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Language to Go - Upper Int - Teacher's Resource Book

Language to Go - Upper Int - Teacher's Resource Book

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Contents
Contents mapof Students' Book Introduction A few ideas classroom procedures for The Language go authors to Language go and EFLexams to Phonemic symbols Teaching notes Photocopiable activities Photocopiable tests Tests answerkey Photocopiable writing bank
4-5 6-7 8-9 10 11 12 13-53 55-135 136-143 144-145 146-152

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Contents Book mapof Students'
y L a n g u a g eo g o : l a l k i n g o o u r o u rj o b/ h o b b y t a S p e a k i n g n d v o c a b u l a r yY o u r i f e : a l L i s t e n i n gC h r i s c a r e e r : s Grammar: eview f tenses R o G e tt a t k i n ga n d w r i t i n g :A c h r e v e m e nas dr o b b i e s tn p L a n q u a q eo q o ; M a k i n q L a n s t Weekend Vocabulary actrvities and'speaikilig:. R e a d i g : F - m a i l s r , ' : r : r l ,r':,rr . , t r r : r ' r n u G r a m m a r : e r s e s l o r d e s c r i b i nfg i u ' ep ' , 9 G e rt a l k i n ga n d w r i t i n g :A o a yr r ; p :. : . .a::a:.) :..:: : a: :a::. . are h0w rlikQ]y'ihtngs -Lalgqagq,llo'g.o';,'T.aliKi6gj'rb.bqut] tq,i:ilqppqf,ri:i.r,,r,tu.l.'.,, voiabnieivinq WeEthdil:idiqm,lr,!rSed:,for dpriakirn$:
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-:" '". .'"":,;'-L a n g u a g eo g o : D i s c u s s i nlge a l t la 1 dl f e s t y l e s L a n g u a g eo g o : W r i t i n g C V t a t " qnd y S,peaklng voca_bulaiy;. for a : Adjectives describing S p e a k i n g n d r e a d i n g G e t t i n g o u rf o o ti n t h e ifes.tVles. door yo rlterviewwith doctor V o c a b ua r y :E x p r e s s i o no r d e s c i ' i b i n g u r s e l f l fs liste4ing: Radio vn r <l-il c rnrl rvnorionna Vocabularv..2l phrases describe health to Vgrb G e tt a l k i n ga n d W r i t i n g : r f e s t y l e s G e tw r i t i n g :J o b a p p l i c a t i o n s dC V s an L l - a n g u a g t o g o : T ak i n ga b o u t o n e v . ' . . e m V o c a b u l a r a n d s p e a k i n gE x p r e s s i o n s t t h a h e y y : w. m L i s t e r ' n g . ' - i - c - o V a o d ' s c u sd i ' f e r e n t a s p e c t s s V o c a b u i a r2 : ' : i : a n c i a l r m s y te G e it a k n g i j . : - i r . r d e s m o n e y io

i L a n g u a g eo g o : T e l 'l . r g t o ' i e s n r 1 e p d 5 t t s V o c a b u l a r a n d s p e a k i r g :f n e a d v e ' o . s y a speaking:You'll neverbelieue.it! ,i,neqOfng.gnO G r a m m a r : a n a t i v e- e f s e s \ G e t t a l k i n ga n d w r i t i n g :: T t . o - T a r t \ , e r t s e

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" .. .. e s t L a n g u d g eo g o : U s r n gdo m a rc E r g ls r i i S p e a k i n g n d r e a d i n g.: : .i.. .. P h r atso d e s c T t b e u s e s es ho G e tt a l k i n g : o u r r e a mh o m e Y d : t . : r _. F u n c t i o nU s i n g o c i a l n g l i s h.:lir:i i:i.. : ::_r lro.gnagq $o:'Giving t0otherpeople's nidn'ii. ? g a m e y 5 .rgo: S p e a k i n S n d l i s t e n i n gT w o c o n i r a s t i nh o u s e s a : g V o q a b u l a r y : .1i. t L i l | i . y e r .t a f m i l e s r o .lives V o c a b u l a r 2 : P h r a s a le r b s y 2 v G e t i a l k i n ga n d w r i t i n g :r r r p o .i '. . . : i :. ' . t Readingand speaking:How politp:are yoq. Speakingand readingiAre-himan beings realy the nost ddvanced creatutes the plane!? on G r a r n m a rR e l av e c l a u s e s : t Get talkirigand writing: Crosswords l L a n g u a g eo g o ....] s . ' . . n r o n t o S p e a k i n g n d v o c a b u l a r y : .( a : € . . r S .!..rlis i]ifecj 'y'oui Lar!.. T e l l i n Et o r i e s t s L a n g u a g eo g o : T r l k r n g b o u t r o w i n g p t g a u V o c a b u l a ra n d s p e a k i n gA g e sa n ds r a g e s y : S p e a k i n g n c ll i s t e n i n g : h r e eo e o o r a l ka b o u t r a e rmportant stagesin theii..1. : . :r-:. . : e i it i .I .. i i . 1.]e v i e w s a L a n g u a g eo g o ..l op .lr.. y o u . n g d f6i TtI r. s aw h e n. .? ' l: L i s i e n i n gS o c i arle s p o n s e s .1 :r' lr'll ascsj ioi cie:ii:t iiti: tc. : S E G e tt a l k i n g :W h a td o . . ... : :- L a n g u a g eo g o : G v i ' r gy o r .la iioili 1'. l t i : c L t i i r o L t r l i .: : : a : : Eng!ish V o c a L r u l a rB o c j y do r s y: r -. l. .ts I i s t e n i n gT w o p e o p l e o p i n i o n o r a f : l m : s s F u n c t i o nE r p r e s s i .. 1. .rIit]irij: [)c c:o r. erronecus verbsuseci reponing fcr G r a m m a r C o n s t r u c t i o wst h i e p o r l i n g .i s t e n i n g n d v o c a b u l a r yR a d i c r c g i ' a m mo n p e a : predicttons.r'.b s : ni G e ti a l k i n g :R e p o r t i np r e dc i i o n s g Languiigeto 0o: Desciibiirg dqfining and things . t : : .. ' r . r r : r .S-$eiakinPrecl g: ciions l . h . .to. P h i a s e s4 s s s p r S .' t " Lan$q.. .r -p . ge a c l i o n s : r G e tt a l l ( i n g n d w r i [ i n g :F i l r ' '. S l y i n gt h d r i g h t h i r .age Talking abourhomes . G e t t a l k i ' r g : O ..at-rail1. i: t.

r : c : s a s t h e f o c u sa n d g o a lo f o l the lessc in learning fv'ior.. s l o d a l s . ." :. and lessons. Eachlevel lntermediate UooerIntermediate.r ! orl r ya l h r c v i s e d l lEvlJsu..: : 3 r . ' .---s enrolment to : s : r u t e sw i t h a s y s t e m = : : .h a nc e g : 3 . are also and both professional social to awarethat they'relikely use it in a numberof that the Theyneedto ensure international situations... le s o t i m e t h e ys p e n d n t h e t rE n g l i s h a r n i n ig h i g h l y Theyneedto be ableto focused and goaloriented. which material with reading listening or continues presents targe:structure(s) a meaningful in the grammar This is ic :ctvedby some inductive context.focusing .-: students re a o n eo f g u i d e d i s c c . in I can do that . community the chosen that it reflects international so speakers.: ^ t m a ri s l a r g e l y . Booklesson and the classroom Students' and by on It focuses a finalactivity.. 3 Cet wittng section.s g-onerai. native non-native as contexts We havetrredto use as manyinte'na:ional ^ ^ o^J^ ^ ^u J tr.= r n rr h li u t hI Ihta r r a q i ll r o : d r r a vquy vv i n ov9 at Flamant2r\/ .rt u r E . a r e rr i ' l t i ^ e3 = . v o c a b u l a oy { . have in and topicsandtexts :nerefore takengreatcareto choose intellectuallv well as whichwill stimulate student the has Muchof the material been as linguistically. '^r.. Get talking accol-ca-=l 3'.^- ""o'Tg e v u s et h e i rn e w . 'Yes.. . q J r eG r a m m a r s . . livs schools and .: : c m p e t e n c n o t i n t n e i -: .: i g i i s h .^^' ^^ted on a look to Language go . o e : s ' B : : ' r : ik e a A class or cassette CD with the lisreni'g^^a:e': a ThisTeacher's a Book.i n E n g l i s h l ' Language gois a shortcoursefor this kindof aC"i: to s g s t u d e n tO u r u n d e r l y i np r i n c i p lie t h a i s t u d e n t s .: . r e a l i s t io u t c o m ea n df i n i s h i t h t h e l a n g u a gte e y c of it needto achieve So here'sa quickoverview what tl^ecoJrsecontains: .lntroduction to AboutLanguage go amount havea limited Manyadultstudents English of for English Theymay require of time for theirstudies. d p r e s e n t e w i t h e x a ^ .: . Elementary.containing Resource guideto everylesson(including step-by-step activities. or of English users.reaning the form of the Students exercises. : ' ' . class.. e l :-: *:::' o ^ . g : . c o n t i n u o ue n r o l m e l . ^ .T h e : ' = = : . s a T h e p r i n c i p a ly l l a b u s e s .l ^ s . ard reference t'3 a A Practice section. Grammar at recording scripts the backof the Stucer:s'3::< a A d e t a c h a b lP h r a s e b o o n t h e S r ... s o f a c q u i r i nlg n g u a g e a t h a tt h i s l e v e l e n d s : .3.. .com). o^ and work.: as ' Elementary udenrs:' .o u ^: ^^. on and betweenthe visually relationship the reinforces lesson. Ple-inie'n'ed rtermediate ':: r : e r m e d i a i s b a s e d . definedin terms of a startthe classwith an objective h w . answerkeys). and eachlessonhas has40 teaching 60 writtenso that it takesaround beencarefullv minutesin the classroom. : : ..r'a:icrai the coreof successful .. : ^ .' : : ^ l .s .s p e a k i n g lust . o e o { t h i sa n n r o a c h ' S : ^-: ^ 3S t r U C t U ce s r an J J 1 J .^ ^ . : j . = = .' ' .s . sometimes TheLanguage:g: s :r=--r -:ei in an easily c o m e m o r i s e o r a j ..:: : : .. l a r e n o t d i s a d v a n t a g e d.! Y v -! ^ = ' .frequent basis --= : .' . = . UUyt g and leg-. Fourlevels: Pre-lntermediate.: e d s e v e r a li m e s t : : .- .: ..' .vsc^ = ciactice and i n s h o u l d o w b e e c . a to leave language certain tasksand achieve sometimes aftera busyand tiringday of workingor to chunkof Language go with a bite-sized studying. The lessonbegins then for vocabulary needed the finalactivity.^e r'. presenting practising language and required then tnviting the at to the activity the end of the students perform of with a presentation the lesson. dL c^ u p - -.: c o t i o mc o r n e r f e a c h d r i g h t .a closer Students' Book Content to lessonis designed last60 minuies Eachteaching which is contained two facingpages.s u c ha s o t : : . la : : . = ' t - ' e ' .= : v e l .anywhere the and a senseof w o r l d .c d o t h e f i n a la c t i v i t yn t h e which is sectiora: --3 e^l of the lesson.. tests fhe Language go website (www.ai. ^ . - y l a \v/ v l ' \t' ' :lv o -: syllabus.:: a n dV o c a b u l a rT h .. = .. l .. structure. a ' -: =: : oii studgnts will C \ r c i i c a lv i i a b u s s ^: :: *-s3 res g' c.: . . language we learning particular. .."' st . ' . : ^ c ..photocopiable photocopiable anda Writing bank. and reasons. = . f e r e na s p e c t s f l a n g .: .1 3 ' is t r u c t u r e n d d a ---: --:: -::ting to form t t h e n i n v i t e do w o l .. it does nc: ^-.' c y c l i c as y l l a b u s . : . b.j-.language-toto oo. : v.

