Unit 10 - new language leader answers PDF

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10

Trends

Unit Objectives Grammar: Vocabulary: Scenario: Study skills: Writing skills:

expressions of quantity; infinitives and -ing forms phrasal verbs (3); fashion raising and responding to issues; participating in a meeting recording and learning vocabulary describing a trend

10.1 IT’S THE NEW THING IN THIS LESSON Lesson topic and staging Students start by discussing trends in their countries. Next, they read a text about how trends develop and learn a set of phrasal verbs. Finally, students write about a recent trend in their country.

Meet the expert video Watch the video to hear a trend consultant talking about her job.

Objectives By the end of the lesson, students will have: • • • •

discussed trends in their countries extracted specific information from a reading text learnt phrasal verbs in the context of trends written about a recent trend in their country

Timings If short of time, cut some topics in Exercise 1a or set Exercise 6 for homework. Possible lesson break: after Exercise 3.

WARM-UP • Write the following on the board: I like to follow trends and be fashionable. I don’t care about following trends or fashion. • Students decide which sentence is true for them and then discuss the statements in small groups, giving reasons for their answers. Frank Capra quote: This means that you are a much more fashionable person if you start trends yourself. Frank Capra (1897–1991): Italian-American film director. He made several popular films in the 1930s and 1940s, including It’s a Wonderful Life.

New Language Leader Intermediate Trends

SPEAKING 1a Focus students on the photo on page 96 and ask them what it shows. • Elicit/Give trend and explain that a trend can be connected to fashion or it can be something that most people do (e.g. a trend in a country for most young people to go to university). • Tell students to read the list of trends and use their dictionaries for problem vocabulary. • Put students into pairs to discuss the questions. If you have a mono-national class, brainstorm question 2 with the whole class. If you have a multi-national class, tell students not to discuss question 2 with their partner. When they have finished discussing the other questions, get students to move around the room asking other students about trends in their countries. 1bGive students time to do this activity in groups and then get ideas from two or three groups. • To follow up, ask students which trends in Exercises 1a and 1b they follow/have followed. Divide the class into five groups and give one topic to each group. Then get feedback from each group and elicit ideas from other students.

READING 2a Give students one minute to do this activity. • Check the answer. Explain tipping point (the moment of change from one thing to another). 3 2bTell students to read the sentences before they read the text. They compare answers in pairs before you check with the class. a 3 b 1, 2 c 5 d 4 e 2

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Malcolm Gladwell: Canadian author. The Tipping Point (2000) was a bestseller about the idea that a small change can have unpredicted effects. The phrase has become part of the English language.

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3 Critical thinking: Reflecting on the topic. Read through the questions with the class and check students understand trendsetter (someone who starts a trend or is the first person to do something that later becomes a trend). • Give students five minutes for the discussion and encourage them to give reasons for their answers. • Finally, ask two or three groups for their ideas.

VOCABULARY: phrasal verbs (3) 4a Remind students what a phrasal verb is (verb + preposition with a meaning not obvious from its form). • Then give students time to do the activity. • Tell students to read the sentence around each verb to help with the meaning. • Go through answers with the class. 1 find out 2 take over 3 keep up with 4 slow down 5 pick up on 6 catch on 7 die out 8 buy into 4bStudents will need to change the grammar of some verbs to fit the sentences. • Tell students to try to do this activity without looking at Exercise 4a. • They should then look at Exercise 4a to check and to complete the ones they didn’t remember. • Finally, check students understand revival in number 4. 1 catch on 2 keep up with 3 slow down 4 died out 5 find out 6 taken over 7 pick up on 8 buy into 5 Students should ask the questions with phrasal verbs, not the original questions in Exercise 4b. • While students are speaking, monitor to note common mistakes with phrasal verbs. • Encourage them to give reasons for their answers and to ask follow-up questions. • In feedback, ask students if they heard about any surprising trends.

WRITING 6 Give students time to choose a trend and make notes before they write their paragraph. • While students write, monitor to help with vocabulary and point out mistakes. • Take the paragraphs in for marking, paying particular attention to the use of phrasal verbs.

