Language_Leader_Int_Binder (779738), страница 15
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We can start trying to sellthem now in the shops as they could become very fashionable. So for this project toquickly.be successful, we really want the designs5We have some friends who lovethe latest trends. Every month theybuy at least a couple of new household gadgets. They always have the latest, mostfashionable clothes.6the company. They are not successful at the moment but II advisethink fashions are about to change.
In the next four years, I think some of the clothesthey are making now will sell very well.7every small mistake I make. Even if I make a spellingMy boss likesmistake in a report that no one else would notice, I can always guarantee he will seeit.8everything he says to you, you could end up making someIf you continueserious mistakes. You have to make your own decisions! Don’t listen to everythinghe says.Expressions of quantity2 Find examples in sentences 1–8 above that demonstrate the following patterns:1three examples of ‘some’ + a general noun2one example of ‘some of’ + a specific countable noun3one example of ‘a lot of’ + a specific uncountable noun4one example of ‘a couple of’ + countable nounCopyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 10: LANGUAGE PRACTICETEACHER’S NOTESAim:Time:Materials:to give practice of the phrasal verbs taught in Lesson 10.1;to give further practice of infinitives and –ing forms;to give practice in identifying expressions of quantity.This worksheet is designed to be used after Lesson 10.3.20 to 30 minutesphotocopies of the worksheet for each studentInfinitive / –ing forms and phrasal verbs1Make sure students have done Lesson 10.1 before attempting this activity.1 finding out 2 to die out 3 slowing down OR to slow down 4 to catch on5 keeping up with OR to keep up with 6 taking over 7 picking up on OR to pick up on8 buying into OR to buy intoExpressions of quantity21This activity gives some further recycling of the patterns associated with expressionsof quantity that are presented in the Language reference section of Unit 10.three examples of ‘some’ + a general noun: some unusual fashionable clothes (1),some friends (5), some serious mistakes (8)2one example of ‘some of’ + a specific countable noun: some of the clothes (6)3one example of ‘a lot of’ + a specific uncountable noun: a lot of demand for this new,fashionable style of trousers (3)4one example of ‘a couple of’ + countable noun: a couple of new household gadgets(5)Possible follow-up activities1Students write further examples using the phrasal verbs from the box.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 10: READING1 There are seven paragraphs in the newspaper article below about school dinners inEngland.
Match the paragraph summary in the table with the correct paragraphnumber. The first one is done as an example.Paragraph summaryParagraph numberThe beginning of the decline in school dinnersTwo reasons for the recent drop in school dinnersNew research shows that school meals are attheir lowest pointIntroduction to topic and background information1The battle for standards between the governmentand private companiesThe early history of school dinnersSome positive indicators for the futureTRENDS IN SCHOOL DINNERSWhat happens at midday in English schools?At the moment, schools in England have freeschool dinners for children from low-incomefamilies.
Other pupils pay to have schooldinners and some bring sandwiches. However,secondary school* meals services in Englandare now experiencing a crisis. In fact, expertshave warned that the provision of schooldinners in England will die out unless somethingis done about it immediately.School dinners were introduced in schools inEngland at the end of the 19th century. Theidea was to help children from low-incomefamilies who were often poorly fed at home, butthe meals were available to all children. By1920 around 1 million children were havingschool dinners at a huge cost to thegovernment.
In 1944 every secondary schoolhad to provide school meals.In the 1970s the number of children havingschool dinners started to fall. This continued inthe 1980s, when local education authoritieswere given the choice to stop offering freeschool dinners. At this time, free school mealsbecame part of the government benefit systemwhich supported poor families, so fewer childrenwere receiving free dinners and more werepaying for them.In the 1990s school dinner systems wereprivatised and this led to a decline in the qualityof the food provided.
By the mid 1990s, lessthan half the children in English schools werehavingschool dinners. It was not until 2001 that thegovernment started to focus on the quality offood in schools and set minimum standards fornutrition. By 2006 all school dinners had to meetcertain standards.So after this positive move, why the crisis?Research which is due to be publishedtomorrow will show that the number of studentshaving school dinners has fallen dramatically.Now only 35% of children in secondary schoolsare having school dinners. This represents adrop of 17% in the last three years and is at thelowest level since 1944.Some people blame this on two factors.
