j Jon Hird , Miguel Angel Almarza Helen Barker Vincent A. Desmond Peter Maggs Pascual Pérez Paredes Jenny Roden Ruth Sanchez Garcia Nicholas Sheard Russell Stannard Piotrek Steinbrich A ne Le = “a Resource i aecRCn a om i Upper intermediate E & a 4 i MACMILLAN‘Macmillan Fcucation ‘Between Towns Road, Oxford OX43PP, UK ‘A division of Macmillan Publishers Limited ‘Companies and representatives throughout the world ISBN-13.978-0-833-75765-9 ISBN-10 0:393-75765-3 ‘Text © Sue Kay and Vaughan Jones 2001 Design and illustration © Macmillan Publishers Li 2001 First published 2001, Permission to copy “The material in this book is copyright. However, the publisher grants permission for copies to be made without fee on those pages marked with the PHOTOCOPIABLE, symbol. Private purchasers may make copies fr thelr own we or for tue by lasses of which they are in charg schol purchasers may make copies fo se, within and by the sat and Students of the schoo oni, This permision dows not extend to addition! schol or branches ofan nator who Should purchase a separate master copy ofthe book for thelr For copying in any other circumstances, prior permission in wniting must be obtained from Macmillan Publi Limited Designed by Sarah Nicholson lastrated by Kathy Baxendale pp5a, pple; Dave Buroughs 5b, pplOa: Peter Campbell pp8e, pp5b (top), ppeb, ppb, ‘ppl3b; Bill Piggins pp3a, pp6s, pp%2, pple Cover design by Andrew Oliver ‘The authors and publishers would like to thank the following for permission to reproduce their material: ‘Tho Financial Tits forthe article ‘Internet ventures fil ostc the imagination’ 22 May 2000, and The Guardian forthe article‘A new way to break the ice atthe local’ by Esther Adley, 5 Septerber 2000. Whilst every effort has been made to locate the owners of copyright in some cases this has been unsuccessful The publishers apologise for any infringement or failure to acknowledge the original sources and willbe glad to include any necessary correction in subsequent printings. Printed and bound in Great Britain by Martins the Printers Ltd, Berwickespon-Tweed 2009 2008 2007 2000 woeres iF] oa) i i) ARR RR RRR 3) i mmm si 3 a 3s Gl il il i Introduction ‘This Resource Pack for teachers contains thisty- seven practice activities for Upper intermediate students of English. Its designed to be used with Inside Out Upper intermediate Student's Book Eleven practising teachers have contributed activities, so you'll find a wealth of different ideas for practising skills and specific language points. Al the activities have been tested in the classroom. Using the worksheets You can use the activities in many different ways. For example: + to extend the lessons in the Student's Book ‘+ a8 revision of points in the Student's Book, for example at the beginning of the following lesson + to supplement other courses + asa basis for standby lessons How to use the Resource Pack Each activity consists of one phatocopiable ‘worksheet original. The originals have been designed for maximum clarity when photocopied. However, if your photocopier has the facility to enlarge, you may sometimes find this useful ~ particularly for board games or worksheets which are to be cut up into cards, Each original appears on the right-hand page, with teacher’s notes on the left-hand page so that you can see them both at the same time, The notes explain the aims of the activity, describe the task, {ell you what you need to do to prepare and then give a step by step lesson plan. This makes them ‘easy to use if you haven't been teaching long, but italso isa terrific time-saver for experienced teachers. Regard the lesson plans as a starting point, As you use the worksheets you'll find your own ways of making the best of them in class Some of the worksheets need cutting up into sections. To make these easier to handle in the classroom, glue them onto small pieces of card ~ index cards or blank business cards, available from ‘most stationer’s, are ideal. After the lesson, file the cards in an envelope for the next time you use them. Write the name of the activity and the number of cards on the outside. Some activities require multiple sets of cards. In these cases, it is a good idea to distinguish each set in some way. Put a different mark, preferably in different coloured pens, on the cards from each set, Or, even better, photocopy them on different coloured papers. This will save you time when you re-file them at the end of the lesson. Over to you Ifyou have any comments about inside Out, you will find a feedback form on our website at towminsideout.net, where you can also register to receive extra teaching materials free every week by e-mail. Your opinions will help to shape our future publishing, If you're interested in writing worksheets for our photocopiable resource packs, Iet us know. Send an e-mail to authors@mhelt.com. Tell us what you're interested in, for example, general or business English, or pethaps a particular level or type of worksheet. Include a brief outline of your experience and qualifications, but don't, at this stage, send any sample materials.5;3 Contents ws Aim a3 ry Saal Mg ial eg a Licaiiiaad ia Task (lens grammar, pronunciation, sls) 1A Common ground 20 minutes | To find students with similar ‘To practise agreving (so and neither) 8A Computer helpline 30 minutes | To put in order and report a “To practise reporting, verbs. | coplalons and experiences and disagreeing, Ea telephone conversation. [1B You do, don’t you? 30 minutes | To find out and check the accuracy | To practise question fosens and tag. B13 [88 Wish you were here [a5 minutes [To write ater of complaint ton | To precise reporting vers cof information about each other. teavel agent 1 Would you mind welling [50 mines [Toaskeachothe gusts tion | To pace det ond indies HEA [58 coer had it done? 20ninase [Te inervew dasnates comple | To pre he racine ae me? prompts «question forms. ga suey something done eee message 1S minutes | To decode some words and a “To revise vocabulary related tothe 9B Character search 20-25 minutes | To find words in aword search | To review compound adjectives of 2A Secret messag oe ane ES needed to complete sixteen cha compound adjectives | ‘To ute the words in discussion 2B Single vowel dominoes | 20 minutes | To match words with single vowel | To practise the twelve single vowel ! sounds to their phonetic syenbol | phonemes and phonetic symbols ga tring dominos ‘9C_ Dominoes 20-minutes | To match suffines to words to form | To practise noun formation, | | | ga nouns ing dominoes, ince's bike ‘minutes | To compare the styles of an informal | To raise awareness of features of : _ Hee aerate cell and a formal lett, informal und formal writing HE; [108 Albert Einstein [minster | To xchange ination on Alert [ To rote ot se gusons [3 sa journ minutes | Tomake metaphors by choosing the | To revise and practise metaphors. 1a Pn feeeeeecCtge eee reece " HE; 5500 Wy woud «person | Sominscs | Tomakededucons about peopl | To pss mals of Uleon BS do this? behaviour in certain svutions r rain play pellmanism “To match pais of expressions about eee Money aie Pee eeee eee money " TAA The door-to-door TBhours | To perform a one-act play Ta practise pronunciation, stress and EE Ba salesman intonation. | 30 r Trinutes | To invent and tla story using “To practise using linkers : 3 Storytellers Domine] Tolave ae 7 7 BEE | 108 inspirational marketing [50 inser [0 devise «marketing plan Tote part ina ming i devia marketing plan [4a 2 | sSminutes | Tomatch definitions to vocabulary | to practise vocabulary related t0 1 —_ —{—_____ _ 48 Who should get what? | a5 minutes | Tomaich dfinitons to vowbulary | To ats scauley BS ic Product reviews 40-30 minutes | To match review exacts tothe | To practise language related fo roxas they refer to roduc reviews ‘To take part ina pyramid discussion. Ba P ey p To write proguct reviews s crossword | 20minutes | Tocomplete» crossword with the | To practise phrasal verbs , 4B Phrasal verbs crossword | 20minutes | To complete a with eae TE: [2A When are we going to | -2hows | To share information o pute pley in | To reinforce future forms verbs of pasa verbs. : ‘get there? cede i 7 practi pronation ses and 5A Keep talking Sorminutes | Toapeaksbout aio tpi for [Topracve ert gerndand vere |B) fo perform a one-act play intonation. thirty seconds pibaubusnaass BE. 23 | 128 itt person forthe job sominanes | Tocompae ane ak hve overt To practi presen norton ee ! candidates for 3 jb, discussing and dacision-maki 5B Action replay 30 minutes | To match football cllocations. ‘To practise football vocabulary and i ng me Pe eee Seal ee see | Soe Ea 13A Massive numbers 30 minutes | To exchange information, ‘To practise large numbers. | “To match numbers to facts. 6A Digital world 1Seninates | Tocomplte wo diferent txts sing | To practise wing everyday words in | gy tase teh nina onde HEE We Cone ent 19B Home Sweet Home | 30 minutes | To prepare a short presentation ofan | To eview vocabulary elated to homes. ‘deal home GB What have 1 been doing? | 40 minutes | Togiveand ask (orinformation in | To practise wing the present perfect EB as anja nomena Pt | eee 13C I's like talking to. | 30 minutes | To makeexpressions/idioms by ___| To revise and practise expressions/ been doing E3 brick wall! choosing the correct alternative, | idioms related tothe home and ; To use the expeessions/idioms in| house. 6C Dotcom aominuter | Todcusand deep amide for] Tedevelo ending sil Ka Te ae the op dotcom. 0 develop discussion j - | 4A Ok, nol 30 minutes | To play a board gome Te review and consolidate vocabulary 7A A good bet a0 minutes | to identify grammatical erors. ‘To review and consolidate gremmar ES EG gtactimcnonr fers oom ts sae oot ea Upper inemedit Stents Book ipper intermediate Stacents Boo 1 i = 14B Matching haloes 2Dminutes | To match wo halves of a sentence, | To eview and consolidate grammar 7B Greetings from San | 3p-t0 inde, | To vad an email and identity To review and consolidate grammar Bg To play pelmanism. from Units 8 to 13 of inside Out Francisco ano oenyee grammatical | rom Unis 110 fide et Tipper Ges ere errors Pc intermedite Student's Boo ‘| Peer i + & 14C Against the clock 15minutes | To do. vocabulary quiz against the | To review and consolidate vocabulary 7C Ask me 20iminates | To write questions foreach other | To practise question forms ga ae Piduatadireerar payer and discuss the answers i: Upper intezmadiate Student’ Book.TEACHER'S NOTES ERY Common ground IPMmur eee Type of activity Speaking, Whole class. Aim ‘To practise agreeing (0 and neither) and disagreeing. Task To find students with similar opinions and experiences, Preparation Make enough copies of the worksheet so that each student can take three cards. Cut up the cards as indicated. Timing 20 minutes Procedure 11 Place the cards face down on your desk and ask the students to each take three. 2__ Ask the students to complete the sentence on ‘each card with information that is true for them 3 Ask the students to walk around, pause with a student they meet and take turns to read their sentence or react to their partner's sentence. For example: Student A: [like eating lamb. Student B: Really? So do J. / don't. Student B: I didn’t watch TV yesterdey. Student A: Really? Neither did I. /T did ‘The students then continue circulating, pausing with other students to xead (or react to) the other sentences. Circulate and monitor, helping as necessary. 4 When they have finished, the students report to the class what they found out about each ‘other. For example: used to wear glasses as a child, and so did Sara Ym currently learning how to ride a motorbike, but Juan isn’ Notes & comments ‘This activity works well as an ice-breaker with students who do not know each other very well ‘You may want to precede the activity with some controlled practice of auxiliary verbs in different tenses, including examples with never. For example: Student A: I've never visited France Student B: Neither have I. T have. ej3 ea els els ela ela gla Ba Ea Ba Ba Ba Ea ela Ba Ba ea Ba Ba Ea Ba Ba Ba Ba Ba Ba Ba Ba Ba a Ba E34 Ba Ei INSIDE OUT Resource Pack Common ground x I wouldn't like to I’ve never visited I like eating I’ve got a friend called I’m currently leaning how 1 don’t want to to I love listening to Ihad____ Vl never again, for breakfast today. lused to as a child. I’m not keen on I've always wanted to __| | Last Saturday I Str apenas tenemos sewn, gl TTTTEACHER'S NOTES You do, don’t you? Type of activity Speaking, Group work. Aim ‘To practise question forms and question tags. Task To find out and check the accuracy of information, about each other. Preparation Make one copy of the worksheet for each group of three students. Cut up the worksheet as indicated. Procedure 1 Divide the class into groups of three and give cone of the question prompt sheets (A, B and C) to each student 2- Tell the students they are going ask each other the questions on their sheets. Allow the stuclents a few minutes to prepare the questions. Before starting the activity, elicit a few examples: ‘Teacher: favourite colour? Student 1: What's your favourite colour? ‘Teacher: country /like to visit? Stuclent 2: Which country would you lke to visit? ‘Teacher: how long /learn English? Student 3: How long have you been learning English? ree meee ee ee oe em em Sa Aaa INSIDE OUT Resource Pack You do, don't you? < FIND OUT... country / like to visit? what / last film / see? what / do last night at seven o’clock? favourite colour? where / horn? which languages / speak? afraid of flying? how long / learn English? hobbies? ey 3 Ask the students to take tums to ask and answer FIND OUT ananinutee: all the questions. Explain that the students must not write down any of the answers. : ‘ 4. Tell the students they are now going to check favourite film? what time / get up this morning? how much they can remember by using tag : questions. For example | married? —_ where / go on holiday last year? Student A (to Student B): Your froourite colour ‘ is blue, a i Mie lucky number? — mother’s name? Student B Ys i i / Yes, thas right No, what / do next weekend? isn’t W's red, actually. 1 ras f oe And your favourite | how long / have that hairstyle? —_—ride a horse? Student C: Yes, iis. / Yes, that’s right. /No, it | isn't It’s pink, actualy Student B then asks his/her first question, and | 0 on. For each correctly remembered fact the | student gets one point. The students record i ther own points by puting ack (7) ora FIND OUT cross (X) next to each question prompt. When ' all the facts have been checked, the student favourite food? —hirthday? ~—_best year of your life? with the most points is the winner. 