Portfolio

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02 My Generation!

What can we learn from past generations?

© 2022 Kellytexts S.L.

What is a generation?

Baby Boomers (1946 – 1964)

Gen X (1965 – 1980)

Gen Y / Millennials (1980 – 1994)

iGen / Gen Z (1995 – 2010)

Generation Alpha (2011 – 2025)

1 In pairs, discuss the questions.

1. What is a generation?

2. How many years are there in a generation?

3. Which generation do you and your classmates belong to?

4. Which generations do your parents and grandparents belong to?

5. What important issues do you think affected your parents’ and grandparents’ generations?

2 Listen to a podcast about generations. Which questions from exercise 1 does it help you answer?

3 Listen again and complete the information from the podcast.

* A generation is a group of people that are born during the same 1) _____-year period.

* Companies and 2) _________ study different generations, so they can sell their 3) __________ to them.

* Each generation has its own 4) __________, fashion and popular culture.

* Companies and brands want to use the right 5)__________ for each generation.

* Important events in our childhoods can affect how we think about politics, society, and the 6) __________ in the future.

4 Read the texts and match them to the different generations (A-E).

__ Members of this generation spend more time with their parents than others. They start using electronic devices at the age of one for both leisure and education. They are good at making videos and they like computer coding.

__ They were the first global generation. Their parents told them that they were special, but some experts say they are lazy. They were the first to be interested in healthy food and a healthy lifestyle.

__ This was the first generation to live all their lives in peace. A lot of them moved from the countryside to the cities to look for work. They were also the first generation to own a car and spend the summer at the seaside.

__ Some members of this generation were the first to arrive home from school to an empty house because both parents had jobs. It was also the first generation to have contact with computers and to see shopping as a leisure activity.

__ This generation accepts people from other cultures and people with different ideas. They are good students and don’t know a world without smartphones. As a result, they read less and have less face-to-face contact with people.

5 In pairs, look at the photos carefully. Which generations from exercise 1 do you think experienced some of these issues when they were teenagers?

6 Match the issues in the word cloud with the photos. Some of the words can match more than one photo.

I’m not sure, but I think… I’d say… As far as I know,…

7 Listen to someone talking about one of the pictures. Which one does the speaker describe?

The picture described is...

8 Listen again. Complete the expressions.

Talking about a photo

Giving information about the photo

* The photo 1) _______…

* It’s from + year

Describing the photo

* In the foreground / 2) _______, ….

* On the left / right…

Describing people

* He / She / They 3) _________(s) like + noun

* He / She / They look(s) / seem(s) + adjective

Speculating

* 4) _________ / Maybe…

* It looks / seems 5) _________ if they…

9 Work in pairs. Find photos of three important local, national or international events that your generation has experienced.

* Choose photos with clear images of the events.

* Make notes about the type of event, the date of the photo and what is happening in the photo.

10 In new pairs, describe your photos to each other. Use the vocabulary and the expressions on this page to help you. Do you agree that your partner’s photos are important/ interesting events? Why/Why not?

The Millennials

1 Look at the timeline infographic for the Millennials generation. What do you think of the design, pictures, colours etc.?

I (quite) like … The … looks + adjective I’m not sure about … I think … would be better

2 Read the timeline infographic. Which sections mention that the events happened for the first time ever?

The past simple

3 We use the past form of to be and the past participle born to talk about birth dates etc. Find two examples in the infographic.

4 Some past simple forms of verbs are regular; you add -ed to the infinitive. If a regular verb ends in -e, you just add -d. Underline eight examples of regular verbs in the infographic.

5 Some past simple forms of verbs are irregular. Circle thirteen examples in the infographic.

6 What are the infinitive forms of the past simple verbs from exercises 5 and 6?

7 Complete the sentences with the correct past simple form of the verbs below. Which verbs are regular and which verbs are irregular?

destroy · die · fall · finish · fly · improve · tell · watch

1. The country’s international image __________ when he was the head of the government.

2. Because of this success, the sale of jeans __________.

3. Ms. Koch also __________ 223 million km in space, the longest space flight by a woman.

4. More than 84,000 spectators __________ the final in Johannesburg.

5. First the sea disappeared from the beaches, before it returned and __________ everything.

6. She __________ the last story in 2007.

7. She __________ at the age of six on February 14th, 2003.

8. The government __________ people to leave the town 36 hours after the explosion.

8 Match the sentences from exercise 7 to the events in the timeline.

9 Look at this sentence from the timeline infographic. What word do you add to write the negative past simple form of a sentence? What one other change must you make? They didn’t return to the town.

10 Complete the rule. We use ____________ + ____________ to make negative past simple sentences.

11 Correct the mistakes about the infographic.

1. Scientists cloned a person: Scientists didn’t clone a person. They cloned a sheep.

2. 60% of Americans said Obama was a bad president.

4. The spacewalk took more than an hour.

3. David Villa scored the goal for Spain.

5. People wore athleisure in bed.

LANGUAGE TOOLBOX GRAMMAR theory and practice

12 Listen to a student talking about one of the events in the timeline graphic. Which one do they talk about? What did the president of the United States say?

