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Cont ent s

Cont ent s map of St udent s' Book


I nt roduct i on
A few i deas for cl assroom procedures
The Language to go authors
i
Language to go and EFL exams
Phonemi c symbol s
Teachi ng notes
Photocopi abl e acti vi ti es
Photocopi abl e tests
Tests answer key
Phot ocopi abl e wri t i ng bank
4- 5
6-7
8- 9
1 0
1 1
12
13- 53
"
55-135
136-143
144-145
146-152
Cont ent s map of St udent s' Book
to go:
bul ary and
and liste
: Present
t dl ki ng:
Language t o go:
Vocabul ar y and
Readi ng: 100 days a-t
Grammar: Second
wilh yet, already;'.:,
your l i fe
Get tal ki ng: How
Lr st enr ng: A t el ephone convef sat t on
Vocabul ar y 2: Phr asal ver bs about t el ephoni ng
Get t al ki ng: r ol epl ay: On t he phone
Vocabul ary 2: Phrasal ve' bs about i l l ness
Get t al ki ng: rol epl ay: A vi si t t o t he doct or
Language t o go: Compar i ng al t i t udes
Voca. bul ar y and speaki ng: Expr essi ons wi t h t i me
Readi ng: Long-di stance comm uter
Gr ammar : ways t o expr ess cont r ast i ng i deas
Get t al ki ng and wr i t i ng: At t i t udes t o wor k and t i me
';1;t:tat:?aitaltit
Speaki ng and vocabul ar y: Happi ness
Li st eni ng: Sur vey about happi ness
Funct i on: Pol i t e quest i ons
Get t al ki ng: Per sonal i ssues
l nt roduct i on
About Language to go
Many adul t st udent s of Engl i sh have a l i mi t ed amount
of t i me f or t hei r st udi es. They may requi re Engl i sh f or
bot h prof essi onal
and soci al reasons, and are al so
aware t hat t hey' re l i kel y t o use i t i n a number of
i nt ernat i onal si t uat i ons. Thev need t o ensure t hat t he
t i me t hey spend on t hei r Engl i sh l earni ng i s hi ghl y
f ocused and goal ori ent ed. They need t o be abl e t o
achi eve cert ai n t asks and t o l eave a l anguage cl ass,
somet i mes af t er a busy and t i ri ng day of worki ng or
studyi ng, wi th a bi te-si zed chunk of Language to go
and a sense of
' Yes,
I can do t hat
-
anvwhere i n t he
wor l d, i n Engl i sh! '
Language t o goi s
a short course f or t hi s ki nd of adul t
st udent . Our underl yi ng pri nci pl e i s t hat st udent s
st art t he cl ass wi t h an obj ect i ve def i ned i n t erms of a
real i st i c out come, and f i ni sh wi t h t he l anguage t hey
need t o achi eve i t . So here' s a
qui ck
overvi ew of
what t he course cont at ns:
r
Four l evel s: El ement ary, Pre-l nt ermedi at e,
I nt ermedi at e and Upoer l nt ermedi at e. Each l evel
has 40 t eachi ng l essons, and each l esson nas
been caref ul l v wri t t en so t hat i t t akes around 60
mi nut es i n t he cl assroom,
o
A Practi ce secti on, a Grammar reference and the
recordi ng scri pt s at t he back of t he St udent s' Book.
r
A det achabl e Phrasebook i n t he St udent s' Book.
o
A cl ass casset t e or CD wi t h t he l i st eni ng mat eri al .
.
Thi s Teacher' s Resource Book, contai ni ng a
step-by-step gui de to every l esson
(i ncl udi ng
answer keys), photocopi abl e acti vi ti es,
phot ocopi abl e
t est s and a wri t i ng bank.
.
The Language fo go websi te (www.l anguage-to-
go. com) .
Language to
go
-
a cl oser l ook
Students' Book
Cont ent
Each t eachi ng l esson i s desi gned t o l ast 60 mi nut es
and i s cont ai ned on t wo f aci ng pages, whi ch
rei nf orces vi sual l y t he rel at i onshi p bet ween t he
St udent s' Book l esson and t he cl assroom l esson.
I t f ocuses on a f i nal act i vi t y, by present i ng and
pract i si ng t he l anguage requi red and t hen i nvi t i ng
students to perform the acti vi ty at the end of the
l esson. The l esson begi ns wi t h a present at i on of t he
vocabul ary needed for the fi nal acti vi ty, then
cont i nues wi t h readi ng or l i st eni ng mat eri al whi ch
present s
t he t arget st ruct ure(s) i n a meani ngf ul
cont ext . Thi s i s f ol l owed by some i nduct i ve grammar
work, f ocusi ng on t he meani ng and t he f orm of t he
st ruct ure, and by some pract i ce
exerci ses. St udent s
shoul d now be equi pped t o do t he f i nal act i vi t y i n t he
Get tal ki ng secti on at the end of the l esson, whi ch i s
someti mes accompani ed by a Get wri ti ng secti on.
fhe Language to go i s exempl i fi ed i n an easi l y
memori sed di al ogue i n t he bot t om corner of each
ri ght -hand page and act s as t he f ocus and goal of
t he l esson.
Mot i vat i on i s at t he core of successf ul l earni ng rn
general ,
and l anguage l earni ng i n part i cul ar; we have
therefore taken great care to choose topi cs and texts
whi ch wi l l st i mul at e t he st udent i nt el l ect ual l y as wel l
as l i ngui st i cal l y. Much of t he mat eri al has been
chosen so t hat i t ref l ect s t he i nt ernat i onal communi t v
of Engl i sh users, as nat i ve or non-nat i ve speaKers.
We have t ri ed t o use as manv i nt ernat i onal conrexrs
as possi bl e,
si nce we' re aware t hat our st udent s wi l l
use t hei r newl y acqui red l i ngui st i c compet ence not
j ust
i n t hei r own count ry or i n an Engl i sh-speaki ng
one, but al l around t he worro.
Cycl i cal syl l abus
The course desi gn of Pre-l nt ermedi at e, I nt ermedi at e
and Upper I nt ermedi at e i s based on a cycl i cal syl l abus,
i n whi ch di f f erent aspect s of l anguage, such as
t enses, modal s, vocabul ary or f unct i ons, are
present ed
several t i mes i n t he same l evel . The
advant age of t hi s approach i s t hat t he st ruct ures can
be natural l y revi sed, recycl ed and consol i dated on a
regul ar and f requent basi s. l t al so al l ows schoors ano
i nsi i t ut es wi t h a syst em of cont i nuous enrol ment t o
ensure t hat st udent s who arri ve l at er i n t he course
are not di sadvant aged by mi ssi ng out on l essons
whi ch have al ready deal t wi t h key st ruct ures.
At El ement ary l evel , we have not used a cycl i cal
syl l abus, as i t does not meet t he needs of
El ement ary st udent s, f or whom a speci f i c sequence
of acqui ri ng l anguage i s more usef ul . l t i s al so t rue
t hat t hi s l evel l ends i t sel f l ess wel l t o courses wi t h
cont i nuous enrol ment .
The pri nci pal
syl l abuses i n t he course are Grammar
and Vocabul ary. The approach t o grammar i s l argel y
one of gui ded di scovery i n whi ch t he st udent s are
presented
wi th exampl es of the target structure and
t hen i nvi t ed t o work out t he rul es rel at i nq t o f orm
and meani ng. Much of t he vocabul ary i s present ed i n
chunks as wel l as i ndi vi dual words, t o ref l ect t he way
we use Engl i sh i n real l i f e.
S ki l l s
The ski l l s of readi ng, l i st eni ng, wri t i ng and speaki ng
are al l pract i sed. Speaki ng i s at t he core of t he
phi l osophy
of Language to go, and i s the ski l l most
often practi sed, both i n the Get tal ki ng secti ons and
i n t he pai r and group work act i vi t i es. The reaci i ng and
l i st eni ng mat eri al i ncl udes exampl es of Engl i sh whi ch
may be beyond t he i mmedi at e l evel of st udent s, but
i s t reat ed i n a way whi ch prepares t hem f or deal i ng
wi t h i t i n a real -l i f e cont ext . Wri t i ng i s del i berat el y not
pract i sed
ext ensi vel y, si nce we f eel t hat i t i s a ski l l
whi ch can be more usef ul l y devel oped out si de t he
cl assroom, al l owi ng t he i nt eract i ve opport uni t i es of
t he cl assroom t o be exol oi t ed t o t hei r maxi mum on a
short course. However, several l essons al so i ncl ude
a Get wri ti ng acti vi ty, and further gui dance i s gi ven i n
t he Wri t i ng bank i n t hi s book.
Pronunci at i on i s deal t wi t h wherever i t i s appropri at e
t o t he grammar or t he vocabul ary syl l abus st rands,
f ocusi ng on st ress i n words, st ress i n sent ences and
t nt onat i on pat t erns rat her t han i ndi vi dual phonemes.
Addi t i onal mat er i al
The Practi ce secti on provi des further exerci ses to
consol i dat e t he l anguage t aught i n t he mai n l esson.
For t eachers who have cl asses l ast i ng l onger t han 60
mi nut es; i t can be used i n cl ass, ei t her af t er t he
Practi ce exerci ses or at the end of the mai n l esson.
The exerci ses i n the Practi ce secti on can al so be set
for homework and have been wri tten so that
st udent s can work on t hem al one.
The Grammar ref erence i s desi gned t o be a more
descri pt i ve expl anat i on of t he grammar poi nt s
covered i n t he mai n t eachi no l esson.
Phrasebook
Thi s i s a ref ormul at i on of some of t he l anguage t aught
n t he course, as wel l as a remi nder of ot her rel evant
,,vords
and expressi ons whi ch are appropri ate to the
evel , and present ed i n a f ami l i ar phrasebook st yl e.
,A tradi ti onal phrasebook,
wi th i ts l i st of useful words
and expressi ons, i s at the core of the concept of
Language to go; i n other words, l anguage whi ch i s
organi sed and can be readi l y accessed when requi red
l n real -l i f e si t uat i ons.
Teacher' s Resource Book
Thi s book cont ai ns:
.
a l esson-by-l esson cont ent s map;
thi s i ntroducti on, wi th an overvi ew of the course;
some t i ps on how t o make t he most of t he mat eri al ;
a personal
st at ement f rom t he aut hors;
how Language to go l i nks wi th external
exami nat i ons;
a phonemi c chart ;
st ep-by-st ep Teachi ng not es f or each l esson i ncl udi ng
answer Keys;
phot ocopi abl e
act i vi t i es;
o
photocopi abl e Tests wi th answer key;
.
phot ocopi abl e
Wri t i ng bank.
P hotocopi abl e activities
Teachers who have more t han 60 mi nut es' cl ass t i me
avai l abl e may wi sh t o provi de f urt her ski l l s pract i ce,
so
we have
provi ded
some extra materi al . There are 40
extra acti vi ti es, each one correspondi ng to a Students'
Book l esson, whi ch are desi gned t o be phot ocopi ed and
di stri buted to the students. Each acti vi ty wi l l provi de a
f urt her t went y t o 30 mi nut es' pract i ce of t he l anguage
t aught i n t he l esson. The t eachi ng not es opposi t e each
photocopi abl e
acti vi ty are for your reference, provi di ng a
gui de t o how t he act i vi t y shoul d be organi sed and
answer keys where rel evant.
Photocopiable tesfs and answer keys
These are to be
u-sed
to check on the students'
progress at regul ar i nt erval s duri ng t he course.
There are f our f or each l evel , and t hey f ocus on t he
vocabul ary and grammar covered i n every t en l essons.
So t he i deal t i me t o do t hese t est s wi l l be wnen vou
have f i ni shed Lessons 10, 20, 30 and 40.
Photocopiable writing bank
Thi s can be used at any poi nt i n t he course when you
t hi nk i t appropri at e f or st udent s' needs, or t o hel p
gui de them wi th a parti cul ar Get wri ti ng acti vi ty.
The Language to go website
By cl i cki ng ont o www. l anguage-t o-go. com, you wi l l f i nd
materi al of i nterest to both students and teachers,
i ncl udi ng f urt her i nt eract i ve pract i ce exerci ses f or each
l esson.
Language-t o goi s an exci t i ng and i nnovat i ve course of
i nt ernat i ohal Engl i sh. l t combi nes t he basi c
requi rement s of a t i ght l y f ocused and mi ni mal i st short
course wi t h t he weal t h of mat eri al s appropri at e t o t he
l earni ng' pot ent i al of adul t s i n t he 21st cent ury.
I t cont ai ns t opi cs and t ext s desi gned t o mot i vat e adul t
st udent s wi t h soci al and prof essi onal reasons f or
l earni ng Engl i sh. l t has been wri t t en wi t h a mi xt ure of
ent husi asm, passi on and pedagogi cal ri gour by a t eam
of t al ent ed aut hors, and produced by edi t ors, desi gners,
researchers and many ot hers wi t h much l ove and care.
So, now it's over to you wilh Language to go. We hope
you and your st udent s enj oy i t .
Si mon Gr eenal l
Seri es Edi t or
a
a
a
a
a
a
A f ew i deas f or cl assroom procedures
Personal i sati on
Most adul t st udent s of Engl i sh are wi l l i ng t o t rust
t hei r t eachers because t hey bel i eve everyt hi ng t hey
do i s i n t hei r best i nt erest s. But now and t hen. t hey
must ask t hemsel ves,
' Why
am I doi ng t hi s? How i s
t hi s rel evant t o me?' When t hi s happens, bot h
st udent and t eacher are f aced wi t h a oot ent i al
chal l enge t o t hei r mot i vat i on.
Personal i sat i on al l ows st udent s t o rel at e mat eri al t o
thei r own worl d. l t i s therefore a key factor i n
mai nt ai ni ng t hei r mot i vat i on, especi al l y duri ng
chal l engi ng act i vi t i es l i ke rol epl ays. The t eacher has
t o make sure t he st udent underst ands how an
act i vi t y rel at es t o t hei r l anguage-l earni ng needs.
Every acti vi ty i n Language to go i s desi gned to al l ow
maxi mum personal i sat i on
f or st udent s. The l essons
are al l constructed around a fi nal acti vi ty, and these
act i vi t i es wi l l usual l y provi de an opport uni t y f or t hem
t o adapt t he l anguage bei ng used t o t hei r own
ci rcumst ances. For exampl e, duri ng t he present at i on
of a new t opi c, t here i s usual l y an appeal t o t he
st udent t o t hi nk about how much t hey mi ght know
about i t . On ot her occasi ons, t here mav be an
i nvi t at i on t o use t he t arget vocabul ary or grammar i n
sent ences whi ch are rel evant t o t he st udent .
l f you f eel t hat personal i sat i on
mi ght be l acki ng at
any stage, for exampl e, after a vocabul ary exerci se,
you coul d suggest t hat st udent s choose f our or f i ve
words whi ch t hey t hi nk mi ght be usef ul t o t hem,
or whi ch l ook l i ke words i n t hei r l anguage. or whi ch
sound ni ce, or whi ch t hey can pl ace i n cat egori es of
thei r own choi ce. After a grammar acti vi ty,
encourage students to wri te a coupl e of sentences
about themsel ves usi ng the target structure.
You don' t need to correct these extra acti vi ti es,
al t hough you may want t o ask t hem t o share t hei r
answers wi th the rest of the cl ass. In thi s way,
personal i sat i on
can have t wo purposes:
t o consol i dat e t he l earni ng process and t o make
what t hey' re doi ng rel evant t o t hemsel ves,
Vocabul ary
The words and expressi ons whi ch f orm t he f ocus of
t he Vocabul ary sect i ons are t hose whi ch we t hi nk are
i mport ant at t hi s l evel . Most l essons onl y cont ai n
bet ween ei ght and t en i t ems f or product i ve l earni ng
(t hat
i s, words whi ch t he st udent shoul d be abl e t o
use i n spoken or wri tten work, and not words whi ch
t hey are abl e t o recogni se).
Many of t he vocabul ary i t ems are grouped i n t opi cs;
ot hers are grouped
accordi ng t o some of t he rul es
behi nd word f ormat i on or col l ocat i on i n Enql i sh.
Encourage students to keep a vocabul ary l i st
cont ai ni ng al l t he i t ems whrch t hey have l earnt .
Try to ensure that the l i st categori ses the words i n
di f f erent ways, i n order t o consol i dat e t he l earni ng
process.
When st udent s ask f or hel p i n underst andi ng words,
t ry not t o expl ai n t oo many i mmedi at el y, but ask
t hem t o hel p each ot her, or t o use di ct i onari es i f
t hey' re avai l abl e i n t he cl assroom. Remember al so
t hat expl ai ni ng new words may bui l d t hei r
vocabul ary, but i t may not devel op t hei r abi l i t y t o
work out t he meani ng of words i n readi ng and
l i st eni ng act i vi t i es.
Speaki ng,
There are many opport uni t i es f or speaki ng pract i ce i n
Language to go. Fi rstl y, there are many pai r
and
group work act i vi t i es based on a readi ng, l i st eni ng,
grammar
or vocabul ary t ask. Secondl y, t here are
some l essons whi ch f ocus on f unct i onal l anguage
where t here i s a cl ear model of t he l anguage t o be
used. Thi rdl v, most of t he f i nal act i vi t i es i n t he l esson
(Get
tal ki ngl are opportuni ti es to practi se
speaki ng.
Remember t o ai m f or a bal ance bet ween accuracy
and f l uency; not every act i vi t y needs your cl ose and
careful correcti on of errors.
Li steni ng
The l i st eni ng mat eri al cont ai ns exampl es of
everyday, natural spoken Engl i sh. Students may be
worri ed by the speed of del i very, thi nki ng that i t' s too
f asb, so reassure t hem t hat t hi s i s al so
qui t e
normal
i n r6al l i f e, and t hat t he cl assroom i s t he best ol ace
to be exposed to thi s type of natural l anguage. They
don' t need to speak as fast themsel ves, but they do
ndbd pract i ce i n underst andi ng aut hent i c spoken
Engl i sh. The f ol l owi ng gui del i nes shoul d hel p t hem:
.
Encourage st udent s t o f ocus on t he mai n i deas of
the l i steni ng passage
and not get di stracted by
words t hey don' t underst and. The mai n act i vi t y
wi l l usual l y hel p t hem t o do t hi s.
o
Hel p them to i nterpret cl ues from the context
(si t uat i on,
t one of voi ce et c. ). Thi s wi l l usual l y
enabl e t hem t o underst and a great deal more t han
the words wi l l convev.
.
Pl ay t he recordi ng a coupl e of t i mes
(more
t han
t hi s wi l l st art t o compromi se t hei r mot i vat i on),
even i f t he i nst ruct i ons onl y suggest once.
.
Try not to pl ay the recordi ng and stop after every
phrase,
as t hi s wi l l not gi ve t hem t he i mport ant
pract i ce i n l i st eni ng t o t he di scourse of spoken
Engl i sh.
I
I
;
I
Wri t i ng
Wri ti ng i s usual l y suggested i n the Gef wri ti ng
secti ons as a way of showi ng that students have
mast ered t he l anguage whi ch has been f ocused on i n
t he l esson. Thev are al l meant t o be cl assroom
versi ons of si t uat i ons t hey may encount er out si de t he
cl assroom
-
l etters, e-mai l s, exam-styl e essays etc.
The Wri ti ng banki n thi s Teacher' s Resource Book
provi des phot ocopi abl e model s of t hese wri t i ng
genres
wi t h accompanyi ng suggest i ons on how t o
expl oi t t hem i n cl ass
Encourage students to practi se a form of process
wri ti ng: ask them to wri te down as much as they can
wi t hout worryi ng t oo much about bei ng accurat e.
Then ask t hem t o reread what t heV have wri t t en, or
maybe even show i t to a partner. Encourage them to
be cri t i cal and t o revi se t hei r work i f necessarv. Then
ask t hem t o wri t e a f i nal versi on whi ch i ncorporat es
ext ra i deas and al l t hei r correct i ons. Remember t hat
wri t i ng can be an exerci se i n f l uency as wel l as
accuracv.
Readi ng
Much of t he readi ng mat eri al i nvol ves words whi ch
st udent s may not have come across,
j ust
l i ke i n real
l i f e. Many of t he accompanyi ng act i vi t i es are
desi gned bot h t o support t hei r general underst andi ng
of t he passage as t hey read i t , and t o check t hei r
comprehensi on af t erwards.
Try not to answer questi ons about di ffi cul t words,
but i nst ead, encourage st udent s t o work out t he
meani ng f or t hemsel ves.
Make sure t hat st udent s read t he passage once,
perhaps
at t he end of t he l esson,
j ust
t o enj oy i t , t o
respond wi t h nat ural i nt erest t o i t and wi t hout havi ng
t o answer di f f i cul t ouest i onsl
Rol epl ays
"
The rol epl ays are present ed as a f urt her opport uni t y
f or st udent s t o pract i se speaki ng. Some st udent s
enj oy rol epl ays, especi al l y i n a f orei gn l anguage.
Ot hers f i nd t hey make enormous demands on t hei r
i magi nat i on. For t hi s reason, we have t ri ed t o provi de
sui t abl e support i nt o t he rol epl ays, so t hat l ess
i magi nat i ve or creat i ve st udent s don' t f eel under
pressure
t o come up wi t h al l t he i deas t hemsel ves.
Go round t he pai rs or groups as t hey are doi ng t he
rol epl ays, l i st eni ng but not i nt errupt i ng, unl ess t hey
want hel p i n what t hey need t o do.
Try to avoi d correcti ng students as they are doi ng
t hei r rol epl ays, but make a not e of maj or mi st akes,
i f you wi sh, and di scuss t hem wi t h t he whol e cl ass
at t he end of t he l esson,
Error correcti on
I t ' s a good i dea t o t hi nk about what and when you
correct before the l esson begi ns. Make thi s deci si on
part of your l esson pl an.
It' s best to avoi d correcti on duri ng an acti vi ty whi ch
f ocuses on f l uency unt i l af t er i t ' s over; on t he ot her
hand, i t may be best to correct students i n an acti vi ty
whi ch f ocuses on accuracy as t hey do i t . Look at
each act i vi t y i n t urn, deci de what i t s ai m i s ano
choose the best strategy.
Remember t hat l ess-conf i dent st udent s wi l l need
more encouragement t han ot hers, and your
correct i on may compromi se t hei r mot i vat i on.
You may al so deci de you onl y want t o i ndi cat e t he
student has made an error rather than correct i t
yoursel f . Thi nk caref ul l y about your at t i t ude t o error
correct i on, and share your opi ni ons wi t h t he whol e
Ji gsaw readi ng
Some acti vi ti es i nvol ve a techni que known as
j i gsaw
readi ng. Thi s i nvol ves students worki ng i n pai rs.
The f i rst i nst ruct i on wi l l be t o work separat el y on a
readi ng passage. wi t h separat e but compl ement ary
t asks t o perf orm. Thi s usual l y i nvol ves t hern t urni ng
to a specified text or activity in the lnformation for
pair and group work section at the back of the
St udent s' Book. The second i nst ruct i on wi l l be t o
work t oget her and t o share t he i nf ormat i on t hey have
gathered from the separate tasks.
Thi s t echni que i s at t he very heart of communi cat i ve
l anguage t eachi ng, as i t i nvol ves an i nf ormat i on gap
(St udent
A knows somet hi ng t hat St udent B doesn' t ,
and vi ce versa) and a meani ngf ul exchange of
i nformati on duri ng the second stage of the acti vi ty,
where t he st udent s t el l
each
ot her what t hey have
l earnt .
As l ong as t he st udent s underst and t he i nst ruct i ons,
i t' s best for the teacher si mpl y to si gnal the start of
the two stages of the acti vi ty, and l i sten as the
pai rs/groups perform i t. You can fi ni sh the acti vi ty
sequence wi t h group f eedback t o check t he answers
are correct.
Pronunci at i on
Pronunci ati on work i n Language fo go focuses more
on word..End sentence stress and i ntonati on patterns
t han on i ndi vi dual
phonemes.
There are several
t echni ques you can use:
.
Dri l l i ng can be i ndi vi dual or choral repeti ti on of a
word or a sent ence. Choral reoet i t i on wi t h t he
whol e cl ass i s a way of bui l di ng up st udent s'
conf i dence i n pronounci ng st range words or new
sent ences.
.
Backchai mng i nvol ves the repeti ti on of di fferent
parts of a sentence, often starti ng at the end, and
gradual l y addi ng part s unt i l you have reconst i t ut ed
t he whol e sent ence.
.
Word l i nki ng focuses on the fact that when you
say words i n connect ed speech, t he i ndi vi dual
phonemes whi ch make up t he word may change.
Say the words separatel y, then say them i n
connect ed speech and emphasi se t he way i n
whi ch t hev sound di f f erent .
The Language to
go
authors
Ar ami nt a Cr ace and Robi n Wi l eman
Arami nt a
(Mi nt y)
and Robi n l i ve i n Nort h London wi t h t hei r t wo young
daught ers, Pet ra and Lol a. Robi n' s grown-up chi l dren
(Mat i l da
and t ri pl et s Joe,
Ti m and Georgi a) l i ve nearby.
Mi nt y works f ul l t i me f rom home as a f reel ance wri t er of Engl i sh-t eachi ng
mat eri al s. She has t aught i n Brazi l , Egypt , Port ugal and Spai n. She al so worked
f or many years as a t eacher t rai ner at l nt ernat i onal House, London. Robi n i s
based at I nt ernat i onal House, London, as a t eacher t rai ner Hi s
prof essi onal
experi ence has t aken hi m t o Argent i na, Brazi l , Ecuador, Georgi a, l ndonesi a, l t al y,
Pol and, Russi a, Ukrai ne, Vi et nam and many ot her count ri esl He f requent l y
t ravel s abroad as an assessor of school s and t rarni ng courses.
We bel i eve that Language to go i s ...
f ast : our ai m i s t hat st udent s get useabl e l anguage f ast . The cl ear cont ext s and
real i st i c pract i ce mean t hat l anguage can be l earnt qui ckl y. At t he end of each
l esson, we hope st udent s wi l l f eel conf i dent about usi ng t he l anguage t hey
have l earnt both i nsrde and outsi de the cl assroom.
st i mul at i ng: We bel i eve t hat bot h t eachers and st udent s wi l l be genui nel y
i nt erest ed i n t he mat eri al . The book i s di vi ded i nt o 40 separat e l essons. each
wi t h a di f f erent and
(hopef ul l y)
engagi ng t opi c. Across t he f our l evel s, t hi s
means t here are 160 di f f erent angl es. There i s a range of real -l i f e scenari os
whi ch are ori gi nal , up-t o-dat e and i nt ernat i onal .
user-f ri endl y: we have st ruct ured each l esson very caref ul l y t o ai d bot h new
and more experi enced t eachers. There shoul d be l i t t l e need t o
' cut
and
past e' -
each st age f l ows l ogi cal l y t o t he next . Lessons whi ch can al most t each
t hemsel ves shoul d save val uabl e pl anni ng t i me and gi ve bot h t eachers and
st udent s conf i dence i n t he cl assroom.
f l exi bl e: The i dea of t he course i s t hat i t i s bot h compact and expandabl e.
compact because each l esson i s t eachabl e i n one hour. Expandabl e because of
t he Pract i ce sect i on, t he Phot ocopi abl e act i vi t i es, t he ext ra i deas i n t he Teachi ng
Not es, as wel l as t he websi t e. Thi s
' shri nk-st ret ch'
f eat ure means t he book i s
sui t abl e f or a wi de vari et y of course t ypes and wi l l cat er f or a wi de range of
st udent needs.
bal anced: Wi t hi n each l esson, t here i s vocabul ary, grammar, recept i ve and
product i ve
ski l l s. There are cont rol l ed and f reer
pract i ce
act i vi t i es and l ot s of
opport uni t i es f or st udent s t o speak.
i nt ernat i onal : We t hi nk t he l essons have a broad appeal t o st udent s f rom manv
backgrounds and wi t h vari ed i nt erest s. Thev provi de
t he basi s f or
communi cat i ng conf i dent l y i n many si t uat i ons i nt ernat i onal l v.
we very much enj oyed havi ng t he opport uni t y t o wri t e t hi s book as
part
of t he
seri es and we real l y appreci at e t he care and hard work of al l t hose i nvol ved i n
t he process. We hope you enj oy usi ng i t .
Arami nt a Crace
Robi n Wi l eman
10
The t abl e bel ow shows general equi val ences bet ween
the four l evel s of Language to go and two wel l -known
i nt ernat i onal exami nat i on boards, UCLES
(Uni versi t y
of
Cambri dge Local Exami nat i ons Syndi cat e) and Tri ni t y
Col l ege, i n t erms of t he l anguage t aught and t he t opi cs
covered i n t he f our books.
Whi l e Language to go i s not an exami nati on preparati on
course, a st udent who has, f or exampl e, compl et ed t he
El ement ary l evel woul d have suf f i ci ent l anguage t o
at t empt UCLES KET, and st art a
preparat i on
course f or
UCLES PET. Exami nat i on t rai ni ng i s requi red f or al l EFL
exami nat i ons, and we woul d st rongl y advi se st udent s
t o f ol l ow an exami nat i on preparat i on course. But you
wi l l f i nd t hat some of t he exerci ses i n t he St udent s'
Book l essons, t he Pract i ce sect i on and t he
phot ocopi abl e
Test s are si mi l ar i n f ormat t o t hose f ound
rn EFL
publ i c
exami nat i ons.
