Language_Leader_Int_Binder (Language Leader Intermediate), страница 16

It issometimes difficult to do this when you are describing a table or a graph. To avoidrepeating vocabulary you will need to use synonyms, i.e. words or phrases thatmean the same thing.When reading, it is good to keep a list of different terms in a vocabulary book. Thiscan help to develop your reading skills and also your writing skills.Look at the text above. The writer uses eight phrases to describe the age groupswhich are referred to in the study. Can you complete the list?1the population under 64 (para. 2)2the number of people in Penruth over 65 (para. 2)34(para.

3)65- to 85-year-olds (56)(para. 4)people in this age range ()7(para. 5)8(para. 5)Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 10: STUDY SKILLSTEACHER’S NOTESAim:Time:Materials:to give further practice of the language used in describing trends;to raise awareness of the use of synonyms to avoid repetition of vocabularywhen writing to describe trends;to encourage students to record the use of synonyms and pronouns whenreading in order to develop both reading and writing skills.This worksheet is designed to be used after Lesson 10.5.30 to 60 minutesphotocopies of the worksheet for each studentWriting skills: describing a trend1Introduce the table and encourage students to discuss it before reading the textwhich accompanies it.1 increasingly (adverb) 2 decrease (verb) or fall (verb) 3 slightly (adverb)4 gradual (adjective) 5 slight (adjective) 6 significantly (adverb)7 fall (noun) or decrease (noun)Recording vocabulary: synonyms and phrases to avoid repetition2Students complete the table of synonyms which are used in the text.

It should benoted that the writer refers to the age groups on eight different occasions in the text.The writer uses a variety of ways of doing this.1the population under 64 (para. 2)2the number of people in Penruth over 65 (para. 2)3the number of residents aged 85+ (para. 3)465 to 85-year-olds (para. 4)5this age group (para. 4)6people in this age range (para. 4)70- to 14-year-olds (para. 5)8the 15 to 64 age group (para.

5)Possible follow-up activities1Give students newspaper articles. They identify one person/group in the article andthen search for the number of different synonyms/phrases that are used to refer to thatperson. They record them.2Students write a short text about someone/a group and must use five different ways ofreferring to that person/group.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 11: LANGUAGE PRACTICEReported speech1 The rules for reported speech can also apply to written text.

Look at the followingquotations from a film magazine and insert the correct form of the verb. The firstone is done as an example.1‘“A bout de soufflé” is a film that any film lover has to see.’In the article Fabien said that ‘A bout de soufflé’ was (be) a film that any film loverhad to (have to) see.2’The film does not fit easily into any of the typical genres of film.’Fabien claimed that the filmfilm.3’Is it a crime film?’Fabien asked whether it4(fit) easily into any of the typical genres of(be) a crime film or not.’American and European films at the time typically followed certain rules andconventions.’Fabien stated that American and European films at the time(follow) certain rules and conventions.5‘The film was mainly shot on the streets of Paris.’He revealed that the filmParis.6typicallymainly(shoot) on the streets of’Everyone who has seen the film has wanted to visit Paris.’Fabien claimed that everyone whoto visit Paris.(see) the film(want)Vocabulary revision2 These jumbled words are vocabulary that was introduced in Unit 11.

Rewrite eachword with the letters in order. The first one is done as an example.1nngtditousaoutstanding2carretachc_a_a_t_r3ieoehrnh _ r_ _ n _4greeng_n__5opedise_p_s_d_6raislouhih_l_r___s7cisacslc__ss__8tathikrangebbr__tht_k__g9pechratc_a__e_10nomatinia_n_m_t__nCopyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 11: LANGUAGE PRACTICETEACHER’S NOTESAim:Time:Materials:to give practice in reported speech;to recycle the vocabulary of Unit 11.This worksheet is designed to be used after Lesson 11.3.20 to 30 minutesphotocopies of the worksheet for each studentReported speech1Make sure students have done Lesson 11.3 before attempting this activity.