Trends

Post the paragraphs around the room. Students read all the paragraphs and then discuss the following questions: 1 Were any trends the same in your country/city? 2 Which trends were for young people? 3 Were any trends strange/boring? 4 Which trends have you followed?

MEET THE EXPERT 1 In pairs, students quickly look through the situations and identify the types of business. • Give students five minutes to discuss the questions. Encourage them to think of as many reasons as possible for question 1 and as much advice as possible for question 2. Students’ own answers. 2 Play the video through once and ask students to answer the two questions. • Pause the video on 3 min 35 seconds. Ask the class if anyone has ever been to Tokyo and which other cities in the world they think are trend-setting. 1 a Cate wouldn’t help this company because she spots cultural trends, not fashion trends. b Yes – she says: ‘businesses can actually experience trends for themselves’ ‘... if someone was running a hotel, they might look at how they were lighting and heating their building’ c Yes – she says: ‘There are already more people over 65 in this country than there are under 16 at this point. But there are even more people about to retire ...’ 2 Cate helps companies understand trends/ what is (going to be) important in future. 3 Students try to answer the questions in pairs before you play the video again. • Then play the video again. Students compare answers in pairs before you check with the class. 1T

2F 3T

4F 5T

6T

4 Put students into groups and tell them to think of a few ideas for each trend. Do the first example with the whole class to give them the idea. Tell each group to choose one trend and develop their ideas into a short presentation to give to the rest of the class.

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Suggested answers • academic publishing; businesses specialising in scientific research and hi-tech design; careers advice and job-finding work for graduates; internships; graduate social networking sites • a wider range of vegetarian products and meat-substitute products; using insects in meat dishes; vegetarian restaurants • organising social events; furniture and housing designed for single people; ready meals designed for single people

Meet the expert video Cate Trotter, Trend Consultant My name is Cate Trotter and I’m the founder and Head of Trends at Insider Trends, which is a London-based trend-spotting consultancy. A trend can be anything. So, a lot of people think that trend-spotting is to do with fashion – and there are some fashion trend-spotters – but I spot cultural trends, really, or help people understand what different cultural trends will mean to them. And the basic process of trend-spotting is to look into the past, at the trend area that you’re looking at, to see how it’s evolved from a point in the past to now, and then to ask specific questions about how we think it will evolve into the future. My business specialises in trend tours, and a trend tour is quite a unique thing in that businesses come to us and ask us about retail trends and, if we were a normal business, we would give them a presentation or write them a report about retail trends, whereas a trend tour takes them into the stores or the spaces that demonstrate trends coming to life. So, it means that businesses can actually experience trends for themselves – and this is really important because if you’re designing a retail experience or a hotel experience, it makes so much sense to actually experience the trends rather than read or hear about them. Larger trends show themselves in lots of different businesses in lots of different ways. So, as one example: sustainability is affecting almost every part of the world at this point. If someone was running a food business and they wanted to tap into the sustainability trend, they might look at sourcing a lot more local food. Where if someone

Trends

was running a hotel, they might look at how they were lighting and heating their building, rather than how they were recycling their shampoo bottles. Almost anything can affect trends and my job as a trend-spotter is to gather all these different things and try and link them together and see how they fit together. So, one example would be the ageing population. Now, there are already more people over sixty-five in this country than there are under sixteen, but there are even more people about to retire, and we can look at the data to see, to understand, their spending power and there’s an enormous opportunity there. So, what I do with businesses is actually to help them identify the opportunities – that’s really where the intelligence, or the skill, lies. Trends are really important to businesses because it makes it really easy to stay one step ahead. If you can ask intelligent questions about what’s going to happen next and you can take action relatively quickly, then you’re going to be one step ahead of your competitors and that makes it a lot easier to grab headlines and also gain sales from customers. Trends are very specific to countries and cultures. So, as one example, we see Tokyo as being a trend-setting city. And if you were to go to Tokyo today and you were to travel around Asia, in five years’ time you might see some of the ideas that you’d seen in Tokyo appearing throughout Asia and then, possibly, also throughout the rest of the world. Trends interest me on a personal level because I love to learn, really, and with trends you never, ever stop learning. So, you always have to look out to the world, see what’s going on, and ask questions.