Not e t hat hi gher-l evel exams, such as UCLES CPE and
ESOL Grades 11-12, are not covered i n t hi s t abl e.
t o
go
and EFL exams
For f urt her i nf ormat i on, cont act :
UCLES
Engl i sh as a For ei gn Language
"l
Hi l l s Road
Cambri dge
CB1 2EU
Uni t ed Ki ngdom
fet +44 (0)
1223 553355
Fax: +44 (0)
1223 460278
E-mai l : ef l hel pdesk@ucl es. org. uk
www. uct es. org. uK
Tri ni t y Col l ege
89 Al bert Embankment
LOnOOn
SE1 7TP
Uni t ed Ki ngdom
Tel : +44 (0)20
7820 6100
Fax: +44 (0120
7820 6161
E-mai l : i nf o@t ri ni t ycol l ege. co. uk
www.tri n i tycol l ege.co. u k
11
Phonemi c symbol s
The symbol s i n thi s chart represent the sounds used i n standard Bri ti sh
Engl i sh and some of t he most common vari at i ons i n Ameri can Engl i sh.
We have used the symbol s i n the Teachi ng notes to hel p cl ari fy
pronunci at i on poi nt s deal t wi t h i n t he l esson. We have not i ncl uded
them i n the Students' Book, because we feel i t i s not al ways easy or
practi cal to teach them on a short course or a course i nvol vi nq
cont i nuous enrol ment .
However, you may fi nd i t useful to i ntroduce certai n symbol s to
st udent s t o hel p t hem wi t h t hei r i ndi vi dual pronunci at i on
needs. l f
you
do, we woul d recommend that Vou:
.
onl y teach a few symbol s at a ti me
-
l i ttl e and often;
o
get students to practi se
the sounds, but do not ai m for
perfecti on -
a comprehensi bl e approxi mat i on i s good enough;
.
rel ate the symbol s to words whi ch Students al ready know.
The exampl e words here are al l taken from the Longman defi ni ng
vocabulary of 2,000 words used in The Longman Active StudV
Dictionary and The Longman Dictionary of Contemporary English.
Consonant s
p
b
t
d
k
s
f
pen; paper
boy; tabl e
to; si t
do; made
car; make
go; bi g
four; wi fe
very; l i ve
thi nk; tooth
t hi s; ot her
say; bus
zero; nas
shop; wash
tel evi si on; pl easure
have; ahead
cheese; watch
j ob;
bri dge
man; come
name; t en
t hi ng; si nger
wat er; f l ower
l at e; yel l ow
run; carry
yes; you
Vowels
r
'
it; sister
e egg; sai d
E at; have
D on; dog
(Uf )
Dr on; dog
(US)
o up; mot her
u put; book
e address; brother
i r easy; she
qr
art; father
cr al l ; door
ur boot; shoe
3r earl y; work
Di pht hongs
er abl e; wai t
ar l ; buy
cr toy; noi se
eu over; go (UK)
ou over; go (US)
au ouu town
re ear; here
ee ai r; there
(UK)
ue sure; poor
e
o
S
z
J
3
h
tJ
ds
m
n
{
w
I
r
j
t 1 2
Phot ocopi abl e
mat eri al
Photocopi abl e acti vi ti es by Robert Armi tage
and Rol f Donal d
Photocopi abl e tests
(wi th
answer key)
by Kenna Bourke
Phot ocopi abl e wri t i ng bank by Rol f Donal d
56-135
136-145
146-152
Vocabul ary Adj ect i ves and i nt ensi f i ers
Grammar Past si mpl e and cont i nuous
Language t o go Tel l i ng st ori es and exaggerat i ng event s
Hol d
t he f ront
page
!
Ai m
To gi ve students practi ce at usi ng
t he past si mpl e, past cont i nuous
and i ntensi fi ers when tel l i ng stori es
Mat eri al s
One st ory
(A
or B) per
st udent
Ti me
30 mi nut es
Prepa rati o n
Copy and cut up one worksheet
per two students
Proced u re
1 l nt roduce t he t opi c by el i ci t i ng t he ki nd of st ori es you f i nd i n t abl oi d
newspapers. Ask st udent s t o t el l t he cl ass about a st range or f unny
story they have read about i n the newspaper.
'
2 Tel l students that they wi l l recei ve a story i n pi cture form wi th some
vocabul ary t o hel p t hem. The st ory i s about somet hi ng t hat happened
t o t hem whi ch t hey want t o sel l t o a t abl oi d newspaper by maki ng
t he st ory as i nt erest i ng as possi bl e.
3 As an exampl e, wri te on the board: ... qui te a col d ni ght... a l i ttl e
snow on the ground.
Ask the students to make the story sound more
interesting. For example: lt was a freezing night
I extremely cold
night and there were three metres of snow on the ground.lf students
have done t he l esson i n t he St udent s' Book. remi nd t hem of rne
l anguage t hey st udi ed.
4 Put st udent s i nt o pai rs.
Gi ve hal f of t he pai rs St ory A and t he ot her
hal f St orv B.
5 Gi ve t hem seven t o t en mi nut es t o prepare
t hei r st ory. They shoul d
not wri t e whol e sent ences but t hey can wri t e not es. Hel p st udent s
i f / when necessary. l f some pai rs f i ni sh earl y, ask t hem t o pract i se
t el l i ng t he st ory qui et l y
t o t hei r part ner.
6 Ask each st udent who has worked on St ory A t o f i nd a new part ner
who has worked on Story B.
7 l n t urns. t hey phone a l ocal Engl i sh-speaki ng newspaper and t ry ro
sel l t hei r st ory. Thei r part ner i s t he newspaper edi t or. Put st udent s
back t o back i f possi bl e,
t o si mul at e t el ephoni ng. Tel l t he st udent s
t hat t hey shoul d onl y l ook at t hei r st ory i f t hey need hel p.
B Once bot h st udent s have t ol d t hei r st ori es, ask t hem t o work i n
pai rs
t o t hi nk of possi bl e
dramat i c headl i nes t hat woul d be sui t abl e.
9 Wri t e t hei r suggest i ons on t he board.
Ext ensi on
Wri ti ng:Students wri te thei r story i n the form of a tabl oi d newspaper
art i cl e.
I
I
I
t
I
i
I
t
I
I
I
L
I
I
I
i
Hol d t he f r ont page!
t home f rom t he pub
/ wi t h my
gi rl fri end
/ l ast ni ght / twenty-
mi nut e wal k / across t he f i el ds
4 coul dn' t see wel l / but t wo
eyes / l ooked l i ke a bi g bl ack cat
2 no stars I dark I coul dn' t see
wel l / onl v smal l t orch
5 af rai d / st art ed runni ng / up
t he hi l l / not st op unt i l / home /
ti red
3 whi l e wal ki ng
/ suddenl y /
a roar
I l arge ani mal
6 back t o t he f i el d
/
t hi s morni ng
/ bi g pawpri nt
t husband and | / back t o Bri t ai n
from France
I ferry
I afler a
good hol i day
4 unfortunatel y
/ fal se teeth /
f el l out / i nt o t he sea / awf ul
2 hungry / f i sh and chi ps /
restaurant / crowded
5 next day / home /
radio
I
i ntervi ew wi th a fi sherman /
f ound f al se t eet h / f i sh
3 whi l e eati ng / sea / rough /
husband seasi ck / si de of t he
boat / as f ast as possi bl e
6 surpri sed /
phoned hi m /
husband' s t eet h
57
@ Pearson Education 2002
Vocabul ar y Sl eep
Grammar Subj ect and obj ect quest i ons
Language t o go Aski ng about and descri bi ng rout i nes
Any answers?
Ai m
To gi ve students practi ce at aski ng
about and descri bi ng rout i nes
usi ng subj ect and obj ect questi ons
Mat eri al s
One set of cards per group of
t hree or f our st udent s
Ti me
30 mi nut es
Prepa rati on
Copy and cut up one worksheet
per group
Proced u re
1 Tel l students that they are goi ng to pl ay a questi on and answer game
i n groups of three or four. Every student wi l l recei ve four or fi ve
cards, each one wi th a sentence wri tten on i t connected wi th thi nos
t hat peopl e do i n t he home or i n t hei r dai l y l i ves.
2 As an exampl e, wri t e t he f ol l owi ng on t he board:
Something that people do when they go out in the evening
1)
2)
s)
What
3 Ask students to wri te down what they thi nk woul d be the three most
popular answers. For example: Go to a bar, go for a meal, go to a disco.
Wri t e up t hei r suggest i ons on t he board. Est abl i sh t he t hree most
popul ar answers.
4 El i ci t the questi on for the exampl e sentence above: What do peopte
do when they go
out in the evening?
5 Expl ai n t hat each card wi l l have a si mi l ar sent ence begi nni ng ei t her wi t h
something or with someone. Make it clear to students lhal someone
means a type of person or the ti tl e of a
j ob.
not a person' s name.
6 Gi ve each group t hei r pi l e of si xt een cards f ai e down. Each st udent
shoul d t ake f our or f i ve cards, t hi nk about t he most popul ar
answers
f or each sent ence, wri t e hi s/ her t hree answers underneat h t he
sent ence, t hen wri t e t he
quest i on.
Al l ow seven t o t en mi nut es.
7 When st udent s have f i ni shed wri t i ng t hei r quest i ons, t hey shoul d
check them wi th yo"i r.
B St udent s now pl ay t he game. I n t urn, t hey ask t he quest i ons on t hei r
cards. The f i rst st udent asks t he st udent on hi s/ her l ef t . l f t hi s
st udent gi ves
one of t he t hree answers on t he card, he/ she get s a
poi nt . Then t he next st udent has a chance t o answer, and so on unt i l
t he t hree answers on t he card have been f ound
(or
unt i l each st udent
has had t hree guesses).
Every answer t hat mat ches an answer on t he
quest i on card recei ves a poi nt . The st udent wi t h t he most
poi nt s
at
t he end wi ns.
Any answers?
i Somet hi ng t hat peopl e do when t hey get home
i f rom work/ school
i
r t
t ^
;
Someone who works somet i mes
i somet i mes duri ng t he day
i 1 )
I
i 2 )
I
t 3 )
I
at ni ght and
2)
3)
What ? i Who
Someone who peopl e wri t e t o
j
Somet hi ng t hat peopl e do when t hey are
i wat chi ng TV
1 )
i l
2 )
i z t
? r 1 " ,
v t
I u t
Wh o u i wh a t ?
Someone who uses t he phone a l ot i n hi s/ her work
i
Som"one peopl e compl ai n t o
i
1 )
2l
3)
Who
Somet hi ng t hat peopl e do when t hey' re i l l
1 )
2l
3)
What
Somet hi ng t hat wakes peopl e up i n t he morni ng
1 )
2l
3)
What ?
;;ffi;;;-;;;,;;;;;;; *, ;;;;:,;;;
- - - - - - -
1 )
2)
3)
What
Somet hi ng you see peopl e doi ng i n a bus or
a t rai n
1 )
2l
3)
What
Someone you wat ch i n a t heat re, a st adi um or a
concert hal l
1 )
2)
3)
Who
Somet hi ng t hat makes peopl e l augh
1 )
2)
3)
What
1 )
2l
3)
What
Someone who t r avel s a l ot i n hi s/ her
j ob
I
i 1 )
t
t Z l
I
r J l
I
? i w h o
I
1 )
2)
3)
Who
Someone you go t o when you have a probl em
1 )
2)
3)
Who
Someone you buy present s f or
1 )
zl
J,l
Who
@ Pearson Education 2002
59
Vocabul ary Associ at i ons
Grammar Future with willand going to
Language t o go Maki ng deci si ons and gi vi ng reasons f or deci si ons
Name i t
Ai m
To gi ve students practi ce at usi ng
wi l l and goi ng to for maki ng
deci si ons about t he f ut ure, and at
gi vi ng reasons f or t hei r deci si ons
Mat eri al s
One set of cards per group of
t hree or f our st udent s
Ti me
25-30 mi nutes
Prepa rati on
Copy and cut up one worksheet
per ' gr oup
Proced u re
1 I nt roduce t he act i vi t y by aski ng st udent s t o suggest di f f erent t hi ngs
t hat t hey have t o make deci si ons about i n t hei r l i ves.
2 Tel l t hem t hat t hey are goi ng t o pl ay a deci si on-maki ng game whi ch
t est s how qui ckl y t hey can make deci si ons. They wi l l pl ay t he game
i n groups and each group wi l l have si xt een quest i on cards.
The answer t o each card wi l l requi re t he name of a person, pl ace.
type of food, etc.
3 Expl ai n t he rul es of t he game. The si xt een cards are shuf f l ed and
pl aced
f ace down i n t he mi ddl e of t he t abl e. St udent s t ake i t i n t urns
t o pi ck up a card and read i t t o t he group. The f i rst st udent t o respond
correctl y wi th wi l l and gi ve a reason gets fi ve poi nts. (l f
no one
responds wi t hi n t en seconds, t he card i s put t o t he bot t om of t he
pi l e. ) The ot her st udent s t hen have a chance t o respond, al so wi t h
wi l l and gi vi ng a reason, f or t wo poi nt s. Fi nal l y, t he st udent who read
out t he card has t o summari se hi s/ her group' s responses. usi ng
goi ng to. Thi s student gets one poi nt per correct sentence.
4 As an exampl e, t el l st udent s you are goi ng t o read t hem a card.
l f t hey want t o respond, t hey have t o cal l out t hei r name; t he f i rst
person t o say hi si her name wi l l get t he f i rst chance t o respond. Say:
You have a new dogl.cat. Decide what to call it. Follow the
procedure
above, awardi ng fi ve poi nts to the fi rst correct response and two
poi nt s
f or ot her correct responses. Then ask st udent s t o summari se
the responses, for example: Laura is going to call it
'Snowy'
because
it's white. David is going to ...
5 Put st udent s i nt o groups
of t hree or f our. Check t he rul es. l f t here i s
any di sagreement abbut an answer, t he group shoul d cal l you.
6 Students pl ay the garhe for twel ve to fi fteen mi nutes. Establ i sh the
wi nner i n each group (t he
st udent wi t h t he most poi nt s).
7 Then put t he f ol l oWhg quest i ons on t he board and ask st udent s t o
di scuss t hem i n t hei r groups:
Which questions were the most difficult for you to answer and why?
Do you like making decisions quickly or do you prefer to think about
something first? Why?
When should you think about something before making a decision?
60
I
I
I
I
I
I
I
I
t
I
I
I
Name i t
You' re i n your favouri te
restaurant. Deci de what to have.
You' ve recei ved fl 100
for your
bi rthday.
Deci de what to buy.
You' re on hol i day.
You buy some postcards.
Deci de who to send them to.
A fri end from another country
i s comi ng t o vi si t you.
Deci de what t o show hi m/ her.
It' s your best fri end' s
bi rthday next week.
Deci de what t o buy hi m/ her.
You' re i n t he vi deo shop.
Deci de what to take out.
It' s a real l y hot day. You see an
i ce cream shop. Deci de what
ki nd of i ce cream to buy.
You' re i n a newsagent' s.
Deci de what newspaper/ magazi ne
to buy.
You' re i n a di sco or wi ne bar.
Deci de what dri nk t o have.
You' re on a TV game
show.
You need some hel p wi t h
a
questi on
about hi story.
Deci de who to phbne.
You' ve won a hol i day for two.
Deci de who to take.
A fri end asks you
to
recommend a book to read.
Deci de what t o recommend.
You want to relax by
l i st eni ng t o some musi c.
Deci de what to l i sten to.
You have a personal probl em
wi t h someone.
Deci de who to tal k to.
You want to take up a
new sport. Decide what to try.
You want to cook a
speci al meal for your partner.
Deci de what to cook.
fflffifififlI ,Tl A Pearson Eoucarnn Zaa2
61
-..-.' .--'
l i : : l ' : -
' " , , -
::ii:::ti:''
.
Vocabul ary Educat i on
Grammar Comparat i ves and superl at i ves
Language t o go Compari ng careers
:
il
Cont rast i ng careers
Ai m
To gi ve students practi ce at usi ng
comparat i ves and superl at i ves
when di scussi ng di f f erent
j obs
Mat er i al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Ask students to wri te down two
j obs,
one they woul d real l y l i ke to
have and one t hey woul d hat e. Now wri t e t he f ol l owi ng sent ences on
t he board and ask st udent s t o wri t e one or t wo si mi l ar sent ences
about t hei r t wo
j obs:
A film star is better
paid
than a nurse.
A nurse has a more important
I stressful
job
than a film star because ...
A film star has a more enjoyable life than a nurse because ...
A nurse needs better qualifications
than a film star because ...
2 Ask i ndi vi dual st udent s t o t ei l you t he
j obs
t hey have wri t t en oown
and one of t he sent ences compari ng t he t wo.
3 Bri efl y revi ew how to form comparati ves.
4 Tel l students that they wi l l be gi ven a worksheet wi th fi ve
pai rs
of
j obs
i l l ust rat ed. For each pai r, t hey shoul d t al k about t he si mi l ari t i es
(i f
any) and t he di f f erences, usi ng t he expressi ons i n t he t abl e on t he
worksheet and any ot hers t hat t hey want t o use.
5 Put st udent s i nt o pai rs
and gi ve t hem each a copy of t he worksheet .
Ask t hem t o check t he meani ng and pronunci at i on
of t he vocabul ary
fi rst. They then have about ten mi nutes to di scuss the fi ve pai rs of
j obs.
6 Ask for bri ef feedback. NB For stronger students, see extensi on bel ow.
7 Form groups of t hree, or f our st udent s t o di scuss t he quest i ons i n
Part B of the worksheet.
Ext ensi on
Speaking:
1 Wi t h st ronger st udent s, you coul d wri t e t he f ol l owi ng on t he board
before you move on to Part B:
the most exhaustrng the most important the most skilfut
the most difficult
"the
most dangerous the riskiest
Expl ai n t hat t hese are di f f erent ways of deci di ng how much peopl e
shoul d be pai d f or t hei r
j obs.
For exampl e:
People with the most,exhausting
I the riskiest
jobs
should be paid
the most.
2 Ask st udent s t o f i nd a new part ner. I n pai rs, t hey shoul d di scuss
whi ch i s t he best way of deci di ng what peopl e
shoul d be pai d and
gi ve t hei r reasons. They do not have t o agree. They have-about t hree
mi nut es. Ask f or f eedback.
Cont rast i ng careers
Part A
Part B
a pol i ce of f i cer/ a pi l ot
a l awyer / a musi ci an
a raci ng dri ver/ a mi l i t ary of f i cer a doct or/ a comput er programmer
a bank manager/ a hai rdresser
have a/ an easy/ di f f i cul t / exci t i ng
/ enj oyabl e
/ bori ng /
saf e / dangerous / st ressf ul / i mport ant
l i f e/ j ob
nave a l ong
/ short aar aar
N A
wel l -pai d
/ wel l -dresseo
neeo good qual i f i cat i ons
/ smart cl ot hes
@ Pearson Education 2002
63
Vocabul ary Level s of di f f i cul t Y
Grammar Modal verbs f or abi l i t v
Language t o go Descri bi ng abi l i t i es and di f f i cul t l es
I can do i t l
Ai m
To gi ve students practi ce at usi ng
can, could, be able fo and manage
f o when t al ki ng about past and
present abi l i t i es and di f f i cul t l es
Mat eri al s
One rol ecard per st udent
(A, B,
or D); several pai rs of sci ssors
Ti me
30 mi nut es
Prepa rati on
Copy and cut up one worksheet
nar { nr r r c i r r dont c
v v , , v v l
Procedu re
1 Wr i t e l can. . . l can' t . . . on t he boar d. Askst udent st ot el l
you some
things they can/can't do. Ask why, to elicit the word confidence.
2 Tel l st udent s
you are goi ng t o read t hem an advert i sement about a
company. Wri t e t hese quest i ons on t he board:
What does the comPanY do?
How does it do this?
How long does it take?
3 Read t he advert al oud t wi ce. St udent s l i st en and answer t he
ouest i ons. Check t he answers.
THE CONFI DENCE COMPANY
l mprove your l i f e i n seven daYs!
.
Do
you
f i nd i t di f f i cul t t o t al k t o peopl e at part i es?
.
Do you get nervous when you have to gi ve a presentati on?
Our expert s wi l l hel p you t o be more conf i dent by t eachi ng
you
t o rel ax, t o vi sual i se success and t o f i nd t he
' real '
you.
Tel l st udent s t hat t hey are goi ng t o pl ay t he rol e of someone who
has done t he course. Copy Rol ecard A ont o t he board. Expl ai n t hat
t he
' bef ore'
i nf ormat i on i s about Anna, bef ore she di d t he course;
the
' after'
i nformati on i s about two di fferent peopl e, after they di d
t he course. The st udent s wi l l each be gi ven a si mi l ar rol ecard. They
have to col l ect two
pi eces
of i nformati on about themsel ves after the
course and gi ve away the i nformati on about the two other peopl e,
by goi ng around and meet i ng di f f erent part ners. Wi t h each part ner,
t hey read al oud t he i nf ormat i on on t hei r
' bef ore'
card. l f t hey have
i nf ormat i on about i hei r part ner, t hey gi ve hi m/ her t he
pi ece of paper
wi th the
' after'
i nformati on on i t^
Hand out a rol ecard t o each st udent and l et t hem check t hat t hey
underst and t he i ri l ormat i on on i t .
Di st ri but e sci ssors. Ask st udent s t o cut up t hei r cards so t hat t hey
have one
' before'
card and two
' after'
cards.
Check t he i nst ruct i ons. St udent s t hen st art f i ndi ng part ners and
exchangi ng i nf ormat i on.
When t hey have al l col l ect ed t he correct ' af t er' i nf ormat i on, f orm
groups of f our st udent s
-
one Anna, one Mari an, one Paul and
one Brad.
Wri t e t he f ol l owi ng quest i ons on t he board:
What couldn't vou do before the course?
Have you managed to overcome your problem?
How do
you feel now?
l n t hei r groups, st udent s t ake i t i n t urns t o i nt ervi ew each ot her.
They shoul d t ry t o answer wi t hout l ooki ng at t hei r cards.
1 0
Anna Mar t i n
BEFORE
o
I can' t go out wi t hout make-up on.
I f eel undressed.
r
I can' t do si mpl e t hi ngs l i ke cook f or
f ri ends or f ami l y. I get t oo worri ed.
Mari an Severa
BEFORE
.
I can t al k t o peopl e one-t o-one, but i n
my
j ob
I have t o gi ve present at i ons
whi ch make me nervous.
o
I al so f i nd i t di f f i cul t t o answer
quest i ons
t hat peopl e ask me about
t he oresent at i on.
AFTER
I really enjoy my
job
now. Two weeks ago
I managed t o t al k t o an audi ence of f i f t y
peopre.
AFTER
The day af t er t he course I was abl e t o
have my f i rst real conversat i on wi t h my
wi f e, af t er f i ve years of marri age.
AFTER
I went on my f i rst dat e l ast week.
Af t er t hree years, I was abl e t o ask a
woman i n my of f i ce out on a dat e.
AFTER
I don' t worry how I l ook now.
Last week I managed t o go t o t he ci nema
wi t hout weari ng any l i pst i ck.
- r - r - r - i
AFTER
Last Saturday I invited my parents over
f or di nner and I was abl e t o cook a
t hree-course meal wi t hout worryi ng.
6 1
AFTER
I al so managed to deci de where to go.
We went to a new French restaurant.
AFTER
I was al so abl e t o deal wi t h t hei r
quest i ons wi t hout a probl em.
AFTER
I got promot ed l ast mont h and I was at
a meet i ng i n Pari s where I managed t o
communi cat e my i deas cl earl y.
Paul Bodi n
BEFORE
o
I can' t get my message across very
easi l y. For exampl e, i t t ook me t hree
years t o ask my wi f e out .
o
I can' t get my bosses t o l i st en t o and
underst and my i deas.
Brad de Marco
BEFORE
o
I can' t chat up women. I
j ust
don' t
know what t o say t o t hem.
o
I can' t make deci si ons very qui ckl y.
For exampl e, l ast week I f ai l ed my
dri vi ng t est because I coul dn' t deci de
when t o t urn i nt o t he mai n road.
@ Pearson Education 2002
65
Vocabul ar y
Gr ammar
Language t o go
Cri me
Adverbs of purpose
Descri bi ng reasons f or act i ons
Be safe not sorry
Ai m
To gi ve students practi ce at usi ng
adverbs of purpose i n the context
of wri t i ng up a report f rom a
sal es meet i ng
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 I nt roduce t he l esson by aski ng st udent s t o suggest what happens i n
meet i ngs. Thi s shoul d el i ci t f ake not es.
2 Wri t e FAOs on t he board. Ask st udent s t o t el l vou what t hi s st ands
for. lFrequently Asked Ouestions.l
3 Tel l st udent s t hat t hey wi l l recei ve t he not es of a sal es meet i ng
at a company t hat sel l s securi t y and saf et y product s. The meet i ng
di scussed how t o answer quest i ons of t en asked by cust omers.
They have t o use t he not es t o wri t e f ul l answers t o t he quest i ons.
4 Gi ve each st udent a copy of t he worksheet . Tel l t hem t o l ook at t he
i l l ust rat i ons of securi t y and saf et y equi pment at t he t op of t he page.
Check that they understand what each obj ect i s.
(A
satel /i te tracki ng
devi ce i s a devi ce used for pi npoi nti ng someone' s exact posi ti on
anywhere i n t he worl d. )
5 Ask st udent s t o l ook at t he sect i on ent i t l ed FAOsi n t he memo t o
sal es st af f , and at t he meet i ng not es bel ow. Expl ai n t hat t he meet i ng
notes gi ve the answers to the FAOs, but are not i n the correct order.
Ask st udent s t o f i nd t he answer t o t he f i rst quest i on and expand i t
i nto a ful l sentence: We recommend vou i nstal l smoke al arms and
buy fire extinguishers in case you have a fire.
6 Put st udent s i nt o pai rs. They have t o expand t he ot her answers i n
not e f orm and wri t e t hem next t o t he correct ouest i ons. Al l ow t hem
seven t o t en mi nut es. Then check t he answers.
7 I n pai rs, st udent s rol epl ay bei ng cust omers and sal es st af f . They t ake
t urns t o ask and answer t he quest i ons. Encourage t he sal es st af f t o
answer t he quest i on' s f rom memory rat her t han readi ng f rom t hei r
worksheets
66
Be safe not sorry
f{lfilftlddlEfilE a Pearson Eoucarnn 2aa2
67 -.-
Vocabul ar y
Gr ammar
Language t o go
Present perfect simple
Tal ki ng about your experi ence
Procedure
1 Tel l students that you are goi ng to gi ve them a
j ob
advert to read.
Wri te the fi rst l i ne of the advert on the board: EDITOR FOR NEW
WEEKLY NEWS MAGAZINE WANTED.In
pai rs,
students wri te down
any ot her i nf ormat i on t hat t hey t hi nk t hey wi l l f i nd i n t he advert . Al l ow
two or three mi nutes and then wri te uo thei r i deas on the board.
2 Gi ve each pai r a copy of Sheet A. Ask t hem t o check t he vocabul ary
and t hen see i f t he advert i ncl udes al l t he i nf ormat i on t hey were
expecti ng. Ask a few students to report back.
3 Tel l students that, i n pai rs, they wi l l rol epl ay two col l eagues who
work for the agency that pl aced the advert i n the newspaper. They
had so many good appl i cant s t hat t hey had t o i nt ervi ew hal f t he
appl i cants each. They wi l l each recei ve the i ntervi ew notes of the
best candi date they i ntervi ewed. They fi rst have to tel l thei r partner
about t hei r candi dat e and t hen t oget her choose t he best candi dat e f or
t he
j ob
by di scussi ng t he st rengt hs and weaknesses of each
candi dat e. They shoul d use t he advert t o hel p t hem. Fi nal l y. t hey have
t o present t hei r recommendat i on t o t hei r cl i ent , gi vi ng t he reasons f or
t hei r choi ce.
4 Gi ve a copy of Sheet B to one student i n each pai r, and Sheet C to
t he ot her.
(Emphasi se
t o st udent s t hat t hey shoul d t el l t hei r part ner
about t hei r candi dat e, not
j ust
show hi m/ her t hei r not es. ) Gi ve t hem
seven t o t en mi nut es t o choose t hei r candi dat e and oreoare t hei r
recommendat i on.
5 Af t er seven mi nut es, make sure t hat al l pai rs are prepari ng t hei r
recommendat i on. They shoul d bot h be i nvol ved i n present i ng
t hei r recommendat i on.
6 Put pai rs together i nto groups of four. Each pai r presents thei r
recommendat i on t o t he ot her pai r, who pl ay t he rol e of t he cl i ent .
7 Cl ass f eedback.
68
Who' s t he best candi dat e?
Ai m
To gi ve students practi ce at usi ng
the present perfect si mpl e for
experi ence i n the context of
choosi ng t he best candi dat e f or
t he
j ob
Mat eri al s
One copy of Sheets A, B and C
per two students
Ti me
25-30 minutes
Prepa rati on
Copy and cut up Sheets A, B and
C oer two students
NAME:
Patrick O'Dclan
MARITAL STATUS:
Yerried /2 chi]df,qr
AGE:
3 8
PRESENT JOB:
Bditor of rnticrnl- snorts
rrra.lFTr na
'i
n .naTTTA nf I fi r'l I
-
tirrc
jo;rrelists
WORK EXPERIENCE
lns uorked for a loca-l
newspaper (news reporter)
tns vorl<ed as a
jcunralist
for
several nagazines
(Pop
Stars,
Qrv^r]_ Crs,z'.t\
has rnritten sports and nusic
arficles for ss,reral- rnticrcl
newspapers
FURTHER TRAINING
has done courses on team
l . r r r i l A' i nn : nd ] _ i ma m: n. ar r omonl _
LrLrr-L\ -l l I I 9 C_t . LLl ul rLE l r4rqvq[ qru
OTHER RELEVANT EXPERIENCE
has been the nnnagrer of a
youth basketball team
kr,as worked as a volunteer Df
cn a local radio staticr-r
REASONS FOR WANTING JOB
has always been i:rtenested in
ng/VS retrrcrting
PERSONALITY
easrz cro'incr and
self-mnfidgrt
NAME: . -
Anna 3chiavella
MARITAL STATUS:
3ingle
AGE:
33
PRESENT JOB:
Editor of regional newspaper, in
charge of a full-timejournalists
WORK EXPERI ENCE
has worked for other local
newsPaPers
has been a politicaljournalist,
sports
journalist
arts
journa
list
FURTHER TRAI NI NG
'
has taken workshops on people
managemenf
OTHER RELEVANT EXPERIENCE
has directed some plays for
an amafeur fheatre group
has worked as a volunteer helping
people with fheir reading and writing
REASONS FOR WANTING JOB
would like the opportunity
to report on national and
infernational news
PERSONALITY
seerns very ambifious and
enfhusiasfic
EDITOR FOR NEW WEEKLY
NEWS MAGAZINE WANTED
E Previous experience essential
tr Must be good at managing teams
tr Must have good interpersonal skills
tr Must be good at working under pressure
Company car, company pension, salary negotiable.