1 | nickname? what / have for dinner last night? Follow up Ask the students fo change groups and report fo ia how long / have these shoes? each other as much as they can remember about 7 2 fhe students in thei first group. e4 where / go on holiday next year? Bia member of any clubs? ike classical music? Ea Ea E4 (8 Sve Kay end Vauchan Jones, 2001 Pubs by Milan PIShsS Lined, Ths Stet ray be phetocone ad used tin the a EyTERCWERE NOTES Ea INSIDE GUT Resource Pack Ea j j Ea ? Would you mind telling me ...? ea $B Would you mind telling me....§ Ea genera rn : a a : Ea : Would you mind What’s the best Type of activity Procedure Ea : telling me ...? thing about ...2 _ Speaking. Pair work. 1 Divide the class into pairs. Explain that the Bia ‘ students are going to have the chance to ask i D. h Aim uestions to find out more about each other ga ‘| Would you say ...? jo you have any To practise direct and indirect question forms. 2 Give each pair a set of question cards face i idea ...? down in a pile. Explain that each card has the gia i Task start of a direct or indirect question. Elicit Ea eeu ieee eee eT : : sence from the students why we use indirect To ask each other question from prompts. ee eee ela -| Would you like to ...? a last Preparation nature and/or when we want tobe polit). : Make one copy of the worksheet for each pair of eee eran ee reenen tu ove ea Ee eae ae atest meee det ec euree eee eg tetera students. Cut up the cards as indicated as Ea : anything appropvate to ask their partnce Doyouconsider |. : ami Encourage foll juestions and i i 2 Timing ere | | een bead answering questions until all the cards have Ea i i been used. Circulate and monitor, helping See —_ _ ~ é as necessary E44 : T, 4. When they have finshed, pars epost the _| How long have you ...? |:| I’d like to know ... class what they found out about each othe. Ea : : {Ask the students to weite the questions for ! homework ea Have you ever ...? |_| What's the single most ! Notes & comments ie eset electra aes : This activity also works with small groups of Ea Sells last ba _| Tow do you feel | | What's your favourite 1g up the q about ...? give each student the complete worksheet and Ba : eee : have them ask questions, crossing off each i eatechaat tah question as they ask it : Ba ; : =a Another alternative is as above, but have the Do you think you'll =|: Do you mind if students citculate around the class asking Ba ever ...? i Lask you ...? different students the questions, Ea oe i fee ea ; : ela In an ideal world, ...? || Could you tell me ...? Bg sanets : a 3 | : a : When do you suppose ...? |:] I was wondering ... Ba be 5 ee . 2: $$ Ba ose toyed van re 201, ried yi es TE od a do. a A : | Secret message p72%@ Secret message i e! NCR) 7 | tae aee | Type of activity Procedure k ‘ Problemsolvng. Pir work 41 Divide the class into pairs and give each pair BE G Aim 2 Explain to the students that each number in Ee, R To revise vocabulary related to the family. the boxes corresponds to a letter of the ! alphabet. Their task is to decode the twelve fl w Task ‘words in the word puzzle. Tell them that each word is related to family. (If you want to add a competitive edge, you can either set a Preparation time limit or say thatthe first pair to finish is the winner) 3 When the first pair has finished (or the time is up), check the answers with the whole class Timing 4 Then, ask the students to use the grid to decode the secret message. wooo oom we ada To decode some words and a sentence. Make one copy of the worksheet for each pair of students. wots Pe 5 Hold a class discussion about the saying in ' z the secret message. cH A Answers 2 Word puzzle: granny, parents, aunt, cousin, dad, e R : nephew, relatives, grandchild, uncle, niece, : brother, in-laws E fe peereee: nat del tial gE EI not heard, gE N BE G BE : D EB Ss bd ged Bq 2 Secret Message ga 7 4 78 > |2 | |5 wi y7 in 8 |e 7 18 Ba Rig | vo [is ]i3 [5 2 5 | 5 7 15 Y 7s yz 7279 ga Ba ReqTEACHER'S NOTES Single vowel dominoes Type of activity Pronunciation. Group work, Aim ‘To practise the twelve single vowel phonemes and phonetic symbols, Task ‘To match words with single vowel sounds to their phonetic symbol using dominoes. Preparation Make one copy ofthe worksheet fr each group of throe to four students. Cut up the dominoes as indiated. Timing 20 minutes Procedure 41 Explain that the students are going to play a game of dominoes where single vowel phonetic symbols are connected to words which contain that single vowel sound, Divide the class into groups of three to four students and give each group a set of dominoes. Ask the students to divide the dominoes so that each person in the group has the same number. 3 Ask the stuclent who has the domino with ‘dog’ to start by placing this domnino on the table. Tell the students to take turns to try to place their dominoes. For example: js [tea] [k [eos] [> [pin If students do not have « domino that works, they miss a turn, The first person to play all their dominoes wins. 4 Circulate, checking that students have found the correct connections. Answers tree, tea © hat, bag, » dog, watch 2 door, four 1 pin, swim. & bird, word 1: car, heart > the, teacher cup, sun © leg, bed shoe, school _o_book, good Follow up 1 Divide the class into different groups and play again, 2 Ask the students to think of more words for ‘each vowel sound. Notes & comments You may want to precede the activity with some revision of the phonetic symbols on page 18 of Inside Out Upper intermediate Student's Book. ‘To maximise oral practice, ask the students to say each sound and word as they play. "ie © we oa ae ae a ak ak ada) ei im mom Th "OR UR me mm om om mom INSIDE OUT Resource Pack Single vowel dominoes i: dog || D pin I car a: cup A shoe ||} U: hat e door |} 9: bird the a leg || e€ | book |} vo | tree i: | watch D swim I heart a: sun) A school Us bag we four a word 3 teacher 3 bed e good U tea elie eileen eee abe eee neil onde neocon obTEACHER'S NOTES Vince’s bike Type of activity Reading, Pair work Aim To raise awareness of features of informal and formal writing, Task ‘To compare the styles of an informal e-mail and a formal letter. Preparation Make one copy of the worksheet for each student, Fold the worksheet in half as indicated, Timing 40 minutes Procedure 11 Write the words bike, stolen, work, police, insurance and bananas on the board and ask the students to predict what happened. 2 Divide the class into pairs and give each student a copy of the worksheet, folded in half. Ask the students to read the e-mail version of the story and check their predictions. 3. Ask the students to look at the underlined words in the e-mail and try to guess their meaning from the context: Do the fist one as an example with the whole class, ie, nicked = stolen. 4 Ask the students to unfold the worksheet, read the formal letter and compare the language in it to the language in the e-mail. This may help them clarify the meaning of some of the language in the e-mail they were unable to understand. Check the answers with the whole class. Ask the students to look at the two texts again and note any features or conver differentiate the informal and formal versions of the story, Do an example with the whole class first, e.g. the informal e-mail uses contractions (they'll pay up) and the formal letter avoids contractions (Cam writing). 7 Check the answers with the whole class. ou yng that Answers Comparison of language: e-mail formal letter nicked stolen z locked up Tocked ‘up’ is used to emphasise) _ approximately 200 pm got back elumed zl fic thal perv -cHan ocean dropped ae Pee go bananas (wot in forinal letter, But “go bananas’ = ‘become very angry’) forages {rot in formal ieties, But Tor ages’ = ‘fora long time’) no way ‘extremely unlikely pay up (Got in formal letter, but ‘up’ is used to emphasi ‘cos as (meaning because’) form ino contractions ented ole-form seieneesfallengthsenterees idiomatic language formal language and phrasal verbs abbreviations Tull words ce of standard phrases, e.g. I would appreciate it if no set phrases Follow up Ask students to think of something that has happened to them recently that they might complain about and then develop informal and formal texts about it, eg. an e-mail to a friend and a letter of complaint. oe oom om om me om =m Prem PPO om ummm ula ala INSIDE OUT Resource Pack VA@E Vince's bike Vince Re: Bike Nicked! Hi Bren! Had! « terrible day yesterday ~ someone nicked my bikel | locked it up outside work as usual. After work | went to the pub with Steve (my boss) and Roger (a colleague) for a few beers. | headed off at Zish because | didn’t want to ride home too drunk. When I got back to where I'd left my bike, | found it had gone. At frst | couldn't believe thot someone had nicked it, but when the penny dropped | went bancnas. | went straight to the local police station fo let them know but | had to wait for ages. A policewoman eventually saw me after 45 mins and took down the details. She said there wos no way they'd find whoever hed nicked it, but they did offer to put me in touch with a victim support group! Anyway, I've writien to the insurance company and | hope they'll pay up soon ‘cos | need a bike to get to work, Anyway, such is life. Hope life with you is better ~ email soon, Vince :( xxx Dear Sir/Madam, Tam writing to inform you that my bicycle (frame no, TTJ 68394751) has been stolen and to make a claim on my insurance policy (ref: VD/29684A<). As requested, I have provided a report of what happened below. ‘The theft occured on Thursday 5th June hatween 9,00 am and 7.00 pm. ‘My bike was securely locked outside my workplace (106 Piccadilly). I realised ‘that the bicycle had gone when I returned from a social event with work colleagues at approximately 7.00 pm. As soon as I realised what had happened T went directly to the local police station and reported the incident. The police constable provided me with a crime reference number (CD346300), although she informed me that it was extromoly unlikely that the thief would be caught. I would appreciate it if you would process my claim as quickly ae possible as I require a bicycle to travel to and from work, Yours sincerely, WA, Desmond Vincent A. Desmond antes inayat net Henncnaesnetocusinmn ns, gl TTTTEACHERS NOTES Type of activity Reading and speaking. Pait and group work Aim “To revise and practise metaphors. Task ‘To make metaphors by choosing the correct alternative. Preparation Make one copy ofthe worksheet for each student Life is a journey Procedure 11 Give one copy of the worksheet to each student. Elcit/ Teach the biteral meaning of any unfamiliar vocabulary. 2. Divide the class into pairs and ask the students to choose which they thin! correct alternative to make metaphors. Encourage them to think about similar metaphors in their own language 3. Check the answers with the whole class, establishing meaning as you do this. Ask students to tell you metaphors which are similar in their own language. 4 Divide the class into small groups. Ask the seg, students to think about times when any of the Gedebetnats sentences were true for them and discuss these situations. Circulate and monitor, helping with vocabulary as necessary. Answers 1 peak 9 food 2 odds 10 on top of the world 3 drifting 1 warm 4 digest 12 enemy 5 half-baked 13 race 6 sank 14 sea 7 rocky road 15 waste 8 precious =m Tre POOP Pee OPP eee ee ee oe ooo a mom al INSIDE OUT Resource Pack Ifelt as if I was ata crossroads / rounderbout in my life. 3 a years ——— 2 7 el Heat managed to do it ‘was at the top /peal even though the of health. aaa /cxere eee {drifting / floating trom one thing to another. against me. 5 It was such a ‘The news was difficult halffried /haif-baked \ (My heart sank / slipped to eat / digest at first. idea Istill can’t believe 4) \__ when I heard the news. it worked. Tt was a rocky road / Tt-was one of the most It gave me a lot of stony street, but valuable / precious : = still friends. moments in my life. pe lorie een 10 " felt on top of the ‘To my surprise they Twas my own worst, world / over the earth. Bave me a really warm / hot welcome. epeane cane B It turned into a run / race against time, AILT could see was a sea / lake of people. Itwas a total waste / loss of time. 2 Think about times when these sentences have been true for you. Discuss in groups. saya 201A hint th Bn ance ie eon gd SESSTEACHER'S NOTES Money talks Type of activity Vocabulary. Pair work Aim ‘To match paits of expressions about money. Task To play pellmanism. Preparation Make one copy of the worksheet for each pair of students. Cut up the cards as indicated. Timing 15 minutes Procedure 11 Divide the class into pairs and give each pair a set of pellmanism cards. Ask the students to place the cards face down on the desk 2. Explain to the students that on the cards there are ten pairs of expressions about money ‘which are similar in meaning and the aim is fo match these pairs. w Explain that they should take it in tums to tum over two cards, one ata time. Ifthe ‘expressions are similag the student keeps the pair and gets another turn Ifthe expressions are not similar, he/she turns the cards face. down again and ends his/her turn. 4. The game continues until all the pairs of cards have been won. The student with the ost pais is the winner 5 Check the answers with the whole class Answers She blows money. / She bums money. I'm broke. / I haven’t got a penny to my name. It's worth a fortune, / It’s priceless, She's stinking rich. / She's rolling in it. He lives from hand to mouth. / He lives on the breadline It costs next to nothing. / It’s dirt cheap. Itisn’t worth a bean. / It’s worthless. I cost an arm and a leg, / It cost a fortune. I paid through the nose. / I paid over the odds, He lives like a king. / He lives in the lap of luxury. Follow up Give the cards to one student in each pair. This student says one of the expressions and his/her partner tries to remember the matching, expression. Then students change roles. Notes & comments ‘You may want to precede stage 2 with @ matching activity. Ask the students to place the cards face up on the desk and match the fen pairs of expressions about money which are similar in meaning, using dictionaries if necessary. ja DUP P PPP ERE PP PE EP Se eee ee ww ka INSIDE OUT Resource Pack Ea Money talks 8 LESEESEE SLE _ [Ree aestesee : | haven't | got a penny _| to my name. EESLESLESLE] | SESEERLESEE] She blows She burns I'm broke. fe stinking rich. Its worth a fortune. She’s rolling in it. It’s priceless. SEESLESLESLE| | [SEE SLESLESLE : LESLESLESLE| © [SEESLESLESLE] : [SLESLESLESLE] ° i Ins 4 |_| He fives on]. | It costs next i rom fan | |the breadline.