and furtherguidance given in is the Writingbankin this book. However. o a phonemic chart. has beenwrittenwith a mixtureof lt passion enthusiasm. Photocopi abl e activiti es Teachers who havemorethan60 minutes' class trme available wish to provide may further skillspracrrce. now it's over to you with Languageto go. rather than individual So the idealtime to do thesetestswill be when vou havefinished Lessons 10.I and meaning. allowing interactive the opportunities of the classroom be exploited their maxtmum a to to on shortcourse. will find you material interestto both studentsand teacners. to the grammar the vocabulary or syllabus strands. We hope you andyour students enjoyit. o photocopiable Testswith answer key. SimonGreenall SeriesEditor . listening. step-by-step Teaching notesfor each lessoninc$uding answer Keys. . an overview the course. well as a reminder otherrelevant as of words and expressions which are appropriate the to level. Forteachers who haveclasses lasting longer than 60 minutes. a personal statementfrom the authors.or to help guidethem with a particular Get writingactivity. Thereare 40 extraactivities. . Theteaching notesopposite each photocopiable activity for your reference. Photocopiable writing bank Thiscan be usedat any pointin the coursewnen Vou think it appropriate students' for needs. it eitherafterthe Practice exercises at the end of the main lesson. both in the Gef talking sectionsand in the pairand groupwork activities. The Grammar reference designed be a more is to descriptive explanation the grammar points of covered the mainteachino in lesson. but is treatedin a way which prepares them for dealing with it in a real-life context. Teacher's Resource Book Thisbookcontains: o a lesson-by-lesson contentsmap. combines basic lt the requirements a tightlyfocusedand minimalist of short coursewith the wealth of materials appropriate the to potential adultsin the 21st centurv. and pedagogical rigourby a team of talented authors. . andthese serveas usefulreviewexercises. . how Language go linkswith external fo examinations. Speaking at the coreof the is philosophy Language go. reading The and listening material includes examples English of which may be beyond the immediate levelof students. stressin sentences ano vocabulary grammar and covered everyten Iessons. learning of It contains topicsand texts designed motivateadult to students with social and professional reasons for learning English. several lessons alsoinclude a Get writingactivity.Writing is deliberately not practised extensively. whichare designed be photocopied to and distributed the students. researchers manyotherswith much loveano care. Much of the vocabulary presented is in chunks well as individual as words. by designers. A traditional with its list of usefulwords and expressions.to reflect the wav we use English reallife. in Skills The skillsof reading. sincewe feel that it is a skill which can be more usefully developed outside the classroom. Thereare four for eachlevel. language to which is organised can be readily and accessed when required in real-life situations. eachone corresponding a Students' to Booklesson. photocopiable Writingbank. Phrasebook Thisis a reformulation someof the language of taught in the course. at the coreof the conceptof is Language go'. and presented a familiar phrasebook in style. andis the skill most of to often practised.Eachactivity to will provide a furthertwenty to 30 minutes'practice the language of taughtin the lesson. in patterns intonation phonemes. can be usedin class. and So. this introduction.in otherwords. . phrasebook. are providing a guideto how the activity should organised be and answerkeyswhere relevant.and thev focuson the focusingon stressin words. writingand speaking are all practised. Language go is an excitingand innovative fo courseof international English. sometips on how to makethe most of the material. or The exercises the Practice in sectioncan also be set for homework and havebeenwrittenso that students can work on them alone. o photocopiable activities. Photocopiable tests and answer keys Theseareto be usedto checkon the students' Pronunciation dealtwith wherever is appropriate progress regular is it at intervals during the course. Thereare alsoself-study versions the main of Grammar/Language focusof eachlesson. The Language to go website By clicking onto www. with of . A d d i t i o n a lm a t e r i a l The Practicesection provides furtherexercises to consolidate language the taughtin the mainlesson. and produced editors. so we haveprovided some extramaterial.com.30 and 40. of practice including furtherinteractive exercises each for lesson.20.language-to-go.

Playthe recording coupieof times (morethan a their motivation). On otheroccasions.l.they 'Why am I doingthis?How is must askthemselves.After a grammaractivity. Vocabulary which form the focus of The words and exoressions thosewhich we thinkare sections are the Vocabulary onlycontain important this level. will usually helpthem to do this. or or which look like words in their language. you may want to ask them to sharetheir although answerswith the rest of the class. relates their language-learning to activity go is designedto allow to Everyactivityin Language The lessons for maximumoersonalisation students.This will usually a enablethem to understand greatdeal more than the words will convey. this will startto comprornise onfiy suggestonce.or which they can placein categories their own choice. Help them to interpretcluesfrom the context (situation. following The o Encourage studentsto focus on the main ideasof passage and not get distracted by the listening The main activity words they don't understand. even if the instructions r Try not to playthe recording and stop after every phrase. studentsto write a coupleof sentences encourage aboutthemselvesusingthe targetstructure. now and then. new words may buildtheir that explaining vocabulary. and that the classroom the best place language. wordswhich the studentshouldbe ableto use in spokenor written work.Secondly. you could suggestthat studentschoosefour or five words which they think might be usefulto them. thinkingthat it's too worried by the speed of delivery. to an of a new topic. has The like challenging activities roleplays. words. to this potential are studentand teacher facedwith a challenge theirmotivation. so reassure them that this is also quite normal is in real life. both relevant me?' When this happens. . which of sound nice. in orderto consolidate learning orocess.as this will not glve them the important practicein listening the discourse spoken to of English. after a vocabulary any stage. Speaking practice in for Thereare manyopportunities speaking Language go.Thirdly. teacher how an to makesurethe studentunderstands needs. or behind list studentsto keep a vocabulary Encourage containing the itemswhich they havelearnt.procedures as for classroom Personalisation are Most adultstudents English willingto trust of they they believeeverything their teachersbecause But do is in theirbest interests. natural spokenEnglish.there is usually appeal the how muchthey might know studentto thinkabout theremay be an aboutit. They to be exposedto this type of natural but don't need to speakas fast themselves. and not words which they are ableto recognise). to to Personalisation allowsstudentsto relatematerial world. fast. to are between accuracy Remember aim for a balance to and fluency. sentences at mightbe lacking lf you feel that personalisation exercise. Firstly.or to use dictionaries Remember also in they'reavailable the classroom. or language which focuson functional some lessons to where thereis a clearmodelof the language be in activities the lesson most of the final used. Manyof the vocabulary to othersare groupedaccording some of the rules in word formation collocation English. tone of voiceetc. and these arounda final activity. they do authenticspoken need practicein understanding guidelines shouldhelpthem: English. example. are all constructed provide opportunity them for an will activities usually beingusedto theirown to adaptthe language the presentation For during circumstances. askfor helpin understanding When students but too many immediately. ask try not to explain if them to help eachother. all the Tryto ensurethat the list categorises words in the differentways. .not everyactjvityneedsyour closeand of carefulcorrection errors. Listening The listening material containsexamplesof Studentsmay be everyday. personalisation havetwo purposes: can process and to make the to consolidate learning to what they're doingrelevant themselves. (Get talking) opportunities practisespeaking. it may not developtheir abilityto but and work out the meaning words in reading of listening activities. in itemsare grouped topics.for example.In this way. lt is thereforea key factor in their own during especially maintaining theirmotivation. basedon a reading. .Most lessons at learning betweeneight and ten items for productive (thatis. grammar vocabulary thereare task. in or invitation use the targetvocabulary grammar to to which are relevant the student. to there are many pairand groupwork activities listening. You don't need to correctthese extraactivities.

Manyof the accompanying activities are Thistechnique at the very heartof communicative is designed bothto support thelrgeneral understanding language gap teaching. fe. . This usually involves them turning to a specifiedtext or activity in the lnformationfor pair and group work section at the back of the Reading Students' Book.letters..."rriting'. correctbeforethe lessonbegins. for learnt. Then askthem to write a finalversion which incoroorates extraideasand all theircorrections.and discuss gradually them with the whole class addingpartsuntilyou havereconstituted at the end of the lesson. Make sure that studentsreadthe passage once. and listenas the questions! to answerdifficult pairs/groups performit. The roleplays presented a furtheropportunity are as practisespeaking. Writing n\ritingis usually suggested the Get writing in seciions a way of showingthat studentshave as -asteredthe language whichhasbeenfocused in on :'e lesson. partsof a sentence. Word linkingfocuses on the fact that when you Error correction saywords in connected speech. then say them in part of your lessonplan. as A comprehension afterwards. Youmay alsodecide you onlywant to indicate the studenthas made an error ratherthan correctit yourself.it may be best to correctstudentsin an activity which focuseson accuracy they do it. reading with separate complementary but tasksto perform. especially a foreignlanguage. :ncouragestudentsto practise form of process a '. focuseson fluencyuntil after it's over. Remember that . listening but not interrupting.Make this decision Saythe words separately. Choralrepetition with the Go roundthe pairsor groupsas they are doingthe whole classis a way of building students' up roleplays. shareyour opinions and with the whole class.ovidesphotocopiable modelsof thesewriting suggestions how to on lenres with accompanying =xploit them in class. to at it's best for the teachersimplyto signalthe start of respondwith naturalinterestto it and without having the two stagesof the activity. Lookat as eachactivity turn. provide than on individual For we havetried to phonemes. lhen ask them to rereadwhat they havewritten.'. but often startingat the end.The secondinstruction be to will l. and viceversa) and a meaningful exchange of Try not to answerquestions about difficultwords. or lrraybeeven show it to a partner. o Backchaining Tryto avoidcorrecting studentsas they are doing involvesthe repetitionof different their roleplays. encourage studentsto work out the where the studentstell eachother what they have meaning themselves. Encourage them to oe critical and to revisetheir work if necessary.. individual the It's a good ideato think aboutwhat and when you phonemes which make up the word may change. sentences. this reason.on the oinei hand. in Pronunciation work in Language go focusesmore fo Othersfind they makeenormous demands their on on word and sentencestressand intonation patterns imagination. . The first instruction will be to work separately a on passage.ithout worryingtoo much about beingaccurate. to word or a sentence. Remember that less-confident students will need more encouragement others. =:e Writingbankin this Teacher's Resource Book :. Thereare several suitablesupportinto the roleplays.vriting be an exercisein fluencyas well as can accuracy. but instead. it involves information as an cf the passage they readit. connected speechand emphasise way in the It's best to avoidcorrection duringan activitywhich which thev sounddifferent. Thinkcarefully aboutyour attitude error to correction. information duringthe secondstageof the activity.e-mails. them to write down as much as ask they can . Thevare all meantto be classroom .decidewhat its aim is ano in choosethe best strategy. than andyour correction may compromise theirmotivation. gathered from the separate tasks. Youcan finishthe activity sequence with groupfeedbackto checkthe answers Roleplays are correct. and if you wish. the perhaps the end of the lesson. As long as the studentsunderstand instructions.e'sions situations of they may encounter outside the :3ssroom.Jigsaw reading Some activities involvea techniqueknown as jigsaw reading. that less you so techniques can use: o Drilling imaginative creativestudentsdon't feel under or can be individual choralrepetition a or of pressure come up with all the ideasthemselves. exam-style essaysetc. This involves studentsworking in pairs. make a note of majormistakes.just to enjoy it. for studentsto Some students Pronunciation enjoyroleplays.iluch the readingmaterialinvolves of words which work togetherand to sharethe information they have just like in real studentsmay not havecome across. and to checktheir (Student knows somethingthat StudentB doesn't.. the whole sentence. unlessthey confidence pronouncing in strangewords or new want help in what they need to do.

After training International English at House. a short fiction.learning language they have learnt.we haveworked on activities and give them a realopportunity expressthemselvesusingthe new language to Whilst it might not be easy. in "Somethingsin life are nevereasy.London. Ukraine. SouthAfricaand the UK.The Language go authors to Antonia Clare Antoniaworks as educational co-ordinator the International for HouseWorld Organisation. and a is is writing a good coursebook another. Her work involves developing educational materials. we havecalledon our coursebook.with one eye on the potential reader. throughout experience teachersand tried to answerthe vital questions: as Would our in studentsbe interested this? ls the task motivating? it useful?ls the target ls language clear?ls there room for the studentto expresshim/herself Will ? teachersbe ableto rely on this book when they are havinga bad day and have their class?lf the answerto all these questions yes. which we think will intereststudents this book. basedin London. sixty secondsto prepare is then we havewritten the book we wantedto write." to l' JJ Wilson t 10 . However. We hope you will enjoy usingthis book with your students." Antonia Clare JJ Wilson from Edinburgh JJ graduated University with an MA in Historyof Art and Literature. one of the most satisfying thingsaboutlearning speakin another to language beingableto understand is people and join in conversations talkaboutthingsyou are interested In to in.althoughhe has published good dealof to London. beforereturning This is his first ELTbook. With Languageto go. I hope you will enjoy using all the books in the Language go series. Poland.He was a juniorinternational rugbyplayerand stilt playswhen time allows.Lesotho(wherehe ran a studenttheatre)and Colombia. a can be lots of fun.HavingstudiedPsychology university. at she has now beenteaching and training nearly years. "Normallyin my fiction I write for myself. attending conferences training and for teachers a networkof over 115 schools. Thereis no such thing as the perfect but the writing of this. we werewriting for thousandsof students and teachers from all over the world. designing courses.Learning language one of them. for ten workingin ltaly. she enjoysspending for time with friends. taughtin he Egypt. Finding somethingto say to them allwas a completely new challenge and a pleasurable one.Portugal.Hong Kong.When she is not goingout and rushing around work. reading newspapers the garden.