Apply to Executive
fobs,
PO Box 75O, Nalu York.
@ Pearson Education 2002
69
Vocabul ary Topi cs of conversat i on
Funct i on Managi ng a conversat i on
Language t o go What t o say i n soci al si t uat i ons
Lovel y day, i sn' t i t ?
Ai m
To gi ve students practi ce at usi ng
t he f unct i onal l anguage i nvol ved
i n managi ng a conversat i on
Mat eri al s
One si t uat i on card per st udent ,
pl us some spares
(more
f or a very
st rong cl ass)
I me
30 mi nut es
Prepa rati on
Copy and cut up one worksheet
per t hree t o si x st udent s
(see
Procedure 4)
Procedure
1 As an i nt roduct i on, ask st udent s t o get i nt o groups of t hree or f our
and t el l each ot her about a soci al event / si t uat i on t hat t hey enj oyed or
t hat t hey hat ed. They have t hree t o f i ve mi nut es.
2 Ask each group to report back and wri te the si tuati ons on the board.
3 Tel l st udent s t hat i n pai rs t hey wi l l recei ve some cards. Each card
shows a soci al si t uat i on, f or exampl e, i n a rest aurant . Underneat h t he
pi ct ure t here are t hree l i nes of di al ogue. Fi rst t hey have t o deci de
where t he si t uat i on t akes pl ace and t he rel at i onshi p of t he peopl e.
Then t hey read t he l i nes of di al ogue and deci de how t hey mi ght be
used i n a conversati on
(for
exampl e, to end the conversati on).
4 Put st udent s i nt o pai rs and gi ve each pai r t wo cards
(or
f our i f you
have a very strong cl ass; one i f you have a very weak cl ass). Gi ve
t hem t wo t o t hree mi nut es t o l ook at t he cards.
5 Tel l them that they have to prepare a conversati on for each si tuati on
whi ch i ncl udes t he l i nes of di al ogue on t he card. They shoul dn' t wri t e
out t he whol e conversat i on, but can make bri ef not es about how t ne
conversati on wi l l devel op. For exampl e: 1) Start conversati on, 2) ask
about the weather, etc. They shoul d practi se the conversati ons so
t hat t hey can act t hem out t o ot her pai rs. Al l ow about seven mi nut es
f or t hi s. l f some pai rs f i ni sh more qui ckl y, gi ve t hem anot her card t o
worK on.
6 l f you have a smal l cl ass, you can ask each pai r t o present one or
both of thei r conversati ons to the rest of the cl ass. l f you have a bi g
cl ass, form groups
of four (two pai r,s), each wi th di fferent si tuati ons i f
possi bl e, and ask each pai r t o act out one or bot h of t hei r
conversati ons. l f ti ni ' e, make new groups so students can act out
t hei r conversat i ons t o ot her oai rs.
70
1
z
Lovel y day, i sn' t i t?
Are you over here on busi ness?
L l ^ . , ^ ^ ^ ; ^ ^ ^ + ^ . ,
I r d v t ' d i l l u v J r . d y .
Lovel y day, i sn' t
1
2
Pl eased t o meet you,
So what' s i t l i ke i n New York?
l ' d l ove t o.
1
2
You haven' t phoned me f or ages.
I' ve been busy.
Can' t we t ry agai n?
1
a
z
How' s busi ness?
Great !
Thi s f i sh i sn' t hot l
1
2
I l ove t he new hai rst yl e.
You' re l ooki ng real l y happy t oday.
l ' m sorry. I have t o go. Are you f ree f or l unch?
Hi , John. What ' s up?
That ' s bri l l i ant l
I can' t . How about goi ng t omorrow?
Can I buy you a dri nk?
You' re t he most beaut i f ul woman i n t he worl d.
You haven' t met my boyfri end, have you?
1
z
71
1 How i s everyt hi ng?
2 l ' ve got some news.
3 Congrat ul at i ons!
1
Z
@ Pearson Education 2002
Vocabul ar y
Gr ammar
Language t o go
Travel items
Fi rst condi t i onal
Maki ng suggest i ons t o vi si t ors t 0 your area
Expl ore Canada
Ai m
To gi ve students practi ce at usi ng
t he f i rst condi t i onal i n t he cont ext
of provi di ng travel i nformati on,
and t o gi ve t hem gui ded pract i ce
at wri t i ng a t ravel gui de
Mat eri al s
One worksheet per st udent
Ti me
25-30 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Ask st udent s t o t el l you what ki nd of i nf ormat i on i s usef ul when
goi ng t o anot her count ry. Wri t e t hei r suggest i ons on t he board.
2 Tel l st udent s t hat t hey are goi ng t o ent er a t ravel gui de wri t i ng
compet i t i on. Ask what t he l ayout of a page of a gui de book mi ght
l ook l i ke. Thi s shoul d el i ci t t he i dea of havi ng headi ngs.
3 Wri t e t he f ol l owi ng headi ngs on t he board:
a) GETTING THERE
b)TRAVELLING AROUND
d ACTIVITIES
d) TRAVEL FACTS
e)WHEN TO GO
f) MONEY A/VD COSIS
El i ci t f rom st udent s what ki nd of i nf ormat i on t hey woul d expect t o
f i nd under each headi ng.
4 Tel l st udent s t hat t hey wi l l be gi ven a worksheet wi t h i nf ormat i on
about Canada. They have t o read each pi ece of i nf ormat i on and
deci de whi ch headi ng i t i s connect ed t o
(see
suggest ed answer key).
5 Put t he st udent s i nt o groups of t hree or f our. Gi ve each st udent a
copv of t he worksheet . Al l ow about f i ve mi nut es.
6 Cl ass f eedback.
7 Now t el l st udent s t hat t hey are now goi ng t o use t he i nf ormat i on t o
wri t e part of t he i nt roduct i on sect i on of a gui de book on Canada. They
shoul d f i rst deci de t he order of t hei r headi ngs and wri t e t hem i n t he
spaces provi ded on t he worksheet . They shoul d t hen deci de who i n
t hei r group i s goi ng t o wri t e each sect i on. Remi nd t hem t hat t he
i nformati on i s i n note form so they have to expand i t. As an exampl e,
wri t e t he f ol l owi ng on t he board:
o
Like seafood? Go
lo
Old Town. Fish restaurants.
o
Stay youth hostel =
$201 day
Ask st udent s t o exoand t he i nf ormat i on. Thi s shoul d oroduce:
.
lf you like seafood, go to the Old Town. There are a lot of fish
restaurants there. I You'll find fish restaurants there.
.
lf
vou
stay in a youth hostel, it'll cost you
$20 a day.
They shoul d wri t e t hei r f i rst draf t on rough paper, not on t he
worksheet , They have about t en mi nut es.
8 Students check thei r rough drafts wi th you. They then compl ete the
secti ons of the gui de book i ntroducti on to Canada on the worksheet,
usi ng the corrected drafts that they and thei r partners have wri tten.
Extensi on
Readi ng and speaki ng: Students read the gui de book i ntroducti ons that
t he ot her groups have produced. I n t hei r groups, t hey di scuss whi ch
one shoul d wi n t he comoet i t i on. Have a cl ass vot e t o est abl i sh a wi nner.
72
Expl or e Canada
Win the chance to become a travel writer
for
Lonely Globe Travel Guioles
I+.lilftnfiE E @ Pearson Education 2002
Vocabulary Expressions with take
Grammar Verb const ruct i ons f or l i kes and di sl i kes
Language t o go Di scussi ng sport
Love i t or hat e i t ?
Ai m
To gi ve students practi ce at usi ng
verb constructi ons for Ii kes and
di sl i kes by tal ki ng for thi rty seconds
about di fferent l ei sure acti vi ti es
Mat eri al s
One set of cards per group of f our
st udent s
Ti me
25-34 mi nutes
Prepa rati on
Copy and cut up one worksheet
per group
Proced u re
1 Ask st udent s t o suggest l ei sure act i vi t i es t hey t hi nk are popul ar i n
Bri t ai n. Wri t e t hei r suggest i ons on t he board. Then ask t hem t o guess
what t he most popul ar i s
(wat chi ng
t el evi si on).
2 Tel l st udent s t hat t hey are goi ng t o pl ay a game i n t eams where t hey
have t o speak about a sport or l ei sure act i vi t y f or t hi rt y seconds.
3 Put st udent s i nt o groups
of f our st udent s. Gi ve each group a set of
t he cards, and ask t hem t o i dent i f y t he di f f erent sport s and l ei sure
act i vi t i es.
4 Wri te the word campi ng on the board. Ask students to suggest why
t hey and ot her peopl e l i ke or di sl i ke campi ng. Encourage st udent s t o
use a vari et y of verb const ruct i ons f or expressi ng l i kes and di sl i kes.
Wri te up thei r i deas i n two col umns, l i ke and di sl i ke, on the board,
numberi ng each i dea.
5 El i ci t ways of expressi ng di f f erent poi nt s of an argument , f or
example: firstly, secondly, another reason is ..., finally, eIc.
6 Expl ai n how t o pl ay t he game:
.
Groups di vi de i nt o t wo t eams of t wo st udent s.
r
Thev shuf f l e t he pi ct ure cards and pl ace t hem f ace down i n a pi l e.
.
A st udent f rom one t eam pi cks up a card and shows i t t o everyone.
He/ She has t o speak about t he l ei sure act i vi t y depi ct ed on t he card
for thi rty seconds starti ng wi th one of the ways of expressi ng l i kes
and di sl i kes on the board, for exampl e' , I l i ke campi ng because you
are in the open air and you are close to nature. Some people might
not enjoy camping because you can get cold and wet if the weather
is bad, and
you
don't have luxuries like a bed and bathroom!
n * ^ * h ^ " ^ + ^ ^ , '
H rrur ruur er t : och t eam shoul d act as t i mekeeper. l f t he st udent
manages t o speak f or t hi rt y seconds, t hen t he t eam keeps t he card.
l f t he speaker hesi t at es f or more t han t hree seconds bef ore t he
thi rty seconds i s"up, they have to put the card to the bottom of
t he pi l e. Once a member of one t eam has spoken, t hen a member
of t he ot her t eam pi cks up a card and speaks about t he next
l ei sure acti vi tv.
o
Team members shoul d t ake i t i n t urns t o speak f or t hei r t eam.
7 The ai m of t he game i s t o col l ect as many cards as possi bl e. St udenrs
pl av
f or a maxi mum of t en mi nut es.
Ext ensi on
Wri ti ng and speaki ng; As a fol l ow-up, students choose three of tne
ways of expressi ng l i kes and di sl i kes and wri t e a sent ence about t hree
of t he l ei sure act i vi t i es depi ct ed on t he cards. They t hen wal k around
t he room and t ry t o f i nd someone who agrees wi t h t hem.
75
EilfEaffiF.lllNl A Pearson Eoucatrcn 2aa2
Love i t or hate i t?
Vocabul ar y
Gr ammar
Language t o go
Det ermi nat i on
Used to and would
Compari ng past
and present habi t s
Proced u re
The bur gl ar , t he
gambl er
and t he r ubbi sh ccl l ect or
Ai m
To gi ve students practi ce at
t al ki ng about past habi t s (wi t h
would and used fo) in the context
of a t al k show
Mat eri al s
One rol ecard per st udent
(A,
B, C or D)
Ti me
30 mi nut es
Prepa rati on
Copy and cut up one worksheet
per
four students
1 Ask students i f they watch any tal k shows, for exampl e
The Jerry Spri nger Show
(or
another show that i s popul ar i n your
count ry). El i ci t why t hese shows are so popul ar.
2 Ask what ki nds of subj ect they di scuss. Wri te some answers on
t he board.
3 El i ci t t he f ormat of a t ypi cal t al k show, f or exampl e: Fi rst t he t al k
show host i nt roduces t he programme. Then he/ she i nt roduces t he
f i rst guest and i nt ervi ews hi m/ her. Then he/ she i nt roduces and
i ntervi ews the second guest, etc.
4 Tel l st udent s t hat t hey are goi ng t o t ake part i n a t al k show about
addi ct i ons. They wi l l each be gi ven a rol ecard. I n groups of f our, t hey
wi l l pl ay t hree addi ct s or f ormer addi ct s and t he t al k show host .
They shoul d read t he i nf ormat i on on t hei r rol ecard and prepare what
to say. The i nformati on i s i n note form so they wi l l have to expand
t he prompt s.
5 Remi nd st udent s of t he f ormat of t he t al k show. l t i s t he rol e of t he
t al k show host t o i nt roduce t he programme and t he guest , and t o
i nt ervi ew each guest .
6 Put t he st udent s i nt o groups of f our and di st ri but e t he rol ecards.
Gi ve Rol ecard D t o a st ronger st udent as he/ she wi l l have t o
manage t he t al k show.
7 Al l ow students a faw mi nutes to read thei r rol ecards and to exoand
t he prompt s. Gi ve t hem hel p as requi red.
8 They t hen have seven t o t en mi nut es t o prepare t he t al k show i n
t hei r groups. l f a group f i ni shes qui ckl y,
ask t hem t o pract i se t he
show wi t hout l ooki ng at t hei r rol ecards.
9 They can now act out the tal k show. For cl asses of up to twel ve
st udent s, each group act s i t out i n f ront of t he cl ass. The ot her
groups are t he audi ence. For cl asses of more t han t wel ve st udent s,
one group act s i t out t o anot her group, not t he whol e cl ass.
10 At t he end of each group' s perf ormance,
st udent s who have been
watchi ng vote for thei r favouri te parti ci pant. Choose one of the
f ol l owi ng cri t eri a:
o
t he most ent ert ai ni ng person
.
the person they respect the most
.
t he person who has done t he most t o change
THE BURGLAR
What i s your name?
(Choose
a name for yoursel f.)
Read t hi s i nf ormat i on and t hi nk of answers t o
t he ouest i ons.
.
burgl ar / now work as / securi t y advi ser
.
gave up after / sent to pri son
.
break i nto 2 or 3 houses / day
.
onl y st eal smal l t hi ngs / sel l i n market s
What ki nd of thi ngs di d you use to steal ?
Why did you use to enjoy burglary?
What ' s your l i f e l i ke now?
THE RUBBI SH COLLECTOR
What i s your name?
(Choose
a name for yoursel f.)
Read thi s i nformati on and thi nk of answers to
t he ouest i ons.
o
col l ect rubbi sh as / hobby / now col l ect
rubbi sh as /
j ob
o
steal l etters and bank statements / from
f amous peopl e' s rubbi sh bi ns / sel l /
i nformati on
/ newspapers
How much do vou earn?
o
marri ed / wi fe l eft /
go out every ni ght / 3 or
4 o' cl ock i n t he morni no
o
al so smel l
Why do you enj oy l ooki ng i n peopl e' s rubbi sh bi ns?
THE GAMBLER
What i s your name?
(Choose
a name for yoursel f.)
Read t hi s i nf ormat i on and t hi nk of answers t o
t he ouest i ons.
o gambl er
/ now
j ob
hel pi ng gambl ers
/
gi ve up
gambl i ng
.
fami l y / ni ce house / shop /
l ost everythi ng
.
at fi rst /
poker onl y once a month / addi cted /
t h e n 2 o r 3 t i me s a we e k
o
one week
/ l ost so much / sel l shop / home
How much di d you l ose?
c
wi fe l eft / wi th daughter
.
not gambl e now / want wi fe / daughter / back
Do you t hi nk your wi f e wi l l come back t o you?
THE TALK SHOW HOST
You are goi ng to i ntervi ew a former gambl er, a
former burgl ar and a rubbi sh col l ector. Before the
tal k show, prepare some questi ons to ask each
guest. Use these notes.
The gambl er
What / do now?
Hotl l often / use to gambl e?
How much / l ose?
Why /
gi ve up?
Wi fe
/ come back to Vou?
The burgl ar
What / do now?
Why /
gi ve up burgl ary?
How often / use to break i nto houses?
What / use to steal ?
Enj oy i t? Enj oy l i fe now?
The rubbi sh col l ect or
Whv / use to col l ect rubbi sh?
How much I earn?
Whv / col l ect rubbi sh now?
l Varri ed now? Whv not?
Why / enj oy l ooki ng i n peopl e' s rubbi sh bi ns?
Fi nd out the names of your guests and then deci de
how to i ntroduce them. For examol e: Thi s i s ... . He ..,
@ Pearsan Education 2002
77
Vocabul ar y
Gr ammar
Language t o go
Money and banks
Verbs with two objects
Talking about money
You and money
Ai m
To gi ve the students practi ce at
usi ng verbs wi th two obj ects i n
t he cont ext of a quest i onnai re
about atti tudes to money
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Wri te the word questi onnai re
on the board. Check the meani ng and
t hen ask st udent s t o suggest t he ki nd of quest i onnai res you f i nd i n
magazi nes f or men/ women.
2 Tel l st udent s t hat t hey are goi ng t o do a quest i onnai re
about t hei r
at t i t ude t o money. There are t en quest i ons and each quest i on
has
t hree possi bl e answers: a), b) or c).
3 They shoul d f i rst read each quest i on and i f necessary check t he
meani ng of any word(s) t hey don' t know. Then t hey shoul d choose
t he answer t hat i s nearest t o how t hey f eel . They shoul d onl y choose
one answer.
4 Form groups of t l rree and gi ve each st udent a copy of t he
quest i onnai re. To compl et e i t , t hey t ake t urns t o ask t hei r part ners
t he
quest i ons, t hen compare answers and gi ve reasons f or t hei r answers.
Al l ow seven t o t en mi nut es f or t hi s.
5 l t ' s now t i me t o anal yse t hei r answers. Each st udent shoul d cal cul at e
hi s/ her score: one poi nt f or an a) answer, t wo f or a b) answer, ano
t hree f or a c) answer. Ask t hem t o add uo t hei r t ot al scores.
6 Students read the text at the bottom of the questi onnai re,
whi ch
descrrbes t hei r at t i t ude t o money. Ask t hem t o underl i ne anyt hi ng
t hey agree wi t h or di sagree wi t h.
7 They t el l t hei r part ners
what t hey agree/ di sagree wi t h.
7B
I
I
I
You and money
w
_Fl
MlE
ffi
Read each questi on and the three possi bl e answers. Then choose the answer
that i s cl osest to what you thi nk. Put a ti ck (/) i n the box next to your answer.
You see a beggar in the street. Would you
a) I
gi ve hi m/her everythi ng i n your wal l et?
b)
L__.1
gi ve hi m/her some change?
c) L__l say you have no change?
Your friends ask you if you want to come
on hol i day wi th them, but you don' t have
enough money. Woul d you
a) I try to borrow money from friends or
_
your bank?
b) L__l try to earn some extra money?
c) L_-l tett your friends you can't afford it?
You receive a cheque for 1,000 as a present.
Would you
a) I spend i t al l i mmedi atel y?
b) Ll spend some and invest the rest?
c)
l_l invest it all in a high-interest account?
You've just
bought a new bicycle so you
don' t need your ol d one. Woul d you
a)
I offer it to someone you know who
needs one?
O)
I try to sell it for a reasonable price?
c)
L_..1 try to sell it for more than you paid for it?
There's an appeal on TV for money to help
people in a disaster. Would you
a) E donate some money i mmedi atel y?
b) L-l check how much you have in your
bank account?
c) I donate nothi ng?
6 Your fri end l ooks after your house/fl at
when you're on holiday. Would you
a)
I buy hi m / her a present to say
' thank
you' ?
b) L_-l send him / her a
'thank
you' card?
c) l --l
j ust
say' thank you' ?
7 One of your best employees asks you for a
pay rise. Would you
a) I offer him / her what he / she wants?
b) L__.1 offer him/her a pay rise in six months?
c)
l__.1 say the company can't afford it?
8 You' re i n the red and your son/daughter
asks you to buy hi m/her a new computer.
Would you
a)
I buy it with your credit card?
b) Ll tel t hi mi her the truth and promi se to
_
buy one when you have the money?
c) L__l tell him / her to get a job and pay for it
hi msel f / hersel f?
9 You see some lovely clothes in a shop but
you
4on' t
real l y need them. Woul d you
a)
I
Ouy them for yourself anyway?
b) L-l buy them if you can afford them?
c).Ll wal k out of the shop?
10 Your teenage son i s l i vi ng at home wi th you.
You ask hi m to cl ean up hi s room and wash
your car. Would you
a)
I
pay hi m for bothj obs?
b) Ll
pay him for the car but not for his room?
c) ll expect him to do the jobs
for nothing?
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a:|:,
aiaiai:a
al:i l:l:r::'
t:i:::l,:;:
,:ttai:i
:r:a:a:a:
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@ Pearson Education 2oo2
79
Vocabul ary Phrasal verbs about t ouri sm
Grammar Present si mpl e and cont i nuous f or f ut ure
Language t o go Descri bi ng pl ans f or a t ri p
I l ove Edi nbur gh
Ai m
To gi ve students practi ce at usi ng
t he present si mpl e and t he
present cont i nuous f or t he f ut ure
Mat eri al s
One i nf ormat i on sheet per st udent
(A,
B or C); a map of the UK
Ti me
25 mi nut es
Prepa rati on
Copy and cut up one worksheet
per t hree st udent s
Procedure
1 Ask students to tel l you anythi ng they know about Scotl and. Wri te
t hei r i deas on t he board.
2 l f possi bl e, gi ve the students a photocopy of a map of the UK and
poi nt out Edi nburgh, Gl asgow Loch Ness and t he Hi ghl ands.
3 Tel l st udent s t hat t hey are on hol i day i n Edi nburgh, t he capi t al of
Scotl and, and are stayi ng i n a fi ve-star hotel . l t' s Tuesday morni ng and
t hey meet t wo ot her f ri endl y t ouri st s i n t he hot el l obby. They shoul d
tel l the other touri sts what they have arranged to do duri ng the week
and descri be t he t our t hey are goi ng on. Then t hey shoul d arrange t o
go out t oget her one ni ght .
4 Wri t e t he f ol l owi ng on t he board:
ARRANGEMENTS TRAVEL ITINERARIES
We're going on a trip tomorrow. The coach leaves at 8 a.m.
I'm staying in the hotel for a week. We spend two hours at the castle.
El i ci t f rom st udent s whi ch f orm, present si mpl e or present
cont i nuous, we use t o t al k about arrangement s and whi ch f orm we
use f or i t i nerari es.
5 Put students i nto groups
of three. Tel l them that they wi l l each recei ve
an i nformati on sheet. On the sheet i s a di ary wi th everythi ng they
have arranged to do and a descri pti on of a tour they are goi ng on.
6 Gi ve each st udent i n t he group
a di f f erent sheet . Al l ow t hem a f ew
mi nut es t o read t he i nf ormat i on and t o check anyt hi ng t hey don' t
underst and. Make sure st udent s real i se t hat t hey wi l l have t o expand
t he prompt s i n t he di ary and t he t our i t i nerari es. Tel l t hem
t hat where t hey see
' . . . '
i n t he t our i t i nerari es, t hey wi l l have t o
i nsert a verb.
t
7 Then wri te the fol l owi hg on the board to remi nd students what to do:
o
lntroduce yourself to your partners.
o
Talk about your alfangements and ask your partners about their
arrangements.
.
Describe the tour you are going on.
c
Arrange to go out together one evening.
8 The st udent s gi ve and exchange i nf ormat i on.
9 When most groups have f i ni shed, ask each group what arrangement s
t hey have made.
Extensi on
Wri ti ng: Ask students to wri te a postcard from Edi nburgh descri bi ng
t hei r experi ences, and t hei r arrangement s f or t he rest of t he week.
Edi nbur gh I l ove
DAY
Dinner with
Scotiishfriends
. HIGA+LANDS :
Fri
;
=n*O,n* l
tvtm
COACH TOUR:
LOCH NESS
AND THE
HIGHIA,NDS
8.10 a.m. Deparl
-
drive north past Stirling
Castle
12 p.m. ... lunch near Ben Nevis, Britain's
hi ghest mountai n
2 p.m. ... a cruise of Loch Ness
3.30 p.m. Drive to Urquhart Castle
-
look
for the monster!
4.30 p.m. ... north-east to Inverrress
-
capital of the Highlands
-
I hour
shopping
5.45 p.m. ... to Edinburgh
8.45 p.m. ... back
COACH TOUR:
AWHISKY DISTILLERY
AND A SCOTTISH PARTY
I p.m.
3 p.m.
4.30 p.m.
5.30 p.m.
7.30 p.m.
8.30 p.m.
11. 30 p. m.
Leave
-
drive north to
St Andrews
... the famous university
and golf course
... a whi sl cy di sti l l ery
-
...
different whiskies
... to Edinburgh
... a coach tour of the city
at night
... Scottish party
-
... Scottish
dancing, eat haggis
... to hotel
COACH TOUR:
STIRLING
CASTLE,
LOCH LOMOND
AND BRAVEHEART COUNTRY
10.45 a.m. Depart
-
drive north to Stirling
-
... views of the place where the
Scottish beat the English In 1374
11.45 a.m. ... the story of WilliamWallace,
'Braveheart'
12.30 p.m. ... to Loch Lomond
-
... lunch
2 p.m. After lunch
-
... a boat trip on
Britain's largest area of water
3.30 p.m. ... home
-
on the way, pass
through Glasgow city centre
7.30 p.m. ... in Edinburgh
@ Pearson Education 2002
81
Vocabul ary 1 Weddi ngs
Vocabul ary 2 Uses of gei
Language t o go Tal ki ng about rel at i onshi ps
Love on t he net
Ai m
To gi ve students practi ce i n the
di fferent uses of gef i n the
context of wri ti ng a l etter about
a f ri end' s new rel at i onshi p
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Ask students to tel l you di fferent ways that peopl e meet
boyf ri ends /
gi rl f ri ends/ husbands / wi ves. Wri t e t hei r i deas on t he board.
2 Tel l st udent s t hat t hey are goi ng t o wri t e a l et t er t o a f ri end about
anot her f ri end, El ai ne, and her new rel at i onshi p. Fi rst t hey wi l l bui l d
up El ai ne' s st ory oral l y wi t h a part ner, usi ng cart oon pi ct ures and key
vocabul ary, and t hen t hey wi l l use t he i nf ormat i on t o wri t e t he l et t er.
3 Put st udent s i nt o pai rs and gi ve t hem each a copy of t he worksheet .
They shoul d onl y l ook at t he cart oon st ory, not t he bot t om sect i on.
Tel l t hem t o l ook at t he speech bubbl es i n t he f i rst pi ct ure and t el l you
what El ai ne i s sayi ng. Thi s shoul d el i ci t :
1 Hi Sheila, it's Elaine.
2 l'm in Australia and l've split up with Bob!
3 Why? Well, it's a long story.
Make sure st udent s underst and t hat t he event s i n each oi ct ure are al l
i n t he oast .
4 Al l ow st udent s seven t o t en mi nut es t o bui l d up t he rest of t he
cart oon st ory oral l y. They shoul dn' t wri t e anyt hi ng.
5 When t hey have f i ni shed, ask t hem t o l ook at t he bot t om sect i on.
They wi l l see a l i st of sent ences l abel l ed a)-e) and t he body of a
l et t el wi t h t he numbers 1-5 i n di f f erent part s of t he l et t er.
6 They have t o deci de where t he sent ences go i n t he l et t er. Gi ve t hem
t hree t o f i ve mi nut es t o do t hi s.
7 Cl ass f eedback.
B Tel l each pai r t o t ake a pi ece of paper and wri t e t he l et t er usi ng t he
i nf ormat i on i n t he cart oon st ory and sent ences a)-e). . As an exampl e,
ask st udent s how t hdy woul d compl et e t he sent ence begi nni ng
She' s i n t he second paragraph. Thi s shoul d el i ci t : She' s i n Aust ral i a
(or
She's gone to Australial and she's split up with Bob.
9 Form groups of forj ? Each pai r reads the other pai r' s l etter.
Love on the net
1 Hi Shei l a,
i t ' s El ai ne
3 Why? Well, it' s a long story.
1 After two weeks
he asked me . . .
2 | agreed and a
week l at er | . .
2 We. . . v er y wel l .
1 Shane? He . . . di vorced
three years ago. 2 . . . never want ed
. . . marri ed t o Bob,
but . . . t o Shane.
3 Look, I' ve got to go.
Keep i n t ouch!
2 | started looking for
f ri ends . . .
14 Feb
a) I Let me tell you lhe story.
Wel l , . . .
b) I Take care,
3heila
c)
I
DearJane,
t
hope you're well.
3orry lhaventwriffen
soonr, but I've been so
busy wifh everyfhing.
d) I
tncredible, isnf if?
Anyway, what abouf you?
Whafs happening in your
life?
t'd
love fo hear foom
you'
e)I 3o whafs new? Well.
you'll never guess whafs
happened to Elaine.