13 Listen again. Complete the information with one word in each gap.

Retro News

Scientists wanted to create farm animals that produced 1) _____________ food and also to save some animals that were in 2) _____________ of disappearing from the planet. Scientists cloned 3) _____________ other types of animals, but they didn’t clone a person. However, the experiment helped humans. Scientists learnt about how 4) _____________ like cancer affect humans. She died 5) _____________ but scientists said she didn’t die because of cloning. They gave her 6) _____________ to the National Museum of Scotland in Edinburgh, where you can see her today.

14 Which event in the infographic would you like to know more about?

* Find three new pieces of information about the event.

* Prepare a short presentation.

* Include interesting images or short videos.

* Make a few notes and check that you use the correct past simple forms.

15 Present the new information to your group.

Timeline

In groups, you are going to create a timeline infographic for the year you were born. Follow the steps below, listen to your teacher’s advice and use your own ideas.

STEP 1: YOUR YEAR

* When were you born?

We were born in

STEP 2: BRAINSTORM

STEP 4: ROLES

Look at the jobs that you have to do to complete the task. Will you work on each job as a team? Will each member of the team do different jobs?

1 find free digital tools

2 do research into the events

3 make notes on the events

4 find images/photos of the events

5 organize your material

6 edit your material and create the infographic

7 write a short presentation script

8 give the presentation

Before you start work, read through all the STEPS together.

* What are the most important events of your generation?

* What happened in each event?

* When and where did they happen?

* Who took part in these events?

* What were the issues?

* How did events that happened in one place in the world affect other places in the world?

STEP 5: DIGITAL TOOLS 1: Teamwork

Decide on the digital tools that you will use to share information, files, work in progress etc. between group members and your teacher.

STEP 3: CONTENT

Decide on how many events to include in your timeline. Choose events that are examples of different types of issues. Use the vocabulary on page 2 to help you.

STEP 6: DIGITAL TOOLS 2: Timeline infographic

Search for a free online tool to create your timeline infographic.

* Evaluate the tool: how easy is it to use?

* Can you edit colour, background, elements etc?

* Can you upload images, video, links to documents, websites etc?

STEP 7: RESEARCH

Do research into the events.

* How will you find information?

* What words will you use in your searches (Read the Searching online check list)?

* Evaluate websites carefully.

Key search words:

STEP 12: EXPLAINING YOUR CHOICES

Think about the language you need to use.

Giving an explanation

* We 1) used / included…, because we think…

* The reason for 2) choosing / selecting… was…

* We chose…, mainly because…

* We used… to 3) make / create…

Useful websites:

STEP 8: LANGUAGE

Think about the language you need to use.

* What vocabulary do you need?

* What tense(s) will you use?

STEP 9: WRITING

* Include 3 to 5 facts about each event.

* Write between 25 and 50 words for each event.

* Do not express personal opinions or feelings.

STEP 10: ORGANISATION

Organise your material.

* Choose an infographic design.

* Organise the events chronologically.

* Choose images, links, videos etc. to support your material.

STEP 11: EDITING

Edit the group’s work.

* Is there too much or too little material?

* Are the supporting images etc. good?

* Are there any grammar or vocabulary mistakes?

* Is the factual information that describes each event correct?

* Does the infographic design present your material in an attractive way?

* The main 4) advantage of / problem with… was…

* We think it was / wasn’t very useful etc., because…

STEP 13: PRESENTATION

Give a brief presentation that explains…

* the jobs each member of the team had.

* the reasons for choosing the events in your infographic.

* which digital tools that you used and your opinion of them.

* which websites that you used and your opinion of them.

STEP 14: REFLECTION

Reflect on your work.

* What did you do well?

* What could you do better next time? Why?

* What did you like about the other timeline infographics?

* Which event(s) did you find the most interesting?

Good points:

Things to improve:

Good points about others:

The good old days

You are going to do an oral history interview and write a report for an exhibition.

1 Which of these important events do you remember? In pairs, tell each other what you remember about some of them. losing a tooth · an exciting day trip · learning to ride a bike · first best friend · a fun sleepover

2 Listen to part of an interview about an important event in Jack’s life. Jack is in his eighties. What was the event? What was unusual about it?

3 Listen again. Complete the past simple questions that Amy asks.

1. When __________ you born?

2. I see, and where __________ you live?

3. So, why did you __________ to Australia?

4. And __________ did your mum think?

5. __________ you see here again?

4 Read the questions in exercise 4 again. Then, complete the rules for past simple questions.

We use when / where + was / __________ + subject + born to ask about a person / people’s date or place of birth. We use (a question word +) __________ + subject + __________ to make past simple questions.

LANGUAGE TOOLBOX GRAMMAR theory and practice

5 Work in pairs. Prepare four past simple questions to ask your partner about their first day at primary school.

A trip to remember

I interviewed a neighbour, Jack Bayliff, about his memories of his childhood. Jack was born in Birmingham in 1941. His dad died in the Second World War. His mother didn’t have enough money to look after him and his two sisters, so she sent them to an institution for poor children in 1946.