Fax'.org.uk for is UCLES PET.org.But you to followan examination London will findthat someof the exercises the Students' in SE.ucles. a Fax: +44 (U 1223 460278 language to Elementary wouldhavesufficient level E-maileflhelpdesk@ucles. student who has. Examination training required all EFL TrinityCollege students advise examinations. k u in ESOL 11-12. contact: UCLES English a Foreign Language as 1 H i l l sR o a d Cambridge C B 12 E U preparation UnitedKingdom Whlle Language go is not an examination to fet +44 (0\ 1223553355 completed the course. Grades 11 .co.arenot covered thistable. we would strongly and 89 AlbertEmbankment preparation course.UCLES and Cambridge LocalExaminations Syndicate) Trinity College.co. exams. Practice the section andthe United rngdom K photocopiable Testsare similar formatto thosefound in fel: +44 (0)207820 6100 in EFLpublic examinations. : uk coursefor attemptUCLES KET. in Forfurtherinformation. : uk www.1 7TP Booklessons. +44 (0)207820 6161 CPEand Notethat higher-level suchas UCLES E-mailinfo@trinitycollege. and starta preparation www.trinitycol lege. termsof the language in taught andthe topics covered the four books.for example.to Language go and EFLexams between Thetablebelowshows generalequivalences the four levelsof Language go andtwo well-known to (University of international examination boards.

dog (US) up.because feel it is not alwayseasyor we practical teachthem on a shortcourseor a courseinvolving to continuous enrolment. we would recommend that you: . tooth this. carry yes. mother put. We havenot included them in the Students' Book. noise over. brother easy. flower late.s i n g e r water.ahead cheese.lf you do. bridge man.P h o n e m is y m b o l s c The symbolsin this chartrepresent soundsusedin standard the British English and some of the most commonvariations American in English.000 words used in The LongmanActive Study of Dictionary and The Longman Dictionary of ContemporaryEnglish. The example words hereare all takenfrom the Longman defining vocabulary 2. is . .ten t h i n g . come name. relatethe symbolsto words which studentsalreadv know.make go. buy toy. here air. sister egg.littleand often. Iive think. Consonants p b t d t^ Vowels r e E D or n u e i: cu cr ut 3r s f v e d S z J 3 h tJ ds m n { w I r j pen. town ear. book address.door boot. go (US) out.wash pleasure television. only teach a few symbolsat a time . certainsymbolsto students helpthem with their individual to pronunciation needs. poor t i L" . have on.wait l. made car. you may find it usefulto introduce However. paper boy.she art. you it. shoe earfy. big four. other say.said at.has shop.work Diphthongs er ar cr eu ou au re ee ue able. We haveusedthe symbolsin the Teaching notesto helpclarify pronunciation pointsdealtwith in the lesson.there (UK) sure.but do not aim for perfection a comprehensible approximation good enough. table to.yellow run.watch job. go (UK) over. get studentsto practise the sounds. wife very.dog (UK) on. ous zero. have. father all. sit do.

Teaching notes Newbold by David l3-r .

Write your name clearly a sheet of paper on and put it in front of you. .lt could be a sport.Inviteeachstudenito chooseone thing. vocabulary e.Be prepared to s p e n dt i m e o n t h e m .e. .g. and Checktheir answers.Ask stuoents to identify the jobs and activities represented (e.Walk roundthe c. Go throuohthe answers. Tellthe classabout one of yourouvninterests. .giving help and makingsugges:rons lttere needed.introduce yourself. Speaking vocabulary and 1 (or Explain get a studentto tell you)the meaning of the title Gettingahead(= makingprogress.g. Ask studentsto reconstruct sentences from the memory. Way in o lf this is your first lessonwith the class.-os/ ^k ^ +^ ^^^ dU e LU See +L. Ask studentsto do the same. Encourage students to ask you questro'isabout it. r Finished texts cou d c€ ustrated and disolaveo. b u s i n e s s m e n . for Go throughthe answers.tback about their groups. student/teacher. . G r a m m afr c u s o 5 Rst students studythe functionslistedfor eacn to verb tense and explain them if necessary. .ano about how it has developed" far as possible. tl le WOflO.and get studentsto answerthe ouestions. .achieveyour goalslto a very informalone (be into something). Tell studentsto draw thei. Studentsmatchthe verbsfrom Exercise 4.assas if'.-^^. 6 r o u s : . andwriting 1 0 Studentschooseone si :^e nernDersof their group to write aboutand suia"r.. ch .musician..givinghelpwhere needed.€nse rheirdlscussion in Exercise 9.get them to introduce themselves.rres and intervieweacn o t h e ra b o u tt h e m . .Pointout the differences in (seeLanguagenotes above). Studentsshow their timei. -. m 10 4s Practice 7 ::ti:iait::i.rre r€ :s projectedinto the futureto draw it on :r. n r n t r d )O l e a S e d .. Studentsmatchthe vocabulary definitions.eythink. aboutwhere they come fiom or where they live. Students the activity do and checkwith thelr partner. to Walk roundthe classas they speak. Get a student whose --.use As presentedin tf-reessor-'. register 1e 2 2a 3d 4b 5f. Ask a few studentsto reportan interesting fact about their oartner.Add dates and oTfennotes.ne oo rg etc.:*iit.9. Ask.lf so.c 6g In pairs.your V o ca b ular y Phrases talking for about life Review tenses Gra mmar of L a n g u atoe Talking your g go about job/hobby G e t t in g h e a d a Language notes o This lessonreviewsa rangeof tenses. and get other studentsin the groupto ask. 1 spends 2 grew up 3 was making 5 has made 6 is $anning 4 wa ) | L G e tt a l k i n o. o Ask one or two studer:s ro . continue. them that the highlighted Tell vocabulary is all aboutgettingahead. o lf studentsdon't know eachother.c l i m b e r ) .g. Ask how the peoplein the picturesmight feel.Playthe recording them to check. Saythat they represent scenesfrom his career: past. explain that the present simplewould also be possible here. take up.studentsask and answerthe questions which are relevant their own experience."rn i'nneline.Problem areasare likelyto be the presentperfect. .eoc. .spend a lot of !. a worthy causeor a reiationship with someone. e f .to elinit ea y'vsvt r Ask studentsto imagine what the peopleare thinkingat this moment. Go throughthe answers. Listening 3 on CEI Focusattention the photos. c'.and the contrast betweensimpleand continuous tenses. .s : g o i i n t oi t w h e n I w a s recc:ts i mv Deoroom. Focusattention the picturesillustrating on Chris's career. .questions. Studentsmay ask aboutthe sentencedescribing the bandin the studio. The vocabulary highlighted Exercise ranges in 1 from a formal register(broadenyour horizons. Ask studentsto tell you aboutyour interes:. Draw a timelineon the boarcio represent the interest. . sportsman. Studentsnumberthe pictures and namethe tenses. Playthe recording (morethan once). Thev can use the one on the board oi :re one in the boor< a as model. the chef:At last we are gotng to open our own restaurant. > PHOTOCOPIABLE ACTIVITYPAGES56-57 . Dividethe classinto grousso' :nree or four. . being successful). de Canthey name any of his films? .presentand future.and would have a similar eaning.:t:itilti::iit:: Rst studentsif they recognise actorin the photo the (Robert Niro). lt could be their icb or a hobbv. o Notethat Chrisusesthe informal exoression and Me my friendsinsteadof the more formalMy friendsand l. e. Ask studentsaboutthe thingstney are particularly interestedin.e lca'i and commenton it.

e.g. Dividestudentsinto groups.for lifestyles V o c a b u l a1 y Adjectives describing r ohrases describe to health V o c a b u l a2 yVerb r health lifestyles te and L a n g u a go g o Modern survrval Language notes . Yes' exercise f r e s ha i r fruit and vegetables No smoking alcohol too much red meat Vocabulary focus 4 the Students work with a oartner reconstruct to sentences and then checkwith the script. polluted.Worklng 3 w a t c h i n gw e i g h t 4 a m i n 1 .g. 44. 2b Ast them to compare their ideaswith anothergroup. on mount the finishedadvertisements to the wall for other students read. not nearlyas stressfulas. . the the class.Summarise most interesting to Remindstudentsto pav attention verb forms as G t t h e y c o m p l e t eh e s e n t e n c e s . .g. women the other countries. S p e a k i na n dv o c a b u l a r y g 1 Get studentsto describe the peoplein the photos.lf studentshave produced leaflets. circulate them roundthe class. makingsuggestions giving helowhere needed.9 and for women it about is 48. 6 roliorro cirocc A ner. unhealthy. Listening on 3a ffi Focusattention the list of topicsand get aboutwhat the doctor students make predictions to Ask students will say.e.e. FocusatteniionEn the adjectives and get students by to say them aloud. . t havea balanced':'i'2'. stress-free. Ask them to guesstheir ages Ask them if they think Why (not)? they are happy. answeisand playthe recording thev find most Ask studentswhich information interesting.givinghelp where needed. .T h e l i f e t for expectancy men in Angolais 44. . Ask a few studentsto make a shortjudgement partner's abouttheir: lifestyle. Elicitcomparisons. 6 In pairs. o t h r o u g h h e i r t answers. clqan.Walk roundthe classas they talk. of whicharethe mainhealth . a n dw r i t i n g lf studentscome from differentcountries. them to ask in identilythe mainhealthproblems theircountry.9 should be read fofi-four point nine.Checkunderstanding asking students arrange to them in pairsof opposites (healthy.i . e.lf studentscome from the same country decidewith them problems the moment. lf oossible. it healthy? ls WhY (not)? r lnvitestudentsto make a resolution about prolonging their own life. to get Try a eachstudentto make at leastone contribution. liveslongeror makespeople's if they think marriage by Tell shorter. and classas they write. Go throughtheir answers. Go checkwith their partner. I'm going to marrya young woman and have lots of children.g.Students from the Walk roundthe same countryshouldwork together. sedentaryl. in Write brief noteson the board. Way in o Brainstorm few ideasabout healthyliving.1. active. . Students in the questions groupsof three or discuss ' four. You shouldn'tdrinkalcohol. exhausting.stressful. 7 . Make sure studentscan readnumberswith fractions. g . G e tt a l k i n g. .studentsask and answerquestions about eachother'slifestvle.Ask studentsto make similarsentences e. _ v_Jeup .perhaps two c o n t r a s t i nc o l u m n se . relaxing. Use this lessonto revisecomparative structures. Studentschooseone or more appropriate adjectives for eachoicture. e . people in Japan live much longer than people in Angola. . . . them they may be surprised the answer. L I i ACTIVIry PAGES58-59 > PHOTOCOPIABLE 15 . Practice 5 i 2 a R e a d h e f i r s tf i g u r e s n t h e t a b l e . g . live longer than men. Ask one or two studentsto report back to the rest of ideas.g. throughthe 3b Students againfor a finalcheck. much healthierthan. Playthe recording (morethan once if necessary) for to students listenand make notes.