| | to nothing. _ [Seesaesaetie SEESEESLESER] - Its dirt cheap. to mouth. : |SEESReSLESE SLESLESLESLE SEESLESLESEE i SLESEESLESEE| SLE SLESTERIE j It isn’t worth 2] ecast Itcosta |. | a bean, et fortune, fo | || and a leg. : SLESLESLESE SEESLESLESLE] [SLESLESLESLE] SEESEESLESLE| : |SLESLESLESLE| |SEESEESLESLE] : [SLESLESLESLE : | paid . 5] He Fives fi He lives in I paid over | | He lives like through the odds. a king. the lap of the nose. |: : s] luxury. | SEESEESLESEE| [SLESLESLESLE] | [SLESLESLESLE| | | [SEESLESEESE: snk i liye esi hs eons tt ine, gl TTTTEACHERS NOTES Storytellers Type of activity Speaking, Group work Aim ‘To practise using linkers. Task To invent and tell a story using linkers, Preparation Make one copy of the worksheet for each group of fout to five shidents. Cut up the cards as indicated Timing 30 minutes Procedure 1. Blicit different types of book (romance, thriller, science fiction, biography, autobiography, history book, detective story, etc) 2 Divide the class into groups of four to five students and give each group the top section of the worksheet with the word cards removed. [Ask the groups to make three new book titles using some of the words, eg. Love Skip (a romance), Robot Kile (a science fiction story) et. Ask the groups fo read their titles to the clas. 3 Ask each group to choose one of their titles Explain that each group is going to develop this story. Then ask the groups to decide on the first line of their story. 4 Place a set of linker cards face down in the middle of each group. Students take it in turns to pick a card and add the next sentence to their story. For example, the first sentence of the story Love Ship is: fohn and Camilla were sunbathing on the ship. Student A picks up the card because and continues the story: John Aecided to get some cocktails because he was thirsty. Student B picks up a card and adds the next sentence to the story. This continues until all the cards have been used. (Encourage students to make notes about the story as, they add each sentence to help them when they retell the stories in stage 5.) Circulate and monitor, helping with vocabulary as necessary. 5 Regroup the students and ask them to tel ‘each other ther stories Follow up 1 Immediately after the activity, it may be taseful to conduct an error correction session based on the students’ accuracy in using natrative tenses and linkers. 2 For homework, ask students to write up their slories or even create a class book of short stories. Consider copying this book and distributing it to other clases or displaying the stories on a noticeboard Notes & comments This activity is designed to practise linkers and the stories the students produce may not sound rnatural as there will be an unusually high number of linkers. This should be pointed out 0 the students, especially if they go on to develop and ‘write up their stories for homework gE E'S INSIDE OUT Resource Pack gS ga ES Ea gia Ea ga Ea gE)a e|3 shame killer old Ea | Ki sudden ShIP travel ever OTEL E'a | f° love murder the time ANGEL omer Ea DEAD man Yobot nights PLANET twe } Ria ela nage SET TST ba Ela as soon as then because E\a ee by the time after just as Ba Ea Le | when before Ea fea Ea as soon as then because ea ee aA i i Ea by the time after just as Ra Ea during as but when before Ea ea =a essa mane piety ns Rusesinat Rssatno eas ee os lf TTTEACHE NOTES Who should get what? PSUR coudased Type of activity Reading and speaking, Individual and group work. Aim To practise vocabulary related to health problems. Tasks To match definitions to vocabulary items. ‘To take part in a pyramid discussion, Preparation Make one copy of the worksheet for each student Fold the worksheet twice, as indicated Timing 45 minutes Procedure 1 Introduce the topic by asking the students: What are the six most common causes of death in the world? Are any ofthese preventable? Write students’ suggestions on the board. 2. Givea copy of the worksheet to each student with sections two and three folded under so that only the text is showing, Ask the students to read the text quickly to check their predictions 3. Ask the students to unfold their worksheets once only, read the definitions and find a word in the text that matches each definition. Check the answers with the whole class Ask the students to unfold the last portion of their worksheets, Explain that they are health advisers for the country in which they are studying. Tell them they are going to decide on the three most important areas for government health funding and what percentage of the health budget should be spent on each area. 6 Divide the cass into pairs and ask each pair to agree on the three most important areas. 7 Then combine the pairs into groups of four. Ask the groups to discuss their choices, justifying them where necessary, and agree on the three most important areas. 8 Continue combining groups until a class consensus is reached. wes Answers a hereditary e vaccination b treatment £ symptom © cream 8 cure 4 pills Notes & comments The diseases mentioned may have very similar names in the students’ first languages, and students will probably have an awareness of the causes and issues involved, The main idea, then, is to generate discussion about prioritising, and students often feel strongly about ‘self-inflicted’ ness &|3 3 ej3 Ej3 ea ea ea ea ea e3 ea Ea ea ea Ea ea ja ej4 Ea tla ha ae ka cla kia ela tla nia ka Ra ga Ba Ra Ra INSIDE OUT Resource Pack Who should get what? Health Issues in the 21st Century Heart Disease is often hereditary but can also be Malaria ise cisease which is spread via mosquito ‘caused through bad diet and a lack of exercise. it bites. Its easily prevented with the use of mosquito can be prevented, and public awareness levels are repellents (electronic devices, ereams and spray). high in some countries. However, some sections of it can also be avoided by taking pis regualy, which the commurity seem to ignore advice. Treatment is protect the body from the cisease. There is no possible, but prevention is obviously preferable vaccination available yet. Malaria cannot be cured ‘the long term, as such, though its symptoms theadache, fever, Cancer takes many forms and is caused by 2 ae ee number of factors. There is strong evidence that ‘Read Traffic Aceidents. Road safety standards smoking and other Iifestye factors contribute vary alt from country to country. Drink civing and significantly, especially to lung and throat cancers. the use of unsafe vehicles contribute to the deaths of Treatment can be through chemotherapy being hundreds of thousends of people around the word. injected wih chemicals) or radiotherapy, and success Publicity campaigns and stricter laws tave made a rates are increasing. Some people believe that this, dramatic difference in some countries lke heart dsease, i seltinficted, and that patients ps tehoga is one ofthe most common causes of Sree eee ee death, especialy among chidren, in Arca. itis HIV/AIDS. Awareness levels around the world vary caused by polited water and a lack of food a great deal as to the causes and risks associated hygiene. it can be prevented by making water with this cisease. tis preventable but, as yet, supolies safe. tis also important that public although there is treatment avaiable, there is‘no awareness is raised as to the causes of water known cure. Research continues in the hope of contamination, Diarthoea itself is easily treated finding one. with rebyration medicine a a (adjective) passed on from parent to child b (noun) the use of medicine or therapy to make a sick person well again « (noun) smooth, thick liquid which you put on or rub into your skin a (noun) small, solid pieces of medicine to swallow, e.g. aspirin e {noun) an injection which prevents a person from getting a disease f {noun) a change in your body which is the sign of an illness g _ (noun) the removal of a disease or illness so that a person is well again Epp eee ee : Health spending budget Disease Percentage | Reasons of budget 1 2 3t E i a : ins IT Resource Pack TEACHER'S NOTES es IDE OUT R Ba : “43% Phrasal verbs crossword E a em Phrasal verbs crossword 7 al 3 Complete the crossword with the i Prlele edi E a missing verbs from the dialogues. ir ; : ‘al o Type of activity Procedure & | Reading and writing. Pair work 1. Divide the clase into pairs ands give each Ea oan er D student a copy ofthe worksheet. | re Aim 2. Ask the students to complete the crossword —E | g 7 : iad iad on ceneiaco waren nas r the dialogues, Tell the students that they will - 7 Task need to put the verbs into appropriate tenses os or forms. To complete a crossword with the verbs of BE feast 3 When he pis hve ied, ask stents 0 Ea iaciose 7 bs compare their crosswords with another pat, nie oii nad estat oa in Preparation 4. Check the answers with the whole class. ce eet fake one copy of the worksheet for each student : Yeah, he' ite unreliable te Make one copy ofthe worksheet for each student. ng Weng Ba ws teaming gue unin ces day, | BOW Y 4A: Aro you going to Linda's party this weekend? Timing aoe Pan Ba B: Oh, you haver't heard, She's itott 8 Sorry. | had to off at the shops on Dnt 2 ie 1 0p a tte wee ate @) te wa ae 4 put sis z 5 A: Do you think I shoul doi? Fn ee ei mie een Btea phd Eg pase fort 2) 8: | don't know, but Il tnd out. 6 use put a iW 8 get 7 dawned 6 A: Can t borrow your camera? into it straight away. (4) a Ea 3 Can you the muse up ab (cant 40 pick 9 ended Sure, but ty not to up al the film. (3) reel 12 gave 11 come Ea 8 A | eo tobe pe 14 made 13, count Don't worry. You'll soon over it, You'll, ‘ What’ the matter? 16 doing 45 came ba be nein a fow days. (9) Pop weadeelfeeepes 17 takes 18 saw : . an ie na 10 Ho ge ip. By oy, ou pn ay ices (i sat te En i 20 went wo but sure ri uparewworgs | 7 A Have you decided what to do? Ea cee ° b Ys ed been yg hk wht od or Ba ‘cues ages befor it suddenly onme, (6) 2 : No, thanks. | up last month actualy. (4) | ® : Mc ee ats ‘i ae Ea 44 Doyou tik ws lng ett net oe he pt d_up 4 fa kh the wntething | 44g rye ot my hoy a 8 Have you? It itt Ra 16 Dojocananin vata meets sin | Mme oun whan bought it? : Whereis she? I's the same time after time 8: Yoah, you've dane a great jab of itp Hpeaneenetieed Yeah. You can always on her tobe i 2 late Ba 47k Sho really after her mother. (6) a cee eee eee 18 A: Why on earth did you do that? Ma ananlent a ees ad 8: I've no idea. | don't know what over } meta) Te atmo wt Jn to__te.D9 | 4g Hata ou at vist nah, ) we fight through im, (2) sete | eee et and on and on. (4) ootolieninie sm niihenatesin tn caatatenn i gy€ [TEACHERS NOTES | Ea eae fe Hanis fa : : la BW Keep talking iq Keep talking e E|a ee ; oe Jon Hird Bla oo Type of activity 4 When they have finished, ask the students to. g)a ‘Speaking. Board game. Individual and group work. report to the class anything interesting they BE.a@ Aim aa £3 ‘To practise verb + gerund and tiated Ea verb + to + infinitive structures. 1 learning 9 singing, 17 doing 2 doing 10 done 18 wa | Task 3 towatch 1 todo 19. doing es Tospenkeabout various opis forhity seconds, «= #-40IME_—- IR gee 20 todo Ea Preparation 6 tovisit 14 doing 22. studying Ba Make py of the worksheet f ch group of eae 15 fo moot Ea two to four students. Each student will need a eee] counter and each group will need a dice, Follow up Eig Timini 1 Give a copy of the worksheet to each student Eq ee maothing You cs g and ask them to write in the correct form of k heal J0b you'd never YE were oncou! Peer the verb. Bia . my Onsider (coy 2 Ask the students to choose one or more of the Rroceaure prompts and write a few sentences either Ea 1 Divide the class into small groups of two to about themselves or, from memory, about four students. (Larger groups are possible if another student with whom they played the eq youhaves pricy ne cs) ca “ale 2. Give each student a counter and each group a Spy te worksheet ae ee iiciss & Soiacicnes: ela 3) Explain bahar z The students, as a group or individually, can oo * The students tae tums to elle dis, ce he corect orm of the vests before the Ea Le move along the board with their counter a ave 4 according to the number on the dice and Played. Ea SD tace fom your | talk, for thirty seconds without stopping, , ‘childhood you will = about the topic on the square gy always remember . + The students should begin talking by using Bg. the prompt in the square, putting the verb _ in brackets into the correct form. For 5! example: Something T really hate doing is ae ironing shirts because .. 1 started learning io. ee ae English because... A famous person I'd really like to meet is Prince William because + One student in the group acts as timekeeper and the rest decide if he/she successfully spoke for the full thirty seconds without stopping. If successful, the student can play next time round. If not, he/she misses a turn, + The winner is the first person to reach the ‘finish’ square. 2S mer oS SS REM seneE|a TER EW ERE WOTEF | INSIDE OUT Resource Pack E|3 a = E: z Action replay ol Big Action replay 7 1 ae : Pascual Pérez Paredes i a — verb (1-20) with a word or phrase (a-t) to form football expressions. it_AL 2 take 2 Type of activity Answers Bia 3 stop_AL Vocabulary and reading. Pair work a Ea 4 dotloct 4 6r_ blow the whistle 5 force _¢ to score wide Aim 7 take / miss / be awarded a Es 6 blow __ b agoal m the lead To practise football vocabulary and collocations. penalty / comer / free kick 7 taka / miss / be awardea___ | © 2 enaty/comer/ —m_ the ballin the 8f commit a foul Ea free kick back of the net z i 8 commit __ d= play on free kick / Tasks 9d wave play on 7 play 0 a free kict » i Ea wave __ e against a decision comer To match football collocations. lop open the scoring 10 open__ f afoul B the scoring ‘To complete a football match report. Ms dominate possession Ea 41 dominate for the Che a shot 1am take the lead E a 8 forthe hampioe’ 9 aot ic 12 take. eague © the whistle L in the back of the ne! t a Preparation i ae inthe back ofthe net kia nacait h play $ possession Make one copy of the worksheet for each student ere To ri eed : 15) makea substitution gia 14 score i Steere Timing 16g qualify for the Champions’ League gla 15 make tie pales 30 minutes: aoe een ieee 16 qualify__ woodwork 18i create a chance (of scoring) Ea 17 fail precede 19e protest against a decision Aarceettt 201 shoot wide | 1. Divide the class into pairs and give each ga 19. protest i student a copy of the worksheet. 