The institution promised to look after them, but a year later it sent them to Australia to work on farms. The institution told Jack and his sisters that their mother was dead, while they told Jack’s mother that the children were with a good family in England.

Jack and his sisters travelled on the ship Asturias for six weeks and arrived in Fremantle, Australia in September 1947. In Australia, they separated Jack and his sisters and took everything from them, including mementos of home. Jack went to a farm school, while his sisters worked as servants and did domestic chores all day on other farms. Jack didn’t see them again for ten years.

Until he was 14, Jack used to go to school in the morning. In the afternoon, he was supposed to learn a trade on the farm, but he just did the same boring physical tasks every day. The work was extremely hard, and the staff used to frequently hit the boys so at 16 Jack ran away.

Jack looked for his sisters and after many difficulties, he finally found them. They were still all homesick and wanted to return to England. They worked to save enough money to go home and after twelve years away, they went back and discovered that their mother was still alive.

6 In pairs, ask and answer the questions. What are the differences and similarities in your answers?

7 Read the report that Amy wrote about her interview with Jack. Think of five adjectives to describe Jack and his sisters’ possible feelings about their experience.

8

Use words from the report to find more information, photos or videos about the British children that were sent to Australia and other countries. Share it with the class. Jack Bayliff’s experiences are real, but his name is false.

9 Answer the questions about the highlighted words in the report.

1. Which word talks about an organization that looks after a particular group of people?

2. Which three words refer to connections with the past?

3. Which word do we use to talk about a period of our lives?

4. Which five words talk about to work?

LANGUAGE TOOLBOX VOCABULARY practice

10 Read the information about used to and find two examples of the structure in the report. How do you think we write the negative and question forms of used to?

We can use used to to talk about something that happened frequently in the past but doesn’t happen now.

LANGUAGE TOOLBOX GRAMMAR theory and practice

11 You are going to do an oral history interview and then write a report. Who could you interview about an important childhood experience?

12 Prepare some questions for an oral history interview. Use the ideas below to help you think of a topic. family life · first work experience · free time activities · growing up · hometown · important events · leaving home · local traditions

13 Listen to the advice for doing an oral history interview. Complete the sentences with one or two words in each gap.

Oral history

Oral history involves interviewing people so that we can record their memories. Doing a successful oral history interview.

Who and what. Identify someone who will talk about an important childhood experience in their lives and ask for their 1) __________ to interview and record them. Explain what you’ll do with the 2) __________.

Preparation. Prepare 3) __________, a few general questions and a set of 4) __________ questions on the topic. Also be ready to 5) __________ questions.

Before the interview. Check your recording equipment and place it where it can easily record 6) __________.

The interview. Be an 7) __________ and ask follow-up questions.

After the interview. Finish by thanking the person. Then, save the recording and 8) __________ it later.

14 Do the interview. If the person speaks English, ask them to do the interview in English. If not, translate your questions from exercise 12 and do the interview in your language.

15 Use the information from the interview to write a report about the person’s experience. Follow the advice below:

* Only include the information that is connected to the topic that you want to talk about.

* Include the person’s ideas, but don’t try to translate their exact words. All languages have words and expressions that are difficult to translate.

* Give information about traditional celebrations, local places etc. that the person mentions. Your readers might not share your culture.

* Organise your work into clear paragraphs. LANGUAGE TOOLBOX WRITING guide

16 Add your report to the class exhibition. Include any photos that the person who you interviewed gave you or find photos from the period online.

17 Evaluation

* Which report(s) interest(s) you the most? Why?

Language toolbox: theory and practice

Grammar: the past simple

Exercises

1 The past of the verb to be.

* The past of the verb to be has two forms: was and were

1 Complete the text with the correct past simple form of the verbs. be · be · be · continue · live · start watch · win

1994 Popular culture

* The negative forms are wasn’t and weren’t. Ally wasn’t at school yesterday. They weren’t interested in the film.

* We use was/were + subject to make questions. Was it late? Who was that man? Were you at home? Where were they last night?

* We use was/were + the past participle born to talk about birth dates etc.

I was born in 2004. Where were they born?

2 Verbs in the past simple are often regular and end in -ed.

Friends 1) ___________ the most popular TV series in the world for 10 years. It 2) ___________ in 1994 and 3) ___________ until 2004. The show 4) ___________ about six friends who 5) ___________ in their twenties and thirties and 6) ___________ in Manhattan, New York. 52.5 million Americans 7) ___________ the last episode and the series 8) ___________ lots of awards.

2 Rewrite the sentences in the past simple negative form.

1. We were born in London.

2. Italy sent astronauts to the moon last year.

3. The Covid-19 pandemic started in 2019.

3 There are also lots of irregular verbs. They don’t end in -ed.

4. They wore athleisure clothes in the 1960s.

3 Put the words in the correct order to write past simple questions.

4 We make past simple questions with did + subject + infinitive.

+ed = +d = beat – beat · become - became · have - had go – went · make - made · send - sent win - won · think - thought · wear - wore I become famous. You publish the book. She score the goal. We want a pizza. They have any money.

