaguely know.
If you say, "I'm going to do a film about Robin Hood; you know that part of your audience at the very least will already have some knowledge of that story and they will think, "Oh yeah, I quite like that story, so maybe there's something in there that, for me in that film. So, you know, many people have vaguely heard about Julius Caesar, some of them know that story very very well, and so on and so on, or Caligula or whoever.
So history is just an endlessly useful way of telling great stories from the past in a way that means something in the present. In a perfect world, you get a double hit, you, you tell a classic story, but you also tell it in a way that makes it resonate with the present.
Are historical films necessarily any more expensive than films set in the modern day? A Yeah, period is always more expensive. It's just something about the fact that you have to dress the film in a way that you don't have to dress a contemporary film.
By "dress" I mean, not just dress people who have to wear costumes that are authentic to the period. If your film is set in they all have to look as though they were, you know, dressed exactly as in that period. That all costs money. But "dressed" also in terms of the way you make the houses look, the way you make all your decorations look, your furniture, everything has to be authentic to the period.
You have to make sure there are no cars, no airplanes, every shot has to be weighed up to make sure that there's nothing in it which, which betrays the period. There's nothing more ridiculous than a period film where you see a glaring anachronism, some detail that's horribly wrong. So unfortunately, all of that costs money and you have to have bigger crowds in many cases. Rome was a case in point. We needed big crowds. In the Senate you have to have, a certain number of Senators, all of them have to be dressed in, you know, in togas and so on.
So I'm afraid it is just an expensive way of making films, yeah. In the first part of this lesson Adrian Hodges, a well-known UK-based screenplay writer, who wrote an episode of the TV historical drama Rome is interviewed. He talks about various issues related to the making of historical movies and TV dramas.
In the second part of the lesson people on the street are asked in which historical period they would like to have lived and which historical figure they most admire. After you have played the interview with Adrian Hodges the first time, have SS see which of the problems he mentions and ask them about any others. Ask the questions to the whole class and elicit opinions. Then focus on the task and play the audio or video Part 1 once the whole way through for SS to mark the sentences T true or F false.
Play the audio or video once Part 2 and tell SS just to listen. He thinks you can change details as long as you're honest about the kind of story you're telling. The more recent history is, the more difficult it is not to show it accurately, e. He thinks a writer only has a responsibility to be historically accurate if that was his intention, e. But if you are writing a fictional drama based on the murder of Caesar, then you do not have any obligation to be completely truthful. If a historical movie is the only thing that an audience sees on a particular subject, they may believe that it is the truth since people don't always make the distinction between movies and reality.
In that case it is dangerous if the movie is very inaccurate. The movie Spartacus is the only one on the subject s o most people's knowledge o f this historical figure comes entirely from the movie. Braveheart was a very inaccurate movie as most of William Wallace's life was invented. Many people felt it was more about the notion of Scotland as an independent country than it was about historical authenticity.
He believes it is a matter of personal taste and he personally enjoyed the movie. A The notion of accuracy in history is a really difficult one in drama because, welt, it's like saying, you know, was Macbeth accurate, was a Shakespearean drama accurate. The thing is it's not about historical accuracy; it's about whether you can make a drama work from history that means something to an audience now. So I tend to take the view that in a way accuracy isn't the issue when it comes to the drama.
If you're writing a drama, you have the right as a writer to create the drama that works for you, so you can certainty change details. The truth is nobody really knows how people spoke in Rome or how people spoke in the courts of Charles II or William the Conqueror or Victoria, or whoever. You have an idea from writing, from books, plays, and so on. We know when certain things happened, what sort of dates happened. I think it's realty a question of judgement. If you make history ridiculous, if you change detail to the point where history is an absurdity, then obviously things become more difficult.
The truth is that the more recent history is, the more difficult it is not to be authentic to it. In a way, it's much easier to play fast and loose with the details of what happened in Rome than it is to play fast and loose with the details of what happened in the Iraq War, say, you know.
So it's all a matter of perspective in some ways. It's something that you have to be aware of and which you try to be faithful to, but you can't ultimately say a drama has to be bound by the rules of history, because that's not what drama is. Do you think the writer has a responsibility to represent any kind of historical truth?