7 E 3 20 shoot __ 2. Explain that the students have to join the 1 qualified 12 awarded Faved (Aaj teehee Renae a 2 take 19 take Ea 2 Complete the match report using appropriate forms of the verbs (1-20) above. to form common football collocatons Allow 3 sor 14 shot students ten minutes to do this. Seer sep Ea aki In what was an event 3. Check the answers with the whole class. At 5 created 16 failed Leeds take control peviod, Smith then fell this point, it may be useful to discuss the 6 deflected 17 taken ga against Munich in the box and was potential participants (striker, midfield player, 7 it 18 put | (22)_aperaly, Got eee daendr ore conch football $ semmite 19 dominated na Leet Uied Tat nie (1) — eae team, etc.) in the actions. ais eae ii ‘Champions’ League group stages after Alan St — men 4 Now ask the students to complete the match ‘10. stopped 21 blew ga them & 1-0 vietory in Bayern Munich's Oy (eee tae report using verbs from the first exercise in 11 protested Ea ‘The young stker stick left footed inthe 46th minute 0 pix-up gave Vindvka another their appropriate form. Circulate and monitor, Q). the lead and — the chance to joe onary Follow up Ea aimee iit Celaslelat er ence 5 Check the answers with the whole class. 1. Using match reports from English language 7 Five minutes into the game, a Paul Agostino header Michael Hofmann to bea, he newspapers, ask students to read ancl find ga (4)___ the frst important save from Nigel (16)______to score. ‘more football collocations and expressions, lia Marya, the Leeds goaliceper, and atthe other end Leeds Immedinely aller halftime, Leeds forced # comer, 2. Ask the students to write a commentary of a Bo also (S)______ two" early “chaices' of “scoring “Which Was quickly (17) __“""_by Lee Bowyerand ‘ easel ea Rig following left wing crosses. First, Mark Vinduka sho wes Smith (18) the ball im the back of the net © and then Danay Kelly saw his shot witha superb strike from twenty mes, : o the woodwork This changed the pattem of the game and Leeds | Ea There was a moment of controversy in the (19). possession for the rest of the game. i a lie when Borimiroy (@)_____a foul against Both teams (2). 2 couple of substitutions, i B44 Michael Duberry in the ponslty area, but referee but Bayem Munich filed to equalise, There were smiles of | Ea Claus Bo Larsen (9) play on, Play was relief onthe faces of lhe Leeds players when the referee i (10) for two minutes while the Leeds (21)_____ the final whistle after four minutes of i y layers (11) against the decision, ‘injury time, | Ea 7 | Ea — — . — | . i? sete ans 101 Reedy oN neta testanchl we ts, gl TT ea ]TEACHER'S NOTES Digital world Type of ac Vocabulary and reading. Pair work, Aim ‘To practise using everyday words in a computer context, Task To complete two different texts using the same set of missing words, Preparation Make one copy of the worksheet for each student. Procedure 1 Explain to the students that they will be given a worksheet with two gapped texts one in an everyday context, the other in a computer context. They are going to complete both texts using the same set of words. 2. Divide the class into pairs and give each student a copy of the worksheet. Ask the students to fill in the gaps in both texts using the words in the box. Every word occurs once in each text. 3 When most of the students have finished, check the answers with the whole class. Timi Answers ming i: i eee 1 virus 1 memory 2 window 2 click 3 mena 3 window 4 notebook 4 crash 5 crash 5 mouse 6 mouse 6 virus 7 bug 7 bug 8 click 8 notebook 9 memory 9 menu aes eja ja ea E:a ea ea ea Ea Ea Ea Bia Ea Ea ga Ea Ba Ea Ea Ea ea Ba ea Ea Ka Ea Ea Ba Bg Ba Bg Es Ba Ba a INSIDE OUT Resource Pack ick crash memory menu mouse notebook virus window We had a terrible evening. For a start, Peter was coming down with a (1) _ and he felt awful. We had to wait half an hour for our table, which was in the comer, even though I specifically asked for one next to the (2) and then another half-hour just to get the (3) ‘The waiter was useless. We had to ask for everything about three times and then he brought the wrong order anyway. don't know why he didn’t just write it down in a little (4) ____like they usually do. We'd just got the first course, which was actually quite good, when there was this huge (5) from the kitchen and the chef stormed cout with a big ladle in his hand and started shouting and swearing at the waiter in front of all the customers. Frankly, | knew how he felt. But for me, the worst thing was just after the first course when we suddenly saw a (6) ‘running across the floor, closely followed by the restaurant cat. Well, chat was it for me. | couldn't eat another thing, Peter struggled on until he found a bright green (7}___in his tomato salad, Honestly you should have seen his face! At that precise and a flash and | looked up to see a photographer, He'd just of this evening?” he said. 'm not moment there was a (8) taken our picture. Something to preserve your (9) going to tell you what | said! had a terrible evening. | got home late from work and still had a report to finish. As you know, my computer Is really old and slow ~ | really need to install more (1) ‘Anyway, when | tried to double-(2) ‘on the file | wanted to work on,a (3) appeared telling me that the file could not be opened. So | decided to try opening it using a different programme but that only made my computer (4) completely. The screen went blank and the (5) — froze. By this time, I was tearing iy hair out ~ it was past midnight and | still hadn’e started ‘working on that report. | phoned my computer guru friend, Matt, and he told me | probably had a (6) _______in, my system. | must have-got it from-one-of those-stupid. joke e-mail attachments ~ you know, lke the ‘Love ” " one. | had to resort to using my © but | hate the keyboard on it ~ it's too stall, Atleast I got my report finished. Matt's going to send ‘me some software to fix the problem. He also told me in future to go to the applications (9) and launch a good protection programme before opening unknown files. Good advice and better late than never. suppose. yc Ryne tee hope to, lf! e|3 Saat = gia : Ba What have I been doing? els Ee What have I been doing? Ea x : . : Renee : Hl 3 |\@ Type of activity Procedure E i | we i | Speaking, Whole class. 1. Divide the class into two teams, A and B, and Ela i place the cards in a pile face down on your desk. I You've been working with : You've been walking in Aim 2 Explain the rules of the game: E'a the grass. your computer. : the rain. To practise using the present perfect continuous. + Astuclent from team A comes and picks E | a Be Beer eereeeeeeeereer deere eereaee overrode tne up a card. This student has three minutes ' a) You've Task to describe to team A what he/she has gla © been To give and ask for information in order to guess beset = — e ae fe wee ‘| cin i of information but must not use any of the | 5 with a ver bs somone has bee hing one Ea [ yee |\\za ah a veer | Preparation example, if the underlined word is work, Ea You've been junning in You've been babysitting ta ai he/she cannot use worked, working, ete. the forest. : for your neighbour. = lake one copy of the worksheet. Cut up the cards | aeseiennad + During these three minutes the other | Jenne a ean ie eee Ea : You've bean You've been eae juestions about what they have been ing iain doing to which he/she can only answer ; Making drinking 40 minutes with yes or no. i ea : birthday cake. the pub ‘+ Ifteam A guesses the sentence in the E'a i i your allotted time, this team scores 10 points. If You've been talking to a classmates. team A doesnot guess the sentence, of Ea classmate on the phone. time runs out, itis team B's tuen to try IF ass! fe team B guesses correctly, it scores 5 points. Eig ; + Ifthe student deseribing the card You've been mentions any of the ‘forbidden words’, Ea in town his/her team loses 5 points and the tum. | shopping fa goes to the other team. ga for new. pares « Then, a student from team B comes to the Ea ——_! boots. es - front of the classroom and the game You've been studying You've been travelling continues in the same way. Ea Mathematics in the library. by train. 3. The winner is the team with the most points gla rere nrrnnn 7 sree at the end of the game You've been You've been & playing a helping your | sxe Notes & comments - football P fittle sister | }oneoe If you have a very large class, you can divide it 2 match with with her into two groups and then assign teams A and B i : within each group your cousins, You've been writing a letter | Homework to your girlfriend/boyfriend. 2 Ea FE Ea FE Ea . ih You've been doing You've been lying in bed : You've been doing an Ea : the housework. because of the fu. aerobics class at the gym. ga mr EI 4 Stayer es 2, lity Noni nie. Taser ry Psd nin itt >, glstudents, Ask each group fo come up with ‘Adapted trom the Financial Times, 22 May 2000 an idea for a dotcom which meets the E|a - INSIDE OUT Resource Pack TEACHERS NOTES E'a nla D (ie Dotcom Ela otcom Ea Wine ae Ea Type of activity sequitements mentioned inthe text, i ba Reading and discussion. Group work. interesting, original, practical, clear and | economically strong. Ask the groups to ea Aims consider the following questions: ba te davelop reading sil + What service, product or information will To develop discussion skills. you sell/ provide? Ea Se eee ore ‘Ask people whether they are interested in Internet companies and Task ae ea most yawn. Ask if they want to appear on television to compete + Will the website be free and make money for Iniernet startup funding and only 7,000 apply. That's the To discuss and develop an idea for a dotcom. ! for Internet startup funding and only 7,000 apply op from advertising or will customers pay? Ea lesson of an opinion poll carried out for the Financial Times. Preparation . ae aaa Ea In the FT.com poll only seven per cent of the 2,000 people Make of the worksheet for each stude - questioned said they would like to be port of the dotcom industry. lake one copy of the worksheet for each student information to the customers? itereah as aie ete Ea ‘Only three per cent would give up their jobs if they hod on idea aie . makes your idea different from a bi Timing your for ¢ dotcom business. conventional business? a 7 30 minutes 5 Ask each group to explain its idea to the Younger people were only a little more enthusiastic. Only twelve Aigae- tris ese Ganltteh Se od hich Ba per cent of paople aged between fifteen and thirlyfour would like Procedure 7 7 * only exist on the to be part'of the industry, and only four per cent would quit their Pea ate should receive the £2,000,000 investment ela internet iebe toy Fest erecere tad! ‘Ask the stuclents to define the difference mentioned in the text «are global from the | between a traditional company and a E | a Start because they are These are the sort of people who comprise the would-be ‘dotcom’. (A dotcom interacts with its Answers located on the www i ere eee epee oh et 4 Rabid customers on a wobsite. Itis open twenty-four g True b False ¢ False False ar | + adverse products and | TV show, presented fy Jon Snow The show aims o combing hours a day, every day of the year and most ' series on he intenet_ | business ideas wilh £2 milion of nding rise fom o group ol transactions are done on the Internet. E @ ‘have low staff and Pee Dotcoms tend to be cheaper to run as they location costs as most} Staff at the show's UK DOT-COM centre are examining the have lower staff and location costs.) a business can be applications, looking for interesting ideas, originality, practicality, 2. Write the following statements on the board. ea ree cia clarity of presentation and strong economics. Ask the students in pairs or groups to discuss inva cheap location They will shortlist fifteen, to be questioned on TV by c panel of whether these statements are true or false for bw * have got customers business experts and celebrities. The five winners, chosen by TV their countries that can do busingss at viewers, will recch the finel where their plans will be presented to a Young people aze more interested in ae | any time, 24 hours a the group of investors, who will decide who is funded. dotcoms than older people. ; day, 65 days a year Jomes Hil, head of the centre, says that the quality of the b Most people would quit their jobs if they | ———=wsnnscvel gpplicants is variable, but that there will be at least one hundred had a good dotcom idea. B @ worth considering, CS ee Jon Snow expects © variety of contestants, but unless they ore a Mi¥inactuamamoen bt ‘compelling the-programme-may struggle-to-owaken interest. The competition to win £2,000,000 Financial Times poll shows that only twelve per cent of the British funding for a dotcom would attract a bm public envy dotcom millionaires. Twenty-two per cent of people lot of interest. | say they are overrated and ovethyped, and eighteen per cent 3. Give a copy of the worksheet to each student. ba think they are opportunists Ask the students to read the text and find out fy ie inion hi boaea eee ide oe ais em But fen per cent soy the country needs more isktokers like them ‘and eighteen per cent say the country needs more creative people for the UK. B® like them. 4 Divide the class into groups of three to four & a & w m » Sette om 8 Pitino ey eto glType of activity Grammar. Pair work. Aim To review and consolidate grammar from Units 1 to 6 of Inside Out Upper intermediate Student's Book. Task To identify grammatical errors. Preparation Make one copy of the worksheet for each student. iming 30 minutes Procedure 1. Divide the class into pairs and give each student a copy of the worksheet 2 Explain that the students are going to look at twenty sentences and decide if they are ‘grammatically correct. Tell them they are also going to bet on how sure they are of their decision. 3B Ask the students to work through the sentences putting a tick (7) or a cross (X) by each one. In the BET box the students write the number of points (from 1 to 5) they bet on their decision being correct. (5 points if they are certain, 1 point if they are really doubtful.) 