5 We make past simple questions with did + subject + infinitive.

did What Where

didn’t they win? you go? I sleep? Max do? we meet? 02 My generation! - Language toolbox

1. Obama / two elections / win / did?

2. was / the nuclear power station / where?

3. the astronauts / did / have to repair / what?

4. did / J.K. Rowling / how many / write / Harry Potter books?

5. Holland / in the final / beat / Spain / did?

Grammar: used to

1 Used to for past habits.

* We can use used to to say something happened frequently in the past, but it doesn’t happen now.

I / he / she / it you / we / they used to + infinitive

Sam used to walk to school, but now he cycles. We used to meet at the shopping centre on Saturdays.

2 Used to for situations that were true in the past but aren’t true in the present.

* We can also use used to to say a situation was true in the past, but it isn’t now. Ahmed used to live in Liverpool, but now he’s in Toronto. Lilly used to like Friends.

3 We make negative sentences with didn’t + use to.

I / he / she / it you / we / they didn’t use to + infinitive

4 We make questions with did + subject + use to.

Exercises

1 Complete the sentences with used to and the correct infinitive. have · live · play · read

1. I _______________ a lot of comics.

2. Alex _______________ chess, but now she hates it.

3. They _______________ a dog, but it died.

4. My parents _______________ in London before I was born.

2 Rewrite the sentences in the correct negative (-) or question form (?).

1. Sam used to like maths. (-)

2. Your mum used to be a teacher. (?)

3. Harry used to buy a newspaper. (-)

4. They used to cook pizzas on Friday nights. (?)

3 Which sentences in exercises 1 and 2 are about past habits / situations that were true? GRAMMAR Online practice

Vocabulary

1 Match the words to the definitions and write the translation. celebrity news · crime · equal opportunities · fashion · lifestyle · man-made disaster · natural disaster · pandemic · politics · popular culture · scientific discovery · technology · terrorism · the economy · the environment

1. noun [C] usually with ‘the’ the relationship between making things, business and money __________ /

2. noun [U] the use of violence to try to make changes _______________ / ______________

3. noun [C] a disease that affects the whole world _______________ / ______________

4. compound noun [C] TV series, films, books etc. that a lot of people like ___________ / ___________

5. noun [C, U] a popular style of clothes, hair etc. at a particular time or in a particular place ___________ /

6. noun [U] activities that involve breaking the law; [C] an action or activity that breaks the law __________ /

7. noun [C] with ‘the’ the natural world where people, animals and plants live _________ / __________

8. compound noun [C] a very bad accident etc. that people cause ______________ / _____________

9. compound noun [U] new information about famous people _______________ / ______________

10. compound noun [plural] the right to receive the same treatment as other people _______________ /

11. compound noun [C, U] learning something new about the structure of the world etc. _____________ /

12. compound noun [C] a very bad accident etc. that nature causes ____________ / __________

13. noun [C] the way a person or a group of people lives _______________ / ______________

14. noun [U] using power in public life _______________ / ______________

15. noun [C, U] machines, devices etc. that they make with scientific knowledge _______________ /

2 We can make compound nouns by combining noun + noun or adjective + noun. A few compound nous are also made by combining compound adjective + noun. Which combinations do we use to make each of the six compound nouns in exercise 1?

3 Match the words to the definitions and write the translation. childhood · domestic chores · homesick · institution · learn a trade · mementos · memories · servants · staff · task

1.The ____________ are all the people that work for a company or organisation. __________

2. ____________ are jobs like washing up, making the beds, food shopping etc. __________

3. If you ____________, you study the skills that you need to do a particular job. __________

4. An ____________ is a place that looks after people with special needs. ______________

5. A ____________ is a thing that helps people remember a person or a place. ___________

6. ____________ are people who work in other people’s houses and cook, clean etc. for them. ______________

7. If you feel ____________, you feel sad because you are away from your family and friends.

8. ____________ are thoughts of something or somebody that you remember from the past.

9. ____________ is the first period of a person’s life. ______________

10. A ____________ is a piece of work, often hard or difficult, that someone has to do. _________

VOCABULARY Online practice

Writing guide: a report

Conjunctions

We can use conjunctions to add information about time, place, reason, result etc. to sentences.

1 Read the sentences from A Trip to Remember. Then, complete the rules with the highlighted conjunctions.

* Jack went to a farm school while his sisters worked as servants and did domestic chores all day.

* They were still all homesick, so they decided to return to England.

* Until he was 14, Jack used to go to school in the morning.

A. We can use ___________ to show the result of something.

B. We can use ___________ to say something happened up to a certain time.

C. We can use ___________ to say two things happened at more or less the same time.

VOCABULARY Online practice

Final thoughts

Write a short paragraph that answers the question from the beginning of the unit. Think about your work in this unit and how it can help you answer the question.

What can we learn from past generations?