.They should reportbacktheir findings duringthe next lesson. Studentsmatchthe verbsto the tense descriotions.with their booksclosed. of or part of a word. Go throughthe answers. Grammar focus 4 Tellstudentsto look backat the storiesand find the verbs in italics.:. I 3 andwriting 9 Tellstudentsto use a rangeof tensesin their narrattve .fie 6. and r Tellstudentsto completea sirnllar chartabout themselves. Way in r Ask studentsfor an example a coincidence. Ask some studentsto tell the rest of the classtheir answersto Ouestions and 3. Moscardi had previously given him. inventone (e. the Walk roundthe class. Write thern on the board. 6 Vocabulary speaking and 1a nst studentsto readthe questions and tell you which (Ouestion one is an exampleof a coincidence 4). givinghelp where neededand makingconections where appropriate. Allow a few minutesfor studentsto discussthe questions with their partner. Checktheir answersto Ouestion1.g. ask him/herto tellvou aboutit.previously 4 at the same time.d nev6rseen EE! Checkstudents'understanding stress(a word. the Walk roundthe classlistening. stresses its Gettingthe stressrightis just as important gettingthe as i n d i v i d u a lo u n d sr i g h t . . R e a d i n a n ds p e a k i n g g 2 Focusattention the cartoons on and ask studentsto guessthe coincidences eliciting.Readjust the stressed words.encouraging clearstresses.several studentsfrom the classmeetingby chancein the same hotel in ten years'time).g. 1 past continuous: was ringing 2 simple:pulled 3 perfect:had decided 4 continuous:had been sitting Practice 5 Students the activityand checkwith their partner. do .see Writing bank page 146. . ask studentsto rewritefrom memoryone of the storiesin Exercise 2.of six)to discuss questions. usingthe past perfect(simple to and'continuous) pastcontinuous. Studentspractise reading text to their partner. to . . Go throughthe answers. o Encourage students edtttheir own writing. o Studentsreadthe storiesand choosethe best titles. . 3 earlier. e. .Go throughthe answers. > PHOTOCOPIABLE ACTIVIry PAGES6O-61 . f they are multi-wordphrases(at the same time. Checktheir answers. e Studentsidentifythe tenses. Dividethe classinto groups.9. Get studentsto tell it againin their own words.Remindstudentsthat 6 regularly recurring give the language rhythm. For an exampleof a piece of nanative. .write in some important dates in your life and beginto speakaboutthe background them. perhapsthe people in the cars know each other. lf you havetime. Discuss the functionof stress(to highlight important words).V o c a b u l a rTime y adverbials G r a m m a Narrative r tenses L a n g u a go g o Telling te stories thepast In Co inci d e n c e s Language notes o Rulesgoverning orderof adverbs the and adverbial phrases complex.Srudents speakaboutthe eventsin their chartsand the oeckground them.g. i i s i u d e n t s o p i c ku p a n o v e li n E n g l i s h te t (in the Iibrary at a bookstall) or afterthe lessonand note the tensesused on the first page. can lf so. simultaneousfy 1 b Rst if anystudents say 'yes'to anyof the questions. iffi offi ff !9rrs1ryards. 1 6 \ . Walk roundthe classas studentswrite. . Students the activity do and checkwith a partner.Usually are sequencing adverbials c o m ea t t h e b e g i n n i n o r e n d o f a c l a u s ee s p e c i a l liy g .rff tr-tf/1:?. . e Exercise focuseson stress.givinghelp where needed. and reportbackany interesting stories.*#netei G e tt a l k i n g . Ask one or two studentsto read out their comoleted accounts. Pointthem out to students. . r Divide the classinto largegroups{e. they of lf can'tthink of one. . 2 o Findout which storythe classfinds most amazing.-ip report any to similarities coincidences or they noticed. l f p o s s i b l e . Go throughthe answers. had simultaneously decidedto drive. 1 became 2 lost 3 bumoed 4 were waitino 5 recognised 6 hadn't seen 7 were talkinq 8 found out t had been living 10 h. Playthe recording studentsto identifythe for stressed words. pronounced with greater force). Ask a student from each gro. Go throughthe answers. o Ask students write a furtherexamole to for eachtense. Stuoents shouldrealise that they are sufficient give a good to ideaof what the text is about. Walk roundthe classas studentsspeak. 7 Draw the chart on the board.and to to checktheir partner's. s . .But this lessonhas several examples of singleadverbs occurring betweensubjectand verb. . by e. twentv yearsearlierl.

pointing out the role of punctuation sentence in structure. of this 4 ReadOuestion1 and wait for studentsto volunteer answers. Explain that compoundnounscan be formedfrom friend and mate to indicatedifferenttypes of friends. Draw attention the two keywordsin the diagram: to friend and mate. . psychiatrists. whereasfoo and as well come at the end of the clause. .= j"Read the questi'on and gdtStude-nts to'guess what the speaker will say aboutthem. Explain. Ask if studentsknow of any organisations which helppeople with problems. necessarythe meaningof in the flesh if (= In person). Vocabulary speaking and 1 Focusattention the ohotos.Remember. o Ask students(if you don't think it will embarrass them) what types of friendsthey have. friends. a romantic relationship. e. When studentsfinish.doctors. For an exampleof an essay.usingthe new vocabulary.e. Studentsoften have problemsusing too. o When they havefinished. . give studentsfrom Group A a partner from GroupB. .e. Ask studentsto readout their sentences. also and as wel/.Write the words A good friend is someone who .helping and encouraging them to use expressions from Exercise 7 Listening 5 that ChrisJohnsonis a counsellor who &s Explain offers adviceand friendshipto lonelt-F6opte. and of result contrast Language go Discussing to advantagesdisadvantages and Friends Language notes e Pointout that the stressin compoundnounsgoes on the first part of the compound. Students the conjunctions list according type and to checkwith a partner.g. Write students'suggestions the board. . . Why (not)? How long does it take? o Dividethe classinto an even numberof GroupAs and GroupBs.r. 2 8 Givestudentstime to look backat Exercise and 6 discussthe linking words with their partners. Encourage students talk aboutany to organisations which may existin theirown country. 10 Rs a warm-up. 6 friends it.have to see time but it is Studentsreadthe gappedsentences. o Go throughthe answers. they iist as and discussthe orosor cons.or Go ask studentsto checkwith the script. .Vocabulary Noun combinations -friend -nate with and Grammar Phrasesadditlon. .ask studentsif they think it is easyto makefriends. r Walk roundthe classas they talk. whereasmore varietyis possible with compounds with friend.they shouldexchange work with a partner and edit his/her work. Studentsmatchthe comoounds with their definitions.g. . on . payingspecial attention sentencestructure.g. Allow time for t h e m t o f o c u so n m e a n i n g .----. Playthe recording (morethan once if necessary) and get studentsto reportthe speaker's ideas. throughthe answerson the board. Are they similar? do studentshavedifferentideas Or aboutwhat makesa good friend? G r a m m afro c u s 7 Rst studentsto identifythe functionof the missing words and phrases Exercise (theyare all usedto in 6 link ideasand structure sentences). o Playthe recording studentsto completethe for sentences. flatmate. are schoolfriends.. r Ask students what they understand a 'semrby detached' friendship and where they thinkthe expressionhas come from (a semi-detached house\. 9 Students readthe text and underline correct the alternatives.Explain that a/sousually comes afterthe subject.to elicit. . on the boardand tell studentsto completethe sentence. a n dw r i t i n g 1 1 Rttowplentyof time for this activity. TellGroupAs to think positiveand GroupBs to be cautious and suspicious. Tryto give feedback eachpieceof writing.relatives. or don't insistthat they should. Practice 3 Get studentsto describe types of friendship the shown in the photos. r Go throughthe answers. r Students continue talkingin pairsor smallgroups.see Writing bank page 147" 17 . to r lf time is short. some studentsmay not want to talk aboutvery personal painfulmemories. 1 therefore. r Ask Ouestion to the whole class.g. girlfriend. 2 and begina short discussion aboutwho to turn to when vou havea problem. 2 as a result 3However: also 4 On the other hand 5 Althougrlr 6 nevertheless Way in r Tellstudentsthey are goingto readand talk about friendship. on e. G e tt a l k i n g. . > PHOTOCOPIABLE ACTIVITY PAGES62-63 .. throughthe answers. friends at work. Do not spendtoo longon this warm-up.Ask what different on types of friendship shown.. a comma is 'needed afler Howeverbut not after Althouoh. .studentscanfinishthe writingat home. pfl'esfs. r Go throughthe answers.pointing Go out that compounds with rnafewould usually appear as singlewords.

: a checking .'1at they havewritten. O u e s t i o na g sa r ef e a t u r e dn t h i s l e s s o nt:h e r u l ei s t h a t t i the tag is negative the mainverb is affirmative.: : : .. c o <: : .: ' i h e s e c o n dy p e( t h e a g t t : " : .g a g a i n o r s t u d e n t so d o t h e f t activityor c-::< . .' .: : s : a .'. < i 5 moanabout 6 chat 3 S t u d e n t s o r k i n p a i r s o d e s c r i b eh e p i c t u r e w t t .i i Grammar c.a c r o t h e r ' s a m e sy e t . : ..irr.'.'. d e n t h e y s h o u l d e a r a n a r .:.i : c s . ^ ..::.. .s ..' . . S t u d e n t s a v c e a b l et o c o m p l e t e o s t o f t h e r m c o n v e r s a :. a : 2 a s k i n gr . .c o u i f a m i l ya n d .ir.: : . : : e r e c o r d i n a g a i n o r s t u d e n t s o m a r kt h e t a g s g f t . n s t o r m f e w i d e a s s a t o g e t h e re .^ vvr19rv ^^^^^^-^..thterV. n 'g ' s : . .. R e a d : i .es .s .. They shouldenjoythis = Conversation C.g. . t themselves . o . ..c e n t sh a v e . i :':'.. T e l ls t u d e n t s o i r n : g.'::. w e o S t u d e n t s i r c u l a t e T o u n iG e c l a s s r o o m a k i n g c a h m i s m a l lt a l k J o i n i n y o u r s e . : . Gothroughhe answers t 1 c o n f i d e n 2 s h o u t 3 g o s s i p 4 m a k es n r a !i. : : .l .': c 1 0 i . absolutelygood isn'Il .t.: .. helpsto if lt remember thatthe tag is a sortof mirrorimageof the verb 6 Language notes Ask studer:s \. .: : . seriously.t.awful. c .. e : .g t h e s e n t e n c e s . ' . Shall We . . :l. .V o c a b u l a rWays talking y of G r a m m a0uestion r tags L a n g u a t o g o M a k i ns m a t a l k ta p a t y ge g ll a S m a ltla l k 'extreme' .' : .. .. : . g e t t h e m t o t e l ly o u w h e t h e rt h e y u s e s . : e : i l e i w o t y p e so f t a g .actually)used in c o n v e r s a t i o nT h e s eh e l pm a k et h e s e n t e n c e s o u n d s m o r en a t u r a l . G e : s . c h e c k i n g 3 a s k r n g' . if and affirmative the mainverb is negative. fantastic. Why (not)? r P r o m p t a i r s i t h q u e s t i o n sf n e c e s s a l ..c e s i s a r e a lr e q u e sfto r -':'''.'. Advice= A C1 + 44 C2 + A5/A3 C3 + A2 C5+A3 C4 + AGIAI 18 > PHOTOCOPIABLE ACTIVIry PAGES64_65 .:S-': ::.' .i. T h e r ea r ev a r i o u s x a m p l e sn t h i s l e s s o n f s e n t e n c e e i o adverbslapparently. s = L a l g .l. isn': -: a-e.^. Studentssometimeshavedifflculty identifying adjectives(like lovely and terrible) people use in which ( c o n v e r s a t i o n g i v ee m p h a s i so t h e r x a m p l e s r e to e a gorgeous.:::.:d i f f e r e nl t n g u a g e a : : : . e. . e . p w i R t t o ws t u d e n t si m e t o r e a dt h e s e n t e i c e sc .: y l i .-.hideous) One test is whetherthe adverbabsolutelyworks with the adjective.'nich type of words are missingfrom the converser ons to elicil questiontags..1.1. ' e r s a l i oa b o u tt h e m n w e a t h e rt.. : . r Gothroughhe answers.:-3 ' -s. t . . : i s t o c h e c kt h e i r ANSWCTS..3J... Ask someone 'yes' who says w h a t h e o r s h e u s u a l l ya l k sa b o u ta t t parttes r ..'. . r en a r r o w( r i s i n g r f a l l i n g ) o ' i h r o u g hh e a n s w e r s P l a y t the recordinagain or g f " Go s : u d e n t so c h e c h t r .. ..8:1rb'a:n. : y .e : r . a < ec c r .^which will impresspedBle):--.x a m p l e : s k i n g 1 c h e c k i n g.. ' .....nb a d g e . g d . absolutelyfantasticis OK. .ir.: e x a m p l ec h o r a l la n d s y ' 4 .'''''.-= t a t h i s m a y h e l pt h e m i d e n t i f yh e i ' .s fo 7 S t u d e n t . will you 4 h a v e n ' tl e y . ...lr...:.: s ...ri1'1. 9 don't you rrr.l .. a< 3 . Ask studentsto practise readlng sentences the dramatically.rr. .: : ^ : : ^ : 3 s 3 ^ J e x c t a rh o w t a g s s n a r ef o r m e c . Oncestudentshavedonethe activity. . ' . ' : : : : : .: : ^ : " : .. b o y / g i r l f r i e n d s . g a s k o .. e o o s t e r s n t h e w a r r n o o l f s t u d e n t s o n ' t k n o .a . throughthe go answers. I n p a i r s s t u d e n t s : e c :s = ' : . . chec<ing: 4askingr 5checking V o c a b u l a ay ds p e a k i n g rn 1 F o c u s t t e n t i o n n t h e p i c t u r e n da s ks t u d e r : s = a o a they'd liketo be at the party. : ^ s: : : s < c t h e rp e o p l e n d t a w a y s o f m a k i n g r . p W a l k r o u n dt h e c l a s s c 3 ' . a I often chat with colleaguesabout what happened in a lesson. . : r i t s r i s i n gn t o n a t i o n ) . i t h o u t a r i n gh e r e c o r d i n a g a i n c he t g o P l a yt h e . . .von'tvou . ttEUE)Jdt y Reading 4 Tellstudentsto look brieflyat the articleand work out the meaning conversation of stunners(things say to -"--. Listening 5 several tlmes for studentsto KS# Playthe recording matchthe conversations with the adviceand check with their partner.. . R e a d h e s e n t e n c e s l o u da s n a i L r a. 1 dOeS it 2. : P l a yt h e r e c o r d . ? s : : s s .h e t e a c h e r si .Do students with any of them? disagree G e tt a l k i n g 1 1 A t t o wp l e n t y f t i m e ' c ' : ^ : : : : . ' : i 'c =: a ( ' .: : : ^ g o r o n u n c i a t i o n . ' . G e t o n e o r t w o s t u d e n t so d i s c u s s h e n t h e y t a i k t w in these differentways o B e p r e p a r e t o s a y s o m e t h i n g b o u ty o u r s e l fe .. e a t a p a r t y T h e y ..: : : : .= ' ^ : s : : ^ c : a c h a n c eo a g r e e i t h t h e t w ' s : .a .n df o r w h a t a 8 .... ..1.'. J s c i h a ts t u d e n t s a n c h e a t: .g : " = . a g en o t e s = .'. r . w i h a s n ' ti t 2 w a s ni .. .: .1'.a ' : a g s i n t h e i ro w n l a n g u a g e . ' . g t .s .. : .:.but I hope I don't moan too much about students.: 3 can you..h^.rr'.. fa n dt a l kt o a s m a n y s t u d e n t s s p o s s i b i eB e s u r et o u s e l o t so f q u e s t i o n a tags. J . i I .a . i 3 o ' d n ' ts h e 4 i s t h e r e 5 do you 6 couicin'rshe 7 '.:.: .: s .''1. a s k i n g. t s h o u l dh i n ko f q u e s . ' . 2 Practice 9 S r u d e n t s r i t e t h e : a g s: i J c h e c kw i t h t h e i rp a r t n e r . : _ a Way in o Ask studentsif they often go to partles.