4 When most of the pairs have finished, check the answers with the whole class, Tell the students that if their answer was correct they ‘win the number of points they bet. If it was incorrect, they lose the number of points they bet 5 Ask the students to add up the total number of ‘gains and losses. The grand total will be the ‘number of gains minus the number of losses. ‘The winner is the pair with the most points. Answers 11 The weather’s been terrible ever since we arrived last Friday. 2 Do you mind telling me how old you are? T'm very fond of cats, but unfortunately I’m allergic to them, Correct Correct Correct ‘Asa child I used to have a good memory but as I've got older it’s got worse. 8 I'll never forget seeing the eclipse of the sun last year. 8 Correct 10. I've been watch.ng television since Leame home from work this evening. 11 Correct 12 Lwas wondering why he was always late for work. 19 Correct 14 All [want in life isa good health, the: happiness and a little money. 15 If were you, Id go to the doctor immediately ~ that cut looks very deep, 16 Correct 17 Centuties ago, people used to think the world was flat: 18 Correct 19 Correct 20 He's tried to break the world record four times but he has always failed. Follow up 11 This exercise may well reveal some language areas that need reviewing, Be prepared to refer to the relevant units in the Inside Out Upper intermediate Student's Book 2. Ask the students, n pairs or small groups, to ‘write some correct and incorrect sentences of their own for another pair/group to do. RRSP PPP PRA Ree ia mis Uae an INSIDE OUT Resource Pack EM. ‘good bet oe Nets The weather was terrible ever since we arrived last Friday, Do you mind telling me how old are you? F'm very fond for cats, but unfortunately tm allergic of them. Simon Brown, a specialist in contemporary music, was interviewed on the radio recently. When you're on a plane, it’s important not to drink too much caffeine. ve had a cold for three weeks now and | can’t get rid of it. Asa child | would have a good memory but as I've got older it's got worse. Vil never forget to see the eclipse of.the sun iast year. | don't have time to meet you today, but tomorrow is fine. ve watched television since I've come home from work this evening, Try to be more careful! That's the third time you've broken a cup. | was wondering why was he always late for work. IF you aren't very good at running, why don’t you EE concentrate on cycling instead? All| want in life is a good health, the happiness and a little money. IF were you, go to the doctor immediately ~ that cut looks very deep. If she hadn't slept in, she wouldn't have missed her flight. Centuries ago, people would think the world was flat. ‘My parents wouldn't let me go to piano lessons so | Seer Hee taught myself. Why are you smelling the meat? Do you think it’s off? He's been trying to break the world record four times but he has always failed. sm pod Rey rt Nein. sh bern ines gd SOTEACHER'S NOTES Greetings from San Francisco Type of activity Grammar. Individual or pair work. ‘To review and consolidate grammar from Units 1 to 6 of Inside Out Upper intermediate Student's Book Task To read an e-mail and identify and correct twenty- five grammatical errors. Preparation ‘Make one copy of the worksheet for each student. Timing 30-40 minutes Procedure 1. Give a copy of the worksheet to each student and explain that the e-mail contains twenty- five grammatical errors. 2. Ask the students to work individually or in pairs. Allow them plenty of time to read the e-mail and identify and correct the errors. 3. Ask the students to compare their corrected e-mails in pairs or small groups. 4. Check the answers with the whole class. Follow up This exerize may well reveal some language aveas that need reviewing, Be prepared to refer to the relevant units inthe Inside Out Upper intermediate Student’s Book Answers Hi Virginia and Lena, Sorry I haven't been in touch recently. I’ve been Intending, to write to you for ages, but I've been so busy studying for my exams that I haven't had time to do anything else for weeks now. I really am fed up with it! However, as soon as the exams are over, 'm planning to spend a couple of weeks on a beach somewhere. Because of I've been studying 50 ‘hard, Thaven’t had time to go out and I've managed to save up a bit of money. I'm thinking ‘of going to Thailand actually. You have both been there, haven't you? Do you remember the names ‘of any cheap hotels in Bangkok, and is it good idea tg book a room before I go? Do you think favo weeks ig enough time to see the place? Despite the exams, I am still really enjoying being here in San Francisco. It's a great city with lots to do, It’s really clean, relaxed and very cosmopolitan. There are some excellent shops and ‘he: most things are much cheaper than back home. My apartment overlooks the bay and you can see the Golden Gate Bridge and Alcatraz, the famous prison, from my bedroom window. I visited the prison a few days ago actually. Bverything there is exactly the same as the day they stopped using it as a prison, Did you to now the gangster Al Capone spent ten years there? Apparentiy the worst thing about being there was that in the evenings, they used to be able to hear laughter and parties from the ‘mainland, With all the work /'m doing at the ‘moment I know that feeling! Anyway, time to do more studying — if only I had worked harder earlier in the course! Please write back soon and tell me all the latest news. I miss you lots. Love, Marella xxx00x mm PRPS eee i Lo Maa aa mir ke mmm uk INSIDE OUT Resource Pack Greetings from San Francisco Read the e-mail and correct the twenty-five grammatical mistakes. eo@@2 04 & ous Next __Reply Reply All_ Forward _—_Delete @ SB Attachments Print ‘warcella" Greetings from San Francisco Hi Virginia and Lena, Sorry T haven’t been in touch recently. I’ve been intending writing to you for ages, but I've been so busy studying for my exams that I don’t have time to do anything else for weeks now. I really an fed up for it! However, as coon the exams are over, I’m planning spending a couple of weeks on a beach sonewhere. Because of I've been studying so hard, I haven't been having time to go out and I’ve managed to save up a bit of money. I’m thinking to go to Thailand actually. You hed both been there, didn’t you? Do you remember the names of any cheap hotels in Bangkok, and is it good idea book a roan hefore I go? Do you think is two weeks enough time to see the place? Despite the exams, I am still really enjoying to be here in San Frencisco, It’s great city with lots te do. It’s really clean, relaxed and very cosmopolitan. There are sore excellent shops and the most things are mich cheaper than back home. My apartment overlocks the bay ani you can see the Golden Gate Bridge and Alcatraz, the famous prison, from my bedvoon window. T have visited the prison a few days ago actually. Everything there ie exactly the sare ag the day they stoped to use it as a prison. Did you to know the gangster Al Capone was spending ten years there? Apparently, worst thing about, being there was that in the evenings, they would be able to hear laughter and parties from the mainland. with all tha work T de at the moment I'm knowing that feeling! Anyway, tine to do more studying. if only T worked harder earlier in 1© course! Please write back soon and tell me all the latest news, I miss you lots. Love, Marcella sou0n% ie abr init Tih yong unt, dd (© Sue Kya Vaughan ove, 200. abe y eeTEACHE NOTES vyh@e Ask me Type of activity Writing and speaking. Individual and group work. Aim ‘To practise question forms. Task ‘To write questions for each other and discuss the Preparation Make one copy of the worksheet for each stuclent. Timing 20 minutes Procedure 11 Explain to the students that they are going to write some questions for each other. Tel students that the questions have already been started, s0 they will only need to think of an appropriate ending 2 Give one copy of the worksheet to each student. Ask the students to write their name at the bottom of the worksheet where it says ‘Questions for _'. Then tell them to pass their worksheet to the student on thoir left. Explain that the questions they write will be for the student whose name is at the bottom of the worksheet, 3 Ask the students to complete the first question and write their name on the right. ‘Then, ask them to fold the worksheet back so ‘that their question is hidden and then pass the worksheet to the stuclent on their left who repeats the same procedure. (Ifthe class is small and a student sees his/her name at the bottom of the worksheet, he/she should pass it to the left without writing a question.) 4° When all the questions have been written, ask the students to return the worksheet to the student whose name is at the bottom of the age. 5 Ask the students to unfold their worksheets and read the questions. Ask them to find the person who asked each question and answer it. 6 Conduct a class feedback session, Students report to the class the most amusing or interesting questions they were asked. Notes & comments For a more controlled activity, ask students to work in pairs. Each student writes questions to ask his/her partner, Ea Ea E|a Ea Eva Ea E\a Ea E\a E\a Bia ea ea ea Ea Ea ea ea Ea ea ba ea ea ek 4 ee @ Be 4 ns nA a 4 A Ba Ea cae | Ea Foo Fou Fou Fou FOLD Foww INSIDE OUT Resource Pack ykem Ask me How long have you Is it easy for you If you could If you were me, Have you ever tried Do you think it's important Did you ever use to Questions for # ee otocopiableTEACHER'S NOTES Computer helpline Lah ks Se LLL AC) Type of activity Reading and speaking, Pair work. Aim To practise reporting verbs. Task ‘To put in order and report a telephone conversation, Preparation Make one copy of the workshot for each pair of students. Cut up the worksheet as indicated. Timing 30 minutes Procedure 1 Explain that the students are going to report a conversation in which a man calls a helpline about a problem with his computer. Before starting the activity, brainstorm reporting verbs with the lass, eg, said, told, suggested, insisted, shouted, added, assured, explained, repeated, recommended, confirmed, stated, confessed, instructed, ete 2. Divide the class into pairs and divide the cight conversation strips equally between the students in each pair. Tell the students not to show their strips to their partner. 3 Explain that their task is to reconstruct the conversation by reporting what was said in the correct order. Tell the students to work ‘out which is the first part of the telephone conversation and report it to their partner, then the second part, and so on until they have reported the eight sections of the conversation. Encourage students to use as many different reporting verbs as they ean. Circulate and monitor, helping as necessary. 4 Ask some (or all) of the pairs to report their version of the telephone conversation ta the class. Suggested answer ‘A man was having a problem with his new computer. He phoned Computer helpline and explained that when he was typing, the words just disappeared. The assistant asked about the screen and the man replied that it was blank. He also mentioned the screen wouldn’t accept anything he typed. The assistant askedl if he could move the cursor around the screen and the man said he couldn't. He repeated that it ‘wouldn't accept anything he typed. Then the assistant asked the man if the monitor had 2 power indicator. The man confessed that he didn’t know. The assistant suggested that the man check where the power cord went into the back of the ‘monitor. He also recommencled that the man check if i was plugged in properly. The man confirmed that it was. Then the assistant asked the man ifhe had seen a secondl cable when he was looking at the back of the monitor. The man confessed that he hadn't. The assistant confirmed that there were two eables and asked the man to look behind the monitor again and find the other cable. When the man said that he hac found the second cable, the assistant asked him to follow the cable and tell him if it was plugged securely into the back of his computer. The man stated that he couldn't see. The assistant suggested that he put his knee on something and lean over but the man confessed that he coulin’t see because it was dark. ‘Then he added that the office light was off and the only light he had was coming in from the window. The assistant told the man to tun the lights on but the man said he couldn't because there was 8 power failure, After a few moments the assistant assured the man that he had the problem sorted out. He asked the man if he still had the boxes the computer had come in, ‘The man said he did, so the assistant instructed him to get the boxes, unplug the computer and pack it up in the boxes. He told the man that he had to take the computer back to the shop he had bought it from. When the man asked if it was really that bad, the assistant insisted that it was. When the man asked what he should say, the assistant shouted that he should tell the shop assistant that he was too stupid to own a computer. oP Fs os i TOT nPPrr Pere eee se nprerm Mi aaa aaa aaa I T7mmmmmeme. a2 a INSIDE OUT Resource Pack Computer helpline o< Assistant: Computer helpline, May | help you? Yes, well, i'm having a problem with my new computer. ! was typing a report, and all of a sudden the words disappeared Hmm. So what does your screen look like now? Nothing. It's blank, It won't accept anything when | type. Can you move your cursor around the screen? There isn't any cursor. | told you, it won't accept anything | type. Does your monitor have a power indicator? | don't know. Well, wy don’t you then look at the back of the monitor and find where the power cord goes into it. Can you see that? Yes, sure, Assistant: Great. Follow the cord to the plug, and tell me if it's plugged in properly. PTF £ Yes, itis. ‘When you were behind the monitor, did you notice that there were two cables plugged into the back of it, not just one? No. Well, there are. | need you to look again and find the other cable, OK. I've found the cable. Follow it for me, and toll me if it's plugged securely into the back of your computer. I can't see Even if you put your knee on something and lean over? Caller: Oh, its not because | don't have the right angle ~ it’s because i's dark Assistant: Dark? Yes. The office