Portfolio

The objective of Portfolio is to develop and extend the steps taken in On Track to encourage learner autonomy and collaborative learning. Some of the main features are:

• replace the four skills (listening, speaking, reading and writing) with the four modes of communication (reception, production, interaction and reception) as the organisational base for the course.

• blend PBL (project-based learning) with the coursebook elements (grammar examples and reference, vocabulary presentation and reference etc.) that continue to be appreciated by teachers and students.

• develop students’ mediation skills not only for cross-linguistic purposes, but also for cross-cultural and social reasons.

• encourage the use of the internet as a source of information and materials for undertaking and carrying out tasks, projects etc. and as a consequence reduce the number of videos in the course, particularly at the higher levels

• encourage the use of free digital tools available online for the execution, completion, presentation etc. of projects, tasks etc.

• provide students with the opportunity to make decisions about what they want to study.

• provide the structure and support for pair and teamwork turning the tasks in Portfolio into collaborative and creative enterprises.

• encourage students to write or type answers and notes in the print and digital versions, thereby making Portfolio a repository of students’ own work and engendering an intimate connection between students and their material

These features would fulfil the CEFR requirements of digital competence, mediation and collaborative learning found in the 2018 companion volume upon which many regional education departments (Andalucía, Aragon, Balearic Islands, Castile y La Mancha, Catalonia, Madrid etc.) base their curriculums for the teaching of English on

Portfolio could be attractive to a publisher for the following reasons:

• fully incorporating the 2018 CEFR requirements would make the course more attractive to the growing number of teachers in Spain using their coursebook less and less frequently, and to those that don’t use a coursebook at all.

• reducing the number of in-house created videos would lower production costs and therefore the cover price of the coursebooks, whether printed or digital, could be reduced.

• offering a reduced cover price would overcome teachers and parents’ aversion to students writing in their printed books, and this in turn would stimulate annual sales of printed coursebooks.

• providing innovative materials in a familiar package would attract teachers who are both non-textbook and textbook users.

Portfolio3

05 My Music

What does music mean to me?

What makes a song great?

1 Read the question and the answers to it from a music forum. In pairs, say which ones you agree / disagree with and why.

I agree with...because...

I don’t agree with...because...

How do you know when you really like a song?

What makes a song great? Is it the tune, the lyrics or the beat, or is it a combination of all three? And how important is the identity of the musicians? Our readers told us.

Alli

I love strong lyrics. I often learn about myself from songs; I can hear my own experiences in some of the lyrics.

Marisa

I associate great songs with memories. Sometimes when I play a song that I haven’t heard in a long time, it transports me to another period of my life.

Max

I listen to certain songs when I’m sad and they comfort me. I love lyrics that tell a story, instead of songs with words that just go with the beat and don’t really have any meaning.

Ben

Social media interaction makes me feel closer to my favourite musicians. They often release and stream their new tracks or albums directly to their fans on social media.

Natalie I love songs that help me escape. I listen to pop, punk, rock, rap, soul... just about any genre. Music has been there for me in times of happiness, sadness, anger, fear and most importantly anxiety.

Annika

Upbeat music makes me feel happy and I love singing along with the chorus. I have lots of playlists of cheerful music that always improve my mood!

2. ...four nouns that refer to different elements of a song. _______________

3. ...a verb that means to play video, music etc. on a phone or computer directly from the internet. _______________

4. ...an adjective that means happy and positive. _______________

5. ...two nouns that refer to recorded music.

6. ...a verb that means to make something available so that people can buy, get or find it. _______________

7. ...a noun that refers to a particular style of literature, art, film or music.

8. ...a noun that refers to a type of online communication. _______________

LANGUAGE TOOLBOX VOCABULARY practice

3 Write a short answer to the question in exercise 1 that gives your opinion.

2 Use the words in bold from the forum to answer the questions. Find...

1. ...a noun that refers to a list of songs that you create to play. _______________

4 Discuss your answers to exercise 3. What are the similarities / differences?

Talking about similarities and differences

* What our opinions have in common is that...

* The most obvious similarity is that...

* An interesting similarity is that ...

* One important difference is that ...

* The most obvious difference is that ...

* Another important difference is that ...

5 Which songs do you remember from your childhood? Why do you think you remember these songs?

6 You are going to listen to a podcast that refers to the question in exercise 6. Listen to the first part and answer the questions.

podcast · about · subscribe · newsletter

EPISODE 156: The music of our lives

Studies suggest that the 1) ____________ we hear from our mid-teens until our early 2) ____________ become the playlist of our lives. Experts believe this is because during this period, we’re building our 3) ____________, developing our opinions and having new experiences and all of this activity is often connected to 4) ____________. Later in life, when we hear those songs again, they bring back 5) ____________ of that period. A New York Times article actually claimed that girls hear the songs that will be their 6) ____________ for all their lives at around 13 and boys at 14! Furthermore, we only use our ears when we enjoy a song. Therefore, as we listen, we can relax and use our 7) ____________ to connect our personal 8) ____________ with the lyrics and tune of a song.

1. What does the podcast offer?

8 What is your favourite song in your first language(s) at the moment? Write a short paragraph about this song for speakers of other languages on social media. Use the questions below to help you and add ideas of your own.

