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Teacher’s Resource Multi-ROM


2 Grammar

Prison break

Choose Part 1 of a sentence and write the number in the square below your Start. Find Part 2 of your sentence and write the letter in an adjoining square. Continue alternating numbers and letters until you escape from prison.

A

✂............................................................................................................................................................................................................................... B Sentences Part 1

Part 2

1 I didn’t go to school yesterday …

9 Ben and I went to the cinema last Saturday …

A … while we were walking to school.

I … when two beautiful dolphins appeared.

2 I was watching television last night …

10 While Jane was driving to the shops, …

B … and then I did my homework.

J … because I wasn’t feeling very well.

3 While I was reading my book, ...

11 I was riding my bike in the park last week …

C … my computer stopped working.

K … when the police arrested them.

4 The men were robbing the bank …

12 Janice and I were playing tennis …

D … while I wasn’t looking.

L … we played a game of 20 Questions.

5 Last night I had dinner … 13 I was swimming in the sea …

E … so we went online to look for tickets.

M … when I heard a strange noise upstairs.

6 We saw the police chasing two men …

F … when she slipped and hurt her knee.

N … and we saw the new James Bond film.

7 The man stole my mobile 15 While we were waiting phone … for the bus, …

G … a dog suddenly ran in front of her car.

O … when I fell off and broke my arm.

8 The phone rang five times …

H … the lights suddenly went out.

P … but nobody answered it.

14 As I was writing an email …

16 We wanted to see Green Day in concert …

This page is photocopiable and may be used within the class. © Macmillan Publishers Limited 2011


2 Communication

As far as I know …

Write your partner’s name and make guesses to complete the sentences about him or her. Then ask your partner questions. Tick (✔) the true sentences or cross (✘) the false ones.

As far as I know, ____________________________________________________ . . .

____________________________________________________ (learn)

____________________________________________________ (get

to swim in the sea.

up) this morning before 7am.

____________________________________________________ (watch)

____________________________________________________ (buy)

a film last night.

a pair of shoes at the weekend.

____________________________________________________ (come)

____________________________________________________ (have)

to school by bus.

fish for dinner yesterday.

____________________________________________________ (go)

skiing last winter.

____________________________________________________ (do)

a lot of homework last night.

____________________________________________________ (play)

____________________________________________________ (be)

tennis at the weekend.

very tired yesterday.

____________________________________________________ (visit)

relatives last Sunday.

____________________________________________________ (travel)

on a plane last summer.

This page is photocopiable and may be used within the class. © Macmillan Publishers Limited 2011

or ✘


2 CLIL (History)

CSI 1 Match the words with the definitions. 1 2 3 4 5 6 7 8

clay _____ suspect _____ to prove _____ heart rate _____ victim _____ to track _____ signal _____ evidence _____

A B C D E F G H

to show that something is true to look for clues to find out where someone has gone someone who has been harmed or killed because of a crime the message a mobile phone sends out to connect to a network a type of heavy, wet soil that goes hard when you heat it the number of times a heart beats in one minute facts or physical signs that tell us something someone who the police think has committed a crime

✂............................................................................................................................................................................................................................... 2 Read your text to your partner. Then listen and fill in the gaps.

A

Crime scene investigation, or CSI, may seem like a very modern thing, but people have always known clever ways to 1 _________________________. When the police find someone’s fingerprints at a crime scene, they 2_________________________ to prove that the person was there. But this is nothing new – archaeologists have found examples of fingerprints in clay which come from prehistoric times. Sometimes the police use lie detector tests to find out if a suspect is 3_________________________. The first lie detector test happened in about 250 BC when a Greek doctor noticed that people's heart rates increased when they told lies. In the 19th and 20th centuries, the police started to use more new ways to investigate serious crimes. In the mid-1800s, scientists discovered that we can find out when a murder happened by 4_________________________ of the victim’s body. By the 1930s, scientists were doing tests to see if someone had gun powder on their clothes or skin to prove they used a gun. Science and technology have developed a lot in this century too. Now investigators use 5_________________________ to recreate the crime scene. They can also find out where someone is by tracking their mobile phone signal.

✂............................................................................................................................................................................................................................... 2 Listen and fill in the gaps. Then read your text to your partner.