3he' s . . .
fflfdiffiilrtlfil|. @
pearson
Education 2002
83
Vocabulary Waste, use, spend, save + noun
Grammar Modal verbs f or gi vi ng advi ce
Language t o go Gi vi ng advl ce
Less st ress,
pl ease
Ai m
To gi ve students practi ce at usi ng
should, ought to and could to
gi ve advi ce
Vl ateri al s
One copy of Sheet s A, B. C and D
per group of three students
Ti me
25-30 mi nutes
Prepa rati on
Copy and cut up one worksheet
per group
Procedure
1 Wri t e t he f ol l owi ng def i ni t i on on t he board:
Continuous feelings of worry about your work or personal life that
prevent you from relaxing.
Tel l students thi s i s a di cti onary defi ni ti on of a word. They wri te down
what they thi nk the word mi ght be. Then ask for suggesti ons. Thi s
shoul d el i ci t stress. l f necessary gi ve students the answer.
2 Draw three col umns on the board and wri te the fol l owi ng three
words at the top of the col umns: Symptoms, Causes, Sol uti ons.
Put students i nto groups of three and ask them to wri te down any
exampl es of 1) the symptoms of stress, 2) the causes of stress,
3) sol ut i ons t o st ress. Gi ve t hem about t hree mi nut es and t hen wri t e
i deas i n t he col umns on t he board.
3 Tel l students that each member of thei r group wi l l recei ve di fferent
i nf ormat i on about a real person' s dai l y rout i ne. They shoul d read t he
i nf ormat i on and be ready t o t el l t hei r part ners about t he person, so i t
i s i mportant that they check any vocabul ary that i sn' t cl ear. They
shoul d al so read t he
quest i on
at t he bot t om of t he sheet .
4 Gi ve each
group a copy of Sheets A. B and C. The students take one
sheet each. Gi ve them two or three mi nutes to read thei r i nformati on
and check t he vocabul arv.
5 Tel l students that they are stress consul tants. The i nformati on on the
sheets came from three peopl e who have asked for advi ce about
how t o reduce st ress I n t hei r l i ves. The f i rst st udent t el l s hi s/ her
partners
about the
person on the sheet, then they al l deci de what
advi ce t o gi ve t he pQrson t o reduce st ress i n hi s/ her l i f e. They shoul d
do t hi s f or al l t hree peopl e. One st udent shoul d act as secret ary and
wri te down the advi ce for each
person.
Tel l students thev have about
t en mrnut es
6 Hand out Sheet D, whi ch says what a real stress consul tant
suggested. Students compare thei r advi ce wi th the advi ce
gi ven by
the stress consul tant.
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Less stress, pl ease
NAME Anne Demontoux, 30
-
single mother
-
works in o museum
-
/iyes with 1}-geor-old
son, Bruno, in o flot in Poris
6.30 o.m. Get up, prepore two pocked lunches, put on the woshing. Get Bruno reodg for schoo[.
7.30 o.m. Toke Bruno to schoo[ bg bus. No cor!
8.15
q.m.
Toke Metro to work.
9.00 o.m. Hove sondwich for breokfost.
5.00 p.m. Pick up Bruno from mg mother' s.
6.30 p.m. Cook dinner. Help Bruno with his homework.
9.00 p.m. Reod to Bruno. Hove o cup of coffee. Cteon ftot. No time to phone friends.
11. 00 p. m. Got o bed exhoust ed. Somet i mes l con' t sl eep. Thi nkobout probt ems: moneu, heot t h . . .
Gon gou give me some odvice on how to reduce the stress in mg life?
NAME
7. 00 o. m.
7. 30
q. m.
8. 00 o. m.
9. 00
q. m.
12. 00-1. 00 p. m.
6. 00 p. m.
7. 30 p. m.
11. 00 p. m.
12. 00 o. m.
12. 30/ 1. 00 o. m.
NAME
6 o. m.
7. 00
q. m.
8. 30 o. m.
9. 00 o. m.
5. 30/ 6. 00 p. m.
6.30 p.m.
8. 00 p. m.
8. 30/ 9. 00 p. m.
11. 00 p. m.
ADVICE FROM STRESS COUNSELLOR
Arnne Demontoux:
You reotlg ought to hove something to
eot before 9.00 o.m. This would ol.so
give gou more time to totk to
Uour
son.
Perhops gou could find onother porent
with o cor who could give Bruno o lift
to school, insteod of toking him to
school bg bus. Or could gour mother
do this for gou? You should otso trg to
find some time to totk to gour friends
obout gour probtems. Good tuck!
Mqrci q Bi cudo:
You reo[lg hove o busg dogl First of
o[[, gou shoutd trg to reduce the
omount of hours gou work. lf gou ore
tired, gou con't toke in verg much
informotion. ls it not possible to work
port-time, for exompte ontg untit
lunch? You otso ought to go to bed os
soon
qs
gou get home from schoot. lf
gou don't get enough steep, gou wi[[
feel more stressed. And reword
goursetf for otl gour hord work. Once o
week gou should do something thot
gou reo[lg enjog. Good tuck!
Atberto Rossi:
You shoutd trg to eot something
before gou leove for work. lt isn't
heotthg to stort gour dog with nothing
to eot. You shoutd olso drink less
coffee ond if possibte do more
exercise. Your biggest problem is the
time gou spend trovetting. You reollg
ought to think obout moving neorer to
Rome or finding o
job
closer to home.
You coutd otso trg osking gour boss
obout working from home one or two
dogs o week. Good [uck!
Morcio Bicudo, 18
-
studging for universitg entronce exom
-
lives of home with her
porents in Rio
Woke up.
Shower ond quick breokfost.
Leove home. Troffic
jom!
Stort work.
Hove l unch. Check mg homework.
Leove work.
Lessons stort (preporotion course for universitg entronce exom).
Leove schoot.
Get home.
Go to bed, or studg unti l two or three.
I spend mg whol e l i fe studgi ng or worki ng. Con gou gi ve me some
qdvi ce
on how
to reduce the stress in mg life?
Albefto Rossr, 43
-
monoger for computer compong
-
morried with three doughters 13,
14, 16
-
llves obout one ond o holf hours from Rome
Get up, get reodg for work. No time for breokfost.
Drive to office in Rome.
Arrive in Rome. Hove o coffee before going to the office.
Stort work. Hove to totk to different customers. Usuotlg no time for lunch. Eot sondwich
in mg office. Drink six cups of coffee.
Leove work.
Dri ve home.
Arrive home. Sometimes loter
-
it depends on the troffic.
Hove dinner. Wotch TV.
Go to bed.
Con gou gi ve me some
qdvi ce
on how to reduce the stress i n mg l i fe?
18
-
studging for universitg entronce exom
-
lives of home with her
@ Pearson Education 20a2
E5
Vocabul ar y
Gr ammar
Language t o go
The five senses
Def i ni ng rel at i ve cl auses
Def i ni ng peopl e, t hi ngs, t i me and pl ace
Def i ne i t l
Proced u re
1 I nt roduce t he l esson by aski ng st udent s t o t el l you t he f i ve senses
(t ast e,
t ouch, heari ng. si ght , smel l ).
2 Put st udent s i nt o pai rs. Tel l t hem t hat you are goi ng t o read out t wo
di ct i onary def i ni t i ons. They l i st en and wri t e down t wo or t hree
exampl es f or each def i ni t i on.
.
Animals that people touch with their hands
.
Things that taste delicious
3 Put two col umns on the board, wi th the headi ngs Defi ni ti ons and
Exampl es. Before aski ng for answers, el i ci t the defi ni ti ons that you
read al oud and wri te them under Defi ni ti ons. Then wri te three
answers next to each defi ni ti on, i n Lhe Exampl es col umn.
4 Tel l st udent s t hat t hey are goi ng t o pl ay a game i n t eams.
Each t eam has t o t hi nk of def i ni t i ons connect ed t o t he f i ve senses
from a l i st of exampl e answers. To demonstrate, remove both
def i ni t i ons f rom t he board and t hen read out t he examol es. The
st udent s gi ve you t he def i ni t i ons.
5 Put st udent s i nt o pai rs. Gi ve hal f of t he pai rs Sheet A and t he ot her
hal f Sheet B.
6 Expl ai n t hat f or numbers 1-5, t he st udent s l ook at t he exampl es and
wri t e def i ni t i ons; f or 6-10, t hey read t he def i ni t i ons and wri t e
exampl es. Remi nd t hem of t he rel at i ve pronouns used wi t h pl aces,
t i mes, t hi ngs and peopl e. They have t en mi nut es. They can use a
di ct i onary or ask you f or hel p.
7 After ten mi nutes, form groups of four, made up of Team A
(a pai r
that has worked on Shpet A) and Team B
(a pai r that has worked on
Sheet B) .
B They now pl ay t he game. Team A shoul d st art . For each i t em
(1-10),
they say the sense,
![e
exampl e answers and the fi rst word of the
def i ni t ron. Team B have t o t ry and produce def i ni t i ons f or each one.
Set a t i me I i mi t of f i ve mi nut es. Team A t hen add uo Team B' s score.
(Two poi nt s
f or each correct def i ni t i on. ) The t eams t hen reverse rores.
The t eam wi t h t he most
poi nt s
i s t he wi nner.
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L
Ai m
To gi ve students practi ce at usi ng
def i ni ng rel at i ve cl auses by
def i ni ng peopl e, pl aces, t hi ngs and
ti mes rel ated to the fi ve senses
Mat eri al s
One copy of Sheet A or Sheet
per st udent ; Engl i sh- Engl i sh
di ct i onari es
(opt i ona
l )
Ti me
30 mi nut es
Prepa rati on
Copy and cut up one worksheet
per two students
.@
si sht
@
si sht
1 Pl aces
Examples: the zoo, the
jungle,
a circus
hear i ng
2 Peopl e
Examples: a singer, a teacher, a radio presenter
Thi ngs
Examples: sculptures, paintings, dinosaurs
,h\
trv/
{
hear i ng
Pl aces
Examples: a record shop, a disco, a concert hall
) 1 "
T.;
rd\
smel l
Thi ngs
Examples: the smell of your favourite food, the
smell of fresh bread, walking past a restaurant
W.
touch
4 Thi ngs
Examples: a fork, a knife, a spoon
@
6 Pannl a
Examples: a chef, a wine taster, a restaurant critic
.@
sisht
6 Pl aces where you go
someone
Exampl es: a theatre,
to watch somethi ng or
p
n.u,.,nn
7 Thi ngs t hat you can hear on t he radi o
Exampl es: an i ntervi ew,
,6
,."rr
Thi ngs t hat smel l ni ce
Exampl es: a fl ower,
'W
touch
Peopl e who work wi t h t hei r hands
Exampl es: a potter,
d| ,
@
taste
10 I mes when peopl e
usual l y have somet hi ng t o eat
Exampl es: breakfast,
taste
taste
5 Thi ngs
Examples: soup, a salad, a prawn cocktait
. @
si ght
6 People that you often see on TV or in films
Exampl es: an actor,
fl
n"",.,nn
l l mes when
Exampl es: rn
you l i st en t o musi c
the car,
l,'
(fut smell
8 Thi ngs t hat peopl e wear t o smel l ni ce
Exampl es: aftershave.
W
touch
9 Thi ngs t hat you do wi t h your hand
Exampl es: wri fe,
J *
./^
':'-t*.
\w;Z
taste
Pl aces where you can buy somet hi ng t o eat
.'&
,."rr
3 Thi ngs
Examples: dirty socks, bad food, cigarettes
W
touch
4 Thi ngs
Examples: a pencil,
a telephone receiver, sc/ssors
@ Pearson Education 2002
1 0
Exampl es: a supermarket,
87
Vocabul ar y
Gr ammar
Language t o go
Li f est yl e: word bui l di ng
Present perfect simple wilh yet, already,
just
Descri bi ng recent changes
Fame
Ai m
To gi ve students practi ce at usi ng
the present perfect wi th
i usf,
already and yet in the context of
descri bi ng how success and f ame
has changed t hei r l i ves
Mat eri al s
One rol ecard
(A,
B, C or D) per
st udent
Ti me
25-30 mi nut es
Prepa rati on
Copy and cut up one worksheet
nor f nr r r et r r donf q
Procedure
1 Ask st udent s f or names of f amous and successf ul peopl e. Then put
t hem i nt o groups of t hree or f our and ask t hem t o wri t e down t he
advant ages and di sadvant ages of bei ng f amous and successf ul .
Al l ow t hree t o f i ve mi nut es.
2 Wri t e t hei r i deas i n t wo col umns on t he board and ask t hem t o
vot e on whi ch t hey t hi nk i s t he great est advant age/ di sadvant age of
bei ng f amous.
3 Tel l st udent s t hat t hey are goi ng t o pl ay t he rol e of someone who has
recent l y become f amous. They are goi ng t o t ake part i n a radi o
i nt ervi ew. The f our rol es are a wri t er, a pop st ar, a f oot bal l er and a
TV cel ebri tv.
4 Tel l st udent s t hat at t he t op of t hei r rol ecard t hey wi l l have
i nf ormat i on about what t hey do. Fi rst t hey shoul d read t he
i nf ormat i on and choose a name f or t hemsel ves. Then, usi ng t he
vocabul ary at the bottom of the rol ecard, they shoul d wri te some
not es about :
o
what t hey' ve
j ust
done
e
what t hey' ve al ready done
.
what they haven' t done yet
They shoul d t hi nk of reasons f or what t hey' ve done. They can al so
add t hei r own i deas.
5 Gi ve each st udent a rol ecard. Al l ow t hem t hree t o f i ve mi nut es t o
wri te notes.
6 El i ci t t ypi cal
quest i ons t hat a f amous person mi ght get asked i n a
radi o i ntervi ew, i ncl udi ng: Has famel success changed your l i fe?
How has famel success changed your l i fe? The radi o i ntervi ewer
shoul d t ry t o ask f ol l ow-up quest i ons af t er t he f amous person says
somet hi ng. As an exampl e, wri t e t he f ol l owi ng st at ement on t he
board: l ' ve
j ust
moved out of New York. El i ci t possi bl e fol l ow-up
questi ons, for exampl e Where have you moved to? Why?
7 You can choose from two al ternati ve procedures for rol epl ayi ng
t he i nt ervi ews.
Ei t her: Put st udent s i nt o groups of f our
(A.
B, C and D).
They t ake t urns t o be t he radi o i nt ervi ewer: St udent A i nt ervi ews
Student B, then Student B i ntervi ews Student C, etc.
Or: Put st udent s i nt o pai rs. They t ake t urns t o i nt ervi ew each ot her.
Then t hey change part ners and repeat t he process.
They change part ners a second t i me and repeat t he process agai n.
B At t he end, ask st udent s t o t el l you whi ch of t he f our peopl e t hey
t hi nk has t he best l i f est yl e, t aki ng i nt o account t he advant ages and
di sadvant ages of bei ng f amous.
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You' re a best-sel l i ng wri ter. A year ago you were
a teacher and a part-ti me
wri ter. Then recentl v
one of
your
books was made i nt o a f i l m.
What ' s your name?
JUST
ALREADY
NOT YET
You won a competi ti on to be a member of a pop
group.
Two mont hs ago you were worki ng i n a
restaurant. Now you' re a pop
star. You' re
ei ght een years
ol d.
What ' s your name?
JUST
ALREADY
NOT YET
You' re a professi onal
footbal l er. A year ago you
were onl y an amat eur. Now you' re t he youngest
pl ayer
ever to pl ay for your country. You' re
seventeen years
ol d.
What ' s your name?
JUST
ALREADY
NOT YET
Three mont hs ago you were a shop assi st ant .
Then you took part i n a TV documentarv that was
very popul ar. Now you' re
a TV cel ebri ty.
Whal ' s your name?
JU-ST
ALREADY
NOT YET
@ Pearson Education 2002
89
Vocabulary Phrasal verbs: furn, switch, go
Funct i on I nf ormal and pol i t e request s
Language t o go Maki ng and respondi ng t o request s
Proced u re
Not at al l
Ai m
To gi ve students practi ce at
maki ng and respondi ng t o
i nf ormal and pol i t e request s
Mat eri al s
One set of cards per st udent
(A, B, C or D)
Ti me
25-30 mi nutes
Prepa rati on
copy and cut up one worksheet
per f our st udent s
Ask students to wri te down exampl es of si tuati ons i n whi ch i t i s real l y
i mportant to be pol i te when aski ng for somethi ng. The si tuati ons coul d
i nvol ve fri ends, fami l y or strangers. Al l ow two to three mi nutes for thi s.
Di vi de st udent s i nt o groups of f our and ask t hem t o compare t hei r
i deas. l f t hey can remember any real exampl es of how bei ng pol i t e
hel ped t hem t o get somet hi ng, t hey shoul d descri be t hem.
3 After about fi ve mi nutes, ask a few students to report back.
4 Tel l st udent s
(i n
t hei r groups of f our) t hat t hey are goi ng t o pl ay a
game whi ch t est s t hei r abi l i t y t o use i nf ormal and pol i t e request
f orms i n a vari et y of si t uat i ons. Each group of f our st udent s i s goi ng
t o recei ve si xt een
pi ct ure
cards. Each
pi ct ure
card i s one hal f of a
si t uat i on; t here are t heref ore ei ght si t uat i ons i n al l . Each pi ct ure card
shows a person or peopl e wi th some key l anguage i n a speech bubbl e.
5 Gi ve each student i n the group a di fferent set of cards. Students
shoul dn' t show t hei r cards t o each ot her. St udent A chooses one of
hi s/ her cards and descri bes t he si t uat i on
(but
not what t he person i s
sayi ng)t o t he rest of t he group. The st udent who t hi nks he/ she has
t he ot her hal f of t he pi ct ure descri bes hi s/ her card. Bot h st udent s
put
t hei r cards down t o check. Then, i f t he cards mat ch, t hey act out t he
si t uat i on usi ng t he l anguage i n t he speech bubbl es t o hel p t hem.
They shoul d t ry t o make t he conversat i on l ast about t hi rt y seconds i f
possi bl e
-
t he pi ct ures are
j ust
a st art i ng poi nt . Af t er t he
conversat i on, St udent B t hen chooses one of hi s/ her cards and
descri bes t he si t uat i on t o t he rest of t he group. The game proceeds
as above unt i l al l t he*cards have been used up.
6 Ask each group to choose thei r best conversati on and act i t out for
t he whol e cl ass. Check t hat t hey use appropri at e request f orms.
Not at al l
. . . And t her e ar e
i nsect s i n t he
mat t r ess and . . .
I can' t f i nd
my car keys.
. . . f i nd t hem?
wai t i ng t i l l t hi s
af t ernoon? I
p r o mt s e , . .
. . . my f l i ght l eaves?
You see, I have
t o . . .
Dar l i ng, . . . I wat ch
t he f oot bal l t oni ght ?
I t ' s t he f i nal .
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____:___. l____t__l__ r
Thi s i s a non-
smoki ng f l i ght ,
madam. Woul d . . . ?
@ Pearson Education 2002
Vocabul ary Adj ect i ves descri bi ng l onel i ness and f ear
Grammar Second condi t i onal
Language t o go Tal ki ng about hypot het i cal si t uat i ons
Expl orer
Ai m
To gi ve students practi ce at usi ng
t he second condi t i onal f or
hypotheti cal si tuati ons
Mat eri al s
One worksheet per student
Ti me
30 mi nut es
Preparati on
Copy the worksheet
Proced u re
Wri l e Expl orer on the board. Tel l students that i t i s the name of a TV
show. Expl ai n that a group of peopl e are sent to a remote pl ace. They
have to do di fferent tasks. Every three days a member of the group i s
voted off the show by the others. The wi nner i s the l ast person l eft.
Ask st udent s t o l i st t he advant ages and di sadvant ages of bei ng on a
TV show of thi s type.
3 Tel l students they are goi ng to be gi ven part of the appl i cati on form
f or t he TV show whi ch wi l l be f i l med i n t he wi l ds of t he USA, i n
pl aces l i ke Al aska and the Ari zona Desert. To appl y, they have to
compl et e t en sent ences connect ed t o survi vi ng al one i n di f f erent
si t uat i ons.
4 Hand out the worksheet. Tel l students to read the ten i ncomol ete
sent ences and t o underl i ne any vocabul ary t hey don' t know. Al l ow
two to three mi nutes.
5 Check any words that students don' t know.
6 Then gi ve them fi ve to seven mi nutes to compl ete the sentences.
7 Now put st udent s i nt o pai rs t o t al k about si t uat i ons 1-3. They t ake
turns to ask each other what they woul d do and why. They have
t hree t o f i ve mi nut es.
B They f i nd new part ners and t al k about si t uat i ons 4-6. Then t hey
change part ners agai n and t al k about si t uat i ons 7-10.
9 Cl ass feedback. El i ci t from students some of the best compl eted
sent ences f or each si t uat i on.
Extensi on
Reading and speaking:
1 Tel l students that i t i s now ti me to choose the best candi dates. Wri te
t he f ol l owi ng on t he board:
We're looking for people who:
.
are not afraid of wild animals or insects.
o
like adventure.
o
are independent but can work in a team.
.
would be able to kill an animal for food if theV had to.
.
wouldn't panic in difficult situations.
.
can live without luxury items.
2 Form groups of three or four students. Tel l them they wi l l be gi ven
t he appl i cat i on f orms of anot her group. Usi ng t he sel ect i on cri t eri a
on the board, students shoul d l ook at each form and sel ect the best
candi date.
3 Col l ect each group' s f orms and gi ve t hem t o anot her group.
They have fi ve to seven mi nutes to sel ect thei r candi date.
4 Ask each group t o announce t hei r wi nner, gi vi ng t hei r reasons.
Exp lo re r
,, "t',,:
@ Pearson Education 2002
93
Vocabul ary Food and cookl ng
Grammar Verb constructions with
-rngl
infinitives
Language t o go Tal ki ng about f ood and cooki ng
You are what
you
eat
Ai m
To gi ve students practi ce at usi ng
verb constructi ons wi th
-rng
forms
and i nf i ni t i ves i n t he cont ext of
di scussi ng controversi al
statements about food
Mat eri al s
One set of cards per group of
t hree or f our st udent s
Ti me
25-30 mi nutes
Prepa rati on
Copy and cut up one worksheet
per group
Proced u re
1 Put students i nto pai rs to l i st any food-rel ated stori es they have read
about i n t he newspapers or heard on t he TV or radi o, e. g. about
genet i cal l y modi f i ed f ood, mad cow di sease. Gi ve t hem t hree t o
f i ve mi nut es.
2 Ask a few students to report back to the rest of the cl ass. Wri te the
di fferent food-rel ated topi cs on the board.
3 Put st udent s i nt o groups of t hree or f our. Tel l t hem t hey wi l l be gi ven
t en cards. Each card has a st at ement about a f ood-rel at ed t opi c.
They wi l l use t hese st at ement s as a basi s f or short di scussi ons.
4 El i ci t some l anguage f or aski ng f or and gi vi ng opi ni ons. Wri t e i t on t he
board. For exampl e:
What do you thi nk about ...?
I thi nk I don' t thi nk that ...
l n my opi ni on, ...
I agree I disagree.
5 Gi ve each group a set of t he t en cards. Tel l t hem t o read al l t he
st at ement s and underl i ne any vocabul ary t hey do not know.
NB GM st ands f or genet i cal l y modi f i ed.
6 Check t he meani ng of any new words wi t h t he cl ass.
7 Each group chooses f our or f i ve st at ement s t o di scuss. St udent s t ake
t urns t o i nt roduce a st at ement and t o l ead a di scussi on about i t . Thev
shoul d di scuss each st at ement f or about t hree mi nut es. l f any groups
f i ni sh much earl i er t han t he rest . ask t hem t o di scuss some of t he
ot her t ooi cs.
B At t he end, ask each group whi ch st at ement s t hey di scussed and
whet her t hey agreef o/ di sagreed wi t h t hem.
Ext ensi on
Wri ti ng:Ask students to choose two statements from the cards, one
t hat t hey agree wi t h and one t hat t hey di sagree wi t h. They shoul d wri t e
t hei r opi ni ons on each st at ement and gi ve t hei r reasons.
' School s
don' t spend
enough t i me t eachi ng
chi l dr en t o cook. '
' Nowadays
peopl e
spend
t oo much t i me worki ng
and wat chi ng TV and
not enough t i me
eat i ng t oget her. '
' We
have managed to
produce
a
generat i on
of
overwei ght chi l dren
because t hey eat
j unk
f ood and do no exerci se. '
' l t' s
expensi ve to eat
heal t hi l y. Poor peopl e
can' t afford to buy
heal t hy f ood. '
i O Pearson Education 2002
You are what you
eat
' A
veget ari an di et i s f or
rabbi t s. We are humans,
so i t' s stupi d to gi ve
up
eat i ng meat . '
' We
spend years
testi ng
drugs bef ore gi vi ng
t hem t o
pat i ent s.
So why di dn' t we
test GM foods before gi vi ng
t hem t o peopl e
t o eat T'
' l f
you
avoi d eat i ng
everythi ng that' s bad
f or you, you' l l
st arve
t o deat h. '
l f t he worl d' s popul at i on
keeps on
growi ng
at t he
same rat e, we soon won' t
be abl e t o produce
enough
food for everyone to eat.'
' l ' ve
deci ded t o buy onl y
organi c meat . There' s
no other way to be sure
that i t' s free of
danger ous di seases. '
' Don' t
wast e t i me goi ng
' on
a di et . You' l l put
on
wei ght agai n as soon
as you
st op. '
95
Travel and airports
Past perfect simple
Becount i ng event s i n your l i f e
Lost l uggage
Ai m
To gi ve students practi ce at usi ng
t he past perf ect si mpl e i n t he
context of a bad travel experi ence
Mat eri al s
One set of pi ct ure cards per
group of f our or f i ve st udent s.
Ti me
30 mi nut es
Prepa rati on
Copy and cut up t he worksheet
as above.
Vocabul ar y
Gr ammar
Language t o go
Proced u re
1 Put st udent s i nt o groups of f our or f i ve. Gi ve each group a set of
cut -up pi ct ure cards i n
j umbl ed
order and ask each st udent t o t ake
t wo or t hree pi ct ures.
2 Expl ai n t hat t he pi ct ures make up a st ory. Tel l st udent s t o descri be
t hei r pi ct ures i n as much det ai l as possi bl e t o t he ot her peopl e i n t hei r
group; t hey shoul d not show t hem t o each ot her.
The task i s to l i sten to al l the descri oti ons and trv to work out what
happened i n t he st ory, and t he order of t he pi ct ures. Gi ve st udent s
about ei ght mi nut es f or t hi s.
3 Check t he order wi t h t he cl ass. Answer: f , g, a,
j ,
b, h, i , c, d, e
4 Expl ai n t hat t he st udent s have t o t el l t he st ory i n t he past , but t he
st ory begi ns when t he man i s i n t he t axi . Ask t hem what t ense t he
verbs t hat descri be what happened bef ore wi l l be i n.
(Answer:
t he
past perfect.)
5 Ask st udent s some quest i ons t o hel p t hem get t he i dea of how t he
past perfect wi l l be used. For exampl e: What had hi s boss tol d hi m?
(She' d
tol d hi m he had to go to Moscow.) What preparati ons had he
made for hi s tri p?
(He' d
l ooked on the Internet to fi nd out the
weat her i n Moscow and he' d
packed
warm cl ot hes. )
6 St udent s t el l t he st ory
(oral l y)
i n t hei r pai rs. They shoul d st art l i ke t hi s:
Max was sitting in a taxi on his way to his Moscow hotel.
He was freezi ng col d and very unhappy... . Then they shoul d say
what had happened bef ore
(usi ng
t he past perf ect ) and what
happened l at er
(usi ng
t he past si mpl e). Al l ow f i ve t o seven mi nut es.
7 Fi nal l y, ask students. to wri te the story.
96
Lost l uggage
c _ ,
9-**r r;g,r;*lx:x I riteiri':!$i;s:t*1!ii!! r!@:*:,*!qigt:*ir*rrirr
e Two days later ...
97
'
@ Pearson Education 2002
Vocabul ary Fame and success
Grammar Passi ve const ruct i ons
Language t o go Descri bi ng a process
Pop stars
Procedure
1 Wri te on the board:
a) When your first single was released?
b) When was your first single released?
c) When was released your first single?
Ask students to i denti fy the correct questi on. (Answer:
b) They need
to know thi s to do the fol l owi ng acti vi ty correctl y.
2 Put st udent s i nt o pai rs. Gi ve one st udent Sheet A, and t he ot her
st udent Sheet B. They have t o ask each ot her quest i ons t o compl et e
t he mi ssi ng i nf ormat i on. Go t hrough t he f i rst one or t wo quest i ons
wi t h t he whol e cl ass t o check t hey underst and t he t ask, t hen gi ve
t hem f i ve mi nut es t o comol et e t he i nf ormat i on.
3 Ask t hem i f t hey have seen a TV programme l i ke t hi s, or i f t here i s
a si mi l ar programme i n t hei r own count ry.
4 Di vi de st udent s i nt o groups of f our or f i ve and t el l t hem t hat t hey
have t o i magi ne t hey are a pop group. Hand out a copy of Sheet C t o
each st udent . Toget her t hey i nvent t he i nf ormat i on f or t hei r group and
wri t e i t down i n t he ri ght -hand col umn. Al l ow seven t o t en mi nut es.
5 St udent s now have t o f i nd a part ner f rom a di f f erent group and t ake
t urns t o i nt ervi ew each ot her about t hei r pop groups. They wi l l need
t o make compl et e quest i ons f rom t he prompt s. Do t he f i rst
t wo quest i ons t oget her as exampl es and wri t e t hem on t he board:
What is your group called?