. Vocabulary focus 5 Oividethe classinto smallgroupsto choosethe correctdefinitions. Students verbs find it difficult use phrasal to partlybecause their colloquial feel..be divorcedto the state.. Exercise vou couldask them to rewritethe text using 7. The grammar phrasal a ln verbsis complex. assistant.to elicit Ask e. 5 .Tellstudents read sectionof the their text and completethe relevant table. .This is illustrated the Languageto go box...Make sure students understand that get divorcedrefersto the process. .r.. 1b 6 2a 3b 4a 5a 6b and Studentsdecidewhich sentenceis transitive which is intransitive. 'ordinary' verbs.argued insteadof fell out eLc. although is complicated the fact that someverbscan be both . r Theythen readthe sentences which anddecide again verbsare used.:.. with the class. Students write the storywith their partner. the G e tt a l k i n g. Studentscompletethe text with their partner. Tellstudentsto chooseone of the verbsand use it to write a sentence abouttheir own life. .s.ti]t::ti:t.6.fordescribing relationships V o c a b u l a1 y Expressions r verbs V o c a b u l a2 y Phrasal 1 r about te L a n g u a go g o Talking a relationship Truelove Language notes .r.g.Helpthem by askingquestions the vocabulary. {See pagefor this lesson. e.. Ask a studentto readout the storv. For an exampleof a pieceof narrative. Practice 7 ffi Findout what studentsknow aboutMarilynMonroe .) 3 also Exercise on the Practice Why d1d. Play for the recording studentsto checktheir answers. aboutthe 4b In pairs. throughthe answers. or Vocabulary speaking and 1 Studentsmatchthe verbswith the words. . r Ask studentsto summarise text thev didn't read. o In pairs. Brainstorm namesof some famouscouplesfrom the literature the world of show business. beforethey get divorced 8 for ffi Playthe recording studentsto markthe stresses. get on fell out came across solit uo made uB got back togglher got ever :::'r. pet shop.where of there is a pun on the two meanings to fallouf.r.g. Did they have a happy marilage? R e a d i n a n ds p e a k i n g g to 4a Students work in pairs(A+B). throughthe possible combinations.th. historv.studentstell the storywith their partner.g. o Ask studentsto think of alternative verbs. see W r i t i n g b a n k p a g e1 4 6 . e. r Students verbs may be interested notethat phrasal to one and a figurative a often havetwo meanings: literal in one.::. a n dw r i t i n g 10 tett studentsthat most of the phrasal verbs in Exercise can be used in this story. Stressin phrasal 3 Ask studentsto say what they know aboutthe couples basedon in the photos. what thev havein common.Ask students if they understand what happens. Go .:rr:: verbs normally fallson the particte. Ask what people haveto do (get married). . 9 Focusattentionon the picturestory. where Walk roundthe classas they talk. Ask a good studentto read the text. met insteadoI came across.Focusattention Discuss the questions on be divorcedand get divorced.too. helping needed. . relationships between people..Ask some of them to readout their sentences. After of appropriately.Write any new vocabulary the board. the type of phrasal Way in .Thev can do Go this in pairsif you prpfer. > PHOTOCOPIABLE PAGES66_67 ACTIVITY 19 . . Early otherthings finishers shouldtell their partners they rememberabouttheirtext. on manston.Go through answers.]:ti:l.e.it does. o Go throughthe answers.g. this lesson. r Ask studentsto think of some of the words and phrases neededto tell the story. Ask Does it havea happy ending?to elicit Yes. of verbs (comeacrossl distinction made betweentransitive is (fall by this and intransitive oul.studentsask and answerquestions texts and completethe table.

tcs threeor four. ^ : : . : : ^.. 5 1 John Rosemond believes that parentsare less strict n o w a d a y s . n d d i s c i p l i n e b a t h e i rc h i l d r e n o r es t r o n g l y m . t = d o i n gc h o r e s d o i n go d d j o b s i n t h e h o u s e gettinginto trouble= beingnaughty and gettingca-g-: dolngwhat you'retold = obeying ^ G e t s t u d e n t so d e s c r i b e h a t i s h a p p e n i n g e a c ^ t w '1 photo.S : . i c : e . a f o r s o m e o u i c ko p i n i o n s o Divide classintogrc. o strong(full) form of a y. mrst/(strong) You must work harder (weak) mas(t)/ o P l a yt h e r e c o r d i n f o r s : .neiping whereneeded. a t 2 H e t h i n k st h e y s h o u l d e m o r es t r i c t . r T e l ls t u d e n t so w r i i e t h e i rc o m m a n d m e n t s . .ask why. In this case. s t -ai).: \ a : e i O l l O w e b y t h e d ' : i n fi n i i i v e. Youshou.: : . on an American childcare expert.\/ook equivalent.rSuggestions Photo getting A: intotrouble/being naughty/p aying iruant PhotoB: doingchores/doing jobsin the house odd PhotoC: doingwhat you'retold/obeying/getting into trouble/being naughty(andgettingcaught) 3 R e a d h e q u e s t i o n s . t Way in o Ask studentsif they have/hadgood relations with their parents(or children). n dt h e y s p o i lt h e i rc h i l d r e no o m u c h .g You must work harder. e.l i s t e n i n t o t h e m . ' .g a b o u t h e m ( e g t h e y n a v en o i r i f C ..r h e q u e s t i o n n d a s K . studentsagreewith Rosemond. Youneedn'tgo. P l a y h e r e c o r d i n f o r s t u c e r t si o c h e c kw h a t t h e y t g havewritten . t . : : a r e x a m p l e f t h e l . l a r i f yh e m e a n i n g s C t . t g r Ask one studentfrom eachgroupto summarise the thingsthey talkedabout.' G r a m m afro c u s 6 C e t s t u d e n t s : ^ : .' S i u i e .. c n e c k h e i ra n s w e r s .m o o a i tt equivalents have to and ought to. I n p a i r s s i u c i e n : e x c h a n g eh e i ri d e a s . te a .the speaker is givingauthority to go.o c u s i n g g on the weak forms of ic" s-ould and not. anyonesays'yes'.t3-l iS .Ask studentsif they think he lookslike a strict parentor a permissive one.. : ^ s . Students dividethe ohrasesinto four oairswrrn s i m i l a r e a n i n g sG o t h r o u g h h e a n s w e r s m .c :-ont to washthe dishes.t : . r D e c i d e i t h t h e c i a s sw h i c h l i s t i s m o s t r e a l i s t i c .. . . In the non-modal not versionYou don't need to go the speakeris merelystatinga fact.g. r Discuss the two questions.: s .n d w h i c ho n e c h i l d r e n a w o u l d l i k el e a s t . Ask one studentfrom eachgroupto readtheir list. and ask some more questions aboutJohn Rosemond.usingexpressions from Exercise .g. l l s t u d e n t s b o u tv o u ro w n c h i l d h o o d .c a n . e. : . will Invitethem to use dictionaries they havethem to if h a n d . to Remind them that often morethanone solution is oossible.1c. Walk roundthe classas s t u d e n t sa l k . : .: s i o r e p e a tf. Modalverbs like musf and shouldindicate greater a s e n s eo f s p e a k e irn v o l v e m e n h a nt h e i rn o n . What did he do before he got married? G e tt a l k i n g 1 0 R e a d o r g e t a s t u d e n t o r e a c .: : . Studentsreadthe article. g . : . 9 Explain weakform(reduce s --:ss cn grammatical : words a n ds o m em o d a v e r b s lg . ' . : e . r g e t a s t u d e n t o r e a di h e m t o A s k f o r s o m e i n i t i aild e a s r o m t h e w h o l ec l a s s f l f p o s s i b l e . : m u s t )a n d . lf Vocabulary speaking and 1 Some of the expressions be new to students.: .e r o d a l v e r b s( e . .Walkround the of the class students as talk. e.V o c a b u l a rPhrasesdescribe y to behaviour G r a m m a0bligation r verbs L a n g u a go g o Dlscussing of bringing children te ways up T h ed a d d yof d i s c i p l i n e L a n g u a gn o t e s e .: s. L20 > PHOTOCOPIABLE ACTIVITYPAGES68_69 . w w h i c h i s t h e m o s i i d e a l i s t i c .Findout what the classas a whole thinksabout Ouestion Are oarentsless 3 strictthan they were? ls the situation differentin differentcountries? 2 Practice I ffi Studentsrewritethe sentences usingappropnare verbsfrom Exercise 6 o Ask some students readout theirsuggestions. e. ^ l .s .: s : .: i .g. Needcan behavelikea modalverb when used in the negative. Reading 4 Focusattention the photoof John Rosemono. r Findout ho'.. Dividethe classinto groupsof three or four to discuss the questions.

