Language_Leader_Int_Binder (Language Leader Intermediate), страница 17

that it is not a classic. The writerrefers to the film as ‘the French classic’ in the first paragraph.2No, ‘films to avoid’ means that he is advising you not to see it. Clearly in this articlehe is suggesting that the reader should see this film.3Yes. He refers to the film as a ‘must-see classic’ and says that anyone who loves filmshould see it.4No. He says it is not really a romantic comedy.5No. He mentions a difference between this film and the Hollywood films of the timebut this is not the main point of the article.2Students answer the questions.1The characters and the relationships between them.

(para. 3)2Because we see him as the main character, but he is also a criminal. (para. 3)3It is difficult to say. It doesn’t fit easily into one genre. (para. 3)4Cameras were still (except for slow, smooth movement). (para. 5)5It didn’t follow the rules and conventions of film making that existed at the time. (para.6)6Camera movement; jump cuts (paras. 6 and 7)7The film captures the feelings of the characters and the atmosphere of Paris. (para.8)8It was written especially for the film. (para. 8)Possible follow-up activities1Students write a ‘must-see’ or ‘must-read’ review of their favourite film or book. Theyshould try to engage the audience.

Other students in the group move round the roomreading the reviews and vote for the one that captures their interest the most.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 11: STUDY SKILLSWriting skills: a report1This is a report from a student magazine about a ‘student film week’ festival thatis organised every year. Read the article and match each summary in the boxwith the correct paragraph. Paragraph 1 is done as an example.type of people attendingintroductionpara. 1recommendationsfeedback from audiencesmost and least popular film typesfood and snacksSTUDENT FILM WEEK AN OUTSTANDING SUCCESSThis year’s festival was extremely popular withstudents from other universities. Some studentseven travelled over 100 miles to attend. Despitesome films being poor quality, the vast majoritywere very popular with the people who watchedthem.outlets selling popcorn, drinks and snacksnext to the rooms showing the films did a lotof business.

The only negative aspect wasthat the festival organisers were left with 120bags of salted popcorn as the most populartype tended to be sweet!The audience who attended the different filmsthroughout the week were 95% students. Somemembers of the public had responded to theadvertisements which were placed in the towncentre. However, most of the crowds werestudents from the five regional universities.The feedback gathered at the end of theweek showed that most of the people whoattended were extremely satisfied with thefestival and happy that they had attended.The vast majority of people were verycomplimentary about the organisation andstated that they would return the followingyear.On the whole, the most popular genre of filmwas science fiction.

Throughout the week, thescience fiction films were full, with almost noseats available at all. Generally speaking, theroom showing romantic comedies was the mostempty every day. As 78% of the film weekaudience were women, this destroys the ideathat the romantic comedy is the favourite genreamong female film goers.The popcorn sellers made the most money inthe week.

Most of the time, people chose to eatlunch outside the university in cafes andrestaurants in the town. Nevertheless, theBased on the feedback, some of the mainthings that the organisers could think aboutfor next year are:•more variety of film genres•clearer information about plots andcharacters•fewer horror films•more classic films.Making generalisations2 In reports it is common to make generalisations. When reading reports you shoulddevelop your awareness of the type of language used to make generalisations. Oneexample of this is ‘the vast majority’, which is underlined in paragraph 1.

There areeight examples in the text. Can you find the other seven?Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 11: STUDY SKILLSTEACHER’S NOTESAim:Time:Materials:to give further practice in the writing skills introduced in Lesson 11.5;to practise reading for the main ideas;to give practice in identifying language for making generalisations.This worksheet is designed to be used after Lesson 11.5.30 to 60 minutesphotocopies of the worksheet for each studentWriting skills: a report1Students reflect on the sections of the report by matching the summaries to thecorrect paragraphs.type of people attending (para.

2)introductionrecommendationsfeedback from audiences (para. 5)(para. 6)most and least popular film types (para. 3)para. 1food and snacks (para. 4)Making generalisations2Students find the phrases used in the text to make generalisations.Paragraph 1 the vast majorityParagraph 2 most of the crowdsParagraph 3 on the whole, generally speakingParagraph 4 most of the timeParagraph 5 most of the people, the vast majority of peopleParagraph 6 some of the main things.Possible follow-up activities1Brainstorm some details and statistics about an imaginary festival that your studentswould be interested in.