B Crime scene investigation, or CSI, may seem like a very 1_________________________, but people have always known clever ways to find criminals. When the police find someone’s fingerprints at a crime scene, they have evidence to prove that the person was there. But this is nothing new – archaeologists have found examples of fingerprints in clay which come from prehistoric times. Sometimes the police use lie detector tests to find out if a suspect is telling the truth. The first lie detector test happened in about 250 BC when a Greek doctor noticed that people's heart rates increased when they 2________________________. In the 19th and 20th centuries, the police started to use more new ways to 3_________________________ crimes. In the mid-1800s, scientists discovered that we can find out when a murder happened by the temperature of the victim’s body. By the 1930s, scientists 4_________________________ to see if someone had gun powder on their clothes or skin to prove they used a gun. Science and technology have developed a lot in this century too. Now investigators use computer programmes to recreate the crime scene. They can also find out 5_________________________ by tracking their mobile phone signal. This page is photocopiable and may be used within the class. © Macmillan Publishers Limited 2011


Unit 2 Grammar

Prison break Activity: Board game with sentence matching in pairs Language: Past simple/continuous Preparation: Make one copy of the worksheet for each pair. Cut each one into two.

Communication

As far as I know …

CLIL (History)

CSI

Activity: Empathy activity with writing, speaking and listening in pairs

Activity: Jigsaw reading in pairs

Language: Past simple

Preparation: Make one copy of the worksheet for each pair. Cut each one into three.

Preparation: Make one copy of the worksheet for each student.

Language: Present perfect, past simple and past continuous

Procedure

Procedure

Procedure

• Divide the class into pairs and give each pair a board game (Part A) and a sentences card (Part B). Explain that Part B contains 16 sentences which have been divided into two parts: the first parts are numbered 1–16 and the second parts are labelled A–P. • Tell them to look at the prisoners locked in their cells and explain that they are going to try to escape from the prison. The only exit is at the bottom of the board. • Each student chooses a prisoner. Prisoner 1 chooses the first part of one of the sentences, crosses it out on Part B and writes the number of that sentence in the square below their Start. Prisoner 2 then does the same using a different-coloured pen. • Next Prisoner 1 finds the second part of their sentence, crosses it out and writes the corresponding letter in a white space adjoining the number they have just written. Prisoner 2 does the same. NB: Once a letter or number has been chosen, it cannot be reused and the black spaces cannot be used. • Prisoner 1 then chooses Part 1 of a new sentence and the students repeat the steps, alternating numbers and letters to make a path and extend their escape route. • Students can challenge each other's sentences and ask you to adjudicate. If a student’s sentence is incorrect, they miss a go. If a student challenges a correct sentence, they miss a go. • The first student in each pair to escape from the prison is the winner. There is a chance, if they have made mistakes, that neither of them will be able to escape!

• Give a worksheet to each student. Divide the class into pairs and get each student to put their partner’s name in the gap at the top. • Explain to the students that they have to think about their partner and try to guess whether they did or didn’t do the actions on the worksheet. They then complete each sentence with the affirmative or negative past simple form of the verb in brackets, e.g. As far as I know, Maria … didn’t learn to swim in the sea/got up this morning before 7am. They should do this alone and not let their partner see what they are writing. • When the students have completed all the sentences, they take it in turns to ask each other questions to check their guesses, e.g. Did you learn to swim in the sea? (Yes, I did./No, I didn't.) Monitor to make sure they form the past simple questions correctly. If their sentence was true, then they put a tick. If their sentence was false, then they put a cross. • The winner is the student who wrote the most true sentences about their partner.

• Have a brief discussion with the class about crime scene investigation (CSI). This can be a review of the types of criminals mentioned in the unit and/or a discussion of famous crimes. • Divide the class into pairs and give each pair a copy of Part 1 of the worksheet. Give students a few minutes to match the words with their definitions. Check the answers with the class (see below) and give more explanation if necessary. • Now give one student in each pair a copy of text A and the other student a copy of text B. They should hide their text so their partner can’t see it. • Student A reads text A aloud to Student B. Student B completes text B with the missing information. If Student B doesn’t understand a word or phrase, he/she can ask Student A to repeat it or to spell it for them. Then they swap roles. • When they have finished, they look at their partner’s text to make sure they have completed their text correctly. • Ask the comprehension questions below. Students write down their answers individually and then check them with a partner. Go through the answers with the whole class. 1 What did people use to take fingerprints in prehistoric times? (clay) 2 What happens to people’s hearts when they tell lies? (They beat more quickly. / The heart rate increases.) 3 What does the temperature of a dead body tell the police? (when the person died) 4 Why was the test to show if someone had gunpowder on them useful? (It proved that someone used a gun.) 5 What two examples of modern technology are mentioned in the text? (computer and mobile phone)

Key 1 J  2 M  3 H  4 K  5 B  6 A  7 D  8 P  9 N  10 G 11 O  12 F  13 I  14 C  15 L  16 E

Extension Ask students to write five more sentences about things they think their partner did in the past. They then ask questions to find out if they are true or false.

Extension Ask students to work with their partner to draw a timeline showing the different events in the text. They could do further research on the Internet or reread the text on page 22 of the Student’s Book to add other discoveries and events related to crime investigation to the timeline.

Key 1 E  2 H  3 A  4 F  5 C  6 B  7 D  8 G

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