light Is off, and the only light | have is coming in from the window. Well, turn on the office light then. | can't, There's a power failure. ‘A power ... A power failure? Aha, Okay. We've got it sorted out now. Do you stil have the boxes your computer came in? Well yes. Good. Get them, unplug your computer and pack it up just lke it was when you got it. Then take it back to the shop you bought it from, Really? Is it that bad? Yes, I'm afraid itis. Well, al right then, | suppose. What should | tell them? Tell them you're too stupid to own a computer!INSIDE OUT Resource Pack Wish you were here > Things to check at travel agent's: TEACHERS NOTES lig Wish you were here y holiday. Using the postcard and checklist, ask the students to decide which reporting verbs would bbe most appropriate for each complaint, eg. ia iia wa Details of hotel, e.g. location. Brochure vi gardens, close to beach, quiet, no shows busy main road. Also brochure Uraffie in resort Type of ac Writing, Individual work says it’s the most popular hotel in BW aaa resort. Is it noisy? Aim claim, imply, slate (clearly), suggest, recommend, : persuade, convince, assure, etc. Help the students - ‘To practise reporting verbs. ‘with useful expressions and guidance on how to 1 Swimming pool? JY hotel garden he says it's lovely — he Task structure a formal letter of complaint (se lst went lash year below). Ask the students to discuss what : To write a letter of complaint to a travel agent. ccmpensation the customer deserves, ‘Check brochure details — are Yall inclusive except alcohol 6 Ask the stucents to write their letters of ee cmenon eon ane tepals tacos Preparation aa eeu eee in price? Insurance? Make one copy of the worksheet for each student compensation. Circulate and monitor, helping Fold the worksheet in half as indicated. with vocabulary and ideas as necessary. Children's activities? oY Kids! club every morning ~ supervised 7 When the students have finished, display the - Timing letters for the whole class to read. ‘Weather in July? SY Dry, sunny, warm — average 25°C 45 minutes er re nea How far to beach? Easy toget to with yy Close 40 hotel, only a few sleps, should Procedure sccaacte pac tetacte for eine ae ae pushchair? Would a bigger resort be be no problems, lols of families go there 1 Introduce the topic by asking students if they 2 Give details of your complaints better for family entertainment? — he showed me a picture of the beach send posteards when they travel or are on 3 Request compensation holiday Invite students to report on the last : How much money to take? Example Cheap, especially markets y: Ps 4 Close the letter y pasteards they sent (or received) and what they ‘wrote (was written) on them. 2. Giveeach student a copy of the worksheet, folded so thatthe checklists face tp. Explain that this sa holiday checklist completed by a customer after talking to a travel agent. ices? Useful phrases bi Dear Sir/Madam Lam writing in connection with .. / to bring to your aitention .../ with reference to Tam sorry to tell you that .. / Tregret to inform you that As Tam sure you will understand, Iwas very disappointed to find that .. Unless you .. I will be forced to I must insist that you . In/under the circumstances, I think that it would be appropriate for you to refund the cost of (something) / to provide some RPP PR PE ee eo oo oo Paid $600 deposit in case it fills quickly Brainstorm as a class examples of phrases students might expect the customer to write on a postcarl from this holiday. Write the suggestions oon the board 3° Ask the students fo unfold the worksheet and quickly read the postcard to see if their ideas were correct. (The postcard is surprising because itis so negative) Holiday Hell, July L Dear Jane, f The picture shows where we've staying ~ awful Our hotel's the pink one beside the motorway, ay E Ms Jane Carr Rmrrnrmm 4 Ask the students, in pairs, to look at the postcard fe eee oo 7 Accommodation excruciating, food inedible and. again and write phrases for the same subjects but Eee Seer weather atrocious Beach a 8 mile walk down The Old Bakehouse carliest convenience. conveying a more positive impression. (Food is ae ai sleep sleps, and filthy dirly. Went shopping at delicious. Hotel is comfortableffriendlyfovely/ Ye the market yesterday — couldn't afford a thingl 27 Greenville Terrace Inecuriows. Woather is levelyhoarns and suny/ : _gorgeous, Beach right next to he hotel, Wonderful Gilad you're not herel Can't wait to come home. | Glasgow GA2 OYP shopping. Wish you were here!) 5 Ask the students to imagine that they are the ‘customer and they have just returned from the bad holiday. Explain that they are going to write letter to the travel agent, complaining about the Vever again | eee Great Britain | Love Brenda & Matt xxx notepnccp ovevee cs lS RMRrereemr © Sue yan Vaoghan ne, 209, oie by Masnlan Piers inte, The m pvEver had it done? Type of activity Speaking, Whole class, Aim ‘To practise the structure have something done. Task ‘To interview classmates to complete a survey. Preparation Make one copy of the worksheet for each student. Timing 20 minutes Procedure 1 2 Give a copy of the worksheet to each student, Explain that the students have to circulate around the classroom, asking each other questions in order to complete the sentences with the names of their classmates. Encourage students to find a different person for each sentence, Before doing the activity, elicit the questions for the first few items, e.g. Are you going to have your hair cut in the next few days? Did you have your photo taken in the last week? Circulate and monitor, helping as necessary. When they have finished, the students report to the class what they found out about each other. meee meee eee home oe moo om om oo om mm mmm 5 5 iL ae INSIDE OUT Resource Pack Ever had it done? has had his/her photo taken in the last week. is going to get hier hair cut in the next few days once had hisner portrait painted hhas never had his/her nails done. needs to get his/her car repaired. lf you CAN READ regularly gets his/her eyes tested. has recently had ‘some clothes dry-cleaned. has had his/her fortune told at some time in his/her tite, has had his/her temperature taken in the last month, will never have his/her ears plerced.ni a : [teeiaieim eens st cuioir=nis3] ea iebtbecti eri tieke aa é\3 . . MN Albert Einstein ea SUN Albert Einstein & | a A Albert Einstein (1879- (1) __) was born in ST SuAy micoxCcd Bia (2) but took out (3). EE | citizenship in his mid-twenties. Surprisingly as a child he Type of activity Procedure Ba wasn't a remarkable student, In fact he failed his first attempt Reading and speaking. Group and pair work. 1. Introduce the topic by asking the students to Ba at the entry exam for (4) —___—: However fading and speaking. Group and pait wor introduce the topic by asking the studen ; tell you everything they know about Einstein, two years later he passed and, after his graduation in 1900, Aim Ask them to think of questions they could ask. Ea he worked as a (5)_______ before getting a job in FRayASaraR SRSA RECRASHrOE ESS to find out more about him, e.g. When tas he the Patents office in Bern. He worked there from 1902 to 1909. born? When did he die? Why was he famous? etc Ea In 1905 he published three papers on theoretical physics Task 2. Divide the students into two groups. Give ba sal in the sane eae he ob edined Histo) To exchange information on Albert Fins! cease ane In 1908, he became a lecturer at the University of Bern, His genius brought him worksheet B to each student in grou a Explain hat ench group has incomplete eg respect and he went on to hold various professorships. In 1915 he published the final Preparation Gafni tot acai seed ght atdinne Ea version of his (7) When his theories were verified four years bie eeeeenLceeUReLenGSHLCerEepenRaOSEEE to read their worksheet and decide in their | later, he became world famous and was awarded the Nobel Prize in 1921 students, Cut the workshoet in half a8 indica eceeeeeetrceereerereavaeeereanrta ea However, in 1933, while Einstein was visiting Calfornia, Hitler came to power. Timing complete te mising information Cieuate gla Being Jewish, Einstein decided to remain in the USA and continued his research at 30 minutes 3 and monitor, helping as Tanitnti ee | the Institute of Advanced Study, Princeton where he remained until his death, Yes he sudens hve ished at et Ea During the Firs World War Einstein had been a pacifist. but pir tothe Second pati Aad ers eeu tke aed E | a World War, he abandoned this idea because German scientists had managed to split their questions. Circulate and monitor, noting | the atom, and an atomic bomb was now possible. He believed Hitler was a threat to down any errors ea world peace, He therefore persuaded (S)_________,in1939, to develop 4 Check the answers with the whole class. Ea a US atomic research programme Answers Ea < " A B 11955 a 1879 B@ 8 ALBERT EINSTEIN-—————___________ 2 German b Patents office : f Blewett eer ka Personal information Publications and awards 4 Zurich Polytechnic @_nstitute of Advanced Date & place of birth: (a)_____, Germany 1905: Published three papers on 5. schoolteacher Study, Princeton & Date & place of death: 1955, USA. © 6 PhD © theoretical physics 5 ae 1905: Obtained a PhD 7 aeoryofsvty 1 Nobel aie Spann apa 1915: Published his “theory of relativity’ resident Roosevel acifist olytechni ta Hitec sari & : 1921: Awarded the (f) ate BG Other information a4 ea a + Took out Swiss-citizenship in 1901 and 1902-1909: (b)_____, Bern, American citizenship in 1933, a4 Switzerland + The First World Wer: He was a 1908: (¢ , University of Bern @ & a 1909-1914: various professorships ‘+ The Second World War: German scientists Ra 1933-1955: physicist, )_— had managed to (h) oe , Princeton’ and Einstein believed that Hitler was ea becoming a threat to world peace. In 1939, he persuaded President Roosevelt to develop 84 @ US atomic research programme. 9 5.4 i seinen on Rey ntsc aterm eacconse en gl TTT en & 4t E i a TEACHERS NOTES ej INSIDE OUT Resource Pack ja : [Y@l) Dominoes Eis Ese Dominoes E\s eee cn | oe : Eis H | : : aa 1 ence appear Type of activity Procedure bia PP ance collect |:| ion consider Vocabulary. Group work. 1. Explain that the students are going to play a Ba Ltt ‘game of dominoes where they match suffixes a Aim to words to form nouns. Ea i H : i ‘To practise noun formation. 2. Divide the class into groups of four to five | :| ation deliver |:| y develop |:) ment discover |: students and give each group a set of Ea i Task dominoes. Ask the students to each take Ea five dominoes and leave the rest in a pile, ‘To match suffixes to words to form now using pear i f a face down, Ew 7 7 3 Byplain that one student starts by placing one y encourage |'/ ment sad |:| ness excite |: Preparation ofhis/her dino one tebe, Ask he gE a ‘Make one copy of the worksheet for each group pee te eee eee ree eee | of four to five students. Cut up the dominoes dominoes, For example: E \ a i i i aa indicated. [ance [ootes | (fon [sonar] [aon [aver ] E a ment ill |:| ness react |:) ion judge |: Timin If students do not have a domino that works, ' L : 20 ee they pick up a domino from the pile and miss E | a a turn. The first person to play alll their Ea H dominoes wins, | ment mad |:| ness mile |:| age improve 5 Circulate, checking that students have found ea H i the correct connections. E | 3 = Notes |e comments ea ment elect |'| ion short |:| age likeli To maximise oral practice, ask the students to say | : cach word as they play EA ea i 7 | & a :| hood confirm |:| ation differ |’) ence & a a Hae 4 7 E! a :| ship. brother |:/ hood exist |'| ence robber ea = Ra fly careless |:| ness burglar |: y member | s4 | aja neighbour |:| hood reader |:| ship prefer |: Ea _ £4 et ie ryan Roath Ind esa ehcet een, REINSIDE OUT Resource Pack TEACHERS NOTES ba Character search Character search 1 Find words in the puzzle to complete the compound adjectives. The words go across, down and diagonally. (Two of the words in the puzzle need to be used twice.) Type of activity Speaking. Pair work, ea ea ea ea ea Es E\a Ea : R EF KL \ Aim Ea To review compound adjectives of character. Ea ° NHC eA, E Tasks pls T T BAC A To find words in a word search needed to | complete sixteen compound adjectives. E | a . eee ‘i ‘To use the words in discussion, ea T M PE R T Preparation E\a E N OF F H Make one copy of the worksheet for each student. | E:a VE EEE eee eee Ete Dee: N Timing [ 20-25 minutes (vith answers to Ex 2a) and b) in brackets) E a A S S$ U.R E D w self-assured (+, confident) 1 Procedure laid-back (+, relaxed) bd | 7 X BA ZH EA E 1 Give each student a copy of the worksheet. down-to-earth (+, unpretentious) Ei 2 Explain that there ae fourteen words hidden ghventminded (forgetful) | UP Y MN ND Q in the puzzle (one is given as an example) and two-faced (-, hypocritical) = a that the students have to find them to stand-offish (-, unfriendly) Ela complete the compound adjectives, Tell them ‘warm-hearted (+, kind) | self. assured laid that they will use two words tice (minded bad-tempered (~, moody) bla See and headed), When the students have found a self-centred (-, selfish) | down-to- absent-. word, they circle it in the puzzle and then level-headed (+, sensible) Es ve write it in the appropriate space. ‘easy-going (+, relaxed) warm: 3 ask 7 seats to compare anowers in pis, big-headed (-, arrogant) ea self level: then check the answers with the whole class. pen-minded (+, tolerant) : pet a P . 