HOMEWORK OPTIONS Students do the reading, vocabulary and pronunciation exercises for this lesson in MyEnglishLab. They can also do the MyEnglishLab video activities after this point. Students research current trends in music, fashion, movies, etc. In the next lesson, they report back about the trend they found most interesting.

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10.2 TRENDS IN FASHION IN THIS LESSON Lesson topic and staging Students read a text about cultural influences on fashion trends and focus on phrases used to introduce examples. Then they learn a set of vocabulary to talk about fashion. Next, students listen to a manager in a fashion store giving advice to a new salesperson and, finally, they focus on expressions of quantity.

Objectives By the end of the lesson, students will have: • extracted specific information from reading and listening texts • learnt phrases for introducing examples • expanded their vocabulary to talk about fashion • revised/extended their knowledge of expressions of quantity (e.g. a couple of, a little)

Timings If short of time, set Exercise 11 for homework. Possible lesson break: after Exercise 6b.

WARM-UP • Write the following on the board: Buy a fashionable car. Buy a house in a fashionable area. Buy lots of designer clothes. Go on holiday to a fashionable city. • Tell students to choose the two things from the list that are most important for them to do/buy. • Then put them into pairs or small groups to compare their decisions and give reasons. • Finally, find out from the class which were the most popular things to do/buy.

READING 1 Write the words culture and fashion on the board and make a spider diagram from each word. Ask students to tell you what they think of when they hear each word. • Put students into groups to discuss how they think culture and fashion are connected. • Read through the instructions together and give groups a few minutes to discuss the question.

Trends

2 Before you set this task, check that students understand all of the vocabulary. For example, luxury (something expensive that you enjoy but don’t need); cartoon personality (well-known animated character); street movement (a fashion that started with everyday people); blogger (someone who writes their own webpages, often on a particular topic area). • Give students time to find the answers and check them as a class. 1 Louis Vuitton 2 Spongebob Squarepants 3 Pablo Picasso, John Chamberlain, Andy Warhol, Ed Ruscha, Richard Prince 4 Mad Men 5 graffiti, hip hop 6 high culture, pop(ular) culture, subculture 7 painting, sculpture, photography 8 Marc Jacobs 9 BryanBoy 3a Tell students to summarise each paragraph in one or two sentences. If they write much more than this, students are likely to simply copy large chunks of information. • Monitor and help students with any difficult vocabulary or synonyms to paraphrase the text. 3b Ask students to compare their summaries with a partner. If they have significant differences, they should compare their work with another pair. 4a Critical thinking: Identifying examples. Give students a few minutes to find the language. This task will help students with Exercise 4b, when they have to give examples. for instance, for example, such as, a good example is, this includes, like, a perfect example is 4b Before students do this task, draw attention to how the phrases such as and like are used. The other phrases from 4a can sit in multiple places in a sentence but such as and like need to come after the thing that is being exemplified (Stylish television shows such as Mad Men ...). • Give students a few minutes to write their sentences. Then elicit a sentence for each of the phrases in Exercise 4a. 5 Give students time to discuss these questions. • Encourage them to use the phrases from 4a and monitor to check they use them correctly. • Highlight any issues with the use of the exemplification language on the board.

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VOCABULARY: fashion 6a Give students time to match the words with the definitions. • Ask them to compare with a partner before you check answers with the class. 1 fashionable 2 unfashionable 3 designer fashion 4 fashion conscious 5 fashion victim 6 high street fashion 7 fashion show 8 fashion statement 6b Give students time to discuss the questions in pairs. Elicit some ideas from students, including examples of unfashionable outfits. If some students are not personally interested in fashion, they could discuss trends in another area that interests them such as technology.