When and where was it formed?
Al l ow about f i ve mi nut es f or t he i nt ervi ews.
6 Ask students to wri te a short arti cl e about thei r partner' s pop group
for a teenage magafne.
Extensi on
Speaki ng:Students tel l a partner about a pop group from thei r country
who t hey l i ke and know somet hi ng about , You can st art by t el l i ng t hem
about a group you l i ke, as an exampl e.
98
Ai m
To gi ve students practi ce at usi ng
t he present
si mpl e passi ve
and
past si mpl e passi ve
t o t al k about
the careers of pop stars
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy and cut up t he worksheet
I
Po p
sta rs
The Bardot story
I n 1999 audi t i ons were hel d al l overAust ral i a t o f i nd t went y-f i ve gi rl s t o appear i n a
TV programme.
The TV programme was cal l ed .
(What
. . . ?l
The programme was desi gned t o f i nd gi rl s t o make an al l -gi rl pop group.
Fi nal l y gi rl s were chosen t o f orm Bardot .
(How
many . . . ?)
The gi rl s were cal i ed Bel i nda, Sophi e. Sal l y, Kat i e and Chant el l e.
Thei r f i rst si ngl e was rel eased i n .
(When. . . ?)
t t was cal l ed Poi son.
Thei r f i rst al bum was cal l ed .
(What
. . . ?) l t was rel eased one mont h l at er.
I n Oct ober t hev were nomi nat ed f or .
( What
. . . ?)
I n t he same mont h t hey were wel comed
In December they were asked to pl ay for
by 500 fans at Si ngapore Ai rport at the start of an Asi an tour.
.
(Who
. . . f or?)
The Bardot story
In audi ti ons were hel d al l over Austral i a to fi nd twenty-fi ve gi rl s to appear i n a
TV programme. (When
. . . ?l
The TV programme was cal l ed
' PopSt ars' .
The programme was desi gned t o
( What . . . ?\
Fi nal l y f i ve gi rl s were chosen t o f orm Bardot .
The gi rl s were cal l ed and . ( What
. . . ?)
Thei r f i rst si ngl e was rel eased i n Apri l 2000. l t was cal l ed
Thei r f i rst al bum was cal l ed Bardot . l t was rel eased
( What . . . ?)
.
( When
. . . ?)
I n Oct ober t hey were nomi nat ed f or f our Aust ral i an Recordi ng I ndust ry Awards.
I n t he same mont h t hey were wel comed by f ans at Si ngapore Ai rport at t he st art of an
Asi an t our.
(How
many . . . ?l
I n December t hey were asked t o pl ay f or Aust ral i an peacekeepi ng sol di ers i n East Ti mor.
What
/
group cal l ed?
When and where / f ormed?
How
/ di scovered by your record company?
When
/ f i rst si ngl e rel eased?
What / cal l ed?
When / f i rst al bum rel eased?
What
/ cal l ed?
Where
/ bi ggest concert hel d?
How many peopl e
/ attended by?
@ Pearson Education 2002
99
Vocabul ary Toys and games
Grammar Modal verbs t o t al k about f ut ure probabi l i t y
Language t o go Maki ng predi ct i ons about t he f ut ure
Are
you
an opt i mi st ?
Ai m
To gi ve students practi ce at
t al ki ng about probabi l i t y i n t he
future i n the context of a
quest i onnai re
t o di scover who i n
t he cl ass i s t he most opt i mi st i c
about t he f ut ure
Mat eri al s
One worksheet per st udent
Ti me
20 mi nut es +
Prepa rati on
Copy the worksheet
Proced u re
1 Ask students to vote on who they thi nk i s the most opti mi sti c person
i n t he cl ass.
2 Hand out t he worksheet . For each of t he sent ences, st udent s ci rcl e
the degree of probabi l i ty that most corresponds to thei r opi ni on
(f or
exampl e, i n sent ence 4, i f t hey are pessi mi st i c about t hei r Engl i sh
they mi ght ci cl e i mprobabl e). Gi ve them about fi ve mi nutes to do thi s.
3 Put st udent s i nt o pai rs. They shoul d compare t hei r answers usi ng t he
l anguage t hey l earnt i n t he l esson i n t he St udent s' Book t o t al k about
probabi l i ty (may,
mi ght, coul d, I' m sure that ..., I expect that ...,
I thi nk that ..., I doubt i f ... and I don' t thi nk that...). They shoul d gi ve
a reason for each of thei r answers, for exampl e: I don' t thi nk l ' l l ever
make a lot of money, because I'd have to win the lottery and that's
not very probabl e. Al l ow ten to twel ve mi nutes.
4 St udent s exchange t hei r compl et ed quest i onnai res wi t h t hei r part ner
and, usi ng the scori ng system at the bottom of the worksheet, add
up t hei r part ner' s score.
5 At the end, see i f students guessed correctl y the most opti mi sti c
person i n t he cl ass. The maxi mum score i s 50, and t he hi gher t he
score, t he more opt i mi st i c t he
person.
n00
Are you an opti mi st?
How optimistic are you?
Do thi s questi onnoi re to fi nd out.
For eoch sentence, ci rcl e the word(s) whi ch best refl ect gour opi ni on.
I+.lftilliFtlilll @ Pearson Education 2002
101
Vocabul ary 1 Tel ephoni ng expressi ons
Vocabul ary 2 Phrasal verbs about t el ephoni ng
Language t o go Communi cat i ng by phone
Can l t ake a message?
Ai m
To gi ve students practi ce i n the
l anguage used f or t el ephoni ng
Mat eri al s
One rol ecard
(A
or B) per st udent
Ti me
25 mi nut es
Prepa rati on
Copy and cut up one worksheet
oer two students
Proced u re
1 Expl ai n t hat st udent s are goi ng t o make and recei ve phone cal l s and
l eave and t ake messages f or an absent col l eague. El i ci t some
l anguage t hat t he person l eavi ng or recei vi ng t he message mi ght
need t o use, f or exampl e:
I'm afraid she's not here. Can I take a message?
Could you tell me your telephone number?
Could you ask him I her to call me back, please?
2 Put st udent s i nt o pai rs. Gi ve out t he rol ecards
(one
A and one B f or
each
pai r)
and ask st udent s t o read t he i nst ruct i ons.
3 Check t hat t hey underst and what t hey have t o do, t hen gi ve t hem
about t en mi nut es t o l eave t hei r messages. NB I f your cl assroom
l ayout al l ows i t , you may wi sh t o seat t he st udent s i n each pai r back
t o back t o si mul at e a ohone cal l .
4 Gi ve f eedback on good and/ or i ncorrect l anguage use.
5 Put st udent s i nt o new pai rs, agai n pai ri ng a St udent A wi t h a
St udent B.
6 St udent A t akes t he rol e of Mr Wi l ki ns, who has
j ust
ret urned t o t he
of f i ce. He shoul d ask hi s col l eague
(St udent
B) i f t here were any
messages f or hi m. St udent B gi ves hi m t he messages t hat he/ she
wrote down, for example'. Your friend Kazuko Hiraki phoned. He would
like to play tennis with you next Monday. He wants you to call him
back to confirm. His phone
number is 0175 200 9874.
St udent A shoul d check t he accuracy of t he messages agai nst t he
ori gi nal i nst ruct i ons on hi s/ her rol ecard^ Al l ow about f l ve mi nut es.
7 St udent B t hen t akes. t he rol e of Ms Jenki ns and St udent A gi ves her
t he messages t hat he/ she wrot e down.
Extensi on
l f you have t i me. and f eel t he st udent s can handl e t he l anguage t hat wi l l
be i nvol ved, you coul d rol epl ay t he f ol l ow-up phone cal l s, f or exampl e:
Mr Wi l ki ns phones Kazuko Hi raki back t o arrange a t i me t o pl ay t enni s.
102
Can l t ake a message?
Take t he rol e of t he f ol l owi ng peopl e
and phone Mr Wi l ki ns at wor k. You wi l l
need t o l eave a message.
Cal l 1: Your name i s Kazuko Hi raki . You
are' a f ri end of Mr Wi l ki ns. You woul d l i ke
t o pl ay t enni s wi t h hi m next Monday, You
woul d l i ke hi m t o cal l
you
back t o conf i rm,
Your ohone number i s 0175 200 9874.
Cal l 2: Your name i s Anna Lopez f rom
Comesa i n Val enci a, Spai n. You are
cust omers of Mr Wi l ki ns' s company.
You have a quest i on about a bi l l you have
recei ved. You wi l l cal l back t hi s af t ernoon.
Cal l 3: Your name i s June Wi l ki ns. You are
Mr Wrl ki ns' s wi f e. You are phoni ng t o t el l
hi m you wi l l be l at e home t hi s eveni ng.
You woul d l i ke hi m t o cal l
you
back.
Cal l 4: You are Jean-Paul Dugommi er, a
f ri end of Mr Wi l ki ns f rom Lvon. You are
comi ng t o t he UK on busi ness next week
and woul d l i ke t o meet hi m f or di nner.
Take t he rol e of Mr Wi l ki ns' s col l eague. He' s not i n t he
of f i ce t hi s morni ng. He wi l l recei ve a seri es of phone
cal l s. Expl ai n t hat he' s not avai l abl e and of f er t o t ake a
message. Not e down i nf ormat i on about t he cal l .
Now t ake t he r ol e of Ms Jenki ns' s col l eague. She
t he of f i ce t hi s morni ng. She wi l l recei ve a seri es of
phone cal l s. Expl ai n t hat she' s not avai l abl e and of f er t o
t ake a message. Not e down i nf ormat i on about t he cal l .
Now t ake t he rol e of t he f ol l owi ng
peopl e and phone Ms Jenki ns at wor k.
You wi l l need t o l eave a message.
Cal l 1: Your name i s George f rom
George' s Mot or Repai r. You are phoni ng
t o t el l Ms Jenki ns t hat her car i s readv
and she can col l ect i t t hi s af t ernoon.
Cal l 2: Your name i s Mart i n Schul t z f rom
Frankf urt , GermanV. Ms Jenki ns i s
comi ng t o Frankf urt f or a conf erence next
week. You woul d l i ke t o t al k t o her about
her hot el accommodat i on. You woul d l i ke
her t o cal l vou back. Your number i s
o0 49 6324 78 11.
Cal l 3: Your name i s Adri ana Novokova.
You are Ms Jenki ns' s f ri end. You are
maki ng a personal phone cal l . You wi l l
cal l her back.
Cal l 4: Your name i s Jan Borowski . You
are phoni ng i n answer t o a
j ob
advert i sement i n t he l ocal newspaper.
You woul d l i ke Ms Jenki ns t o cal l vou
back. Your number i s 027 7274 3108.
I
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@ Pearson Education 2002
103
Vocabulary Make and do
Grammar Modal verbs f or necessi t y and obl i gat i on
Language t o go Descri bi ng rul es i n t he present
What i f
7
r t t
Procedure
1 Wri te on the board:
You receive an e-mail attachment which you think may contain a virus.
What's the right thing to do?
El i ci t i deas and wri t e some sent ences usi ng obl i gat i on expressi ons on
the board, for exampl e' . You mustn' t open i t.
2 Hand out t he worksheet and ask t he st udent s, i n pai rs or smal l
groups, t o t al k about t he ri ght t hi ng t o do i n each si t uat i on, usi ng t he
l anguage gi ven. (l f pref erred, t he boxes coul d be cut up i nt o cards
whi ch st udent s t urn over and t al k about . ) They shoul d descri be any
real -l i f e experi ences t hey have had of t he si t uat i ons, and what t hey
di d. Al l ow about t en mi nut es. NB l t i s not necessarv f or t hem t o use
al l t he exoressi ons f or al l t he si t uat i ons.
3 As cl ass f eedback, ask t he groups about what t hey di scussed.
4 Ask students to read the text about what to do i f vou recei ve an
e-mai l t hat you are suspi ci ous of , and t o compare t he advi ce wi t h t he
sent ences on t he board.
5 Now tel l students to choose one of the other si tuati ons and wri te a
si mi l ar t ext about what t o do. Gi ve t hem seven t o t en mi nut es f or t hi s.
6 St udent s can read and comment on each ot her' s t ext s.
7 Gi ve f eedback on good and/ or i ncorrect l anguage use.
il
I
Ai m
To gi ve students practi ce at
expressi ng obl i gat i on i n t he
present by t al ki ng about t he
ri ght t hi ng t o do i n a vari et y of
si t uat i ons. and by wri t i ng an
advi sory text
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy t he worksheet
104
What i f , , . ?
You r ecei ve an e- mai l at t achment whi ch
you t hi nk may cont ai n a vi r us.
What i s t he ri ght t hi ng t o do?
You smel l gas i n your house.
What i s t he ri ght t hi ng t o do?
Your cr edi t car d has been st ol en,
What i s t he ri ght t hi ng t o do?
You ar e goi ng on a
j our ney
up t he Amazon.
What i s t he ri ght t hi ng t o do?
You must n' t . . . You shoul d. . . . . You shoul dn' t . . .
You have t o . . . You don' t have t o . . .
You want t o gi ve up smoki ng.
What i s t he ri ght t hi ng t o do?
You have a mi nor t r af f i c acci dent
i n whi ch nobody i s i nj ur ed.
What i s t he ri ght t hi ng t o do?
A pan of oi l cat ches f i r e whi l e
you ar e cooki ng.
What i s t he ri ght t hi ng t o do?
You are goi ng on a f ourt een-hour
pl ane j ourney.
What i s t he ri ght t hi ng t o do?
You have an i ntervi ew for a
j ob
at a bank.
What i s t he ri ght t hi ng t o do?
You want t o l ose wei ght .
What i s t he ri ght t hi ng t o do?
What t o do i f you t hi nl < you' ve r ecei ved a vi r us
Comput er vi ruses can be easi l y t ransmi t t ed by e-mai l . Vi ruses can at t ach t hemsel ves t o mai l wi t hout t he
sender l <nowi ng. Vi ruses are evol vi ng al l t he t i me so you must have t he l at est ant i -vi rus sof t ware i nst al l ed
on your comput er. l f you recei ve an at t achment t hat mal <es you suspi ci ous:
.
You shoul d send a message t o t he sender t o check i f he/ she has real l y sent you t he message.
.
You shoul d run a vi rus scan on Vour comput er.
.
l f you have any doubt s, you must del et e t he message and any at t ached f i l es.
o
You must n' t open any at t achment s unt i l you are sure t hey are saf e.
.
l f you recei ve t he message at work, you shoul d i nf orm your syst ems manager.
105
@ Pearson Education 2002
Vocabulary Expressions wilh time
Grammar Ways t o express cont rast i ng i deas
Language t o go Compari ng at t i t udes
A ni ght mar e
j our ney
Ai m
To gi ve students practi ce at
expressi ng cont rast i ng i deas usi ng
although, despite and howeverin
a gui ded l etter-wri ti ng acti vi ty
Mat eri al s
One worksheet per st udent
Ti me
25 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Ask studenls: What problems can you have when travelling by plane?
Wri te thei r i deas on the board, for exampl e' . del ays, fl i ght
cancellations, overbooking, lost luggage e|c.
2 Hand out t he worksheet and ask st udent s t o read about John and hi s
pl ans f or a hol i day i n Cuba. Ask a f ew quest i ons t o check st udent s
have assi mi l ated the i nformati on, for exampl e' . How i s he goi ng to the
airoort? When does he arrive in Cuba?
3 Expl ai n t hat , i n f act , John had a t erri bl e
j ourney
t o Cuba and t hat
somet hi ng went wrong at every st age of hi s
j ourney.
I n pai rs or smal l
groups, t he st udent s have f i ve t o seven mi nut es t o t al k about what
t hey i magi ne mi ght have gone wrong. Gi ve t hem an exampl e on t he
board to get them started: The taxi didn't arrive, so he had to take a
bus to the station.
4 Expl ai n t hat when John got home he wrot e a l et t er t o hi s f ri end
Est her t el l i ng her about hi s t erri bl e
j ourney.
Ask st udent s t o l ook at
t he st art of t he l et t er on t he worksheet and cont i nue i t , usi ng
al though, despi te or however to l i nk what John had hoped woul d
happen wi t h what happened i n real i t y. They shoul d work i n pai rs or
smal l groups, and have about t en mi nut es t o compl et e t hei r l et t er.
106
I
I
A ni ght mar e
f 0ur ney
I
John i s pl anni ng
a hol i day t o Cuba. He' s ver y wor r i ed about t he
j our ney
and
he' s t hi nki ng of t he preparat i ons he has made t o ensure he get s f rom hi s
house t o Cuba wi t hout any pr obl ems.
.
I' ve reserved a taxi to take me to the starron.
r
The t rai n t o t he ai rport l eaves at 1 1. 30.
o
I have t o check i n t wo hours bef ore deoart ure.
.
I have a t i cket , so l ' l l have a seat on t he pl ane.
.
The weat her f orecast i s good f or t he day of t he f l i ght .
r
l f t he f l i ght i s del ayed or cancel l ed, t he ai rl i ne wi l l put me
on anot her f l i ght or accommodat e me i n an ai rport hot el .
r
I arri ve i n Cuba on Tuesday.
.
I have a reservati on i n a l uxurv hotel .
.
My Spani sh i s qui t e good.
nrynun
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Vocabul ary Achi evement s and proj ect s
Grammar Present perf ect si mpl e and cont i nuous
Language t o go Di scussi ng personal achi evement s and proj ect s
The cl ever conf erence
Ai m
To gi ve students practi ce at usi ng
the present perfect si mpl e and
present perfect conti nuous to tal k
about past achi evement s and
proj ects i n progress
Mat eri al s
One rol ecard per st udent
l l me
20 mi nut es
Preparati on
Copy and cut up one worksheet
per ei ght st udent s
Procedure
1 Ask students i f they have ever been to a conference. What happens
at t hem?
2 Put t he cl ass i nt o even groups of up t o ei ght
(i . e.
i f you have t en
students, you shoul d have two groups of fi ve; i f you have thi rteen,
one group of si x and anot her of seven et c. ). l f you have ei ght or
fewer students, thi s i s a whol e cl ass acti vi ty.
3 Tel l students they are goi ng to be guests at the wel comi ng party of a
conference for very cl ever peopl e. Hand out a rol ecard to each
st udent and expl ai n t hat t hey wi l l pl ay t he person on t he card.
Gi ve t hem a mi nut e or so t o read t he i nf ormat i on on t he card
(i deal l v
t hey shoul d memori se i t ) and t o check any i t ems of vocabul ary.
4 Expl ai n that they don' t know anybody el se at the party. They have to
move around i nt roduci ng t hemsel ves and f i ndi ng out t he name,
prof essi on, achi evement s et c. of t he ot her guest s.
5 l f you t hi nk i t necessary, you coul d wri t e t he f ol l owi ng quest i ons on
t he board:
Hello. What's your name?
What do you do?
What have you achieved in your career?
What have you been working on recently?
What ambition do you have for the future?
6 After about ten mi nutes, or when they have spoken to everybody
el se i n t he group, ask t hem t o si t down and get i nt o pai rs.
7 I n pai rs. t hey have about f i ve mi nut es t o compare what t hey can
remember about t he ot her peopl e at t he part y. They shoul d descri be
anyone t hey spoke t o whom t hei r part ner di dn' t meet .
8 Ask the students who at the party they woul d most l i ke to be i n real
l i f e, and t o gi ve t hei r reasons.
108
The cl ever conf er ence
Name: Prof essor Anna St asi ak
Prof essi on: I nvent or
Achi evement s: I nvent ed an
i ndest ruct i bl e comput er
-
you
can hi t i t when you are
frustrated
Current proj ects: Devel opi ng a
new system to search for
i nf ormat i on on t he I nt ernet
-
t he l ast year
Ambi t i on: To be t he great est
i nventor i n hi story
Name: Chen Fi Li ng
Prof essi on: Novel i st
Achi evements: Wrote si x
best-sel l i ng novel s
Cu rrent proj ects: Wri ti ng
l atest novel
-
the l ast si x
mont hs
Ambi t i on: To wi n t he Nobel
Pri ze for Li terature
F ? -
Name: Gi anLuca Tassot t i
Prof essi on: Foot bal l pl ayer
Achi evements: Won the
l eague l ast season
Cu rrent proj ects: Recoveri ng
f rom an i nj ury
-
t he l ast mont h
Ambi t i on: To wi n t he Worl d
Cuo
Name: Cl audi ne Lef dvre
Prof essi on: Fi l m di rect or
Achi evement s: Made t en
f i l ms; nomi nat ed f or Gol den
Gl obe f or best f orei gn f i l m
l ast year
Current proj ects: Worki ng on
l at est f i l m
-
t he l ast
year
Ambi t i on: To wi n an Oscar
Name: Harri et Harri s
Prof essi on: Pol i t i ci an
Achi evement s: l n oarl i ament
for ten years; two mi ni steri al
posi ti ons
Current proj ects: Worki ng on
a new l aw to i ncrease
government spendi ng on
i nt ernat i onal devel ooment
-
the l ast si x months
Ambi t i on: To be Pri me
Mi ni st er
Name: Andrew Cox
Professi on: Archi tect
Achi evement s: Desi gned
hundr eds of publ i c bui l di ngs
i ncl udi ng hospi t al s, art
gal l eri es, of f i ce bui l di ngs and
l i brari es
Current proj ects: Worki ng on
t he devel opment of a new
nat i onal soort s st adi um
-
t he
l ast two vears
Ambi t i on: To be happy
Name: Aki l chi kawa
Professi on: Law student
Achi evements: Presi dent of
the uni versi ty l aw soci ety
-
t he l ast si x mont hs
Current proj ects: Revi si ng for
f i nal exams
-
t he l ast mont h
Ambi t i on: To oass f i nal exams
Name: Dr Mari a Jos6 Mart i nez
D{az
Professi on: Pharmaceuti cal
research sci enti st
Achi evements: Worked on the
devel opment of drugs to treat
ast hma
Current proj ects: Worki ng on
a treatment for cysti c fi brosi s
-
the l ast fi ve years
Ambi t i on: To wi n a Nobel
pri ze
\
,6
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Vocabul ar y
Funct i on
Language t o go
Pri son
Prohi bi t i on, obl i gat i on and permi ssi on i n t he past
Di scussi ng f reedom
Proced u re
1 Wri te The Best DaVs of Your Li fe on the board. Ask students whi ch
t hey t hi nk t he best days of your l i f e are
(f or
exampl e: when you are a
chi l d, a t eenager, a young adul t , a parent , ret i red) and why.
Tel l t hem t hat peopl e somet i mes say t hat your school days are t he
best days of your l i f e, and ask t hem i f t hey enj oyed bei ng at school .
2 Put st udent s i nt o pai rs
and ask t hem t o work t oget her t o mat ch t he
begi nni ngs and t he ends of t he quest i ons i n Part A t o make compl et e
quest i ons.
Thi s shoul d t ake about f i ve mi nut es.
3 Check t hei r answers.
4 Tel l st udent s t o f i nd t he appropri at e repl y i n Part B t o each of
t he quest i ons i n Part A. Gi ve t hem about seven mi nut es f or t hi s,
5 Check t hei r answers.
6 I n pai rs, st udent s t ake t urns t o ask and answer t he
quest i ons
i n Part
A. They shoul d not e down or remember t hei r part ner' s answers.
Al l ow about t en mi nut es.
7 Ask each pai r t o t el l t he cl ass whose school t hey t hi nk was bet t er and
why.
(St udent s
can deci de what cri t eri a t heywi l l use t o
j udge
t hi sl )
chtr r
you
h'orOt':i
1hdw
me !
d t d
wul..'
.tf:
The
best days of
your
l i f e?
Ai m
To gi ve
studentr
t al ki ng about ob
permi ssi on
i n t l '
Mat eri al s
students practi ce at
about obl i gat i on and
si on i n t he past
One copy per st udent
Ti me
30 mi nut es
Preparati on
Copy the worksheet
The best days of your l i fe?
Part A
Mat ch t he begi nni ngs and t he ends t o
1 How many hours a day di d you
2 Di d t he t eachers make vou
3 Were vou al l owed to wear
4 What f orei gn l anguage(s) di d you
5 Were you al l owed to choose
6 At what age were you al l owed
7 Were you al l owed t o cal l
8 Di d t hev l et
9 Di d t hey l et you l eave
10 l f you di d somet hi ng wrong,
11 What ki nd of exams di d
12 Were vou al l owed t o t al k
13 Was t here anyt hi ng el se t hey made
14 At what age were you al l owed t o
make quest i ons about your school days.
do a l ot of homework?
t he t eachers by t hei r f i rst names?
have t o go t o school ?
your own cl ot hes?
you smoke?
have t o l earn?
whi ch sport s you pl ayed?
t o choose t he subj ect s you st udi ed?
how were you puni shed?
t he school at l uncht i me?
t o ot her pupi l s duri ng l essons?
you have to takeT
l eave school ?
you do t hat you di dn' t l i ke?
Part B
Here are some answers t o t he quest i ons i n Part A. Deci de whi ch answer goes wi t h each quest i on.
a) We had t o l earn Lat i n and French.
b) No, def i ni t el y not . We were onl y al l owed t o cal l t hem by t uhei r surnames.
c) They made us do qui t e a l ot of homework, especi al l y at t he weekends or i f we were
prepari ng f or exams.
d) We had t o go t o school f rom 9 i n t he morni ng t o 4. ' 15 i n. t he af t ernoon.
e) They l et us choose but t here weren' t many opt i ons. I n wi nt er i t was ei t her rugby or
cross-count ry runnt ng.
f ) They made us st ay behi nd f or an hour af t er school i n t he af t ernoon.
9)
No, smoki ng wasn' t al l owed at al l .
h) Yes, we had t o st udy rel i gi ous educat i on. l di dn' t l i ke i t at al l .
i ) We had t o t ake an i nt ernal exam at t he end of everv t erm. And when we were si xt een.
we had t o t ake exams cal l ed GCSEs.
j )
No, we weren' t . We had t o wear a bl ue and grey uni f orm.
k) We were al l owed t o l eave school at si xt een. But I st ayed on unt i l ei ght een because
I wanted to go to uni versi ty.
We were onl y al l owed t o l eave t he school i f we went home f or l unch. They di dn' t l et us
hang around i n t he st reet .
They onl y l et us t al k i f we had t o work t oget her, but i f t he t eacher was t al ki ng t o t he cl ass
we had t o be oui et .
n) We were al l owed t o choose some of t he subj ect s we st udi ed when we were t hi rt een or f ourt een.
Now, i n pai rs, ask and answer t he quest i ons i n Part A about your secondary educat i on.
Whose school was better, yours or your partner' s? Why?
m)
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Vocabul ary Doi ng busi ness
Grammar Fi rst and second condi t i onal s
Language t o go Tal ki ng about l i kel y and unl i kel y si t uat i ons
U nder what ci r cumst ances ?
Ai m
To gi ve st udent s pract i ce
at usi ng
t he f i rst and second condi t i onal s
t o express l i kel y and unl i kel y
condi t i ons
Mat eri al s
One worksheet per group of t hree
or f our st udent s; one di ce per
group;
one count er per st udent
Ti me
20-25 mi nut es
Prepa rati on
Copy one worksheet per group
Procedure
1 Put st udent s i nt o groups
of t hree or f our. Each group needs one copy
of t he worksheet (t he gameboard),
a di ce, and a count er per st udent
(t hey
coul d use coi ns). One person i n each group has t o
keep score.
2 Expl ai n t he rul es t o st udent s. Put your count er on t he st art square.
Throw t he di ce and move t he number of squares on t he di ce. Expl ai n
t hat t here are f our ki nds of souare:
.
l f you l and on a
' Compl et e'
square, you have t o compl et e t he
sent ence i n a way t hat i s t rue f or you. You get one poi nt f or a
correct sent ence. (l ndi cat ed
by t he st ar x. )
.
l f you l and on a
' Verb
forms' square, you have to put the verbs i n
bracket s i n t he correct f orm t o make a sent ence. You get one poi nt
f or a correct sent ence. (l ndi cat ed
by t he st ar x. )
.
l f you l and on an
' Under
what ci rcumst ances' square, you have t o
say under what ci rcumst ances you woul d do what i s wri t t en i n t he
square. You get t wo poi nt s f or a correct sent ence.
(l ndi cat ed
bv t he
t wo st ars * x. )
.
l f you l and on an
' Ask
a quest i on'
square, you have t o ask anot her
pl ayer a quest i on i n t he f i rst or second condi t i onal .
you
get one
poi nt f or a correct quest i on
and t he person you ask get s one pot nr
f or a correct answer. (l ndi cat ed
by t he st ar pl us st ar x+x. )
The wi nner i s t he pl ayer wi t h t he most poi nt s when everybody has
f i ni shed, not t he pl ayer
who reaches t he end f i rst .
3 St udent s pl ay t he game,
t aki ng t urns t o t hrow t he di ce and move
around t he board unt i l everyone has reached t he end (you
don' t need
t o t hrow t he exact number t o f i ni sh). When t hev have doubt s about
whet her sent ences arO correct or not , t hey shoul d check wi t h
t he t eacher
4 Fi nd out who got t he' hi ghest score i n t he crass.
,'..l.:..ij
U nd er what c irc umsta n c es?l.' .:rr,:::l:
Verb forms
|
(l end) you
my car on
condi t i on t hat
you (be)
caref ul .
Under what
circumstances
woul d you . . .
go to worK
i n anot her
count ry?
Gomplete
I woul dn' t . . .
even i f
you pai d me
a mi l l i on
dol l ars.
*
Verb forms
| (go)
to
the party
t hi s eveni ng
i f you (come)
wi t h me.
Complete
I woul d be abl e
t o buy a Rol l s
Under what
ci rcumstances
woul d you . . .
mt ss an
rmponant
meet i ng?