Forrevision of the grammatical changes in reported speech, refer students to the Unit 11Language reference section.1was, had to (past simple)2did not fit (past simple)3was (past simple)4had typically followed (past perfect)5had mainly been shot / had been mainly shot (past perfect passive)6had seen, had wanted (past perfect)Vocabulary revision2This activity encourages students to think about the vocabulary they have learned inthe unit and to recycle it.1outstanding2character3heroine4genre5episode6hilarious7classic8breathtaking9chapter10animationPossible follow-up activities1Students take newspaper reports and practise reported speech using quotations fromthe articles.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 11: READING1 Read this article from a film magazine.

Which is the best title for the article?12345Too old to be a classic: ‘A bout de soufflé’Films to avoid: ‘A bout de soufflé’Must-see classic films: ‘A bout de soufflé’Classic romantic comedies: ‘A bout de soufflé’Classic Hollywood vs. classic European films: ‘A bout de soufflé’Directed by Jean-Luc Godard and released in1959, the French classic ‘A bout de soufflé’(translated as ‘Breathless’) is a film that any filmlover has to see. Many agree that it representsthe film that started the French New Wavecinema.The film follows a small-time thief, Michel, as hetravels to Paris looking for someone who oweshim money. Throughout the film he is beinghunted by the police after killing a policemotorcyclist.

While in Paris, Michel tries topersuade a young American woman, Patricia, torun away with him to Italy.The plot is simple and focuses mainly on thecharacters and the relationships between them.The action is almost unimportant. Michel is aclassic anti-hero. In other words, although he isthe main character whom we understand andrelate to, he is also a criminal. The film does notfit easily into any of the typical genres of film atthe time. Is it a crime film? Is it a romanticcomedy? We don’t know.To truly understand the effect of thisgroundbreaking film, it helps to understand thecinematic culture that existed then.American and European films at the time typicallyfollowed certain rules and conventions that haddeveloped in the Hollywood film studios.

Onesimple example of this is that cameras were stilland rarely moved except in a slow, smooth way.‘A bout de soufflé’, however, didn’t follow therules. Part of the success of the film is due toa new system that Godard introduced. Thisallowed the camera person to walk and filmat the same time. Therefore the cameracould move with the characters. As a result,the film was mainly shot on the streets ofParis rather than on a film set and there is alot of irregular camera movement.In addition, the final edit of the film containsa lot of ‘jump cuts’. This is where the filmseems to ‘jump’, i.e.

it appears to beinterrupted or illogical. This was partly theresult of Godard cutting out sections of thefilm in order to make the film shorter. These‘jump cuts’ came to be an important featureof the film that demonstrated itsgroundbreaking approach.The result is a breathtaking film that perfectlycaptures the feelings of the characters andthe atmosphere of Paris in the late 1950s.The jazz music that was composedspecifically for the film also plays animportant part in creating the overall feel ofthe film. Everyone who has seen it haswanted to visit Paris. If you want to see oneof the films that opened the doors toEuropean film makers, this is a good place tostart.Written by Paul Fabien2 Answer the following questions:1What does the writer say is the main focus of the film?2Why does the writer describe Michel as an ‘anti-hero’?3What genre of film is it?4Give one example of a typical rule for the films of that period.5In short, why was ‘A bout de soufflé’ a groundbreaking film?6Name two features of ‘A bout de soufflé that were unusual for films at that time.7The author suggests two general reasons for the success of the film.

What are they?8What is special about the music in the film?Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 11: READINGTEACHER’S NOTESAim:Time:Materials:Warmerto give practice in reading for the main idea;to give practice in reading for specific information;to recycle selected vocabulary from Unit 11.This worksheet is designed to be used after Lesson 11.4.30 to 120 minutesphotocopies of the worksheet for each student; monolingual dictionaries foroptional further vocabulary workWrite ‘classic book’ and ‘classic film’ on the board to elicit some examplesand arrive at a definition of what ‘classic’ means in this context. This isrecycling vocabulary from Unit 11.1Students select the most appropriate title.1No, ‘too old’ implies a negative aspect of the film, i.e.