Audio script 10.1 and answer key to Exercises 5 and 6 Manager, Chloe M:

C:

M: C:

M:

LISTENING 7 Briefly discuss these questions as a whole class. 8 Read through the introduction with the class and check students understand upmarket (expensive). • Tell students to read the advice and check they understand pressurise (strongly encourage people to do something). Then play the recording. • Ask students to compare with a partner before you check answers with the class. • Finally, ask students if they would like a salesperson who followed this advice.

C:

M:

2, 4 (see bold answers in audio script below)

GRAMMAR: expressions of quantity 9a Elicit an expression of quantity from the class (e.g. a lot of). • Students read sentences 1–10 and predict the quantifier for each gap before you play the recording. • Play the recording again. • Ask students to compare with a partner before you check answers with the class.

C: M:

C: M:

Answers are underlined in the script below. If possible, reproduce the audio script so that all the students can see it (maybe on an interactive whiteboard or an overhead projector). When you go through the answers underline them in the text.

Trends

C:

Hello, Chloe, good to see you. We’ve got a little time before my next meeting, so ... how are things going? Very well, thanks. I’ve really enjoyed my first week here. I’ve talked to a lot of the trainees and served a few customers. No problems, I hope? Not really. There were just a couple of customers who were a bit difficult, but they were OK in the end. Good. Let me give you one or two tips while I have the time. First of all, many trainees think they don’t need to know anything about the rest of the store, but we’ve found the best sales staff are not just fashion specialists, they also find out about the rest of the store so they can help customers when they’re looking for other sections. So, don’t forget, you’ll need to answer questions about other departments, especially cosmetics and jewellery. Right, that’s good advice. By the way, I’ve noticed no one wears any kind of uniform in this department. Most of the assistants seem to be wearing designer labels. Is that your policy then? Yes. We have no rules about uniforms. Staff can wear some of our fashions. You see, you and your colleagues are models for our fashions as well as advisers. We picked up this idea last year in Milan during their fashion show. We visited a few of the top stores in Milan and learnt a lot from them. So you travel abroad? Yes. I used to do all the trips on my own with no help but last year I took some of the assistants along with me. It’s good training for them. Wow! I didn’t realise you did that. No wonder you keep your staff for years! We believe in treating staff well – it’s very important. Actually, we need to start thinking about next year’s fashion shows – but we’ve got plenty of ideas and we’ll get some information from the organisers soon. Do you have any other tips for me, like how to approach customers? I don’t have a lot of sales experience.

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M:

I know, but you’ve got the right personality. Look, the best piece of advice I can give you is to give customers enough time to make up their minds without any pressure. Give them a lot of attention and plenty of advice, but only when they need it. It’s your job to judge the right moment. OK? Never oversell or put too much pressure on a customer. We have enough sales assistants to do the job properly. C: Thanks very much. That’s very helpful. M: Good. Well, Chloe, I must be off to my meeting. I’ve enjoyed chatting to you. Well done, you’ve had a very good first week. 9bElicit an example of a countable and an uncountable noun (e.g. salesperson, advice). Briefly check students know the meaning of all the quantifiers. Ask which mean ‘a lot’ (plenty of, a lot of, many), ‘nothing’ (no), ‘a small number of’ (a couple of, a few, some), ‘the right amount’ (enough). • Then give them a maximum of five minutes to complete the table and suggest they use the audio script on page 172 if they aren’t sure. • Check answers with the class and read through the Language reference on page 144. used with countable nouns: a lot of, a few, a couple of, many, no, some, plenty of, enough used with uncountable nouns: a little, no, some, enough, a lot of, plenty of 10 Give students a few minutes to complete the task. Then check answers with the class. 1 a few 2 some 3 plenty of/a lot of 4 a lot of 5 a couple of/a few 11 Focus students on the table. Read the example below the table to show they need to finish the sentences themselves. • Give students ten minutes to write as many sentences as possible. • Monitor to point out mistakes with quantifiers but encourage students to self-correct....