4 Ask the students to work in pairs to discuss stuck-up (-, snobbish) ea oy big. : the follow up questions. Circulate and quick-witted (4, intelligent) Ea open-_______ stud monitor, helping as necessary. fun-loving (+, sociable /outgoing) quick-___________ fun- 5 When they have finished, the students report ea to the class what they discussed. fe 2. Answer the questions in palrs. a Which of these qualities are positive and which are negative? ea b Can you think of other words with similar meaning to the compound ae] adjectives? e.g. two-faced = hypocritical © Which of these qualities are most important for you in a person? Which are Eo the least desirable? Put them in order of most desirable to least desirable, Ba d_ Which compound adjectives best describe you? Does your partner agree with you? gE 4 gE 4 i syne 8 ey er Rvs tinier tin co lf ET aE EaTEACHER'S NOTES 81033 Why would a person do this? eee Type of activity Reading and speaking. Group work Aim ‘To practise modals of deduction. Task ‘To make deductions about people’s behaviour in certain situations. Preparation Make one copy of the worksheet for each student Timing 30 minutes Procedure 1 Write the following sentence on the board: 4 ‘man cut off his own leg with a knife. Brainstorm as a class what situation the man could have been in, and why he might have cut off his own leg, eg. He might have beer trapped in a burning cor after on accident so he must have cut aff his leg to escape the flames. Divide the class into small groups and give each student a copy of the worksheet Ask the students to read the situations and make deductions in their groups about why the people involved might have acted in these ways, Circulate and monitor, helping with ideas and vocabulary as necessary. Conduct a class feedback session. Encourage discussion between groups to explain why their explanations are the most plausible, Follow up 1 2 Ask the students to write down the ideas they discussed. Ask the students to write situations of their own for other students to make deductions about. «js eis eis eis eis eis eis eis eis eis es eis e\a ad a e\a eia cia Fin fia ea ea ea ela ela Ba = 4 | ea eA a 23 & A & A £2 INSIDE OUT Resource Pack s0)59 Why would a person do this? Sometimes itis difficult to understand why people do certain things. Read the following situations and discuss why the people involved might have done these things. 1 A sixty-year-old man risked his own life by jumping into a fast-flowing | river to save a drowning child. The man had no biological or other link with the child, and just happened to be passing when he savr the child slip and fall into the river. The child's own father was by the side of the river when the incident occurred \ 3. A forty-two-year-old woman inherited £10 million when her rich and famous parents suddenly died ina car crash. The woman immediately donated ail her inheritance to various charities and lived in poverty for the rest. of her life ‘A man was diagnosed with cancer. He continuod to smoke twenty cigarettes a day, oven though he had boon told by hie doctor that, ‘continuing to smoke greatly increased his chances of dying. ‘A woman spent five years applying for her dream job as a journalist with a national newspaper. Every time her application was rejected. When she was finally given the job. she wrote a letter to the newspaper saying that she had decided not to accept it 2 A woman gave birth to a baby git! and abandoned her within days. She left her wrapped up end wacin in a basket outside a hospital at 4 am, Nobody saw her do this. ‘There was a bottle of milk and a note in the basket. The note read: ‘This is Rosie, Please look after her. ‘Thank you." A professional pilot committed suicide by deliheretely crashing the plane he was flying into the sea, He killed 267 other people at the same time. The crash investigation team recovered the fight recortler from the crash size and discovered that the pilot had said a prayer moments before deciding to crash the plane, A woman wrote a bost-solling novel. As soon as it was published she became a recluse, refusing ll interviews or contact with the outside world. She never wrote another novel, nor did any other form of work for the rest of her life. A world-famous footballer on a salary of £65,000 a week accepted financial bribes from a bookmaker to fix the results of certain matches. nasa 8 hy cist noe eet tint ld TTTEACHER'S NOTES INSIDE OUT Resource Pack Pel Product reviews Oke Product reviews MEMS cieier) 1 Match the review extracts (a-j) with the products in the box. g This user-friendly, idiot-proof soft drink trainers jeans car a aaa aia daa Type of activity Procedure mobile phone computer camera compact takes flawiess images. Speaking and writing, Pair work 1. Divide the class into pairs and give each watch magazine cosmetic product It features @ 25-80mm zoom and student a copy of the worksheet. Ask the red-eye reduction facility. Aim ‘students to look at the products in the box and, AD SO ee TET eth ‘To practise language related to product reviews. i oecinashsnernite eternal ; lintee taste: mie ee Tasks 2. Ask the students, in pairs, to read the extracts coverage on topical @ A stylish fit but follow quenching energy-giver. {rom product reviews (a+) and match them to issues, but i's od the. washing instructions Ithits the spot after a the prods in the box: When they have finished, pairs can compare answers with another pai, ‘To match review extracts to the products they refer to. To write product reviews, heavy and overpriced. — lable to: shrinking! hard session at the gym. LL i eT Preparation 3° Check the answers with the whole class. | © moves impressively and ‘araghtwelgns with Make one copy of the worksheet for each student Pepa colening Yoeeaiasy (feat : accurate, James Bond would sounds as good as it lots of shock absorption et al iat aac aren caste eee looks. Notte be driven | | and speiaty designed Timing the worksheet. Explain that each pair shoul Ais wrist. And it’s water by the faint-hearted, Bit for distances of 40-50 minutes ae resistant to 100 metres. of a gas-guzzlor, though, between 5 and 40k. product and discuss and make notes on the ' pros and cons of each in terms of price, value for money, image, reputation, reliability, ' Despite claiming the ¥ spcdy mukimedinyatea } [}) This is one of the quality, style, functionality, taste, texture, size, perfect matt finish, it with in-built modem andj; | ightest handsets to ‘tc, After the discussion, ask students to work i still leaves a residual | | significant performance date. Features a web together to plan and write reviews of the two | ‘greasy film on the skin, improvements, browsing device . brands for a consumer magazine and award crystal clear sound but cach brand a mark out often. Circulate, short battery life, helping with vocabulary as necessary. pag 5 When everybody has finished, display the ' articles on the classroom wall. Allow time for 2 In pairs, choose two brands (or makes) of a particular product and discuss and students to read the other groups’ articles make notes on the pros and cons of each brand in termsiof price, value for | money, image, reputation, reliability, quality, style, functionality, taste, texture, Answers i size, etc. Then, plan and write reviews of the two brands for a consumer a magazine £ computer i magazine using your notes to help you. Award each brand a mark out of ten. b watch g camera € cosmetic product soft drink Product Pros cons 4 jeans i wainess © car j_ mobile phone r Brand/Make 1: Pearce efaca e| Brand/Make 2: sa ea e 4 eee a =a tn ns Pieroni sien ceo lune es glTEACHER'S NOTES Inspirational marketing eee Type of activity Reading and speaking. Group work. Aim To take part in a meeting to devise a marketing plan. Task To devise a marketing plan. Preparation Make one copy of the worksheet for each student, Timing 30 minutes Procedure 1. Write some famous brand names on the board, e.g, Coca-Cola, Nike, Kodak. Ask students to brainstorm globally famous brand names, Discuss what characteristics define a successful brand, e.g. name, logo, how global Notes & comments If necessary, use the following skeleton marketing, plan to help your students with the activity. Sample marketing plan 1 Marketing objectives 2. Marketing strategy 3. Marketing budget 4 Marketing action plan What are you offering? Who are your customers? Why should customers buy what you offer? Where is your market? What size is the market? What is happening in the market? Who/What is your competition? How much should you charge? How do you communicate with potential customers? What after-sales service do you provide? Ez e —E E e & E E E E Ee E —e E E E Ee & & INSIDE OUT Resource Pack Inspirational marketing Anew way to break the ice at the local pub ‘Traditionally, British pub-goers like their beer warm, But that could soon be a thing ofthe past withthe frst sub-zero draught lager, Arc, which comes topped with two centimetres of ice crystals. Brewers Bass have developed the revolutionary process, The beer is cooled to a temperature of ~2°C and stored at high pressure to keep it from freezing solid. An empty beer lass is sprayed with chilled water and then, when the ‘rink is poured from the pump the pressure is released ‘and ice crystals form around the beer’s gas bubbles. “We knew we had something revolutionary when the lager scored exceptionally wel in market research, Seventy-five per cent of participants said they would definitely buy the product,” said David Grifiths, the new product development manager at Bass. But not al beerlovers are convinced. Jain Lowe from the “Campaign for Real Ale’ believes drinkers will soon tite of what he calls a marketing gimmick. “At the temperctures at which they are talking of serving it {You won't be able to taste anything,” he says. “Beers should be served cool, but never iced Adapted with kind permision of The Gusraian @ from’ new way to break the ice atthe lca” by Esther Adley, 5 September 2000, ‘+ What do you think of this revolutionary new product? Do you think that there would be a market for this product in your country? Why / Why not? ‘+ What new products have recently entered the market in your country? Can you predict any revolutionary products of the future? How much ota Talking compute” Selfedriving car Ymbretis5., market do you think that there Floating furniture PET SHOWER its, cultural connotations, ee. would be for ody Moto, 2 Givea copy of the worksheet to each student E the following Robotic? shate-bocta 503 Motor, temo due gues g meron Spec ee HL pairs, then discuss with the whole clas, Spectacle de-mister nce hd 4 Ask students to read the names of the & Inventions and discuss in pairs possible In groups, devise a marketing plan for the product in the newspaper article or one of those ‘market opportunities for these products E listed above. Remember the essential four Ps of marketing: Product, Place, Price, Promotion. Then conduct a class feedback session, 5 Consider these questions when you write your marketing plan: 5 Explain that the students are going to devise a ' marketing plan for one ofthe products. To 5 Product What identity does your product have? What does it do? Why will people want to make sure everyone understands, read the buy It? Does it have a good brand name? instructions and questions with the class. 5 Place What geographical markets will you target and why? Will they be local, national, 6 Divide the class into groups and ask the international? What social groups / types of customer is the product aimed at? groups to prepare their marketing plans. & How will the product be sold (Internet, high street, direct mail, etc)? Encourage students to think of a catchy brand 5 Price How much will the product cost? What type of profit margin do you expect? Will name and a slogan for their product. Circulate the product be priced differently for different markets? Will there be any special and monitor, helping with ideas as necessary. 5 offers or discounts available? 7 Ask the groups to present their marketing 7 Promotion How will you advertise the product (word of mouth campaign, magazines, Plans to the class, The class can then vote for e broadcast media, posters)? What type of launch will the product have? What will the best marketing plan, the initial promotional budget be? aoa 5 & 5TEACHER'S NOTES SKEW The door-to-door salesman aero Type of activity Speaking. Group work. Aim ‘To practise pronunciation, stress and intonation. Task To perform a one-act play. Preparation Make one copy of the worksheet for each student Timing 1-2 hours Procedure 1. Write The door-to-door salesman on the board and elicit from the stuclents what this means. Ask the students if this type of selling happens in their country/ies of origin, who does the selling and what they sell. Point out that in the UK, for example, the majority of door-to-door salesmen work for companies such as home improvement or home security and they are paid on a commission basis. Ask if anyone has ever answered the door to @ door-to-door salesman. If so, did they listen ‘or did they shut the door? Ask what they might say to get rid of one. 2 Give one copy of the worksheet to each student and ask them to read it silently. Ask the students’ opinions of the play. Was the ending unexpected? 3. Ask the students to find examples of how the salesman promotes the security devices. (He says they are ‘high quality’ and ‘police and insurance approved! He has a brochure and a motto, He offers a free ‘survey, advice and quotation’ service ‘with no obligation’) 4 Divide the class into groups of six students to read the play aloud, Allocate pacts, or let students take it in turns to read part A. Before the groups rehearse the play, practise the stress and intonation required to make the salesman sound polite, eg. Good evening; ‘ager to promote the product, eg. Well sir, we offer a free surcey, advice aud quotation service, with no obligation. Practise the mocking tone of C: Hey Maureen, there's a burglar at the door! If necessary, drill the sentences with the whole class. 5 When each group has rehearsed the lines, ask them to rehearse standing up and acting. Circulate and monitor, helping with pronunciation, stress and intonation as necessary. 