A Not unless that's his intention. If it's your intention to be truthful to history and you put a piece out saying this is the true story of, say, the murder of Julius Caesar exactly as the historical record has it, then of course, you do have an obligation, because if you then deliberately tell lies about it, you are, you know, you're deceiving your audience.
If, however, you say you're writing a drama about the assassination of Julius Caesar purely from your own perspective and entirely in a fictional context, then you - have the right to tell the story however you like. I don't think you have any obligation except to the story that you're telling.
What you can't be is deliberately dishonest. You can't say this is true when you know full well it isn't. Can you think of any examples where you feel the facts have been twisted too far? A Welt, I think the notion of whether a film, a historical film has gone too far in presenting a dramatized fictional version of the truth is really a matter of personal taste.
The danger is with any historical film that if that becomes the only thing that the audience sees on that subject, if it becomes the received version of the truth, as it were, because people don't always make the distinction between movies and reality in history, then obviously if that film is grossly irresponsible or grossly fantastic in its presentation of the truth, that could, I suppose, become controversial.
I mean, you know, I think that the only thing anybody is ever likely to know about Spartacus, for example, the movie, is Kirk Douglas and alt his friends standing up and saying, "I am Spartacus, I am Spartacus," which is a wonderful moment and it stands for the notion of freedom of individual choice and so on.
So Spartacus the film, made in , I think, if memory serves, has become, I think, for nearly everybody who knows anything about Spartacus the only version of the truth. Now in fact, we don't know if any of that is true really. There are some accounts of the historical Spartacus, but very very few and what, virtually the only thing that's known about it is that there was a man called Spartacus and there was a rebellion and many people were, you know, were crucified at the end of it, as in the film.
Whether that's irresponsible I don't know, I can't say that I think it is, I think in a way it's, Spartacus is a film that had a resonance in the modern era. There are other examples, you know, a lot of people felt that the version of William Wallace that was presented in Braveheart was really pushing the limits of what history could stand, the whole, in effect, his whole career was invented in the film, or at least, you know built on to such a degree that some people felt that perhaps it was more about the notion of Scotland as an independent country than it was about history as an authentic spectacle.
But you know, again these things are a matter of purely personal taste. I mean, I enjoyed Braveheart immensely. Focus on the two questions. J I'd probably want to live in New York City in the 40s and sos. I like jazz music a lot and that was sort of the birth of bebop in New York. So it would have been fun to see Charlie Parker basically create a new style of music. Amy I If you could have lived in another historical period, which period would you choose?
A Um, I think it would probably be Victorian period because they always used to dress up so magnificently during the day and I just, I look around the streets nowadays and see people wearing jeans and that seems very normal, so I think it would be very interesting to go back to a period like Victorian England when they dressed very elaborately and see if that's normal and what's casual and what's well dressed.
I think that would be really interesting. So nothing historical. I Which historical figure do you particularly admire? A Gosh, um I do very much admire Shakespeare. It's probably a very typical answer. So I would say that's the most influential person I can think of. Play the audio again the whole way through and then give SS time to answer the questions. Then play it again, pausing after each speaker this time for SS to check and complete their answers.
Play the audio as necessary and check answers. He was very influential. Questions 1 If you could have lived in another historical period, which period would you choose? E I would've liked to live in ancient Rome just because it would have been really interesting to see what it was like, how they lived back then. E I realty admire Abraham Lincoln because of all the work that he did with changing the course of American history with the Civil War and the different laws that he proposed.
Aurelia I If you could have lived in another historical period, which period would you choose? A If I could choose another historical period to live in other than my own, I would choose to live in the s because I love jazz music and I love to dance. Brent I If you could have lived in another historical period, which period would you choose? B If I could have lived in another historical period, I would choose the Colonial period because, uh, the fashion choices are easier.
B I admire George Washington because he was a great leader I for our country. Video worksheets also provide an opportunity for students to discuss their own experiences. Ten extra minutes at the end of a class? Here are some fun activities for every lesson of American English File. These are excellent tools which help students learn and categorize the vocabulary and understand relationships between words. Mind maps are also effective in aiding students with visual learning styles. There are two versions of each mind map: a completed mind map; and a practice version with blank spaces providing opportunities for testing.
American English File resources. Part of American English File Second Edition. Get everyone talking. In class. Courses for We use cookies to enhance your experience on our website. By continuing to use our website, you are agreeing to our use of cookies.
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