* What is the song title and who sings it?

* What genre is the song an example of?

2. Who are Demi Lovato and Luke Maskers?

* What are the lyrics about?

* Why do you like it?

* How does the song connect with your life?

3. Who sent questions to the podcast?

4. What does Carl Rodriquez want to know about the music we hear in our teens?

9 Upload your paragraph to an online music forum, website etc. for young people.

7 Listen to the second part of the podcast. Complete the information on the website for the podcast with one word in each gap.

* Check your spelling and grammar.

* Return to the forum, website etc. after a few weeks to see if anyone has commented on your entry.

Wonderwall

1 Read the first paragraph about the song. What information is missing? Research the song online and complete the paragraph.

2 Listen and check your answers.

3 Read the article and answer the questions.

Today is going to be the day...

One of my favourite songs of all time is ‘Wonderwall’. ‘Wonderwall’ was released in 1) __________ by Oasis, a rock band from 2) __________, England. ‘Wonderwall’ and most Oasis songs were written by 3) __________, but ‘Wonderwall’ wasn’t sung by him. He let his brother 4) __________ sing it.

Although it’s an old song, it’s heard frequently at all types of celebrations. Why is it still played?

I think there are two reasons. Firstly, the tune is easy to play on the guitar and the lyrics, especially the chorus, are well-known because they’re easy to remember, so everyone can join in.

Secondly, the theme connects to our lives because it talks about the help offered by a friend and we all know how important friendship is.

The past simple

4 Find the circled present simple passive in the article. Complete the rule.

* The present simple passive is formed with the verb to __________ (am / __________ / are) and the past participle of the verb.

5 Find the underlined example of the past simple passive in the article. Complete the rule.

* The past simple passive is formed with the verb to __________ (was / __________ /) and the past participle of the verb.

1. Why is Wonderwall still popular?

2. Why is the song important to the writer?

I first heard ‘Wonderwall’ at my uncle Harry’s fiftieth birthday party when I was 13; I was amazed to see all the oldies singing along to it! Now it’s a track that will always be on my playlist, because it’s a great song and it reminds me how much we need each other.

6 Find two more examples of the present simple and past simple passive. Which examples are singular, and which are plural?

7 Read your answers to question 5 and complete the rules.

* To make a passive sentence negative, we use the negative form of the verb ___________.

* To make a question, we use the following structure: (Question word) + verb __________ + person / thing + ___________.

8 Why do you think the writer uses the passive in the article?

A. The writer wants to focus on the people that wrote, play and sing the song.

B. The writer wants to focus on the song.

9 Read the explanation. Then rewrite the active sentences below as passive sentences.

The passive form changes the usual order of the subject and object of an active sentence. The object of an active sentence becomes the subject of a passive sentence.

Thousands of fans stream Oasis songs every day. Oasis songs are streamed by thousands of fans every day.

Oasis released Wonderwall in October 1995. Wonderwall was released by Oasis in October 1995.

1. They organised the summer concert in the main square.

10 Read the explanation. Then read the passive sentences that you wrote in exercise

9. When do you think you should use by?

We use the preposition by to say who does the action in a passive sentence. We only do this if we think it is important to know who did something.

GRAMMAR Online practice

11 Read the lyrics of Wonderwall online.

1. What is your interpretation of the song?

2. Which words don’t you understand?

Word Translation

3. Which spellings in the song would your teacher correct in your homework?

Spelling in the song Standard spelling

2. Do people often choose John Lennon’s ‘Imagine’ as the best song ever?

3. DJ Jen doesn’t play the same tracks every weekend

12 Sing Wonderwall with your class.

4. You often hear ‘I Gotta Feeling’ at parties.

5. When did Rosalía release ‘TKN’?

The playlist of my life

You are going to create a playlist of your life and present it. Follow the steps below, listen to your teacher’s advice and use your own ideas.

STEP 1: YOUR SONGS

* Choose songs by different artists.

* Choose songs with lyrics in English and your first language(s).

* Do not choose songs with lyrics that might upset other members of the class.

STEP 2: RESEARCH

Find the following information:

* the title of each song

* the name of the artist/group

* the date of release

* genre

* chart/social media success

STEP 3: PERSONAL CONNECTION

Think of the reasons why the songs are important to you.

* Is the song connected to an important event/ moment in your life?

* Does it have lyrics that you identify with?

* Does it connect with your emotions?

STEP 4: ORGANISE YOUR PLAYLIST

Think about the organisation of your playlist.

* Will you order the songs by date?

* Will you organise them by language: songs in English and songs in your language?

* Will you organise them by genre?

I’ll:

STEP 5: TECHNOLOGY

Decide on the presentation program that you’re going to use.

* What text and images will you include on your slides?

* Will you include music and video clips?

* What equipment will you need? Does the school have it, or will you need to use your own?

# title artist/group release

STEP 6: GIVING A PRESENTATION

Listen to some advice on how to give a presentation. Complete the table with the things you should do and the things you shouldn’t.