6 When everybody is ready, ask the groups to perform the play in turn, while the others are the audience. Notes & comments The play offers parts for six students. It is best rehearsed and performed in groups of six. If the class size is not a multiple of six, students can double up on the smaller parts, or one student can be the ‘director’, If there is a shortage of male students, female students can play C (adapt the text accordingly) and A (the saleswoman). If you have a camcorder, let the students film each other and conduct a feedback session based on the video. rman nee eae eee ee i lo mor m™ mom mo mmm mm wee eee ede ee ee ee INSIDE OUT Resource Pack SEEN Tie door-to-door salesman >mpm > opropera > op >m >m mamampm> om Good ovoning. I don’t know if you're aware of this, but there have been a lot of burglaries in your area recently. Ym sorry but 'm terribly busy. Could you come back another time? (shuts the door) (A goes to another house) Good evening. Did you know there have been a lot of burglaries in your area recently? ‘Are you a burglar? (laughs) (calling to wife) Hey, Maureen, there's a burglar at the door! (aurns to A) What about it? Well, I represent M and B Security: We specialise in providing high quality security dovices for residential properties Sorry, mate, not interested. ‘We're police and insurance approved! said, I'm not interested. Goodbye. (shuts the door) (A goes to another house) Good evening. Did you know there have been a lot of burglaries in your area recently? No. Are you selling something? Woll, 1 Tm sorry, I don’t buy from door-to-door salesmen, (A walks into another street and approaches the house on the corner He knocks on the front door but there's no reply. He's just about to go when he hears someone inside, He decides to try the side door. As he walks up it opens. The man inside looks very surprised.) Good evening, I don't know if you're aware of this, but there have been a lot of burglaries in your area recently. Oh, have thore? Yes, a fifty per cent increase in the past two years. ‘That's vory worrying. Yes. I notice you haven't got a burglar alarm or any external security floodlighting, You ‘nood to think about protecting a property such as yours, Oh, by the way, here's my identity card. You can't be too careful these days! (takes the card and looks at it, then gives it back) Our company specialises in providing high quality security devices for residential properties. Would you like to see our brochure? Well, As you can see, we offer a wide range of intruder alarms, external lighting, locking devices, grillos and shutters. (E looks at the brochure) They're all available for rent, or outright purchase. We will Install, maintain and upgrade them so you will always have complete peace of mind, Our motto is ‘Keeping what's yours, yours’ ‘This intruder alarm looks interesting, Oh yes, that's the latest infrared ACI000 model. Just came on the market. It's guaranteed to detect the slightest movement and has a digital locking mochanism so it’s extremely difficult to deactivate if you don't know the code. Aht I see, ‘Well sit, we offer a free survey, advice and quotation service, with no obligation. Do you think I could come in and discuss it further? ‘Oh, well, it’s a bit difficult at the moment. I'l have to think about it, Discuss it with my ‘wife. I'll give you « ring. Your number's in the brochure I presume? ‘Yes, of course. (A points out the number) Well, thank you very much; ~~~ Not at all. Goodbye. (goes away looking pleased) (waits a moment then calls F) Hey, the coast’s clear. Who was that? Just 2 guy who kindly stopped by to give me the latest update on anti-burglar devices! You're joking! Left me a brochure! Have you heard of the AC1000 alarm? We'll have to find out more about that! Look! Let’s get out of here! Come on, what are you waiting for? Give me a hand with the bag, will you? (exit Zand F)— eee ‘ia 7 When are we going to get there? e a PeZN When are we going to get there? ey A. You play part A in a play with three other characters, These are your lines in the order ei aac) | play Pe oar | you say them. Work with B, C and D to put the play together. Don't show your card to | the others. Type of activity Procedure & i a 1 When are we going to get there? Reading and speaking. Group work. 1 Divide the class into groups of four and give Eig 2 Where are we going to park? A each student a script card: A, B, C oF D. | 3 Kaz'll have his mobile phone, won't he? Aims Explain that the play is divided into a series eg 4 And Sharon'll stand out. Have you seen her since she dyed her hair orange? ‘To reinforce future forms. of seven exchanges (numbered 1 to 7) and | 5 What's the matter? To practise pronunciation, stress and intonation. ‘that each person says one line in each E | a 6 Are you crazy? cE exchange (pat om the aoe, when B ela 7 He's forgotten the tickets! Tas! acts but doesn’t speak). Tell the students not iis Petgeala ta blag 2 Ask the students to read their parts silently, then | B_ You play part B in a play with three other characters. These are your lines in the order discuss in their groups what the situation is. BE! you say them. Work with A, C and D to put the play together. Don't show your card to Preparation 3) Ask 7 studs to read tno sow a aia 7 | ‘the others. {0 each other and work out the order. Circulate ' Make one copy of the worksheet for each group and monitor, helping with vocabulary as 1 Oh, stop complaining. We'll get there in time, okay? of four students. Cut up the cards as indicated. necessary, e.g threw up (vomit) and crowd & 2 Yas, | think we're expected to sit on the floor, Timing surfing (being propelled above people's heads E i eee Kaz and Sharon will be there? by the hands and arms of the crowd). , Weal 12 hours 4 Then check the order with the whole class. & ‘5 (Put your hand in your pocket) Oh, no! 5 Ask the groups to rehearse the play. Circulate 6 Stop the car! and monitor, helping with pronunciation, ia 7 (Get out an look tranticalyin a your pockets. Tur out your bag and wallet) stress and intonation, For example, practise the re ce complaining intonation of When are we going to ea {get there? and awkward short forms, eg. C_ You play part Cin a play with three other characters. These are your lines in the order should've, Sharon‘! and they'd e232 you say them. Work with A, B and D to put the play together. Don’t show your card to 6 When everybody is ready, ask each group to ea the others, iia their chairs ee ay oe ae perform a 1 Shouldn't we have turned left back there? ee a ae errr Ea 2 I'm sure we'll find somewhere. Do you think | should've worn jeans? ee artificial lake Conservative or fashionable? stable tennis cours Rural or urban? ym fountain Cosy or spacious? recording studio vineyard Minimalist or opulent? security (CCTV, ete.) library Elegant or comfortable? sauna helicopter landing pad Features What special features would you like? ‘Once you've chosen your site and discussed the style and features you want, you're ready to begin. Start by drawing 2 floor plan. Think about how many rooms you want. Do you want several floors or do you want everything on one floor? What furniture do you need? What kind of garden do you want? When you've finished, make your presentation to the class. eta neve mi 6) Nhs nin Rs nt seer estonmel awe ees. gl TITTEACHER'S NOTES sex@ It's like talking to a brick wall! Type of activity Reading and speaking Pair work Aim “To revise and practise expressions idioms related to the home and houses. Tasks To make expressions /idioms by choosing the correct alternative ‘To use the expressions /idioms in discussion. Preparation Make one copy of the worksheet for each student, Cat the worksheet into two sections as indicated Procedure 1. Divide the class into pairs and give each stuclent a copy of the top section of the worksheet 2 Ask the students, in pairs, to complete the expressions idioms by choosing the correct alternative. Encourage the students to think of any similar expressions in their own language and ask them to make calculated guesses if necessary. You may wish to allow the students to use a dictionary. You could introduce a ‘competitive element where the pair with the highest score is the winner. Check the answers with the whole class. Give each student a copy of the discussion section of the worksheet. Ask the students to take tums to tell their partner about the people and situations. Encourage them to ask ‘questions to find out more information 5. Ask the students to report to the class anything interesting from their discussions. aw Answers 1b 2b 3c 4a 5e 6b 7a Bc 9b We & eww ww rmhrenrerm Pe om "mm mom ™ Vw a we ew INSIDE OUT Resource Pack sKI@ [t's like talking to a brick wall! 1 Choose the correct alternative to complete the expressions. 1 He never listens to what I'm saying. It's like talking toa___brick wall 2 thi eage (B) brick wal © wooden ence 2 The hotel we're staying in is OK, but nothing to about send alter home = bb write home € telephone home 3 He hit the ‘when | told him 1'd scratched his car. He was so angry, a wall floor © root 4 I don’t know the people wio live very well. They only moved in a month or s0 ago. @ next door b the next door at next door 5 | feel so relaxed here, It really ig___ @ ahouse from house ba house from home —¢ ahome from home 6 He smokes like a a fire b chimney © cooker He really should give up. 7 Aaarregh! It | hear that awful song one more timel It's driving me 2 up the wall through the door © over the roof 8 We were hoping to go away for a few months, but | couldn't get time off work, so our plans went aut of the 8 letterbox b door © window 9. We've really good friends, in fact, we got on like a first met burning house ‘rom the moment we b house on fire ¢ fire in the house 10 | fee! terrible this morning, We had a night on the 2 bricks b slates ¢ tiles _ last night. < 2 Tell your partner about ... a time when you fet like you.were-tlking-to-2-brick-wall— 7 a place you've been which unfortunately was nothing to write home about. a time when you, or someone you know, hit the roof about something, the people wi live next door to you, Somewhere which is a home from home. someone who smokes like a chimney, something which drives you up the wall. 4 time when your plans wont out of the window, someone you gt on with like a house on fire, When you last had a night on the tiles Seertaanenas eat a 10 Rly nantes ne Nite penned nn gl TITEACHER'S NOTES FEN on, no! Type of activity Speaking, Board game Aim To review and consolidate vocabulary from Units § to 13 of Inside Out Upper intermediate Student's Book Task To play a board game. Preparation Make one copy ofthe worksheet enlarged 0 A3 size if possible) foreach group of three to four Seadents. You will need one dice and a watch with a second hand per group and one counter per student Timing 30 minutes Procedure 1 Divide the class into groups of three to four students and give each group a copy of the worksheet, a dice, a watch and one counter per student 2. Look at the board game with the clas, Explain that there are four types of task: choose the correct alternative, add the missing word, answer the question and talk about a subject for thirty seconds, 3. Tell the students to start on the INSIDE square. They take turns to throw the dice and ‘move around the board doing the task on the square they land on. If the task is completed successfully, the student continues from that square in the next round. If not, he/she goes back to the nearest Olt, no! square. Ifa student lands directly on an Oh, no! square, he/she misses a furn. Circulate and monitor, acting as a referee if necessary. 4 The first student to reach the OUT square wins the game, mw rw Ww = m INSIDE OUT Resource Pack something is dodgy, whats it like? tightened?” ‘Yes, Iwas absolutely something that took your Breath ‘Which one word away. goes with open- -_ m7 mm mo om mom om ™ mmm Answers 2 (b) lucky 17 brand 3 long 419 make short sudden 4 (e) dressed movements 5 (a) im 20. () loyalty ik 22 terrified ir 23 not correct (something 7 (earth or someone fo be 8 minded wary of} 9 (financial) support 26 10 casy 12 (b) seriously 27 13 confined 29 15. (c) engineering 16 (a) geneticist ()) biologist (©) economist in the roof of a house and below a house (a) the moon around wee ee ee eee ei ‘and absent-1 ‘down-to- a ground bloor consumers show brand ‘honesty b loyalty support. ‘What do you do if you twiteh? negative prefix for ‘a polite? blegal? relevant? A memorable An advertising journey. campaign you a dressed ‘b clothed wearing, Calvin Klein ‘and Kappa are all examples of, mathematician studies mathematics ‘Who studies a genetics? b biology? genetic ‘a modifying b changing engineering, Ifyou need backing, what do you need? ‘Your taste in clothes. b seriously greatly injured in the Where do you find a toft and cellar? It.was great Iwas over athe moon b the sun want to travel 7 the worid fo holiday destination, ¥TEACHERS NOTES s@ Acainst the clock GOES Type of ac ty Vocabulary. Pair work. Aim To review and consolidate vocabulary from Units 8 to 13 of Inside Out Upper intermediate Student's Book. Task To do a vocabulary quiz against the clock, Preparation Make one copy of the worksheet for each pair of students, Timing 15 minutes Procedure 1. Explain to the students that they are going to do a quiz to revise vocabulary from Units 8 to 13 of Inside Out Upper intermediate Student's Book. The quiz.is a race against the clock and they have four minutes to fill in the answers 2 Divide the class into pairs and give each pair a copy of the worksheet, placed face down on the table, Start the quiz. 3. After four minutes, ask the students to put down their pens. Check the answers with the whole class. The winner is the pair that gets the most correct answers. Answers 1 teeth 12 crazy 2 onthe cheeks or chin 13 2 surgeon 3. very happy 14 an original 4 selfish 15 no 5 incompatible 16 utter rubbish 6 skin 17 smooth 7 intelligent/quick 18. you can recite it thinking 19 above the fire 8 a geneticist 20 one 9 onthe stairs 21 sales 10 very tired 2 no 11 ahouse that is 23 bolts connected to another 24 stiff house ononeside 25 yes Follow up [Ask the students, in pais, to vit their own quizzes, using vocabulary from Units 8 10 13 of Inside Out Upper intermediate Student’ Book, for other pais to do, & E & & INSIDE OUT Resource Pack Against the clock Question 1 What are the white things you see in people's mouths when they smile? $2 Where on the body can you normally see dimples? $3 How would you tet it you were ‘over the moon’? 4 Aperson who is self-centred can also be described as . $5 What is the opposite of ‘compatibie'? : 3 6 wnat part of tho body docs dermatologist reat? 7 What is another word for ‘quick-witted'? 8 Who studies genetics? 9 Where would you normally find banisters? 10 How would you fee! if you were ‘on your last log: 11 What is a semi-detached house? 12 Aperson who is barmy can also be described as ... 13 who normally performs operations? i 14 What is the opposite of ‘a fake painting’? 45 Does ‘open-minded’ mean ‘intelligent’? 16 — Would you describe something as ‘utter rubbish’ or ‘whole rubbish’? 17 What is the opposite of a ‘rough’ surface? 18 What does it mean 19° Where would you find a mantelpiece? “you know something by heart’? eee 20 How many floors does a bungalow-have? 21 What word can come before ‘force’, ‘figures’ and ‘pitch’? 22 Does ‘pretentious’ mean the same as ‘enigmatic'? 23. What is the odd-word-out? shutters / blinds / bolts / curtains 24 Were you frightened?’ ‘Yes, | was scared _." 25 If someone is trustworthy, can you depend on him/her?