W h a t d o y o u t h i n k T V. humour.usingthe recording scripton page117 iI necessary. the .) Whatdoesn't like? making mistakes. Walk roundthe classas thev talk. stand-upcomedian. . Ask studentsto practise some of the dialogues from memory. for r Playthe recording againfor studentsto listenand reoeat. .) .. . . . Speaking vocabulary and 1 Rst studentsto identify in the comedians the photos ( C h a r l i C h a p l i n n d M r B e a n( R o w a n t k i n s o n ) F. The title hastwo meanings. Disagreeing: I'm G i v i n ga n o p i n i o n I t h i n k : : pp . the expressions All appearin the script apartfrom lthink. r Pointout the big difference meaningbetween fun in and funny(andsee the first Languagenote above). by Language focus 4 Rst studentsif thev can rememberwho the interviewer agreedwith in Exercise (Amanda 3 and ). get studentsto tell the classabout the funniestthing they ever saw or heard. Dividethe classinto groupsof three or four. mistakes). . II r e c k o n.. them to tell you who the most popular in comedians their countryare. and agreewith some of the thingsthey say. ?. and if they haveseen a n y o f t h e i rf i l m s / p r o g r a m m e s . and Personally. stopping after eachdialogue ffi Playthe recording.n t h i n ks o ? .Decidewhich form of humour of rn9 seems most popular with the class. . well as to somethinghumorous. . > PHOTOCOPIABLE ACTIVITY PAGES7O_71 21 . lf you havetime. humour).have the last laugh. Ask a few studentsif they preferverbalor visual humour.. Studentsreadthe ohrases and matchthem with the definitions. Funnycanreferto something strange. . Students sometimes between ask aboutthe difference think of and think about. to . e Ask studentsif thev havea favourite comedian.. for studentsto practise sayingit. . play the then the ffi Students recording them to checktheir answers. disagreeing. and for g o Discussing makes laugh you L a n g u a go te what That's funny Language notes .Voca ry Humour bula giving asking opinions Fun ctions Agreeing. them aboutyourself tell .g. I s u-o o o s e . Studentsidentify the types of humourrepresented (Verbal of humour doeshe like? humour. .QW 5 mark stresses. . 2 7 Listening 3 (morethan once)for students ffi etaythe recording to matchthe interviewee with the tvpe(s) humour of they prefer. : P e r s o n a l l . Go throughthe answers. P a b l o n p a r t i c u l a rW h o d i d n ' th e a g r e e i t h ? i w (Johnny. . and write them on the board. Practice 6 Studentscompletethe dialogues and checkwith a partner.and why.) he (From left to right.) if they rememberany of the expressions Ask he usedto agreeor disagree. throughany new vocabulary ideas. v Ask'mS foran opinion: Hor. . (People satire.The Simpsons peoplemaking Laurel and Hardy(physical humour. . get a joke.i n d e a A ) out what they know aboutthem. Go throughthe answers. Way in r Ask studentswhen they last laughed. : l l ' F o rm e . get Who? lf studentscome from differentcountries. of could be substituted aboutwith no changein the meaning. In pairs.) Canthey think of any othertypes of humour? o Ask one studentfrom eachgroupto reportbackthe opinions the group. Students classify the expressions according their to function. they are The Nutty Professor (film/physical (cartoon). is What type What nationality he? (British. Go and e.Get studentsto summarise 8 Ask a few studentsabouttheir favourite type of the information abouteachoerson..Tellthem that you can thinkof a number but think about something for a long time ln lhe expressionWhat do Vouthink of . What was the reason? Ask how manytimes a day they laugh.lf possible.and givetheir opinions aboutthem. o Ask students they remember if anything aboutthe .encouraging correctintonation. interviewer. G e tt a l k i n g . as (Do Often nativespeakers for clarification you mean ask funny'strange' funnyha-ha?) or Students may be interested learnof the ambiguity. cartoons and in the photos. .studentsreadthe dialogues with their partner..

'.=.:. : .t u d e n i sa l kv r i r h a S t o r t h e i rp a r t n e a b o u tt h e a c t i v i t i e s .'j. o e That sounds interesting/ relaxing/fun etc..L i U l I Gc througi" ::s a. h o Ask one or two studentsto reoortbrieflvwhat their partner said.. T t o g e t h e r . throughthe the Go correcl oroer.: : : ^ : = ' : : .]. Forexamples e-mails. ^ lC n ^ ..r ^ r : e s n ' t h a v ea n --::-:ri rnrarrc nf roforri . a n dw r i t i n g 8 :'X. . shouldnot be sittingnex: .gt0. ... . '-c lardesto use? . and between will and going tol when referring the future. of see Writing bank page 148. e c o r r e c f o r m a n d c h e c kw i t h a : t ! . c e : : ' . Ask the same studentswhat thev did lastweekend..ers 1 l ' l l p i c ki t u p 2 W e ' r ev i s i t i n g 3 s t a r t s f i n i s h e s .l. il. .: .Ai.^^i u)Eu . > PHOTOCOPIABLE ACTIVIry PAGES72_73 . + ^ c1t.'. . to 4 --= nst wha. . ei l v o u a b o u to t h e ro l a n s l n a a n d l B e n h a ' r e l : .-...'. ^ ^ r o L .. G e tt a l k i n g..l'.- Vocabulary speaking and Focusattention the photo.ac. At some point in the lesson.: r e B r i e f l v i s c u s s h e w d t attractions each c ace of o D i v i d e h e c l a s s' i i : c g ' : * c s : : ' l h r e e o r f o u r . 2 b F o c u s t t e n t i o n n t h e i n s t r u c t i o n . 'c o s s: s : : s r n a t i o n s n dw r i t e t h e m a a o n t h e b o a r dT h i s.:::':i:lil:i]::.activities V o c a b u l a rWeekend y for future G r a m m aTenses describing plans r plans L a n g u a go g o Making te A perfect weekend Language notes . : ! ^ ^ ^ ^ \ l Gs :g :.. Both studentssroJ c make an invitation.| \l tv n L yi .: .. n g t o s p e n dt h e a f t e r n o o n . .-:s .. : t .e g c ... g .c e r : s c h o o s e . C yCL JC .:".'.- _::=_ _ . a r l y u s e f u f o r . ' n g i n f l e c t efd i ..'':r :^:s y o u h a v e n ' s e e nf o r s o m et i m e ) . 2 a G o t h r o u g h h e p h r a s e sI n v i t e t u d e n t so g u e s s: h e t s t (e.l : : : : .= .. ul ^u 'u^t n gttlrr. ' . s . .: ^ o p p i n g i t h h e r c o u s i ni n t h e w m o r n i n g u : . . l s i u d e n t s h o a r ee ' . ' .::. Reading 3 lf a numberof studentsin the classuse e-mail...^ s e with friends(= exchange f' news and gossipl^. ask them who they write to.' : . ' .iive 2 The presentcontinuous 3 T.'3:cs Way in r Ask studentswhat they likedoingat weekends.T h e .'. . h e .:. ' . .:e partners Match studentswith a ce':-er { possible..ll:i. = .: . .. go meaning where possible ^ ' L .= . if + past tense. Students iscuss-e . ' .. * .: : : .: sh a v e i t ht h e w s:'. t . : o ... ^ ^ n 9 lV V^ . . nt . a l kr o u n dt h e c l a s s W a s t h e yt a l k .. . l s l u d e n t s h i c ho f w i t l e : \ . F o c u s t t e n t i o n n s i t u a t i o n s . a u i. 3 s s o G o t h r c u g ^. =vrutrllugr.9 A s <a ' e ...1. and how often.: s s : .^ : . matching activity. t d g W a l k r o u n dt h e c l a s sa s : ..: I .:: :':... .: . if. i v i n g e l pw h e r e h needed. 7 B r a i n s t o r m f e u . t . a i k . Was it something different? G r a m m afro c u s 5 R e m l n dt u o e .. S t u d e n ' :c 3 . I s : . S t u d e n t s r i t e a n d e x c : e ' g e e . g . F'acri:e 6 S .r : ' .l.1j]'""'.s . . and replyto the one ihey receive.s'!\.' = : = .tln.: . ::: : T i n ai s g o i n g. . .? c i n e m aT h e ym i g h tg o a ..g i v i n g e l pw h e r en e e d e d . .havea lte-in. ' ? . s ' ^ l : r t o g e t h e r ) . G e t s t r : c s .le. . : : l = ^ t o a r r a n g e h e r ea n d w h e n o w t o m e e t . '" a 1 o 1 nr roqtinne A/l ^ h o n i n n . : : t h s s t a g ei n s i s to n t h e t e n s e s |.' s : r t .'sa:ional aspects.9. Students often havetroublewith the conditional structureWouldyou. ^ .. e i e.and how often.:.= : r : : r r ' r ! 'a . .s s : .: .-.ii].''. : ' : : : .m a i l s ' w i t hh e i r w t partner. . will be reassured if students you remlndthem that there is often very littledifference (especially in meaningin alternative between structures presentcontinuousand going to. ^ . ? '.i n t h e p a r k t h e ns e e a n a r t e x h i b i t i o n r . o Deliver ar'd the invitations :eplies.^ ilL .e cresei't:simple 4 Wiil '. . s i i l u s t r a t e n R u l e1 id .: : : : : . ^\ ..-' to the future .xlp. o Ask studentsif they were rappy with the invitations.:.u.::: - .D I Y{ = d o . .Ask what peopleare on d o i n g( t h e y ' r e a v i n g d r i n ka n d s u r f i n g h e l n t e r n e t ) h a t o Findout how many studentsuse lnternetcaf6s.'...l..Exercise can 2 be usedfor extrapractice this if necessary of .i eachother. ' c.l. t o c h e c ku n d e r s t a n d i nS t u d e n t s o r n p . : . ^ a r^nT^n e r a^ s n e c e s s a r y .: .'.fbia drink afte['\'.: .'l.: 3 e n a r ed e f i n i t e l g o i n gt o d o y ( s p e n dn e a ' . : . M a k ec o m m e n t s n s o m e o f t h e a c t i v i t i e s . s.:t]:. r Ask studentsto look brieflyat the e-mails and tell you what they are about (llna and Ben are making plansfor the weekend).Tl?"".: : u . .t e .: * i:fin. Studentsre-order e-mails..: : .**""t"s''.

o . 3 3 One side of 44. r S . t S p e a k i na n dr e a d i n g g 1 Readthe rubricand suestions.Co. R e m r n d t u d e n t sh a t t h e y s h o u l d r i t e o n l ya C V s t w ( n o ta i e t t e ro f a p p l i c a t i o n ) .rfain . Gothroughhe answers. ask them to say what they did to get it. As< .positive negative positive) or .: Way in r Ask studentswhat they haveto do if they want to get a j o b . . . in there are any majordifferences CV presentation. h t i t a l i c sb o l do r u n d e r l i n i n go c a t c ht h e r e a d e r ' s y e .|l':i 2 Practice 7 Focusattention the photosand ask one or two on studentsif they would liketo do any of the jobs Ask why (not).oha. they can inventsome.. v e ni f i t d o e s n ' t o l l o wa l t h e e Why (not)? advice? .6l.r'r'r'r'r. get the right qualifications. t o o r a n y o t h e rj o b Y o um a y n e e dt o p r o v i d eh e E n g l i s h t wordfor the job. does n i'.''.. . s t o h i g h i i g hitm p o r t a nw o r d s . 'abbreviated' D o t h e y u s et h e s a m e s t y l em e n t i o n e d in the Language otes? n and Ask studentsto look quicklyat the advertisement tell you what the post is (Programme Development to Researcher) what this refersto (someone and p e d e v e l o p r o g r a m m e c h e d u l ef o r l a n g u a g s t u d e n t s ) s s r S t u d e n t s e a da n d d l s c u s sh e q u e s t i o n sn p a i r s i r t o G o t h r o u g h h e a n s w e r s D o s t u d e n t sh i n kt h a tt h e t t f C V i s w e l l p r e s e n t e d .:ri'8:. caughtout e. However. S t u d e n t s o n t i n u eh e d i s c u s s i oin g r o u p sW a l k .One of the mainfeaturesof this is the absence of (Hassuccessfully personal pronouns researchedl. Get studentsto tell you abouttheir own country lf find out if studentscome from differentcountries.good organisati.r.i 9 .ordinated 7 proven managefal skillsr.g i v i n g e l pw h e r e h neeoeo G e tw r i t i n g 8 T e l ls t u d e n t s o c h o o s e n e o f t n e j o b s i n t h e p h o t o . 6 ' F o c u s t t e n t i o n n t h e t h r e e' m a c r o c a t e g o r i ea n d a o s t e l l s t u d e n t sh a t a l lt h e w o r d sa n d e x p r e s s i o nis t n E x e r c i s e f a l l i n t oo n e o f t h e m . wall-mount CVsand get studentsto the decidewhich one is the most effective. E l i c i a f e w i d e a s a n dw r i t e t h e m o n t h e b o a r d . ir Expressions fordescribing !or. . Ask one or two studentsto summarise the which may be information.rrir'. go to an interview. e g. G t o Tellstudents closetheir books. : a .g. S t u d e n t s o n t i n u ea l k i n g n p a i r s .:ot f olIow th e advice.. Ask a few studentsif they have an up-to-date CV. a t Vocabulary focus 5 Lookat some of the expressions with students.r:. Ask a few questions e.:i r:r.':rthl6i...]:'i. c i t .I n t h e m o d e lC V c t o h r a s e s r e i t a l i c i s ea s p a r to f a n e x e r c i s e .yourself. . Ask if studentsfind anything strange r surprising. Findout what t h e c l a s st h i n k sa b o u tt h e i d e a l e n g t hC V l s o n e p a g el o n ge n o u g h ? Rtlowstudentsa few minutesto readthe text.l]'Sllifl$.ie'Ssionaf ' ':: irrr.'N-n. Discuss the differences betweenstudents'ideasand the advicein the text. Ask two or three pairsfor feedback.lr. w h e t h e rt h e ya r ef o r m a lo r i n f o r m a(l f o r m a lo n t h e (all whole).] .. they shouldtry to be honest i n t h e i rd e s c r i p t i o n sf t h e m s e l v e s .rl Writing CV a J u s tt h e j o b L a n g u a gn o t e s e o Y o um a y w a n t t o h i g h l i g htth e t e l e g r a p h is t y l eu s e di n c CVs. c t n r o u n dt h e c l a s sa s t h e y t a l k .Canthey to r e m e m b e a n yo f t h e p h r a s e s ? r 1 e x c e l l e nc o m m u n i c a t i osn i l l s 2 d e v e l O p e d t k 4 ii3. a d H o w e v e rs o m e p e o p l e i g h l i g hw o r d s( b y u s i n g .. gaps(= intervals).iih'ilghit.g. Studentsmatchthe phrases from the CV with the definitions.write a letter.. o . For an exampleof a letterof application.cv. 5 . 2 See reading text. u i e n i sm a y f i n d i t i n t e r e s t i ntg d i s c u s s h e u s e o f o t . 4 > PHOTOCOPIABLE ACTIVITYPAGES 74-75 23 . Students work in pairsto matchthe phrases with tne categofles. o lf any studentshaverecently got a (new)job. lf possible. t) e What do studentsthink of thls strategy? o lf studentshaveno work experience. Explain vocabulary any necessary. t . Why should you put your career in reverse order? .eiperiencedmollvalqng 5 pro. .iilri. . basedon the advice... . see W r i t i n g b a n k p a g e1 4 9 . 'A levels'(= Advanced levels) examsstudentstake in are E n g l a n d t t h e a g e o f 1 8 t o g a i na d m i s s i o no u n i v e r s i t y .i'.othroughhe answers. (= shown to be lying).