Do Don’t

Talking about similarities and differences

* In this presentation, I’m going to talk about...

* The subject of this presentation is...

* First / Next, I’d like to focus on...

* Now, let’s look at...

* Let’s move on to...

* As the picture shows...

* The (lyrics) talk about...

* This suggests / means to me...

* I’d like to finish by...

* If you have any questions, I’d be happy to answer them.

STEP 14: REFLECTION

Reflect on your work.

* What did you do well?

STEP 7: EDIT YOUR NOTES

* Are your ideas clearly organised?

* Is there too much or too little material?

* Are there any grammar or vocabulary mistakes?

STEP 8: REHEARSE

* Make sure you have all the images and clips that you need.

* Try to practice with the equipment that you will use in class.

* Follow the advice from the listening in STEP 6.

* Use some of the useful presentation expressions below.

* Use the passive when you think it helps you focus on the songs.

* What could you do better next time? Why?

* What did you like about the other timeline infographics?

* Which event(s) did you find the most interesting?

Good points:

Things to improve:

Good points about others:

Hipsters

A way of life

You are going to produce a poster about an urban tribe and their lifestyle.

1 Read the blog about three urban tribes. Match the pictures to each tribe. Which of the highlighted words from the blog can you also match to the pictures?

Urban tribes

Being a member of an urban tribe is a way of life for many people around the world. This week we look at three that have made a big impression!

Cholombianos

When were they first seen?

Cholombianos first appeared in the early 2000s in the Mexican city of Monterrey, and later across all of northern Mexico.

What are they like?

Most cholombianos are peaceful music lovers who like to meet with other music lovers. Their main activity is listening and dancing to cumbia rebajada, a style of dance music which is based on traditional cumbia from Colombia.

What do they wear?

Cholombianos combine hip hop fashion with colourful handmade Aztec clothing that is often made by the cholombianos themselves. Furthermore, they have very particular hairstyles, with short backs and sometimes long fringes and sideburns

What do they listen to?

Cumbia is the only music that exists for Cholombianos!

What else should I know?

Cholombianos wear a special type of necklace with the name of their dance group on it when they attend a big dance competition.

When were they first seen?

New York and London were the cities where hipsters were first identified in the early 2000s and they are now found everywhere, particularly in European cities such as Berlin, Barcelona, Paris and Stockholm. What are they like?

Hipsters say they believe in individuality, but they are members of a large urban tribe. As a result, they are not so unique! They avoid buying clothes that are made by famous brands and prefer to buy vintage. They also love organic food.

What do they wear?

Both male and female hipsters wear skinny jeans, checked shirts and big glasses and male hipsters are famous for their beards.

What do they listen to?

In general, hipsters are associated with indie music and alternative rock groups.

What else should I know?

Hipster cyclists ride single-speed bicycles that you always have to pedal, even downhill!

Otakus

When were they first seen?

Otakus were first seen in the Tokyo district of Akihabara in the 1980s at the same time that anime, a style of drawing in Japanese comics, became popular. There are now fans of otaku culture all over the world.

What are they like?

Otakus are seen as people whose only interest is anime and manga comics. They are believed to be obsessed with them!

What do they wear?

Otakus are well known for having dyed hair and dressing like their favourite anime or manga comic characters. However, these outfits aren’t worn every day; they are only worn at special events.

What do they listen to?

The music that is most popular with Otakus is J- pop, J-rock (Japanese pop and rock) and K-pop (Korean pop).

What else should I know?

Otakus always carry or wear an accessory such as a key ring, cap, watch, necklace or bracelet that has their favourite comic characters’ image on it.

2 Answer the questions with the first letter of the names of the three urban tribes.

1. reads stories?

2. is interested in what they eat?

3. is only present in one country?

4. takes part in competitions?

5. is the oldest?

6. uses a special type of transport?

3 Which tribe(s) would you like to know more about? What would you like to know? Find the information online. Share it with the class.

4 Complete the table with the highlighted words from the blog.

hair clothes extras

5

Which of the words in exercise 4 are adjectives and which are nouns?

LANGUAGE TOOLBOX VOCABULARY practice

6 POSTER Planning and research.

* Decide if your poster will be digital or on paper.

* Go online and do research into an urban tribe in the following areas:

* the history of the tribe.

* the characteristics of the members.

* the way they look.

* the music they listen to.

* other interesting facts.

7 POSTER Create your poster.

* Write 150–200 words.

* Divide the information into clear sections.

* Use some of the vocabulary from this unit.

* Use the passive when you think it’s useful.

* Add images and, if it’s a digital poster, links to video, websites etc.

LANGUAGE TOOLBOX WRITING practice

8 POSTER Present your poster.

* Display your poster at school or online.

9 POSTER Evaluation.

* Which urban tribe(s) interests you the most?

* Did anyone do a poster about the same urban tribe as you? What was similar/ different?

* Which poster was the most original? Why?

Language toolbox: the passive

1 The passive is... The concert is organised every year. The clothes were made for the dance competition.

the verb to be past participle (am, is, are, (done/made/seen/ was/were, etc.) worn/written etc.)