Gompl ete
l f I had t o go t o
t he Mi ddl e East
on busi ness, I
wo u l d . . .
Under what
circumstances
woul d you . . .
i nvest money i n t he
st ock market ?
Under what
circumstances
woul d you . . .
resi gn f rom
a i ob?
Verb forms
| (say)
no if a
customer
(i nvi te)
me t o spend a
f ree weekend
i n Pari s.
Verb forms
l f t he weat her
(be) good, we
(pl ay)
t enni s
on Saturday.
Under what
circumstances
woul d you . . .
give your boss
a bunch of
flowers?
Verb forms
l f i t
(be)
properl y
supervi sed,
|
(do)
a
parachut e
Jump.
*
Gompl ete
I won' t come to
t he next Engl i sh
cl ass i f . . .
*
f+.TaffEafEEttll A rearson Eoucarton 2aa2
Vocabul ary The weat her
Grammar Beoort ed st at ement s
Language t o go Report i ng what you hear or read
Weat her report
Ai m
To gi ve students practi ce at
weat her vocabul ary by
exchangi ng i nf ormat i on about
weather forecasts i n two di fferent
cont i nent s; al so t o pract i se
reported speech structures by
f eedi ng back on t he i nf ormat i on
gathered
Mat eri al s
One copy of Sheet A or Sheet B
per st udent
Ti me
20 mi nut es
Prepa rati on
Copy and cut up one worksheet
per two students
Proced u re
1 To i nt roduce t he act i vi t y, ask st udent s what t hey t hi nk t he weat her i s
l i ke at t he moment i n di f f erent ci t i es around t he worl d, f or exampl e:
Sydney, Bangkok, New York, Cai ro, St ockhol m.
2 Wri t e on t he board t he quest i on and answer f ormat t hat st udent s wi l l
need t o comol et e t he worksheet :
What will the weather be like in ... this weekend?
There will be ...
3 Put st udent s i nt o pai rs (A
and B) and gi ve each st udent a copy of
Sheet A or Sheet B.
4 Tel l St udent B t o ask St udent A about t he weat her f orecast ed f or t he
pl aces marked on t he map of Europe. Tel l St udent A t o l ook at
hi s/ her map of Europe and answer St udent B' s quest i ons. St udent B
shoul d draw t he appropri at e symbol s on t he map of Europe. Thi s
shoul d t ake f i ve t o seven mi nut es.
5 St udent A t hen asks St udent B ouest i ons about t he weat her i n Asi a
and draws t he appropri at e symbol s on hi s/ her map.
6 Put students i nto new pai rs, wi th two As together and two Bs
together. They have fi ve mi nutes to compare the answers they
recei ved and check t hat t hev were oi ven t he same i nf ormat i on.
For exampl e:
-
Ludmilla told me there would be severe thunderstorms in the
Ukraine this weekend.
-
Yes, and Olga said there would be bright sunshine in ltaly.
-
Yes, Ludmilla said the same. What about France?
-
She said there would.be thick cloud.
Ext ensi on
Readi ng and speaki ng: H you have an Internet cl assroom avai l abl e,
st udent s coul d make predi ct i ons about t he day' s weat her i n vari ous
count ri es around t he worl d and t hen use a weat her si t e
(e. 9.
www. weat her. com) t o check t hei r predi ct i ons. Then ask i ndi vi dual
st udent s t o t el l t he cl ass what t hey f ound out , f or exampl e: I sai d i t
would be cold with heavy snow in Moscow, and I was right. But I
thought there would be sunshine in Cape Town, and in fact it's raining.
114
Weat her report
IilfTti!fiIIf.G|E a
pearson
Eoucarnn 2aa2
1 1 5
Vocabul ary Thi ngs we read
Grammar Past perf ect si mpl e and cont i nuous
Language t o go Tal ki ng about i mport ant moment s
Procedure
Harry at t he Dursl eys'
Ai m
To gi ve students practi ce at usi ng
the past perfect si mpl e and past
perfect conti nuous
Mat er i al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy the worksheet
Ask students i f they know anythi ng about Harry Potter, a character
f rom a chi l dren' s book.
(See
background i nf ormat i on. )
Hal f t he st udent s are As and hal f are Bs. Put t hem i nt o smal l
qrouos.
As together and Bs together.
3 Hand out the worksheet and ask students to fol d i t so that Student
As have Ext ract A and t he
quest i ons
vi si bl e, and St udent Bs have t he
ouest i ons and Ext ract B vi si bl e.
4 Ask st udent s t o read t hei r t ext . St udent As shoul d answer ouest i ons
1-5 and St udent Bs
quest i ons
6-10
(t he
answers t o t he ot her
quest i ons are i n t he ot her t ext ). They shoul d t ry t o use t he past
perfect to answer the questi ons.
5 I n t hei r groups, st udent s compare t hei r answers.
6 Put st udent s i nt o pai rs (A+B).
I n each
pai r,
St udent A summari ses
hi s/ her t ext f or St udent B, wi t hout l ooki ng at i t . B shoul d l ook at
ouest i ons 1-5 and see whi ch ones can be answered f rom As
summary. St udent B t hen summari ses hi s/ her t ext f or St udent A,
who t ri es t o answer ouest i ons 6-10.
7 fhey can then unfol d the worksheet and read the other text. Ask
t hem i f t hey t hi nk t hei r part ner' s summary was good. They shoul d
al so answer any of t he quest i ons t hat t hey coul dn' t answer f rom t hei r
partner' s summary.
8 Fi nal l y, di scuss some or al l of t he f ol l owi ng quest i ons:
How do you think the Dursleys feel about Harry?
What does Harry feel about Dudley?
Do you think Harry is a happy boy?
Would vou like to read the rest of the book?
Do you think adults can enjoy books for children?
1 1 6
t11.au:it:iu:
Harry at the Dursl eys'
i
Ext ract A
(quest i ons
1-5)
1
2
4
What had happened t en years earl i er?
How had Pri vet Dri ve changed si nce t hen?
How had Dudl ey Dursl ey changed?
What had Harry been doi ng when hi s aunt
woke hi m uo?
What ki nd of dream had he had?
Why was Harry smal l and ski nny?
Why were hi s gl asses hel d t oget her
wi t h Sel l ot ape?
How l ong had he had hi s scar?
What was the fi rst ouesti on he had
asked Aunt Pet uni a?
How had hi s parent s di ed, accordi ng
t o hi s aunt ?
6
6
7
8
1 0
Ext ract B
(quest i ons
6-10)
From Harry Potter and the Philosopher's Stone
From Harry Potter and the Philosopher's Stone
DlfafiifiifAlil]l @ Pearson Education 2002
117
Vocabul ary Housework and cl eanl i ness
Grammar Have something done and reflexive pronouns
Language t o go Thi ngs you do, and have done f or you
Do i t
yoursel f
-
or have i t
done?
Ai m
To gi ve st udent s pract i ce at usi ng
have+somet hi ng+past
parti ci pl e and refl exi ve pronouns
Mat eri al s
One copy of Sheet A, B, C or D
per st udent
Ti me
25 mi nut es
Pre pa rati on
Copy and cut up one worksheet
per f our st udent s
Proced u re
1 l f necessary, you may wi sh to pre-teach some of thi s vocabul ary:
dye, pierce, have your blood pressure
taken, photo booth, car wash.
2 Di st ri but e t he cut -up copi es of t he worksheet so each st udent nas
one
' Fi nd
someone who . . . ' box.
3 Tel l st udent s t hat t hey wi l l have t o f i nd peopl e i n t he cl ass f or whom
t he sent ences i n t hei r box are t rue.
(They
onl y need t o f i nd one name
per
sent ence, and t he names can be di f f erent f or t he di f f erent
sent ences. ) They do t hi s by movi ng around t he room and aski ng ot her
st udent s yes/ no quest i ons, f or exampl e. Have you had your car
servi ced i n the l ast si x months? They repeat the same questi on unti l
somebody says yes, and t hen t hey wri t e t hat person' s name i n t he
box
(so
i f t he f i rst person
t hey ask says yes, t hey onl y ask t hat
quest i on once).
4 When t hey f i nd someone, t hey have t o ask a f ol l ow-up quest i on
based on t he prompt bel ow t he sent ence and not e t he answer.
They wi l l need t o const ruct a grammat i cal l y
correct quest i on, f or
exampl e: Where ...?
=
Where di d you have i t servi ced? You may wi sh
t o check t hey underst and t hi s by doi ng a coupl e of exampl es f i rst .
5 Once t hey have done t hi s f or one sent ence, t hey move on t o t ne
next. l f the sentence i s not true for anybody, the student wri tes
nobody i nstead of a name.
6 When t hey have one ndme f or each sent ence, t hey can st op
aski ng quest i ons, but t hey shoul d cont i nue answeri ng ot her
st udent s' quest i ons.
7 Af t er about t en mi nut es, or when most peopl e have f i ni shed, ask
each st udent i n t urn t o t el l you one pi ece of i nf ormat i on t hat he/ she
di scovered. i ncl udi ng t he answer t o t he f ol l ow-up quest i on. For
example: I discovered that Joeo has had his car serviced in the last
six months. He had it serviced at the garage near the station.
As t he ot her st udent s l i st en, t hev shoul d wri t e down one ot her
possi bl e fol l ow-up questi on
to ask, for exampl e. Why di d you choose
that garage, JoSo?
8 Fi nal l y st udent s can ask t hei r own f ol l ow-up quest i ons
t o t he
appropri at e person. Gi ve t hem about f i ve mi nut es.
1 1 8
Do i t
yoursel f
-
or have i t do
Fi nd someone who . . .
has had hi s/ her car servi ced i n t he l ast si x mont hs.
( Wher e. . . ?)
i s goi ng t o have hi s/ her hai r cut soon.
( How. . . ?)
has hi s/ her passport phot ographs t aken by a
prof essi onal phot ographer.
(Why
not ... i n a photo booth?)
has never had hi s/ her hai r dyed.
(Why
not . . . ?)
Name
Fi nd someone who . . .
al ways washes t he di shes hi msel f / hersel f .
(Why
not ... dishwasher?)
has had a tooth extracted.
(When
. . . ?)
had hi s/ her ear s pi er ced when he/ she was a chi l d.
(...
any other parts of your bodV?)
has recentl y had some cl othes dry-cl eaned.
( What . . . ?)
Name
Fi nd someone who . . .
has had a l et t er or art i cl e publ i shed i n a newspaper.
(What
... about?)
hasn' t had hi s/ her eyes t est ed i n t he past t hree years.
(When
...?
-
future)
has hi s/ her bl ood pressure checked regul arl y.
(Where. . . ?)
does al l t he housework hi msel f / hersel f .
(...
like someone to help?)
Fi nd someone who:
can sort out comput er probl ems hi msel f / hersel f .
(How
... learn?)
has had a credi t card st ol en.
(What . . .
do?)
has hi s/ her supermarket shoppi ng del i vered.
( Whv. . . ?)
has hi s/ her car washed i n a car wash.
(Why
not ... yourself?)
Name
Name
1 9
@ Pearson Education 2002
Vocabul ar y
Gr ammar
Language t o go
Descri bi ng changes
Future with willand will have done
Predicting future events
By the
yeat
2025
Ai m
To gi ve students practi ce at usi ng
the future perfect to tal k about
t he possi bi l i t y of f ut ure
predi ct i ons,
t hei r causes and
consequences
Mat eri al s
One set of cards per group of
t hree or f our st udent s
Ti me
25 mi nut es
Prepa rati on
Copy and cut up one worksheet
per group
Proced u re
1 Put students i nto groups of three or four. Gi ve each group a set of
t he cards. f ace down.
2 Tel l st udent s t o t urn over t he cards one at a t i me and read t he
predi ct i on. They shoul d di scuss whet her t hey t hi nk t he predi ct i on i s
cert ai n t o happen, probabl e, possi bl e or i mpossi bl e, and why (t hey
don' t need t o agree). They shoul d al so t al k about t he reasons why
t hi s predi ct i on mi ght happen, and what i t s consequences mi ght be.
They shoul d not wri te on the cards.
3 To demonstrate, do the fi rst card on the board as a whol e cl ass
acti vi ty. Wri te:
By the year 2025, global
sea levels will have risen by half a metre.
El i ci t st udent s' opi ni ons as t o i t s probabi l i t y, f or exampl e:
I think it's probable that this will have happened.
El i ci t possi bl e reasons, f or exampl e:
Global warming will have caused the polar ice caps to melt.
and consequences, f or exampl e:
People will have to move from coastal areas.
4 Once t hey' ve t al ked about one card, t hey shoul d t urn over t he next
and t al k about t hat unt i l t hev have di scussed al l t wel ve. Gi ve t hem
about f i f t een mi nut es t o work t hrough al l t he cards.
5 As cl ass feedback, tal k about two or three of the
predi cti ons
that
caused most di scussi on.
120
By the year 2025 ...
Gl obal l evel s wi l l have r i sen
hal f a met r e.
reason?
consequences?
trY Tne
Year
zuzS ...
Spani sh wi l l have become an of f i ci al
sea
by
l anguage of t he USA.
reason?
consequences?
By the year 2025 ...
Chi na wi l l have become t he wor l d' s
most i mpor t ant economi c power .
reason?
consequences?
By the year 2025 ...
The hol e i n t he ozone l ayer wi l l have
i ncr eased t o t hr ee t i mes i t s cur r ent si ze.
reason?
consequences?
By the year 2025 ...
St at e pensi ons
wi l l have been
abol i shed i n West er n Eur ope.
reason?
consequences?
By the year 2025 ...
The Russi an Feder at i on
j oi ned
t he Eur opean
wi l l have
Uni on.
reason?
consequences?
By the ye
ar 2025 .,.
111,,::':;
).
By the year 2025 ...
Peopl e wi l l have st opped eat i ng beef .
reason?
consequences?
- - - - - - J
By the year 2025 ...
The number of peopl e
wi l l have i ncr eased
wor ki ng at home
dr amat i cal l y.
reason?
consequences?
By the year 2025 ...
The number of i mmi gr ant s i n Eur ope
wi l l have i ncr eased t o 50%
of t he t ot al popul at i on.
reason?
consequences?
By the year 2025 ...
Peopl e wi l l have st opped buyi ng
books and musi c i n shops.
A per manent
col ony
est abl i shed on t he
wi l l have been
pl anet Mar s.
reason?
consequences?
By the
Vear
2025 ...
You wi l l have become ver y r i ch!
reason?
consequences?
@ Pearson Education 2002
121
Vocabul ary 1 Medi cal probl ems and sympt oms
Vocabul ary 2 Phrasal verbs about i l l ness
Language t o go Descri bi ng sympt oms of an i l l ness
Heal t hl i ne
Ai m
To read about medi cal symptoms
and di scuss causes and t reat ment
Mat eri al s
One worksheet per st udent
Ti me
25 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Ask students where they can get advi ce i f they are si ck. Ask i f they
t hi nk i t i s possi bl e t o get medi cal advi ce over t he I nt ernet .
2 Hand out the worksheet and ask students to read the e-mai l s i n Part A.
3 I n pai rs, t hey di scuss what t hey t hi nk mi ght be wrong wi t h each
of t he peopl e, and what t hey t hi nk t hey shoul d do. Al l ow f i ve t o
seven mi nut es.
4 Ask students to read Heal thl i ne' s reol i es i n Part B and match them
wi t h t he probl ems i n Part A.
5 As cl ass f eedback, ask i f st udent s had come t o t he same concl usi ons
about the probl ems as Heal thl i ne di d. Di scuss whether they thi nk
Heal thl i ne' s advi ce i s good or not, and why.
6 Fi nal l y, di vi de st udent s i nt o groups of t hree or f our and gi ve t hem
seven t o t en mi nut es t o di scuss t he
quest i ons
i n Part C. Be caref ul ,
however, as some of t hese quest i ons are qui t e personal . l f you have
doubt s as t o whet her st udent s wi l l f eel comf ort abl e t al ki nq about
t hem. l eave t hem out .
122
Heal t hl i ne
Part A
Read t hese e-mai l s t o an I nt ernet medi cal advi ce servi ce cal l ed
Heal t hl i ne. Thi nk about t he peopl e' s sympt oms and deci de what
you t hi nk i s wrong wi t h t hem. What advi ce woul d you gi ve t hem?
Part B
These are the repl i es from Heal thl i ne. Match each repl y wi th
one of t he pr obl ems i n Par t 1. Do you t hi nkt he advi ce i s good?
Part C
Di scuss t hese quest i ons.
1 Doyou t hi nk i t i s a good i dea t o l ookf or medi cal advi ce on t he I nt ernet ,
or shoul d you al ways consul t a doct or?
2 Have you or someone you know ever had any of t he condi t i ons descri bed i n t he
e- mai l s? What di d you/ he/ she do? How l ong di d i t t ake you/ hi m/ her t o get over i t ?
3 When was the l ast ti me you went to the doctor? Were you
i l l or was i t a
check-up? What di d t he doct or do?
Healthl&
@ Pearson Education 2002
123
Vocabul ary Peopl e and groups
Grammar Past modal verbs of deduct i on
Language t o go Drawi ng concl usi ons about t he past
The concl usi ons
game
Ai m
To gi ve students practi ce at usi ng
past modal s t o draw concl usi ons
about t he past
Mat eri al s
One set of cards per group of
four students
Ti me
25 mi nut es
Prepa rati on
Copy and cut up one worksheet
per group.
Procedure
1 As an i ntroducti on, wri te these two headi ngs on the board: Sentence
and Reaction. In the sentence column, write: Susan is verv tired. Elicilt
possi bl e reasons why Susan i s ti red, for exampl e: She mi ght have
been working too much. She can't
(or
might not) have slept very well
l ast ni ght. Wri te these i n the reacti on col umn. Tel l students they are
goi ng t o pl ay a game i n whi ch t hey wi l l have t o mat ch sent ences wi t h
react i ons.
2 Put st udent s i nt o groups of f our, i f possi bl e at a t abl e. Di vi de t he
fours i nto two teams of two.
3 Gi ve each group a set of sent ences and a set of react i ons. Tel l t hem
t o out t he cards f ace down on t he t abl e so t hat t he backs of al l t he
cards can be seen; on the l eft, the sentences i n three rows of four
cards, and on the ri ght, the reacti ons, al so i n three rows of four.
4 Expl ai n t he rul es of t he game:
.
There i s one react i on t hat mat ches each sent ence.
.
Team A t urns over one sent ence and one react i on and
pl aces
t hem
f ace up. l f t hey mat ch, t he t eam keeps t he cards and has anot her
t urn. l f not , t he cards are pl aced f ace down agai n i n t he same pl ace
and Team B has a t urn.
o
The t eams t ry t o remember t he posi t i on of t he cards and cont i nue
pl ayl ng unt i l al l t he cards have been mat ched and t aken. The t eam
wi t h most cards at t he end wi ns.
5 Demonst rat e t he st art of a game f or t he whol e cl ass, t hen l et
st udent s pl ay i n t hei r groups.
6 When t hey have f i ni shed, one person i n t he group reads out al l t he
sent ences i n t urn, and t he ot her st udent s i n t he group have t o gi ve
the correct reacti ons. They probabl y won' t be abl e to remember the
exact words, but stroul d have had suffi ci ent exposure to
produce
si mi l ar sent ences.
The concl usi ons game
When I woke up
and l ooked out of
the wi ndow, everythi ng
was whi te.
Van Gogh cut of f
part
of hi s ear!
Tom arrived late
for work yesterday.
Jack' s l ooki ng
very happy.
I went parachuti ng
at t he weekend.
He must have
been mad.
'
Hi s boss can' t have
been very happy.
Ji m' s one of t he best
st udent s i n t he cl ass but
he f ai l ed hi s exam.
Jane' s got pai nt
on her hands.
Loui sa l eft the
ci nema cryi ng.
Jessi ca crashed her
car l ast week,
but she' s OK.
It must have
been snowi ng.
She mi ght have
been redecorat i ng
her bedr oom.
Ronni e' s got
a
terri bl e hangover.
I was an hour l at e
for my
j ob
i ntervi ew
because t he t rai n
was del ayed.
The quest i ons
can' t have been
very easy.
She mi ght have been
t aki ng a shower.
Sophi e' s hai r i s wet .
She mi ght have
seen a sad f i l m.
She was l ucky.
She coul d have
been seri ousl y i nj ured !
He coul d have had
some good
news.
That must have
been exci t i ngl
Were you scared?
He must have had
t oo much t o dri nk
l ast ni ght .
What bad l uckl
You must have
been f uri ous.
125
@ Pearson Education 2002
Vocabul ar y
Gr ammar
Language t o go
Busi ness processes: word bui l di ng
Non-def i ni ng rel at i ve cl auses
Gi vi ng ext ra i nf ormat i on
Dear cust omer
Ai m
To gi ve students practi ce at usi ng
non-def i ni ng rel at i ve cl auses, i n
the context of a l etter to persuade
cust omers t o use a new product
or servrce
M at eri a l s
One worksheet per st udent
Ti me
25- 30 mi nut es
Prepa rati on
Copy t he worksheet
Proced u re
1 Ask st udent s i f t hey ever get mai l f rom compani es i nf ormi ng t hem of
new product s or servi ces
(f or
exampl e, t hei r bank, t hei r l anguage
school ). Ask t hem what ki nd of i nf ormat i on t hey are sent .
2 Hand out t he worksheet and ask st udent s t o read t he l et t er.
3 Put st udent s i nt o pai rs. Draw t hei r at t ent i on t o t he sent ences
beneat h t he l et t er. Thev have t o deci de where t hese sent ences coul d
f i t i nt o t he body of t he l et t er. They shoul d t hen t ransf orm t hem i nt o
non-def i ni ng rel at i ve cl auses and i nsert t hem i n t he most appropri at e
pl ace. Do t he f i rst one t oget her as an exampl e
(see
suggest ed
answer Kev).
4 Gi ve t hem f i ve t o seven mi nut es t o expand t he l et t er i n pai rs.
When t hey have f i ni shed, check t he answers wi t h t he whol e cl ass by
aski ng st udent s t o read out t he compl et ed l et t er a sent ence at a t i me.
5 Tel l st udent s t hey are responsi bl e f or market i ng i n one of t he
compani es i n t he l i st at t he bot t om of t he worksheet . I n pai rs, t hey
shoul d choose a company and brai nst orm i deas about t he new
product or servi ce on of f er. and any speci al f eat ures t hat woul d be
at t ract rve t o cust omers. Al l ow about f i ve mi nut es.
6 Students wri te a l etter to be sent to customers or ootenti al
cust omers, t el l i ng t hem about t he new product or servi ce and
persuadi ng t hem t o buy i t . Thi s shoul d t ake about t en mi nut es.
7 When t hey have f i ni shed, t hey read anot her pai r' s l et t er and say i f
t hey woul d buy t he product or not , and why.
KEY
126
Dear cust omer
I+.liffiffiifrlAtlE @
pearson
Education 2002
127
Harol d' s
part y
Ai m
To gi ve students practi ce at usi ng
t he present perf ect si mpl e and
present perfect conti nuous wi th
for and since
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati o n
Copy the worksheet
Vocabul ar y
Gr ammar
Language t o go
Verb expressi ons about f ri endshi p
Present perfect with forand srnce
Descri bi ng f ri endshi p
Proced u re
1 Ask st udent s t o i magi ne t hey are meet i ng an ol d f ri end who t hey
haven' t seen f or a l ong t i me. El i ci t quest i ons t hat t hey mi ght ask, f or
exampl e: Where do you l i ve now? Do you sti l l work at ...? What have
you been doing recently I since I last saw you? etc.
2 Hand out the worksheet and ask students to read the l etter from
Harol d, an ol d f ri end wi t h whom t hey have l ost cont act . They shoul d
compl et e t he t abl e bel ow t he l et t er wi t h i nf ormat i on about Harol d
t hen compare t hei r answers i n pai rs. Al l ow f i ve mi nut es.
3 Tel l t he st udent s t hat t hey are goi ng t o Harol d' s part y. There wi l l be a
l ot of peopl e t here t hat t hey haven' t seen f or a l ong t i me. Ask t hem
t o prepare by compl et i ng t he i nf ormat i on i n t he second t abl e. They
have f i ve mi nut es t o i nvent i nf ormat i on about t hemsel ves, bei ng as
i magi nat i ve as possi bl e.
4 When t hey' ve f i ni shed compl et i ng t he second t abl e, el i ci t t he
quest i ons t hey wi l l need t o ask t o get t he i nf ormat i on f rom t he ot her
peopl e at the party
Where do you live now? How long have you lived there? Are you
married? How long have you been married/divorced? Where do you
work? What do you do? How long have you worked there? Have you
got any children? What are their names? Do they go to school? What
else do they do? How long have they been doing that? What do you
do in your free time? How long have you been doing that? What have
you been doing recently? How long have you been doing that?
5 They t hen go t o t he part y. St udent s shoul d move around t he cl ass
and speak t o as many peopl e as possi bl e i n t he t i me avai l abl e.
Al l ow t en t o f i f t een mi nut es, dependi ng on t he si ze of t he cl ass.
6 Fi nal l y, put t he st udent s i nt o pai rs t o see i f t hey di scovered t he
answers to the
questi ons
at the bottom of the worksheet.
HAROLD
Where: MaLdewhead How long:
for
two vwowths
Yes/ No: pl es How l ong:
for
two qears
VVOTK : Where: MaLdewhead
What: TV ior,trwaLlst
How long: fY jovtrwaLlst sLwoe L993 /
MaLdewhead fov tv'to vwowths
Uht l dr en l How manv: ong
Names: Nat asha
What they do waLk /
qo to wttrseryl schooL
How l ong: waLkl wg
for
a gear/ wwyseyL
sohooL sLwoe Novevwber
.',l,tbboits'...,..
What:
thoto
graThg / tewwLs How long:
Thotograqht4
sLwoe
sohooL,/tewwLs {or owe wvowth
What: travelLLwg arowwd the worLd as a
fovelgw
oorresTowdewt
How long:
for fr,ve
tdears
128
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Who has l i ved i n t he same pl ace f or t he
l ongest t i me?
.
Who has been marri ed the l ongest?
o
Who has t he most chi l dren?
Who has the most i nteresti ng
j ob?
How l ong
have they had i t?
Who has the strangest hobby? How l ong have
they been doi ng i t?
129
HAROLD
Where: Mal dewhead How long:
for
$n vtrvowths
Yes / No: How l ong:
Where:
What:
How l ong:
How many:
Names:
What they do:
How l ong:
What: How l ong:
What: "How
l ong:
Work :
' ' ' , ' . ' . ' i
.
Chi l dl en:
Where: How l ong;
Yes / No: How l ong:
Where:
What:
How l ong:
How many:
Names:
What they do:
How l ong:
What : How l ong:
What :
How l ong:
@ Pearson Education 2002
Vocabul ar y
Funct i on
Language t o go
Happi ness
Pol i t e quest i ons
Aski ng quest i ons about personal i ssues
l ' d rct her not say
Ai m
To gi ve students practi ce at usi ng
i ndi rect quest i ons t o ask f or
personal i nf ormat i on
Mat eri al s
One worksheet per group of f our
st udent s; one di ce per group; one
count er per st udent
Ti me
30 mi nut es
Prepa rati on
Copy one worksheet per group
Proced u re
1 Wri t e on t he board:
How much do you earn?
How much do you weigh?
Who did vou vote for in the last election?
Ask t he st udent s i f t hev can f i nd a connect i on bet ween t he
quest i ons. (Answer:
They are very personal quest i ons t hat many
peopl e woul d pref er not t o answer. )
2 El i ci t ways of respondi ng i f you don' t want t o answer a quest i on, f or
exampl e: I' d prefer not to answer that or I' d rather not say.
3 Ask t he st udent s t o make t he
quest i ons
on t he board l ess di rect , f or
exampl e: Coul d you tel l me how much you earn? Remi nd them not to
use the questi on form do you earn wi th an i ndi rect questi on.
4 Tel l st udent s t hey are goi ng t o pl ay a game i n whi ch t hey wi l l ask
personal quest i ons, but st ress t hat t hey have no obl i gat i on t o answer
t he quest i ons. Put st udent s i nt o groups of f our. Each group needs
one copy of t he worksheet (t he gameboard), a di ce, and a count er per
st udent
(t hev
coul d use coi ns).
5 Expl ai n t he rul es of t he game:
.
The pl ayers start at the
' Start'
square.
r
Thev t ake t urns t o t hrow t he di ce. They move t he number of
squares i ndi cat ed and ask anot her st udent i n t he group t he quest i on
i n t he square on whi ch t hey l and
-
but as t he quest i on i s personal ,
t hey have t o ask i t usi ng one of t he pol i t e quest i on f orms i n t he
cent re of t he board. They can choose whi ch st udent t o ask, but
t hey have t o ask di f f erent st udent s duri ng t he game.
.
l f t he quest i on i s grammat i cal l y correct , t hey remai n on t hat square.
l f the questi on i s wrong
(for
exampl e: Can I ask you whatdeyou
worry about?), they have to go back to the square they were on
bef ore.
r
The person who i s asked t he quest i on can choose t o answer t he
quest i on or not , i n whi ch case he/ she has t o say:
I'd prefer not to answer that one or I'd rather not say.
r
l f t hey l and on an
' Ask
t he t eacher' square, t hey ask t he t eacher a
personal quest i on usi ng one of t he pol i t e quest i on f orms i n t he
centre of the board.
.
The wi nner i s t he f i rst pl ayer t o go ri ght round t he board and ret urn
t o t he st art .
6 At t he end, ask st udent s whi ch quest i on(s) most peopl e di dn' t want
t o answer, and whi ch quest i ons peopl e di dn' t mi nd answeri ng.