on C o m m e n t n t h e m . r Go throughthe answers. r Pointout that the first question(Tellme about yourself. nature programme. o Ask studentswhat answersthey would give to the questions they were applying the job. of .g. Playthe recording (morethan once. beep" wgrklng 5 seen. in 4.. Remember that the difference meaning in between presentperfectsimpleand presentperfectcontinuous can be very slight. r Ask them to write two sentences aboutthemselves using work or study in the presentperfectsimple and continuous forms.workeO Saeveloped 1 1 p r e p a r e d 1 2 b e e ni n v o l v e d rrt:itiiat::a tir:W( -. and add your own ideas.) has already been identified..Concentrate students'ideasaboutprogrammes usefulfor studentslearning English. . r Go throughthe answers. the meaningis 3 I've worked on a completed Way in o Ask a few studentshow often thev watch television.encouraging them to be as natural possible. Students conslder Ouestions and 3 with their 2 panner. spoken. (usuallya chat show (or talk show).had 2 been playtlg 3 heard. in in programme.7.. quiz show :i:. 7 Practice I Studentsreadthe dialogues and identifythe correct tenses. . Ask a studentto write the sentences the board.. r Ask studentsto summarise Charlie's answersto eachouestion. studentscome from the same country.askingquestions and givlnghelpwhere needed. will Whv (not)? lf W Givestudentstime to readthe extracts. r Ask other studentswhich questions they think are most difficult answerin a job interview(to elicit. o i re Playthe recordingand ask students why have and been are phonologically reducedto lvl and hml (because they are less important than the content words which follow).But only the presentperfectsimple can indicate completion: comparel've been reading a book (whichI may or may not havefinishedland l've reada book (l've finishedit). . lf ask them to give examples eachtype of show. job candidates they Ask if felt the interviewwas fair..r. let them decidewhich tense is used before you playthe recording. . to probably. . as . Both sentences are 2 No. G e tt a l k i n g 9 Ask a studentto readout the four questions. lost 6 finished.especially when verbs referto a situation activity or which can lastfor a long time (/ive. 6 Students studythe sentences Exercise lf possible. . r . r Go throughthe answers.il been working 2 been :4r. r Findout if studentscan watch any of these programmes English their own country. Get studenrs to name the tenses lpresentperfect simple and present perfect continuous!. lnvitestudentsto give theiropinionaboutthe grammatical accu!'acy {both are correct). i Yes. clarify any doubtsthey have. r Ask one or two oairstheirviews. . .{ l focus Grammar Lookat Ouestioni rvith students. studyetc. Make sure they understand various the terms. Playthe two extractsfor studentsto do the activity or checkwhat they havechosen.Ask studentsif they think Charlie get the job. Ask studentsto tell the classabouttheir partner's interviewperformance. ln pairs.). 3b Students checktheir answerswith their oaftner. r Get studentsto repeatthe sentences. Studentsreadthe dialogues pairs. been doing. they want to. Studentsre-readthe job advertisement page 23 on and discusswith their partner and the qualifications experience needed. chorally and individually.if necessary) for studentsto do the activity. a n da n y d i f f e r e n c en m e a n i n g . and 4). work. r Get feedback from several on oairs.passed Listening 3a W Readthroughthe questions with studentsand make surethev understand them. 10 Watt roundthe classas studentstalk. 1 been looking-. Did they watch anything last night?What sort of programme was it? Vocabulary speaking and Readthe list of programme types with students. You may like to referto the Languagenote above.arrested 4 seen. Walk if for roundthe classas they think (andmake notes if they like). Discuss their answers. 5 .e . e.ibo*s and feature film Ask studentswhat they rememberaboutCharlie's CV in the previous lesson.V o ca b ular y media The perfect: Present Gra mm ar simple / contrnuous jobinterview talking your a and L a n g u atoe Having g go about experience I nt h e m e d i a Language notes . > PHOTOCOPIABLE ACTIVIry PAGES76-77 . soap (opera) never-ending dramaseriesaboutthe livesof ordinary people). in r Ask good pairsto do the dialogues againfrom memory. or a job thev would like).'wotO"O5 been doing gieieb:flCh.studentsreadand discuss the ouestions. 3 r Tellstudentsto think of a job (theirown.

studentsopentheir books. . : ^ s .a small severaL... . . t . t helpwhere needed o Ask two or three studentsto say something about therrpartner o F i n do u t w h o h a sc o o k e d o r t h e m o s t p e o p l e n d a f aboutthe experience ask them to say something Who did they cookfor.two bananas.11.:lll . n o t a g r e a td e a lo f a c : : ' ' c o u n t a b l eo r u n c o u n t a b i e:: a r r o s t a l l . there are non-cooks the class. r Get some students(especially non-cooks) report to recipe.. many. e r s .:'.l'. Clarifv anv doubts Most of the answersinvolve d i s t i n g u i s h i n g t w e e nc o u n t a b l e n d u n c o u n t a b i e be a l n o u n s . . Playthe recording againif necessary. .'.1. S t u d e n t s i s c u s s h e d i s h e si n p a i r s .studentsmatchthe words with the if definitionsTellthem to use dictionaries thev have themto hand...'. most o' Practice p S : . ' . t d r lf studentscome from differentcountries. C o o k sc h o o s e h e i rd i s ha n dw r i t e n o t e s .v.'. b b .r. shrimpsare calledprawns. .'of.. studentsif they recognise .... In pairs.g.]ra a-cir.:'... r a ws o m e s i m p l ep i c i u r e s f e food on the boardand get studentsto labeiti.'.r G e tt a l k i n g 1 0 f i n Oo u t h o w m a n ys t u d e n t s a n c o o k S i t c o o k sw i t h c in non-cooks. ..: .5 a n dc o m p l e t e h a t t h e y c a n .. I 1 a few 2 all 3 a little 4 everyfew 5 almostail . ]. In pairs. w .'. eilen!' ':.and food V o c a b u l a r Preparing cooking y n0uns quantifiers G r a m m a Countable r / uncountable and how a te L a n g u a go g o Describing to make dish ! Ready cook to .. not too much. l : : .e c'4eese e. 8 mix 9 roast 10 stii 11 simmer 12pour Focusattention pictureA of eachpairand ask on most of the food.' a .. r : . ti.. and what did they cook? Ask studentsto look at the words in the box and tell you what they havein common (theyare all verbs linkedwith food preparation).n:r ? a'ge'u'. s e Go throughthe answers > PHOTOCOPIABLE ACTIVITY PAGES78_79 25 ..a s.bu| all the onions). some get t o f t h e m t o i d e n t i f y n ys i m i l a r i s h e s h e y h a v e a d Students the activity do and checkwith their partner . .'..studentsmatchthe words with the pictures.readSentences 1 .. .r. R e p e at h e p r o c e d u r f o r C h i l lc o n c a r n ea n d e i S e n t e n c e6 .: ^ : .'' 2euery 3a little 4number .u:niab'le:ria'few.. 9 Ot.a1]. in BritishEnglish. Go throughthe answers Ask a few studentswhich set of ingredients they would prefer. n d e n s u r i n g i n g u l aa n d p l u r a a g r e e m e n t a s r (eachonion.'.i oi. g r e a td e a lo f 6 m a n y 7 n u m b e r E iots of 9 few L i s t e n i na n ds p e a k i n g g for 4 frffi etaythe recording studentsto identifylr e recrpes. Tell ffiKS studentsto closetheir books . : e. R e m e m b etrh a t m a n y' u n c o u n t a b l e 'o u n so f t e nt u r n u p n b . a n dc h e c k i t h t h e r r a r r n e r w ..u t you can orderbeersat the bar (actually shortfor bonles/ glassesof beer) ..'. In pairsor smallgroups. Play he instructions r maklng ajun hrimp.. S fo C t ..nUmrbOr. ' .: s < o \ v B r i t a i n .l:. : \ ...rr:'. Playthe recording againfor studentsto hearthe p h r a s e sn c o n t e x t . . .'rberof. Studentscften havetrouble with few/a few and little/a h l i t t l e B e p r e p a r e do s p e n dt i m e e x p l a i n i ntg a t f e w a n d t 'not whereasa few and a little /iffleboth imply enough'.''l. CompareThere's TA^-^'^ I IIOIO J d Language notes 1 a t l e a s ta n h o u r 2 a l m o s ta l l t h e b u t t e r 3 abouttwo 4 the beer 5 rice 6 ten minutes tomatoes 7 thev are brown 8 chopoed 9 30 minutes 10 rice 6 tett studentsif Vou haveever eateneitherof the d i s h e s a n d s a yw h a t y o u t h i n ko f t h e m .Note that. some rice.ii1ie''. eac'. h i l e n o n w t studythe cooks(or those that can'tthink of a recipe) recineon nacrc of the Students'Book R5 r Walk roundthe classas studentsexplain how to m a k et h e i rd i s h . if ... their partner's irA..1 0 . English is pronounced it lhs'.++l^ +^ LU CdL ^^+ S p e a k i na n dv o c a b u l a r y g 1 nst a studentto readthe questions .. Gothroughhe answers.A. c D r a wa t t e n t i o no t h e t w o c a t e g o r i e s :o L ' I a oe t ( n o u n s h i c h h a v ea p l u r afl o r m )a n d u r c o u r t a b l e w ( n o u n s i t h o u ta p l u r afl o r m ) w o Students completethe chart o Gothroughhe answers t 'e. and Takethe opportunity revisecountable to o D u n c o u n t a b ln o u n s .'6. W a l k r o u n dt h e c l a s sa s s t u d e n t sa l k i n p a i r s g i v i n g .'.s o m e ( o f ) . a s c o u n t a b l e sIln t h e r e c i p e b e e r i s u n c o u n t a b l e .\r)bzl .. 8 .'. little to eatand are more positive.. rnany not too 'unC[untable:a little. .: : : : ..: : ..s kt h e m l f t h e ya g r e e a . o Note that the first speakerhas an American accent herbsas l=xbzl whereasin Britisn and pronounces .Most of and some of ( t h ee x a m p l e n d 8 ) a r e i n c o r r e cb e c a u s eh e y t a t a should e followed y the definite rticle..'.7''S'ome8 a bit of 9 a small amount of 10 not too much 11 not a greatdealof 7 - IILLIO I.a ^.rir.rem. an apple. ' " .. scri...'cO. ' .s : .l : . Go throughthe answers 1 serve 2 frv 3 melt 4 add 5 (brinqto the) boil 6 grill 7 chop .