Put students in small groups to produce reports for anewspaper. Groups read all the reports and vote for the one which should bepublished.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 12: LANGUAGE PRACTICEThird conditional and vocabulary practice1 For each of the third conditional sentences, answer the questions that follow it.1If they hadn’t stolen the keys from the owner, they wouldn’t have been able to get intothe car.Did they steal the keys?Did they get into the car?2If we had known there were problems with anti-social behaviour in this street, wewould never have moved here.Are there problems with anti-social behaviour in the street?Does the speaker live in this street?3If the bank robbers had had a reliable getaway driver, they might have managed toescape.Did they have a reliable getaway driver?Did they escape?2 In the third conditional sentences below, fill the gap with the correct form of theword given in brackets.

Use the answers to the two questions to help you.1If the police(investigate) the scene of the crime earlier, it is(be caught).much more likely that the thievesDid the police investigate the scene of the crime immediately? No.Were the thieves caught? No.2I am 100% sure he is innocent. I’m sure that if his family(have) a long tradition of involvement with crime, heprison.(go) toDoes his family have a long tradition of involvement with crime? Yes.Did he go to prison? Yes.3If the witnessever(see) him going into the bank, it’s unlikely that he(be charged) with the crime.Did the witness see him going into the bank? Yes.Was he charged? Yes.Was he charged because of the information given by the witness? Yes.4If they(find) a fingerprint, theyidentify a possible suspect.(be able) toDid they find a fingerprint? No.Did they identify a suspect? No.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 12: LANGUAGE PRACTICETEACHER’S NOTESAim:Time:Materials:to give further practice of the third conditional;to recycle the vocabulary of Unit 12.This worksheet is designed to be used after Lesson 12.3.15 to 20 minutesphotocopies of the worksheet for each student1Make sure students have studied Lessons 12.1 to 12.3.

Students answer thequestions with yes or no to test their comprehension of the third conditionalsentences. These sentences recycle some of the unit vocabulary. Students can referto the Unit 12 Language reference section if necessary.1yes, yes2yes, yes3no, no2This activity gives practice in the form of third conditional sentences. It also recyclesthe vocabulary of Unit 12. Students should refer to the Unit 12 Language referencesection if necessary.1had investigated, would have been caught2hadn’t had, wouldn’t have gone (or might not have gone)3hadn’t seen, would ever have been charged4had found, might have been able (or would have been able)Possible follow-up activities1Students create third conditional sentences using the vocabulary from Unit 12.

Theymay also extend this vocabulary on the theme of crime. They use the two activitytypes in this worksheet as models. In pairs, students create worksheets. These arethen exchanged in the class and completed by other students. Finally, theworksheets come back to the authors for marking. Problem areas are identified andused for open class feedback.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 12: READING1 Read the text below about Melchester, a city in the UK. What type of text do youthink it is?1 an article in the local Melchester newspaper2 an extract from a crime novel3 a local government information leaflet4 an information leaflet from the police5 an information leaflet for schoolsMELCHESTER COUNCIL NEW SAFETY STRATEGY: THREE-YEAR PLANThe Melchester Community Safety Group and thelocal council have joined together to form a newpartnership – Safe Melchester.

The aim of this neworganisation is to bring different groups together towork effectively and make our communities safer.Recent research into crime in the last three yearshas demonstrated that Melchester is a safe city.The crime statistics are consistently below thenational average. We have also consulted with localpeople, community groups and organisations. Suchconsultations also demonstrated that, generally, ourlocal residents feel that we live in a safe area.Therefore this new strategy is building on thesuccesses of the past.Safe Melchester has established six targets andlisted the actions required to achieve these targets.This will contribute to the main Melchester CityCouncil plan to improve the city over the next 20years.

These targets and actions will be monitoredconstantly to ensure that they are achieved.The six targets are:1 To reduce crime relating to theft by 15%2 To tackle alcohol-related problems3 To tackle anti-social behaviour4 To ensure that young people are treated well andrespected5 To make the city centre clean and safe6 To make the local transport systems safe andeasy to use.This strategy will make a huge difference as it bringstogether a number of different groups. Localbusinesses, community groups andgovernment agencies such as the police andsocial services will all be working together.While we will continue to build on successfulinitiatives which were started in the past, wewill also be creating some new ways ofworking.One example of this is that we aredeveloping ways of working with people inthe communities to improve their ownneighbourhoods.