130
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lfjfiiliFJETilE @ Pearson Education 2002
Vocabul ar y
Gr ammar
Language t o go
Shoppi ng
Third conditional and I wish
I
lf only
Talking about past regrets
What di d I do wr ong?
Ai m
To gi ve students practi ce at usi ng
t he t hi rd condi t i onal t o t al k about
past regrets
Mat eri al s
One set of cards per two
st udent s
Ti me
30 mi nut es
Preparati on
Copy and cut up one worksheet
oer two students
Procedure
1 Ask students what advi ce they woul d gi ve to somebody goi ng out on
a f i rst dat e. Where shoul d t hey go? What shoul d t hey wear? What
shoul dn' t t hey do?
2 Put st udent s i nt o pai rs and gi ve each pai r a set of t he pi ct ure cards i n
j umbl ed
order. Expl ai n t hat t he pi ct ures t el l t he st ory of what
happened t o Ji m on a di sast rous f i rst dat e wi t h a gi rl named Sandra.
St udent s have t o put t he pi ct ures i n a l ogi cal order
(t here' s
more t han
one possi bi l i t y).
3 The students then have about fi ve mi nutes to retel l the story to each
other from the
pi ctures.
4 Ask students: Do you think it was a good idea for Jim to take his
motorbike? What kind of transport should he have used? Why? Try to
el i ci t a sent ence i n t he t hi rd condi t i onal . f or exampl e: l f he' d t aken a
taxi, he wouldn't have been stopped by the police or lf he'd taken a
car, Sandra would have been more impressed. Write the sentence on
t he board and f ocus on t he f orm.
5 I n pai rs, st udent s shoul d say or wri t e some more t hi rd condi t i onal
sentences about the story. Al l ow fi ve to seven mi nutes.
6 Put st udent s i nt o new pai rs. One shoul d t ake t he rol e of Ji m, and t he
ot her shoul d t ake t he rol e of a f ri end of Ji m' s. Ji m shoul d t el l hi s
f ri end t he st ory of hi s di sast rous eveni ng; t he f ri end shoul d l i st en and
t el l hi m what he di d wrong, i f possi bl e usi ng t he t hi rd condi t i onal .
132
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ElffififiiFJEfillil @ Pearson Education 2002
133
Vocabul ar y
Gr ammar
Language t o go
Job appl i cat i ons and i nt ervi ews
Beported questions
Reporting a conversation or interview
Procedure
Gui l t y or not
gui l t y?
Ai m
To gi ve students practi ce at usi ng
reported questi ons i n the context
of report i ng a pol i ce i nt ervi ew
Mat er i al s
One copy of Sheet A or Sheet B
per st udent
Ti me
25 mi nut es
Prepa rati on
Copy and cut up one worksheet
per two students
1 Tel l students that yesterday at three o' cl ock a bank was robbed, and
the pol i ce are i ntervi ewi ng a suspect. Ask them what questi ons the
pol i ce wi l l probabl y ask the suspect, to el i ci t: What were you doi ng
yesterday at three o'clock? Ask students to suggest answers for the
suspect, for example: I was at work. I was driving to Birmingham. And
then ask students to thi nk of a fol l ow-up questi on the pol i ce mi ght ask.
for example: Were you alone? What were you doing?
2 Gi ve hal f t he cl ass a copy of Sheet A, and t he ot her hal f a copy of
Sheet B. Di vi de st udent s i nt o pai rs, St udent As t oget her and St udent
Bs together.
3 Expl ai n t hat t hey are det ect i ves worki ng on t he bank robbery case.
There ar6 t wo mai n suspect s and St udent As and St udent Bs have
each i ntervi ewed one of them. The i ntervi ews were recorded but the
recordi ng was not very good and part s of t he t ranscri pt are mi ssi ng.
I n pai rs, st udent s have t o compl et e t he t ranscri pt by worki ng out t he
quest i ons t hey asked, Al l ow f i ve t o seven mi nut es.
4 Check t hat st udent s have wri t t en sui t abl e
quest i ons.
5 Di vi de st udent s i nt o new pai rs, (A+B).
Gi ve t hem seven or ei ght
mi nut es t o report t hei r i nt ervi ews t o each ot her usi ng report ed
speech. For exampl e:
A: I asked Ken Foster where he had had lunch and he told me he had
had lunch with Ronnie White at the Red Lion.
B: Really? Ronnie White said they'd had lunch at a Chinese restaurant.
6 Ask t he st udent s i f t hey t hi nk Fost er and Whi t e are gui l t y or not gui l t y
and why.
134
f+.Tafl|
llMtilll
@
pearson
Education 2002
Test 1
Gr ammar
1 Choose the correct options to complete the text.
There was a gentl e breeze bl owi ng, and the sun was
shi ni ng when we
'
-
at t he t i ny vi l l age of Fal zano.
The road twi sted and curl ed up the mountai nsi de l i ke a
corkscrew'
- fi nal l y we saw the i ron gates.
As we were unl oadl ng our cases from the car, a l arge
snake
3
the path i n front of us. We stopped and
st ar ed, al l of us
o
- t er r i f i ed,
No one had t ol d us
t her e wer e snakes!
' u
- a snake before?' my brother sai d, tryi ng to
sound brave.
' A
snake
u
-
hurt you unl ess you
'
- i t , ' he went on.
We began to-expl ore the vi l l a, each of us tryi ng to forget
t he snake.
' l o
_ f or a swi m, ' sai d l sabel l e
exci t edl y.
' Gr eat , '
I sai d,
' l n
-
j oi n you. Af t er al l ,
snakes
' o
- , can t hey?'
1 a) are arri vi ng b) arri ved c) were arri vi ng
d) di d arri ve
2 a) so b) i f c) si nce d) unt i l
3 a) crossed b) was crossi ng c) has crossed
d) i s crossi ng
4 a) very b) absol utel y c) l argel y d) great
5 a) Di dn' t you see b) Aren' t you seei ng
c) Haven' t you seen d) Don' t you see
6 a) won' t b) i sn' t c) does d) woul d
7 a) wi l l annoy b) ar e goi ng t o annoy c) annoy
d) annoved
a) wi l l go b) go c) goi ng d) am goi ng
a) am goi ng b) wi l l c) can d) am
a) aren' t swi mmi ng b) won' t swi m c) can' t swi m
d) don' t swi m
Underl i ne the correct opti on i n each sentence.
1 When Johnny was onl y three years ol d, he coul d I
managed fo swi m real l y wel l .
2 lf you'll go
I
you're going ouI, take an umbrella.
3 l ' ve deci ded l ' m goi ng to go
I /' // go shoppi ng on
Saturday.
4 Luke neveir went I has never been abroad in his life,
but he' s goi ng to the US next month.
5 Di d you hear that? The fl i ght wi l l be I i s goi ng to be
del ayed.
6 l t took us four hours, but we coul d I managed to start
the car wi thout a mechani c.
7 We haven't been I didn't go to Greece last year.
8 What wi l l l woul d you do i f you don' t get the
j ob?
9 When we were reaching I reached the hotel, it was
near l y mi dni ght .
1O I think John won't I I don't think John will
3 Tick (/) the correct sentence in each pair.
1 a) Have you ever been to Cai ro?
b) Di d vou ever been to Cai ro?
2 al l f you don' t mi nd to wai t, I won' t be a moment.
b) l f you don' t mi nd wai ti ng, I won' t be a moment.
3 a) What on earth di d happen here? l t' s a mess.
b) What on earth happened here? l t' s a mess.
4 a) Revi si ng i s more harder than taki ng the exam.
b) Revi si ng i s harder than taki ng the exam.
5 a) Whi l e I was wal ki ng down the Hi gh Street,
I saw an ol d f r i end.
b) Whi l e l wal ked down t he Hi gh St r eet ,
I saw an ol d f r i end.
6 a)
' l ' m
goi ng t o t he ci nema. '
' Gr eat ,
l ' m goi ng t o come wi t h you. '
b)
' l ' m
goi ng t o t he ci nema. '
' Gr eat .
l ' l l come wi t h you. '
7 a) Di d you manage to fi x your computer yesterday?
b) Coul d you fi x your computer yesterday?
8 a) We must goi ng. l t' s getti ng l ate.
b) We must go. l t' s getti ng l ate.
9 a) | don' t t hi nk l ' l l cal l my puppy
' Fl uf f ' .
b) | don' t t hi nk I won' t cal l my puppy
' Fl uf f ' .
10 a) Trevor was the ol dest man at the party.
b) Trevor was the ol der man at the
partv.
Correct the errors in each of these sentences.
1 My name i s Fai t h. I t hi nk i t goes wel l on my per sonal i t y
2 | was cal l ed fol l owi ng my great-grandmother.
3 | l i ke summerti me best. l t remi nds me by my chi l dhood.
4 John once accused me to bei ng too romanti c and
sent i ment al .
5 l ' m real l y i n musi c. I l i ke
j azz
and cl assi cal best of al l .
6 My brother has good taste for cl othes.
7 | saw a fantasti c
j ob
l ast week, but I was too scared to
appl y to i t.
8 | weht to a party and someone i ntroduced me wi th
Karen.
Sam congratul ated me by my resul ts
Next year, I pl an to take on yoga.
n
n
tr
n
tr
tr
n
tr
n
!
n
tr
tr
n
n
n
!
n
n
!
8
o
1 0
@
Y
1 0
136
@ Pearson Education 2002
Vocabul ary
5 Complete the second sentence so that it means
the same as the fi rst sentence, usi ng the words gi ven
in brackets.
1 John al ways gets up earl y. (ri ser)
John i s
2 Karen has woken up i n a bad mood. (wrong
si de)
Karen has
3 Let' s al l go to bed earl y toni ght.
(ni ght)
Let' s al l
4 l ' m goi ng t o
l ' m goi ng t o
get up l ater than usual tomorrow.
(l i e-i n)
5 I can' t stay awake. (eyes)
I can' t
6 Pete' s hopi ng to be promoted. (get)
Pete' s hopi ng to
7 l s somebody i ntervi ewi ng you next week? (go
for)
Are you
next week?
8 | l i ke worki ng wi th other peopl e. (team)
I l i ke worki ng
9 My uncl e
My uncl e
can wri te wi th both hands.
(ambi dextrous)
10 That test was real l y easy.
(cake)
That test was
6 Use the appropriate form of the words in
compl ete the memo.
manage boi l qual i fy suggesti on honest
Test 1
-
Lessons
7 Put sentences A-J i n thi s e-mai l i n the correct order.
Then do the same with sentences K-T.
lo: Kotq Kinqbolu leqm members
subiect: Kotq Kinqbolu expedition, 4-l f June
Pl eose nol e the fol l owi ng i mportonl fhi ngs:
A The cl i mote i n Soboh i s much
B l i ght T-shi rts ond roi n
C bel t; pl eose ol so corry i nsect
D clothes ore essenliol. You
E cose you forget onything.
F hotter ond welfer lhon our losl expedilion, so
G oi d ki t ond o money
H repel l ent: the
qreo
i s ful l of
I wi l l eoch need o fi rst-
J mosqui l oes. A checkl i st i s encl osed i n
K l t i s i mportont l o corry soh
L os nol fo get
M fitter by the time we refurn home!
N dehydroted. Pl eose ol so bri ng sun
O sunburn. So, get oul l hose wol ki ng
P bottle. Drink two lifres o doy so
O tobl e| s, ond o l orge wol er
R creom, os l here i s o hi gh ri sk of
S o l i feti me. You wi l l certoi nl y be much
T boots
qnd
slqrl preporing for the trip of
1
o
1 1
8
4
9
1 A
1 9
2
7
1 2
t l 1 8
_
TO:
FROM:
MEMO
Al l st af f
Mi chael Jones M. D.
There's good news and bad news. The good
news is that this year, we've received a record
number of applications from graduates with
good
'
_
. The bad news is that the
company has discovered a great deal of
cheating and 3
_ among its
employees. lt isn't easy to find out who the
culprits are, but we think that with careful
survei l l ance, the task i s
3
Many employees have complained that their
offices are
4
_
hot in summer. The
comfort of our workers is important to us, and
we are looking into the possibility of installing
ai r condi ti oni ng. In the meanti me, the
management
u
_
that staff keep the
windows open and use the fans provided.
8 Correct the ten mi stakes i n thi s e-mai l .
@ Pearson Education 2002
Test 2
Gr ammar
1 Underl i ne the correct verbs.
When I was little, my parents
1
lived I would /ive in France
l t was a l ovel y ti me i n my l i fe because we' were goi ng
I
used to go al l over Europe on our summer hol i days. My
dad3 woul d I drd al wavs i nsi st on dri vi ng wherever we
went, so the four of us
o
have I woul d set off i n the car' In
those days, irs was I would be an amazingly long
journey
to l tal y, but I cl earl y remember goi ng there for a hol i day. My
brother and |
6
were loving I used to /ove swimming, so
we very often went to a seaside town That year, my
parents
1
woul d choose I chose a ti ny i sl and cal l ed Ponza.
ftB had I woul d have a l ovel y, l ong, sandy beach where we
pl ayed for hours. Every morni ng, weo woul d I di dwake
our parents up very earl y and force them to get up and take
us out. And of course, every day was the same: we
' o
have
bui tt I bui l t enormous sandcastl es and watched as the sea
knocked them down.
2 Match the sentences to make conversati ons'
1 You ought t o st op smoki ng.
2 l ' m back i n t he bl ack.
3 What' s that noi se?
4 Woul d you mi nd i f I opened the wi ndow?
5 Turn that radi o down!
6 l ' ve got nowhere to stay toni ght.
7 The sea l ooks beauti ful
8 We' l l set off at si x.
9 | sent you a postcard.
10 Good l uck wi t h t he t est .
a) Oh, yes, sorry. l t' s rather l oud.
b) But the pl ane l eaves at hal f past.
c) l t hasn' t arri ved yet.
d) No, not at al l .
a\ Voc i f ' c r or l l r r nal m
v / , v v , , L U , v v r r t v e r r r r ,
f ) l ' m not sur e. l t sounds l i ke a dr um.
g) Thanks a l ot !
h) | can put you up.
i ) Gr eat l Wel l done.
j )
Yes, I know I shoul d.
1
o
-7
5
1 0
3 Correct the ten mi stakes i n the di al ogue.
Sl mon:
1
Who was that gi rl you were putti ng wl th l ast
week?
Ji m: Oh, that was Lucy. She' s a cousi n of mi ne.
2
She
l i ves i n the vi l l age whi ch I grew up, but she was i n
Oxford for a rehearsal .
3
She stays at the hotel i n
Broad Street now
Si mon:
a
l s she t he cousi n whose wi t h t he Shakespear e
Acti ng Company?
Ji m: Yes.
5
They' r e doi ng a pl ay who hasn' t been
performed for years. Apparentl y i t' s very good.
6
Do
you l rke to go and see i t?
Si mon: Yes, why not.
7
| must say, i f I am an actor, l ' d get
very nervous before a performance.
Ji m:
t
Yes, so coul d l .
e
l t starts at el ght, so i f we set to
at seven thi rty, we' l l get there on ti me.
to
Wel l , as
l ong as the car doesn' t break off, that i s.
4 Tick (/) the correct sentence in each pair.
1 a) You shoul dn' t waste el ectri ci ty.
b) You shoul dn' t to waste el ectri ci ty.
2 a) | sent to Vou
a l etter. Di d you get i t?
b) | sent you a l etter. Di d
You
get i t?
3 a) Kati e' s seei ng the doctor at fi ve.
b) Kati e see the doctor at fi ve.
4 a) Do
vou
thi nk we ought to get ready?
b) Do you thi nk we ought get readY?
5 a) Ji l l ' s one of t hose peopl e whi ch l ook cal m
al l t he t i me.
b) Ji l l ' s one of t hose
peopl e who l ook cal m al l
t he t i me
n
!
n
n
!
n
n
n
n
tr
n
n
n
n
n
n
n
n
!
n
6 a )
b)
7 a l
o)
8 a )
b)
9 a )
ol
1 0 a )
b)
Di d Char l es her put up l ast week?
Di d Charl es put her up l ast week?
They' ve deci ded
goi ng to Pari s on honeymoon
They' ve deci ded to go to Pari s on honeymoon.
Ri ck used to have l ong hai r when he was a
teenager.
Ri ck woul d have l ong hai r when he was a
teenager.
The br ead i s smel l i ng del i ci ous!
The br ead smel l s del i ci ous!
To open the wi ndow, pl ease.
Open the wi ndow, pl ease.
4
I
J
8
5 Choose the correct opti on to compl ete the text.
l f you thought l i fe was too busy, you
t
-
thi nk
agai n. l n these days of modern conveni ences, fast l i vi ng,
fast food, e-mal l s and ai r travel , we can actual l y cut
'
on work and have much more ti me to rel ax.
The worl d i s speedi ng up, but the gadgets
t
-
come wi th i t make our l i ves easi er. We no l onger need
our . shoppi ng onl i ne. l f you want t o avoi d
u
-
l n
queues and i f si t t i ng i n t r af f i c
j ams
u
-
on your
nerves,
j ust
shop i n the comfort of your own home.
It' s terri fi c!
l f
vou
woul d
'
-
to expl ore other ways of
i mprovl ng your l i fe, why not take a l ook at Feng Shui ?
Feng Shui i s a phenomenon
I
-
i s r el at i vel y new
to the western worl d. Experts are now avai l abl e to hel p
you ar r ange your house and f ur ni t ur e. A si mpl e
rearrangement coul d bri ng you good l uck, weal th and
happi ness. That may
n
-
strange, but many peopl e
10
the benefi ts.
1 a) woul d b) do c) shoul d d) ought
2 al off b) down c) up d) i n
3 a) who b) whose c) what d) whi ch
4 a) usi ng b) wasti ng c) to waste d) l osi ng
5 a) standi ng b) to stand c) l i vi ng d) to l i ve
A a\ i c h\ not q n) hgqgr ngg
d) makes v u / , u v ,
Y v r e
7 a) enj oy b) l ovi ng c) l i ki ng d) l i ke
8 a) where b) who c) that d) whose
9 a) fi nd b) sound c) l ook d) hi t
1 0 a) di scovered b) found c) have di scovered
d) f i ndi ng
138
@ Pearson Education 200?
7 Match the two halves of these sentences.
Test
Down
1 He can' t stop smoki ng. He' s
_ to ci garettes.
2 Try not to spend too much thi nki ng about
vour bank bal ance.
4 You need a l ot of
_ to qui t smoki ng. How
det er mi ned ar e vou?
7 The noun from happy.
8 Do you have a
_ account? | save about fl 50 a
mont n.
9 Bei ng a TV
_
i sn' t as gl amorous as i t l ooks. l t' s
verv hot i n the ki tchens.
10 | l ooked at my bank
,
but I coul dn' t see how
much monev I had.
11 Di d you know t hat one i n t hr ee mar r i ages ends i n
Vocabul ary
6 Complete the sentences using the correct form of
the words in brackets.
1 Hard work al one does not necessari l y make you
(weal th)
2 To be i n busi ness, you need good contacts.
(success)
3 Two of my best friends got
_ last week. (engage)
4 l t' s horri bl e bei ng
_
on ci garettes. {depend)
5
_
i s one of the thi ngs many peopl e fear.
(l onel y)
-----r--;\
l l ! ,
1
i
1 Thi s soup
2 | can't carry on
3 Thi s fi rm wastes
4 | was very upset, but
5 We can pay you
6 The trai n
7 Doesn' t t hi s f abr i c
8 Oh, no. l ' m i n
9 Coul d you l ook
10 Somet i mes he r eal l y
1
o
a) gets on my nerves.
b) after the baby toni ght?
c) rnterest on your current account
d) t he r ed agai n.
e) tastes fabul ous.
f) so much paper.
g) wal ki ng up t hi s mount ai n.
h) l ' ve got over i t now
i ) l eaves i n fi ve mi nutes.
j )
feel soft?
4
6
1 0
n
n
n
n
n
n
n
n
tr
n
tr
n
n
n
n
n
n
!
@
8 Compl ete the crossword.
say
' fasf
food' ; can you say
' s/owfood' ?
!
tr
re
CD
Across
3 l ' d l i ke to
_ f200 from my account, pl ease.
5 Can you
thi s cheque for me when you go to
t he bank?
6 We shoul d be careful not to waste the worl d' s
. Trees, cl ean ai r and water are al l bei ng
wasted at the moment.
8
_
i s achi eved through hard work and a l ot of
I UCK.
12 Kat e i s a
_. She' s deci ded t hat i t i sn' t heal t hv
to eat meat.
13
_
i s an i mportant commi tment between two
peopl e who l ove each other.
14 They say Feng Shui wi l l br i ng you many t hi ngs,
i ncl udi ng money, happi ness and
_ .
2
-
Lessons
re
9 Tick (/) the correct boxes.
1 lf you are in the black, have you
a) got some money?
b) t ur ned of f t he l i ght s?
2 l f you went to a restaurant and your chi cken
was raw, woutd you:
a) eat i t?
b) send l t back?
3 lf your alarm went off, would you:
a) get up?
b) get i t repai red?
4 Who cooks food:
a) a cook?
b) a cooker?
5 l f you say you used to do somethi ng, do you
do i t now?
a) Yes.
b) No.
6 l f you gi ve up smoki ng, do you:
a) start smoki ng?
b) stop smoki ng?
7 l f you get on wi th someone, do you:
a) di sl i ke t hem?
b) l i ke t hem?
8 l f you' cut down the number of ci garettes you
smoked, woul d you have qui t?
a) Ye-s.
b) No.
9 Woul d you eat cheese i f you were a vegan?
a) Yes.
b) No.
1 0 You can
a) Yes.
b) No.
@ Pearson Education 2002
139
Test 3
Gr ammar
1 Compl ete the di al ogue wi th the correct form of the
verbs in brackets.
Mar cus: Jool s, wher e
t
- you -
( be) ?
l '
-
( wai t ) f or you si nce t hr ee, and i t ' s
near l y hal f si x now!
Jool s: Ah, wel l , i t' s a l ong story. I
t
-
(arrest) on
the way here.
Marcus: Yeah, ri ght. Of course you were. You
a
goi ng on, l ' l l be an ol d man.
OK, OK. Now, act ual l v I
e
-
j ust
( f ul f i l ) a l i f et i me' s ambi t i on.
(waste) mV ti me now, so stop i t and tel l me the
t r ut h.
Jool s: OK. I
u
-
(chat) to thi s real l y famous
model si nce about three thi rtY.
Mar cus: Jool s! Just t el l me what you
u
-
( do) , wi l l
you?
Jool s: l ' -
( ki dnap) by al i ens and t aken t o
Jupi ter. They
t
-
(photograph) my brai n
and everythi ng
Marcus: Oh, dear. By the ti me you' ve tol d me what' s
4 Match the sentence halves to make complete
sentences.
1 Even i f I tol d vou,
2 l f you pass your dri vi ng test,
3 Let' s go out
4 l f I were you,
5 Paul wi l l i nvent a gadget
6 He' d marrv her
7 l f we di dn' t have e-mai l ,
8 Of course he' d understand
We woul dn' t ask you to the party
l f the sun comes out,
a) i f we di dn' t want you there.
b) they' l l have a barbecue.
c) you' d never bel i eve me.
d) tomorrow i f he coul d
e) we' d use a l ot of stamps.
f) i f you don' t want to cook.
g) i f you ask hi m to.
h) l ' d be very careful .
l ) we' l l get a car.
j )
i f you expl ai ned i t t o hi m.
1
o 7
4
I
5
1 0
'
-
of the
2
rai n smashi ng agai nst the
wi ndscreen, we drove on through the ni ght. The
j ourney
was onl y supposed to
t
-
a few hours, but we
thought i t
o
-
be dawn before we arri ved at Castl e
Schl i ch. We deci ded to
u
-
a poi nt of arri vi ng earl y
to surpri se the owners.
u
- ,
our pl an di dn' t work
as we thought i t woul d. Onl y two hours after we' d set off,
we had a7 - t o
sol ve. A huge t r ee t r unk l ay i n t he
road i n front of us.
t
- the ti me we found a way round the tree, i t
was beQi nni ng t o get l i ght .
e
-
sun shone down on
us as we wal ked sl owl y up the stone path to the castl e
gates,
10
bei ng exhausted, we were del i ghted to
have reached our desti nati on at l ast.
1 a) Despi te b) However c) Al though d) l n spi te
2 a) bri ght b) watery c) heavy d) thi ck
3 a) bri ng b) take c) conti nue d) carry on
4 a) was b) shoul d c) mi ght d) wi l l
5 a) make b) do c) see d) take
6 a) Because b) However c) Al though d) Despi te
7 a) reason b) tri ck c) sol uti on d) probl em
8 a) Si nce b) To c) By d) Unti l
9 a) Ll ght b) Bri ght c) Sl i ght d) Ti ght
q
1 0
J OOI S:
Marcus: And what woul d that be exactl v?
Jool s: Wel l , whi l e vou' ve
been wai ti ng for me so
pati entl y, I
to
- {queue)
for ti ckets for
toni ght' s match. Now, do you want one or shal l I
go on my ownT
Correct the mistakes.
1 You shoul d t hi nk l ' m
j ust
maki ng excuses, but l ' m not .
2 The vi l l age was nearl y destroyed. Our house was bl ew
down by the wi nd.
3 Mary went to the park. When she got there, Bi l l went
atreaov.
4 l f I was arrested, l ' l l be scared.
5 You mustn' t do that by yoursel f, I wi l l you hel p.
6 | doubted i f vour wal l et i s here.
7 The machi ne i s i nvent ed bv an Amer i can f i r m i n 1998.
8 Jacki e wai ted for hi m si nce earl y thi s morni ng.
9 Let' s go out, al though the bad weather.
10 Ri char d sai d me he woul dn' t be l ong.
3 Make the sentences passive.
1 Spai n beat l tal y 3-2 l ast nl ght.
2 Di d t he Spani sh i nvent sangr i a?
3 A
dog
bi t Patri ck.
4 They don' t sel l ci garettes i n sweet shops.
5 Someone wi l l f i nd a sol ut i on.
6 A fri end gave me thi s book.
7 A fi rm i n Tai wan makes these computers.
8 They opened the hospi tal l ast week.
9 They have arrested the mugger.
1 0 You can recharge thi s battery.
J
I
re
5 Choose the correct option to complete the text.
140
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re
0 a) Si nce b) Because c) Al though d)
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
n
A
Vocabul ary
6 Underl i ne the correct opti ons.
Customer: Coul d I speak to the manager, pl ease?
Recepti oni st: l f you
1
pass
I
gi ve me your name, l ' l l put
you' through I across.
Customer: l t' s Jones. Mrs Jones
Receptionist:
3
Hold I Wait on, please. I
a
doubt I believe
i f he' s i n, but l ' l l try.
Thirtv seconds later
Customer: Coul d
5
| speak I cal / to the manager,
pl ease?
l t ' s Mr s Jones.
Recepti oni st: Di d you
6
ri ng l fal ka mi nute ago?
Cust omer : l di d, but l got l shut l cut of f .
Recepti oni st: Oh, sorry. Just a moment. No, sorry the
manager' s
I
i n I on the phone. Woul d you
like to
e
calt / comeback?
Customer: Er, can 110 take I l eave a message?
Recepti oni st: Yes, of course.
7 Complete the sentences with the correct
words in brackets.
1 You wi l l fi nd detai l s of fl i ght ti mes on the fl i ght
scr een.
( i nf or m)
Pl ease proceed i mmedi atel y to the
l ounge. (depart)
AII students wi l l recei ve a .
(certify)
Your card tel l s you whi ch seat you
are i n. (board)
5 Can you
thi s probl em for me?
(sol uti on)
6 At l must be i n t hei r cel l s bv si x
o' cl ock.
( pr i son)
7 You' l l f i nd t he ki t i n the cupboard
wi th the
j i gsaws. (construct)
S T o b e i n the movi e i ndustry, you
have to be good l ooki ng. (success)
Mari l yn Monroe' s fi l ms are
( l egend)
10 Work real l y hard and maybe one day you' l l be
(fame)
CD
8 Correct the ten mistakes in this text.
1
My toddl er enj oys pl ayi ng wi th j i gsaw puzzl i ngs
'
but my
daughter, who i s fi ve, prefers readi ng and boardi ng games.
'
Of course, both the teenagers are i nto compute games
and spend hours surfi ng the Net. l t doesn' t worry me at al l
though.
a
l ' m
j ust gl adl y that they' re enj oyi ng themsel ves.
I t ' s f unny how t hi ngs change.
5
| r emember at t hei r age we
had to use payi ng phones, whereas now they' ve al l got
mobi l es.
u
My son thi nks he' l l be extremel y famousl y when he' s
ol der. He' s a very good footbal l pl ayer.
7
Hi s father used to
pl av
bri l l i ant too.
8
Both the boys are very fashi ony. They' re al ways out
buyi ng new cl othes, My daughter i s
j ust
the same, actual l y,
" She' s qui eter, and wri tes a l ot of ori gi nal l y poetry i n her
spare ti me. She' s not a bad actress, ei ther.
10
Just recentl v
she made an audi ti on for a pl ay i n our l ocal theatre and got
tne oart.
Test 3
-
Lesson
Tick (/) the correct options.
Do you go on a busi ness:
a) tri p?
b)
j ourney?
l f you make an i mpressi on, do peopl e:
a) remember you?
b) forget you?
Do you:
a) make your best?
b) do your best?
l f somethi ng i s descri bed as a waste, i t' s:
a) good.
b) bad.
Are cabin crew.
a) peopl e?
b) t hi ngs?
l f somebody makes you do somethi ng, you
can choose whether you do i t.
a) True.
b) Fal se.
l s t aki ng an exam t he same as passi ng an exam?
a) Yes.
b) No.
Do you:
a) wi n a race?
b) achi eve a race?