Exercises

1 Complete the sentences with the correct present and past simple passive forms of the verbs in brackets.

1. How many languages _________________ (speak) in Switzerland?

2. The email ______________ (not send) late.

2 Compare the active and the passive.

Subject

Somebody Our video uploaded our was uploaded video by somebody

* We use an active verb to say what the subject does: Lionel Messi scored 73 goals in one season. * We use a passive verb to say what happens to the 10 subject: 5 billion YouTube videos are watched every day.

3. Ann’s books ____________________ (read) by millions of children every year.

4. When __________ the car __________ (invent)?

5. Las Meninas _________________ (paint) by Velázquez.

6. Vintage clothes ____________ (not sold) at the market during the week.

7. How many songs ______________ (stream) every day?

Subject

* Present simple Audi cars are made in Germany. The library isn’t used by many people. How is plastic recycled?

Somebody The rubbish collects the is collected rubbish by somebody

8. These phones ________________ (design) twenty years ago.

2 Rewrite the sentences in the passive. Decide if it is important to say who or what does/ did the action.

1. They made these tablets in South Korea.

Subject

* Past simple My computer was made in China. Our songs weren’t streamed by anyone! Where was this device invented?

Somebody A message posted a was posted message by somebody

2. Human drivers don’t drive the trains.

3. When did Shakespeare write ‘Macbeth’?

4. Somebody speaks English here.

3 By

* When we use the passive, who or what causes the 25 action is often...

...unknown (Our tickets for the concert were stolen),

...unimportant (Are the T-shirts sold online?),

...or obvious (A lot of tea is drunk in Great Britain).

* If it is important to say who or what causes the action, we use by to introduce them: The website is visited by 1 million teenagers a day.

The cup final was won by Athletic de Bilbao

5. Someone built the house 200 years ago.

6. Lady Gaga didn’t sing ‘Don’t Start Now’.

7. Where did they make the Harry Potter films?

8. My mum doesn’t make my jerseys.

Vocabulary

1 Match the words to the definitions. album · beat · chorus · genre · lyrics · playlists · release · social media interaction · stream · track · tune · upbeat

1. verb to make a film, recording etc. available to the public

2. noun [C] a recording of one song

3. noun [C, U] online communication with people and services

4. adjective making you feel happy and positive

5. verb to play video or sound directly from the internet

6. noun [C] a series of musical notes that are played

7. noun [C] a series of regular sounds in a piece of music

8. noun [plural]the words of a song

9. noun [C] a collection of songs, usually by the same singer or group, that you can buy from a shop or online

10. noun [C]a list of songs that you create

11. noun [C]a particular type of literature, art, music, film etc.

12. noun [C] part of a song that is song frequently

2 Label the pictures with the words. Then translate the words into your own language. accessories · bracelet · brand · cap · checked · dyed · fringe · hairstyle · handmade · key ring · logo · necklace · sideburn · skinny · vintage

Writing guide: a description

Relative pronouns

We use relative pronouns to introduce information about the nouns that they follow. They are very useful for writing descriptions of people, objects, places etc.

1 Complete the table with the highlighted relative pronouns in the sentences from A Way of Life.

* Most cholombianos are peaceful music lovers who like to meet with other music lovers.

* Their main activity is listening and dancing to cumbia rebajada, a style of dance music which is based on traditional cumbia from Colombia.

* New York and London were the cities where hipsters were first identified in the early 2000s.

* Hipster cyclists ride single-speed bicycles that you always have to pedal, even downhill!

* Otakus are seen as people whose only interest is anime and manga comics.

To talk about people

To talk about things

To talk about places that

To talk about possessions

REVISION Relative pronouns, unit X GRAMMAR Online practice

Linking adverbs

_______ / _______ _______ / _______ _______ / _______

that that

We can use linking adverbs to add extra information, contrast information and present a result.

2 Read the sentences from A Way of Life Then, complete the rules with the highlighted adverbs.

* Cholombianos combine hip hop fashion with colourful handmade Aztec clothing that is often made by the cholombianos themselves. Furthermore, they have very particular hairstyles, ...

* Otakus are well known for having dyed hair and dressing like their favourite anime or manga comic characters. However, these outfits aren’t worn every day ...

* Hipsters say they believe in individuality, but they are members of a large urban tribe. As a result, they are not so unique!

A. We use ___________ to contrast new information with the information that has just been presented.

B. We use ___________ to introduce the logical result of something that has just been mentioned.

C. We use ___________ to add new information to something that has just been stated.

3 Look up these linking adverbs in a dictionary. Match them to the rules. consequently _____ moreover _____ nevertheless _____ therefore _____

4 Which rule describes how we use linking adverbs in the sentences from A Way of Life?

1. The linking adverbs join two ideas together in one sentence.

2. The linking adverbs begin a new sentence that refers to the information in the sentence before.

Final thoughts

Write a short paragraph that answers the question at the beginning of the unit. Think about your work in this unit and how it can help you answer the question.

What does music mean to me?