Firstly,a lot of negative publicity has been generatedby campaigns in recent years which havefocused on the poor quality of food in schools.Secondly, the introduction of minimumstandards for food in 2006 reduced theprovision of certain types of popular food suchas chips.On a more positive note, catering in primaryschools** is maintaining a steady uptake ofaround 40%. This shows no signs of decliningfurther. In addition, the government iscommitted to spending £220m on school mealsover the next four years.* aged 11 to 16** aged 5 to 11Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/2 Answer the following questions:1What will happen if something is not done to help the school dinner system now?2Why were school dinners first offered to schoolchildren?3When did it become obligatory for schools to provide school dinners?4What two things happened in the 1980s that led to a decline in the number of childrenhaving school dinners?5According to the article, what was the effect of school dinners being run by privatecompanies?6In which year did the government set standards for the quality of the food provided inschools?7What is special about the number of children having school dinners now?8What are the two reasons given for the low number of children having school dinnersnow?Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 10: READINGTEACHER’S NOTESAim:Time:Materials:Warmer1to give practice in reading for the main ideas;to give practice in reading for specific information;to recycle selected vocabulary from Unit 10.This worksheet is designed to be used after Lesson 10.5.30 to 120 minutesphotocopies of the worksheet for each student; monolingual dictionaries foroptional further vocabulary workWrite ‘school dinners’ on the board.
Brainstorm what this means to thestudents. Explain the school dinner system in the UK: meals are providedfree for some children, others pay for them and some children take their ownpacked lunches to school.Students match the paragraphs with the paragraph summaries.Paragraph summaryParagraph numberThe beginning of the decline in school dinners3Two reasons for the recent drop in school dinners6New research shows that school meals are attheir lowest point5Introduction to topic and background information1The battle for standards between the governmentand private companies4The early history of school dinners2Some positive indicators for the future72Students answer the questions.1Schools could stop offering school dinners and they could ‘die out’.
(para. 1)2To help feed children who were from poor families. (para. 2)31944 (para. 2)4Schools no longer had to offer school dinners. Free school dinners became part ofthe state benefit system. (para. 3)5The standards of food offered became worse. (para. 4)62006. (para. 4)7It is the lowest number since 1944.
(para. 5)8Negative publicity generated about school dinners because of campaigns. Theintroduction of minimum food standards by the government. (para. 6)Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/Possible follow-up activities1Create a debate about whether children in schools should be provided with free mealsor not. Students use examples from their own countries.Copyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/UNIT 10: STUDY SKILLSWriting skills: describing a trendThe table below gives the population statistics of the town of Penruth in Scotlandincluding predictions for the future.The table above shows the 2008 population ofPenruth by age category together with thestatistics for 2003 and projections for fourdifferent years in the future up to the year 2028.The current statistics are judged to be at least95% accurate.
The predictions for the future arebased on the trends in the population ofPenruth which have been studied by the localauthorities over a period of more than 60 years,since 1946.Overall, the table shows us that the main trendis that the population of Penruth is becoming1aged. While the percentage ofthe population under 64 is expected to23, the numberof people in Penruth over 65 is likely to show asteady increase.4Aincrease is expected in thenumber of residents aged 85+, from 1.8% in2003 to 3.0% in 2028. This steady rise may bedue to improved housing conditions, betterfacilities for the elderly and significantimprovements in healthcare.The percentage of 65- to 85-year-olds is alsoexpected to continue to grow. Although there5was adecrease of 0.3%for this age group between 2003 and 2008,6the numbers are expected to risebetween 2008 and 2028.
In fact, by 2028, itis predicted that there will be 12,200 morepeople in this age range than in 2008.7In contrast, there will be a markedin 0- to 14-year-olds as well as in the 15 to64 age group. The reasons for this are notentirely clear and further studies may berequired to investigate this further. However,the data is based on the trends identified inbirth rates and the decrease in the number ofyoung families moving into the area.1 Fill the gaps in the text with one of the words from the box. Each word is used once.Also identify if each missing word is an adjective, noun, verb or adverb.decreaseslightgradualslightlyfallincreasinglysignificantlyCopyright © 2008 Pearson Education.All rights reserved.www.pearsonlongman.com/languageleader/Recording vocabulary: synonyms and phrases to avoid repetition2 When you are writing it is important that you avoid repeating the same words.
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