Whi ch two nouns can you use wi th the verb spend?
a) money
b) love
c) ti me
d) happi ness
re
CD
Lessons 21-30
141
)
@ Pearson Education 2002
re
Gr ammar
1 Rewri te the questi ons i n reported speech.
1
' What
ar e your st r engt hs?'
They asked me
2
' Do
vou have anv weaknesses?'
She wanted
3
' Why
do you want t he
j ob?'
He asked me
4
' Can
you t el l me why I shoul d empl oy you?'
They wanted
5
' Have
you worked i n a l arge offi ce before?'
She wonder ed
6
' How
much exper i ence of mar ket i ng do you have?'
He asked me
7
' What
are your l ong-term goal s?'
They wanted
8
' Can
you gi ve me any references?'
She asked me
9
' Are
you good at worki ng as part of a team?'
He wanted
10
' Why
di d you l eave your l ast
j ob?'
They wondered
2 Choose the correct opti on to compl ete the text.
The famous Cheops pyrami d,
'
-
i s al so known as
the Great Pyrami d, at Gi za i n Egypt i s one of the worl d' s
most remarkabl e l andmarks Nowadavs, we
2
-
not hi ng of bui l di ng vast st r uct ur es, but i t
3
-
qui t e
so easy i n the davs when there were no tractors, no
cement mi xers and no trucks to carry the stone. Perhaps
you t hi nk t hat i t
a
cent ur i es t o bui l d t he Cheops
pyr ami d, but i t di dn' t . l t t ook
j ust
30 year s.
Ki ng Cheops,
u
- was bur i ed al one i n t he pyr ami d,
o
-
great power because he was abl e to empl oy
thousands of sl aves. The work was so hard that the
workers' l i fe expectancy was very short. Many men
'
- dur l ng t he const r uct i on. l t
t
- an easy
t ask
-
- each
st one wei ghed 2. 5 t onnes. Resear cher s t hi nk
that i t " as many as two mi l l i on separate bl ocks
of stone for the Anci ent Egypti ans to bui l d the pyrami d.
They al so bel i eve that the sl aves
10
a form of
sl edge i n order to drag them to the si te.
1 a) who b) t hat c) whi ch d) what
2 a) t hi nk b) ar e t hi nki ng c) can t hi nk d) must t hi nk
3 a) must be b) can' t have been c) can' t be
d) must have been
4 a) must take b) was taki ng c) had taken d) took
5 a) who b) t hat c) whi ch d) t her e
6 a) must have b) must have had c) hadn' t
d) can' t have had
7 a) di ed b) were dyi ng c) were dead
d) had been dead
8 a) coul dn' t be b) mustn' t be c) can' t have been
d) shoul dn' t be
9 a) mi ght take b) mi ght have taken c) must take
d) can'.t take
1 0 a) must have had b) can have had c) must have
d) can have
3 Underl i ne the correct opti on.
1 I've been ironing I I ironed for so long that my arm
aches.
2 l ' ve washed I been washi ng the car
-
you shoul d
come and l ook at i t .
By the time the meeting starts, I will have written I
wrife the report.
I wi sh I di dn' t buy I hadn' t boughtthi s computer l t' s
USEI ESS
Paddy must have I coul d have been here
-
the pl ace
i s a messl
There won't I wouldn't be so much to do if you kept
your f i l es i n or der
7 Don' t worry. I wi l l book I bookl he ti ckets today.
8 Mary hasn't been cleaning I doesn't c/ean the house
recentl y
9 | di scovered that the fri dge doesn' t work I hasn' t
worked.
10 l f onl y my husband woul d I wi l l do some gardeni ngl
f--Iin-\
\ L ] :
4 Underl i ne the correct opti on.
By the time l'm fortv, |
1
understand I wilt have
understood I can understand how businesses
2
plan
I
pl anned
I wi l l be pl anni ng thei r adverti si ng. Take chi ps,
for exampl e. Perhaps
3
you' ve seen I
you woul d see I
you' re seei ng the advert for
' cri nkl e-cut'
chi ps. l f you
" don' t I di dn' t I haven' t, l et me expl ai n. A cri nkl e-cut chi p
i s
j ust
t he same as an or di nar y chi p except t hat a
marketi ng department
5
has pl ayed
I was ptayi ng
I had
pl ayed wi th i t. Cri nkl e-cut chi ps are a funny shape.
Apparentl y thi s makes them much more attracti ve to the
consumer, and therefore sales
6
increased I increase I will
have i ncreased. l t' s strange, because I al ways thought
that strai ght chi ps were pretty tasty. One day i n the future,
we' are att forgetting I wilt alt forget I alt forgetwhal
r eal chi ps l ook l i ke, and t hat wi l l be a sad day. What |
8/ t kel
will like I would /ike to know is who decldes these
thi ngs? When I
e
got
I was getti ng
I
gethome from the
supermarket the other day, |
10
realised I was realising I
real i se l ' d bought a bag of cri nkl e-cut chi ps by mi stake.
I wdnt a refundl
142
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re
5 Tick (/) the correct sentence in each pair.
1 a) l f onl y I hadn' t worn that shi rt yesterday,
I woul dn' t have l ooked so absurd. Ll
b) l f onl y I dl dn' t wear that shi rt yesterday,
I woul dn' t l ook so absur d. !
2 a) Pete and Mark repai red the computer themsel f . !
b) Pete and Mark repai red the computer themsel ves. n
3 a) He was t i r ed because he' d been r unni ng
al l mor ni ng. U
b) He was t i r ed because he' d r unni ng al l mor ni ng. n
4 a) The marketi ng strategy whi ch was a
_
great success won the contract.
b) The marketi ng strategy, whi ch was a
great success, won the contract.
:
5 a) l ' d prefer to go out toni ght. .---
b) l ' d prefer go out toni ght. n
6 a) Wi l l you have the car servi ce at the garage? n
b) Wi l l you have the car servi ced at the garage? fl
7 a) We' ve kept i n touch si nce we were chi l dren. Ll
b) We keot i n touch si nce we were chi l dren n
8 a) She l i kes to know what you want for
supper toni ght. Ll
b) She' d l i ke to know what you want for
supper t onr ght .
9 a) He asked me what my strengths and
WCAKNESSES WETE.
b) He asked me what are my strengths and
weaknesses.
10 a) | t hi nk t hat wei r d noi se can have been a bi r d. n
b) | t hi nk t hat wei r d noi se coul d have been a bi r d. n
Vocabul ary
6 Fi nd ten words to do wi th wri ters and wri ti ng.
1 Doctor:
Pati ent:
2 Pati ent:
Doctor:
3 Pati ent:
Doctor:
4 Pati ent:
Doctor:
5 Pati ent:
Doctor:
6 Doctor:
Pati ent:
7 Pati ent:
Doctor:
8 Pati ent:
Doctor:
9 Doctor:
Pati ent:
10 Pat i ent :
Doctor:
Test
7 Correct the mistakes.
What can I do for you?
Wel l , I t hi nk l ' ve been swol l en by a bee.
I passed of f l ast ni ght and I don' t f eel wel l .
Real l y? How l ong were you unconsci ous for?
Doctor, my arm bi tes. l t' s horri bl e.
Wel l , don' t scratch i t.
I t hi nk I ' m comi ng out i n f l u.
Let me take your temperature
My face and back are al l red
Yes, you' r e comi ng out l n a bi t e.
How l ong have you had thi s nausea?
A week I f eel si ck al l t he t i me. I keep comi ng
up.
Doctor, l ' ve been stung by a very fi erce dog.
Hmm. Di d i t bl eed much?
I' ve got a dreadful headswel l .
Have you taken any aspi ri n?
How di d you do t hat t o your f i nger ?
I bi t mysel f wi th a ki tchen kni fe.
Doctor, wi l l I turn over thi s?
Oh, yes. You' l l be f i ne i n a day or so.
re
1
1 1
8 Put these sentences A-H i n the correct order.
Then do the same wi th sentences l -O.
3
8
t 5
a
-/
12
4
I
4 A
5
1 0
1 5
4
-
Lessons 31- 40
B Y N P U E T N
l\ E K T P E
r]
K S A E N U N
Y T S T B I
D B U B S R T P
T S E A E
F\
Y E A
X J L L P
E L H F B E H L B E
T E R T E R E n
R E N L A U A M R
@ Pearson Education 2002
143
Test answer key
Test 1
1 1 b 2 d 3 a 4 b 5 c 6 a 7 c 8 d 9 b 1 0 c
2 1 coul d 2 you' re goi ng 3 l ' m goi ng to go 4 has never
been 5 i s goi ng to be 6 managed to
7 di dn' t go 8 wi l l 9 reached 10 | don' t thi nk John wi l l
3 1 a 2 b 3 b 4 b 5 a 6 b 7 a 8 b 9 a 1 0 a
4 1 My name i s Fai th. I thi nk i t goes wel l oftwi th my
personal i ty.
2 | was called fu11own+gr a&ey my great-grandmother.
3 | l i ke summerti me best. l t remi nds me by of my
chi l dhood.
4 John once accused me te af bei ng too romanti c and
sent i ment al .
5 l ' m real l yi ni l a"to musi c. l l i ke
j azz
and cl assi cal best
of al l .
6 My brother has good taste +or Lr,r, clothes.
7 | saw a fantasti c
j ob
l ast week, but I was too scared
to apply to
for
it.
8 I went to a
partv
and someone i ntroduced me wi th
to Karen.
9 Sam congratul ated me by oru my resul ts.
10 Next year, I pl an to take eR 4? yoga
5 1 an earl y ri ser. 2 got out of bed the wrong si de.
3 have an earl y ni ght. 4 have a l i e-i n. 5 keep my
eyes open. 6 get a promoti on. 7 goi ng for an
i ntervi ew 8 i n a team. 9 i s ambi dextrous.
1 0 a pi ece of cake.
6 1 qual i f i cat i ons 2di shonest y 3manageabl e
4 boi l i ng 5 suggests
(suggest)
7 1 A 2 F 3 B 4 D 5 I 6 G 7 C 8 H 9 J
1 0 E 1 1 K n A 1 3 P 1 4 L 1 5 N 1 6 R
1 7 0 1 8 T 1 9 S 2 0 M
8 1 l ' m real l y keen on. sports.
2 | used to pl ay a l ot of hockey, but when I fai l ed to
get i nto the team I gave i t up.
3 When I was younger, I coul dn' t swi m, but now I
swi m a l ot i n order to keeo fi t.
4 Last year, I tried to learn to-play iey Loe hockey,
5 but I soon got siekness slok of being hurt
-
| kept
fal l i ng over.
6 The only one I deR*oara,'t stand is rugby.
7 | l i ke+aketo akel takl wq part i n l oads of thi ngs,
8 especially +eaffiiftg teahlL activities.
9 l t was qui te hard, but l manage vwawaged to do i t i n
t he end.
10 | was exhaustlrgt exhawsted when I got home,
t hough !
Test 2
1 1 l i ved 2 used to go 3 woul d 4 woul d 5 was
6 used t o l ove 7 chose 8 had 9 woul d 10 bui l t
2 1 j 2 i 3 f 4 d 5 a 6 h 7 e 8 b 9 c 1 0 9
3 1 Who was that girl you were putting with r,tp last
week?
2 She lives in the village wffit where I grew up, but she
was i n Oxford for a rehearsal .
3 She s+ays Ls staViwg at the hotel in Broad Street now.
4 l s she the cousr"n whs' whot wi th the Shakespeare
Acti ng Company?
5 They' re doi ng a pl aywhowhl ohl that hasn' t been
performed
for vears.
6
Wtke
WouLd gowLLkelDo tJowwawt to go and
see i t?
7 | must say, if I afrwasf were an actor, l'd get very
nervous before a
performance.
Yes, so eeuldwoald l.
It starts at eight, so if we set +e rff at seven thirty,
we' l l get there on ti me.
10 Wel l , as l ong as the car doesn' t break o# aowl r,,
t hat i s.
4 1 a 2 b 3 a 4 a 5 b 6 b 7 b 8 a 9 b 1 0 b
5 1 c 2 b 3 d 4 c 5 a 6 b 7 d 8 c 9 b 1 0 c
6 1 weal t hy 2 successf ul 3 engaged 4dependent
5 Lonel i ness
7 1 e 2 9 3 f 4 h 5 c 6 i 7 j 8 d 9 b 1 0 a
8 Across: 3 wi thdraw 5 deposi t 6 resources
8 success 12 veget ar i an 13 mar r i age 14 heal t h
Down: 1 addi ct ed 2t i me 4det er mi nat i on
7 happi ness 8 savi ngs 9 chef 10 st at ement
11 di vor ce
9 1 a 2 b 3 a 4 a 5 b 6 b 7 b 8 b 9 b 1 0 b
8
q
144
Test answer key
Test 3
1 t have; been 2 have been wai ti ng 3 was arrested
4 are wasti ng 5 have been chatti ng 6 have been
doi ng 7 was ki dnapped 8 photographed t have;
f ul f i l l ed 10 have been queui ng
2 1 You =ho'tr'.H vwaglrwlght think l'm
just
making
excuses. but I ' m not .
2 The vi l l age was nearl y destroyed. Our house was
blew blowyv down bv the wind.
3 Mary went to the park. When she got there, Bi l l
wen+a+feadf had aLreadv qovte.
4 l f I was arrested, tl l td Ei scared.
l f I was anr arrested. l ' l l be scared.
5 You mustn't do that by yourself, I will yeu-he1p help
UOw
6 ldoubted d,ovLbtif vour wallet is here.
7 The machi nei swas i nvented by an Ameri can fi rm i n
1 998
8 Jackie wa+ted hasbeewwaLtLwg for him since early
t hi s mor ni ng.
9 Let's go out, a{+heughdaspltelLw s?Lte ofthe bad
weather.
10 Ri chard sai dtotd me he woul dn' t be l ong
Ri chard sai d me he woul dn' t be l ong.
3 1 l tal y was beaten 3-2 by Spai n l ast ni ght.
2 Was sangri a i nvented by the Spani sh?
3 Patri ck was bi tten by a dog.
4 Ci garettes aren' t sol d i n sweet shops.
5 A sol ut i on wi l l be f ound.
6 Thi s book was gi ven to me by a fri end,
7 The computers are made
(by
a fi rm) i n Tai wan.
8 The hospi tal was opened l ast week.
9 The mugger has been arrested.
1 0 Thi s battery can be recharged.
4 1 c 2 i 3 f 4 h 5 g 6 d 7 e 8 j 9 a 1 0 b
5 1 d 2 c 3 b 4 c 5 a 6 b 7 d 8 c 9 b 1 0 d
6 1 g i v e 2 t h r o u g h 3 Ho l d 4 d o u b t 5 s p e a k
6 r i ng 7 cut 8 on 9 cal l 10 l eave
7 1 i nformati on 2 departure 3 certi fi cate 4boardi ng
5 sol ve 6 pri soners 7 constructi on 8 successful
9 l egendar y 10 f amous
8 1 My toddler enjoys playing with
jigsaw
Buzztlngs
ttLzzLes
2 but my daughter, who i s fi ve, prefers readi ng and
boardrffg board games.
3 Of course, both the teenagers are into eemBute
oowLptLter games and spend hours surfi ng the Net.
4 l ' m j ust gfudl y gLad that they' re enj oyi ng themsel ves.
5 | remember at thei r age we had to use
Bayi ng
paH
phones, whereas nor,,i they've all got mobilesi.
'
"
6 My son thinks he'll be extremely+amusly
fan*ou.s
when he' s ol der.
7 His father used to playbrilliant bnLLLawtLytoo.
8 Both the boys are very+ashieny
fashlowdbLe.
9 She's quieter, and writes a lot of rlna+ly orLglwaL
poetry i n her spare ti me.
10 Just recentl v she made dl d I had an audi ti on for a
pl ay i n our l ocal theatre and got the part.
9 1 a 2 a 3 b 4 b 5 a 6 b 7 b 8 a 9 a . c
Test 4
1 1 They asked me what my strengths were.
2 She wanted to know i f / whether I had any
weaknesses.
3 He asked my why I wanted the
j ob.
4 They wanted to know / me to tel l them why they
shoul d empl ov me.
5 She wondered i f / whether I had worked l n a l arge
offi ce before.
6 He asked me how much experi ence of marketi ng I
'
had.
7 They wanted to know what my l ong-term goal s
were.
8 She asked me i f / whether I coul d gi ve her any
references.
9 He wanted to know i f / whether I was good at
worki ng as part of a team.
10 They wondered why | (had)
l eft my l ast
j ob.
2 1 c 2 a 3 b 4 d 5 a 6 b 7 a 8 c 9 b 1 0 a
3 1 l ' ve been i roni ng 2 washed 3 have wri tten
4 hadn' t bought 5 must have 6 woul dn' t
7 wi l l book 8 hasn' t been cl eani nq 9 doesn' t work
10 woui d
4 1 wi l l have understood 2
pl an
3 vou' ve seen
4 haven' t 5 has pl ayed 6 i ncrease 7 wi l l al l forget
I woul d l i ke 9 got 10 r eal i sed
5 1 a 2 b 3 a 4 b 5 a 6 b 7 a 8 b 9 a 1 0 b
6 bestsel l er, magazi ne, newspaper, novel , pl ay, poetry,
publ i sher,
textbook, websi te, wri ter
7 1
2
Pati ent:
Pati ent:
Pati ent:
Pati ent:
Doctor:
Pati ent:
Pati ent:
Pati ent:
Pati ent:
Pati ent:
Well, I think l've been swoteft
bee.
I passed o{f outt l ast ni ght and
sttLwg DY a
I don' t f eel
4
F
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7
8
I
1 0
wel l .
Doctor, mv arm bites Ltohes. lt's horrible.
I think l'm coming ou# dowr,r, wi.th flu.
Yes, you' re comi ng out i n a brte rash.
A week. I feel si ck al l the ti me. I keeo
fR+ftg throwLwg up.
Doctor, I've been stt+ng blttera, by a very
fi erce dog.
l've got a dreadful headswe# headaohe.
I bit cret mvself with a kitchen knife.
Doctor, wi l l l +um g& over thi s?
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145
At t he begi nni ng of
t ha cf ^r \ / ea+ t ha
scene. You often say
when and where t he
st ory happened and
you use the past
cont rnuous t o say
what was happeni ng
at t he t i me.
Choose a t i t l e t hat
sounds i nt erest i ng
and gi ves some
i nf ormat i on about t he
subj ect of the story.
Useful l anguage
o
Li nki ng words:
and then, after that, before
-ing,
after
-ing
.
' Dr ama' wor ds:
suddenly, unfortunately, to his/her surprise
Teachi ng notes
1 Wri t e t he word
' st ori es'
on t he board. El i ci t
di f f erent t ypes of st ori es, e. g.
' f unny' , ' sad' ,
' news' .
2 Tel l st udent s t hey are goi ng t o see some key
words from a story enti tl ed
' The
Passport' . Wri te
t he f ol l owi ng on t he board:
five p.m.
-
breakfast
-
Madrid station
-
emergency
passport
-
traveller's cheques
-
nine a.m.
-
embassy
-
five to six hours
-
couldn't
find passport
3 St udent s work i n pai rs/ groups t o t ry t o put t he key
words i n the correct order.
4 l f necessary, draw a map of Spai n wi t h Madri d and
MSl aga on i t .
5 Gi ve out t he model and go t hrough i t wi t h
st udent s. Ask t hem t o f i nd ot her exampl es of
' drama'
words i n t he t ext and add t hem t o t he l i st .
Check meani ng and use of l i nki ng and
' drama'
woros.
6 Lessons 1 and 21 i n the Students' Book gi ve
pract i ce i n t hi s t ype of wri t i ng.
146
@ Pearson Education 2002
Cl i ck on:
o
t he Get Msg (=
Get message) but t on t o check
f or new e-mai l s
r
t he New Msg
(=
New message) but t on t o
compose a new e-mai l
r
t he Repl y but t on t o answer an e-mai l
.
t he Repl y t o Al l but t on i f an e-mai l was senr ro
you and other peopl e, and you want your
answer
t o go t o t he sender and t he ot her peopl e.
o
t he Forward but t on i f
you
recei ve an e-mai l and
want t o send i t t o anot her person.
(Not e:
t here may be sl i ght di f f erences bet ween
browsers.)
Wri t e t he subi ect of t he e-mai l .
Use Cc t o send copi es
of an e-mai l t o ot her
peopl e.
Use Bcc t o
send copi es of an
e-mai l t o ot her peopl e
wi t hout showi ng t hei r
names and e-mai l
aooresses.
Peopl e are busy,
so Keep your
e-mai l s short and
^ f ^ ^ . l l ^ ^ + L ^
U I U d I . U J U I " g
following to
i nt roduce a I i st
and bul l et s t o
l i st key poi nt s.
T. Smi th@Suoercomouters.com
L. Kent@Supercomputers.com
B Bush@Supercomputers com
Bcc:
Subj ect : meet i ng about t he new model
Dear Tom,
I hope you' re feel i ng better now At the meeti ng to pl an the l aunch of the
new model , we di scussed t he f ol l owi ng:
o
t he advert i si ng campai gn
o
t he l aunch dat e
l ' m sendi ng you a copy of the mi nutes of the meeti ng as an attachment.
Best wi shes,
Chr i s
Chri s Kennedy
Sal es and Mar ket i ng Manager
St t n a r n n mn r r + o r c
Tel : (959)
124789
Fax: (959)
334 661
E-mai l : C Kennedy@Supercomputers com
l f you know a
col l eague wel l , i t ' s OK
to write Dear Tom and
t o use cont ract i ons.
l f you' re wri t i ng t o
someone you don' t
know (e. 9.
i n anot her
company), your e-mai l
shoul d be more l i ke a
formal l etter,
l f you send work-rel ated
e-mai l s, t hey shoul d
have a si gnat ure (name
and cont act det ai l s).
Useful l anguage
.
You can send / open an attachment.
attachafi l e/fol der.
compose
/ replV to / forward an e-mail.
.
These are some of the most common abbrevi ati ons:
CULBR See you later.
BTW By the way ...
HAND Have a nice day.
TA Thanks again.
PLS Please.
84 before
RUOK Are you OK?
IMO ln my opinion ...
2 to, too, two
Teachi ng notes
1 Wri te the fol l owi ng comments on the board: I hate
Mondays ... all those e-mails to answer and I love
checking my e-mails to catch up on all the gossip.
2 Have st udent s work i n pai rs/ groups
t o di scuss t he
reasons for the two di fferent atti tudes to e-mai l s.
and gi ve f eedback.
Tel l st udent s t hey are goi ng t o read an e-mai l .
They shoul d answer t he
quest i ons:
What i s t he
e-mail about? Who is writing to whom?
Gi ve out the model and go through i t wi th students.
Lessons 6 and 25 i n t he St udent s' Book gi ve
pract i ce i n t hi s t ype of wri t i ng.
4
5
@ Pearson Education 2002
147
Arti cl es
;
Useful l anguage
r
Touri st attracti ons:
It/The museum is worth visiting / seeing.
You should visit the market.
The boat trip is a must.
Don't miss the street carnival.
Teachi ng notes
1 El i ci t / Suppl y t he f ol l owi ng areas connect ed wi t h
travel and wri te them on the board: l ocati on,
weather, sightseeing, eating out, shopping,
getting
there, accommodation,
getting around. Check the
meant ng.
Then put students i nto pai rs/groups to di scuss
what i s
(not )
i mport ant when t hey vi si t a pl ace.
2 Tel l students they are goi ng to read a travel arti cl e
about Shanghai .
3 Hand out art i cl e. As t hey read, st udent s underl i ne
anv i nf ormat i on about t he areas on t he board and
i denti fv whi ch areas are not menti oned
(getti ng
t here and accommodat i on).
4 Ask st udent s t o l ook at t he sent ences i n Usef ul
l anguage. El i ci t what al l t he sent ences are used
for. Elicit / Supply recommending.
5 Lesson 9 i n the Students' Book gi ves practi ce i n
thi s type of wri ti ng.
148
@ Pearson Education 2002
I nf orma I l et t ers
Don' t put t he
address you are
wri t i ng t o,
Use Dear +
name t o begi n,
noI Wrk>nd.
To end your
l etter, use:
' (All
mY) love
for very good
f ri ends and
f ami l y;
o
Take care for
cl ose f ri ends;
c
Best wishes
f or f ri ends and
peopre you
know l ess
wel l .
Useful l anguage
o
Fi rst l i nes:
How are you doing? I'm fine.
How are you? I hope you're well.
I'm sorry I haven't written for so long.
.
Last l i nes:
Hope to hear from you soon.
It'd (would)
be great
to hear from
vou.
Keep in touch.
.
Gi vi ng advi ce:
lf I were you, I'd + verb
I
(don't)
think you should + verb
e
Request s, i nvi t at i ons and suggest i ons:
Coul d you ... ?
Woul d you l i ke to ... ?
Do you fancy +
-ing?
How / What about +
-ing?
Teachi ng notes
1 Put st udent s i nt o pai rs/ groups
t o brai nst orm what
peopl e
wri te i n i nformal l etters. Gi ve feedback. l f
necessary, el i ci t/suppl y the fol l owi ng' . personal
news, plans.
2 El i ci t t he grammar
used t o t al k about t hese t opi cs
(e. 9. present perf ect
f or t hi ngs t hat t he wri t er has
done si nce he/ she l ast wrot e, present
conl nuous
f or t hi ngs he/ she i s doi ng at t he moment ).
3 Tel l st udent s t hey are goi ng t o read an i nf ormal
l et t er. They shoul d underl i ne any exampl es of t he
topi cs (e.9. personal
news: l ' m not l i vi ng wi th my
parents
any more', plans: /'m meeting him again this
weekendl . Gi ve out t he model and go t hrough i t
wi t h st udent s.
4 Lessons 1 4 and 1 5 of t he St udent s' Book oi ve
pract i ce
i n t hi s t ype of wri t i ng.
@ Pearson Education 2002
149
Formal l et t ers
Wri t e t he name
and address of
f ha nar enn \ / nr r
are wri t i ng t o.
l f you don' t
know t hei r name,
wri t e t hei r
j ob
+i +l a / a n Qal ac
L r L r v \ v . v . e s r v e
Manager, Managi ng
Di rector).
Useful l anguage
o
Fi rst l i nes:
I am writing
(as
I would like)to ...
I am writing in response to
Your
letter of
(date).
I am writing
(as I would like to) apologise for +
noun/ -i ng
.
Last l i nes:
I hope you wiil consider my application /
look into
the matter.
I look forward to hearing from
You.
,
Request i ng:
I would appreciate it if you could /
would + verb
,
Formal / i nf ormal regi st er:
I want to
=
| would like to / | wish to
give =
supply
so
=
therefore
AeCaUSe
=
aS
.
Forms of address:
Mrs and Mi ss can be used i nstead of Msfor
women i f you know thei r mari tal status.
VT
Teachi ng notes
1 Wri te these verbs on the board: compl ai n about,
ask for, confi rm, appl y for and check meani ng.
2 El i ci t why peopl e wri t e f ormal l et t ers. Use t hese
nouns as prompts: a hol i day, a
i ob,
a bank l oan,
a hotel booking, information.
3 Tel l students they are goi ng to read a formal l etter.
Hand out t he l et t er and have t hem answer t he
questi ons: Who i s the l etter fo?
(someone who
speci al i ses i n rent i ng l uxury apart ment s I n
California) and Why is the person writing?
(to
ask
about rent i ng an apart ment ).
4 Lessons 26 and 36 i n t he St udent s' Book gi ve
practi ce i n thi s type of wri ti ng.
150
@ Pearson Education 2002
Let t ers of appl i cat i on
I
Useful l anguage
.
Fi rst I i nes;
I am writing in reply to the advertisement rn The
l l mes of 12th December for
(j ob
name).
I am writing to apply to
join
the Carlton Club.
r
Last l i nes:
I hope you will consider my application.
o
Descri bi ng j obs/ ski l l s:
I am responsible for ...
I have to ...
I have good
managerial/communication skills.
Teachi ng notes
1 El i ci t t he key el ement s of a
j ob
appl i cat i on l et t er
from students, for exampl e Why you?,
qualifications, present job,
experience, and write
t hem on t he board. St udent s work i n pai rs/ groups
t o deci de t he order t hey normal l y appear i n a
j ob
appl i cati on l etter. Gi ve feedback.
2 Tel l students they are goi ng to read a
j ob
appl i cat i on l et t er. Hand i t out and have t hem read i t
and compare t he order i n t he l et t er wi t h t hei r order.
3 Go t hrough i t wi t h st udent s t o check underst andi ng.
4 Lesson 27 i n the Students' Book gi ves practi ce i n
thi s type of wri ti ng.
@ Pearson Education 2002
l:lil:l::i
Useful l anguage
.
Ot her l i nki ng words:
Firstly, ...
Secondly, ...
Thirdly, ...
What's more, ...
Lastl y, ...
On the other hand. ..
.
Gi vi ng opi ni ons:
ln my opinion, ...
As far as l'm concerned, ...
.
Summar i si ng:
To sum up, ...
Teachi ng notes
1 Ask students to suggest thi ngs that make
communi cati on easi er and
qui cker
to el i ci t mobi l e
phones.
2 St udent s work i n pai rs/ groups t o brai nst orm t he
advantages and di sadvantages of mobi l e phones.
Encourage them to fi nd at l east three advantages
and three di sadvantages. Feedback and wri te up
i deas on t he board.
3 Tel l students they are goi ng to read an essay/
di scussi on on mobi l e phones. Hand out t he model
and have them read the text to fi nd any pros/cons
t hat aren' t on t he board.
4 Go through i t wi th students to check
underst andi ng.
5 Ask students to i denti fy pl aces i n the text where
t hey coul d subst i t ut e l i nkl ng phrases f rom t he
Usef ul l anguage sect i on.
150
@ Pearson Education 2002