Always remembe Trynot .= . . W a l kr o u n dt h e c l a s sa s s t u d e n t sa l k . o w n c u l t u r e l.-:vewithfo ... ' : .: . . t t c o m ef r o m ? o l n p a i r s s t u d e n t s a yw h a t t h e p e o p l e r e . .: : .: . ^ c i e l a s s o t h a t h c s they get the idea o S t u d e n tc o n t i n u e " : .. . a r I n p a i r ss t u d e n t s a k ea i i s L : g : s : . : . = : : : .. gesture eans. G r a m m aIhe r form in L a n g u a go g o D i s c u s ssn g i a le h a:. .= . c y t h e g e r u n dw i t h n o c . . t -. w r i t i n g h e a n o lf studentsdo not haveexperience the British.a n d h o w o f t e nt h e y u s et h e m . : : s ..: . . .V o c a b u l a rExpressions y to desci'ic: :esrures -ing / inf ri .f t h i s i s l i k e l y o c a u s ee m b a r r a s s m e n t . . h e l p i n w h e r e t g bowing. s r c o u n t r i e sD o t h i s a s a l v n c i e .C ew i t ht h e r u l e s ..: . d e s c r i b eh e p e o p l eW h e r ed o s t u d e n t sh l n k: . ' . .: c o n .: . . ! . g . Grammai'c:rs 7 a R s f s : .^ .: J . .-. Distinguish between rude/offensiye ges:ulesa-t porre gestures. .. .. .: : .t o u c h i i n g . s . : = : ..: : : 3 ( C i a c en e a C h a S e .! : .. ^ r E x o i a . c s h 3 D i s c u s w h a t t h e g e s i u r e s. : ^ e g e r u n d n dw h i c hb y t h e a . l f s t u d e n t s a v en o e x p e r i e n co f B r i t a i nt. . .os to do the activity.N o r t hA m e r i c a n ) . e o F o c u s t t e n t i oc ' . .: s . ' ._ : : : ^ ' s : o b e l e a r n e i n d i v i d u a l l y . .e = .: . a ^ g e c f m e a n i n g 4 Pr actice 9 G o ' t h r o u gth e e x a nl : . . = ' : : . . +i -p a r t n e r .l : . . . 9 .: s g p e x p e r i e n co f B r i t i s h e o p l e . . . : :. .' . S : . s a l . s a . R e p o r t o r g e t s r . remember - : -: -'.: . a " . . : ^ s c n t h e b o a r de g . This lessondealswith verbsfollowedby the infinitive with to or by the gerund As there is no easyway of l e a r n i n gh e s e . ' f : . o n .. r Ask one or two studentswhat they find most interesting aboutthe text. s o m eo f t h e m o s t ..: . Ask two or three studentsto talk aboutthe qestures t h e y u s e . M a k ea q u i c kc h e c ko f s t u d e n t si'd e a s .: s : u d et o p o i n t ) f . : s s c .: . . " s t u d yt h e t e x t a n dc o m p l e t e h e i rc h a r t s .. e t o G e t f e e d b a c k b o .: .. .: . : .: . t get of b e g i n n i n g s s c ^ ^ =.. shaking hands) needed.---=i .h e y c o u l d h e d i s c u s sh e s t a t e m e n t sn t h e l i g h to f t h e i ro w n t i e c o u n t r y r a n o t h e r a t i o n a l i t(y .and why. a > PHOTOCOPIABLE ACTIVITY PAGES80_81 . a h 3 patting imon the back 4 winking h 5 w a v i n gg o o d b y e 6 k i s s i n g i m o n t l e c . .= .:-3 s:atements. . : : .: . / n \- S p e a k i na n dv o c a b u l a r y g S h a k e a n d s i t h a s t u d e n tA s k t h e c l a s sw h a t t h e h w .l : .tence 1.. : . ' : = : : : .: : S Way in .. . . . studentswho they kissedlast. Students the matching do actlvity. .: . . roint out that contrnue a.: . to the in . : ' . o s s t n g e r. r '. t d .i t m a y h e l pt o b r a i n s t o r mo m e s a m p l e t s sentences with students. r.: : ' .= s r T e l ls t u d e n t s o c c .s < s t u d e n t sf t h e y c a n e x p l a i nh e d i f f e r e n c e r::.r i e n d s : : : : t .t: .. . r Dividehe ciass t c h o o s e n o t h e r r e q u e n t l y s e dg e s t u r e e ._ ..: . .:--::'-. : : : . : t o g e t . e i .: : : .= = . = -s : . : .: " ' . G o t h r o u g hh e a n s ' ' .= : .Ser.. o Dealwith any questions aboutvocabularv. Gothroughhe answers t 1 p o i n t i n g t s o m e t h i n g 2 c . in+ d . .: . m . : s : t . .: : .e v e r b s ) .:' : ^ . g ... tett students readanddiscuss statements pairs. .... l f y o u t h i n ki t w o n ' t c a u s ee m b a r r a s s m e n ts k a f e w a. 4 t o t a k e l t a k i n tg . s ..: . m c -_-:.' .:: . ( o n l vo n e i n f o u rt h i n kt h a t ) 2 F a l s e o n l v n e ( 1 False o ( i n t e n a r e ) 3 T r u e 4 F a l s e i t s h o w sp e o p l e a y m be lonely) t tosee. o .. .o try can also be followed .j o i n i n g n t h e i r t i .eaiing 2tc:: ::.: ^ 3 : i a r t o n t h e b o a r dw i t h t h e e x a m p l e s . G e tt a l k i n g 6 1 1 D i s c u s sh e c a t e g c : s . a s i i i n qr.o r e a l ' r u l e s 'b o u t w h i c h a v e r c s: . . : . 10 Aska few questions =s:' : c e . -= . : . : ' = t Reading 5 tett studentsto readthe article. ( a f u W a l kr o u n d h e c . : ' : s r nt h e t e x t ( t h eu s e o f g e r u n d s a n dr n j^ _ .e d i f f e r e nw a y s o f t t Students can discussthe articleif they haveplentyof b e h a v i nw i t h d " e ..: : . t C : : : '..s t | : r i^'ough answers asking : the by three students to i t " .: : .. . of . .'. l-:. ' . : : : ' : e : o e o p l e ? i o s t u d e n t s x c h a n g e : . s s : s . = .= ^ . G o t h r o u g h h e a n s w e r sG e t s t u d e n t so m a k et l e t t gestures(with the possible exception ltem 2) of 1 b 2 e 3 g 4 h 5 d 6 a 7 I 8 c Focusattention the picturesAsk studentsic on .a< .: c r e s e n t e dn t h e t r i c h a r t( f a m i l yf.^ : r f yt h e g r a m m ap o i n th i g h l i g h t e d r b y t h e : .l = . : : : ...: :^-. r g .-i own countries discuss and them r. t h e m t o d i s c u s sh e s i g n i f i c a n c e k i s s i n gn t h e i r t of i ' -.: _ .i . ._ . h 7 s h r u g g i n g e r s h o u l d e r s 8 s h a k i r : g: . G o t h r o u g h h e a n s w e r s o t h e q u e s t l o n sn t t i Exercise Were thev what studentspredicted? 4.: .c s s : a : . and why.. l -.D o y o u t h i n k t ' s ' . d i s c u s s i o na n d a d d i n g o u ro w n i d e a s s y i n t e r e s t l nfg c t s . te i oc b Contact L a n g u a gn o t e s e .: = ^ .veen remember to do somethlng(= p61to forEet :o do a task)and rememberdoingsomething = r e c o l l e cs o m e t h i n g o n ei n t h e p a s t ) .= r d 5 ( w h e nt o a S _a a r r i v e o r d i n n e ra " : .:.

c e .not the town you are in now. t r Ask studentsif they can think of anotherword or phraseto add to eachcategory 1a 21 3c 49 5b 6o 7d 8j 9 f 10n 11k 12e 131 14b 15h 16m L a n g u a gn o t e s e p h r a s e sn t h i s l e s s o n e f l e c t h e r i " M a n vw o r d sa n d (charming. f o r t h e p l a c e i 6 : : e y c h o s er n E x e r c i s e . Ask one or two studentsfor feedback. lf studentsknow the town too. ^ h ^ ^ ^ ^ ^ + ^ ^ i a ^ ' t h e c o n f e r e n c w h i c h r e f l e c t sh e i r + t e ul luuDE..studentscomparethe two towns. lots of parks.s kt h e m a h t o g i v ea q u i c ko p i n i o nD i d t h e y l i k ei t ? W h y ( n o t ) ? . l e n . o tupru Iul interests.l ^ n g r a mA l a b a m an E x e r c i s e . flavour. P l a y h e r e c o r d i n a g a i n o r s t u d e n t so c h e c k t f t g v v ' ' ' v ' v ! v ! ' ' v " v 2 . . markei 80O-year-old is a 31 '[alsg..Characteristrcs Fame o C o m n l e t eh e l i s t s . o Students the activity and checkwith a partner. 7 tett studentsabouta town Vou know well . studentsto correctthe faiseones '1 F a l s e B i r m i n g h a m v e r ya c c e s s i b l e . e g old market town. . . Students chooseanothertown or city and maKe them to choosedifferentplaces notes. .lf you like. 5 True. Way in . r Allow plentvof time for the activity. l w R e a d h e i n s t r u c t i o n si t h t h e c l a s s . Ask one or two studentsto describe the pictures r In pairs. f y o u t h i n ki t w i l l t choose. G e tt a l k i n g. A s k ( o rs h o w s t u d e n t sw h e r eA l a b a m as ( i nt h e i ) s o u t ho f t h e U S A ) . c o n f e r e n cc e n i r e s r A-"k 6 o. p a g e15 0 . stunning.or get studentsto helpto focus the activity. Encourage qf nnmnar:tirro rrictures suchas more modernthan. G ot h r o u g h h e a n s w e r s .B i r m i n g h a m K o r B i r m i n g h a m S A . T h e V i s c u s sh e m e r i t so f e a c hp l a c ea s a p o s s i b l e t d centre conference o W a l k r o u n dt h e c l a s sa s t h e y t a l k . t g theyremember o L i s tt h e p o i n t s h e y m a k eo n t h e b o a r d . 6 True. is is 2 F a l s e B i r m i n g h a m n ' ta v a s tc i t y . l f a n y s t u d e n t s a v ev i s i t e dB i r m i n g h a m . Play he recording.e n c o u r a g i n g e m th a t f t o g i v er e a lr e a s o n so r o r a g a r n sp l a c e s s p o s s i b l e e . .. t .'Biimingham well-established.Write any more good ideasthey haveon the board. t r Ask studentswhich town thev'd ratherspendtime U U i n . t a P l a y h e r e c o r d l n a g a i n n d g e t s t u d e n t s o s a yn r i a . 7 e F o c u s t t e n t i o n n s o m e o f t h e e x p r e s s i o nu s e di n s a o p r o m o t i o n ailt e r a t u r ( s e eL a n g u a g e o t e a b o v e ) .. Go throughthe statements invlting different orally. n d e rt h e u t and three headingsLocation..get students l t o v o t e f o r t h e o n e t h e y f i n d m o s t a p p e a l i n gs t h e i r from Exercise 7? choicedifferent r F o ra n e x a m p l e f a b r o c h u r es e e W r i t i n g b a n k o . don't say the nameg e t t h e m t o t e l ly o u . a l S u g g e s m a k i n g i s t so f s i m l l a r i t i e sn d d i f f e r e n c e s t .E a c hs t u d e n ti n o i s t t h e g r o u ps h o u l dh a v en o t e sa b o u ta d i f f e r e np l a c e .cosmopolitan appear(international wide varietv of attractions\. .l16e is Orchestra Symphony 4 Fa|se. promotlonal hype of advertising also collocations and predictable vibrant etc. Write some noteson the board as you talk.W h y ? f 1 t h r i v i n o 2 r e n o w n e do r 3 w e l l . t h e o t h e rB i r m i n g h a m . 4 > PHOTOCOPIABLE ACTIVITYPAGES 82_83 27 . .e s t a b l i s h e d 4 vast 5 cosmopolitan6 vibrant 7 stunning o 8 c h a r m i n g 9 b u s t l i n g 1 0 w i t h i ne a s yr e a c h f S p e a k i na n dl i s t e n i n g g 1 t o F o c u s t t e n t i o n n t h e p h o t o s T e l ls t u d e n t s h e y s h o w a t w o d i f f e r e ntto w n sw h i c h h a v et h e s a m en a m eBirmlngham. .. r Brainstorm few factorswhich would be important a and for organisers. n o t a s o l da s . s : o o T o d u ca b r o c h u r e i m i l a t o t h e o n e e s r ' o ' 3 .) Cliches atmosphere. or will information be positive negative v i b e c a u s et c o m e sf r o m a p r o m o t i o n a li d e o ) . t . .location character V o c a b u l a rGeographical and y places te L a n g u a go g o Describing T lwo cliles focus Vocabulary 5 with telt students matchthe words and expressions to t h e i rd e f i n i t i o n s . Accommodation? .p a i r s r i n g r o u p s . n o c . do o Gothroughhe answers. Transport? Entertainment? e g. and frX# Readthe instruction ask studentsif the (positive. Students continuein pairs. .m each group to report beck to the c c l a s sa b o u tt h e g r o u p ' s h o l c eW h i c ht o w n w o u l d b e ' i h ef i r s tc h oc e o f t h e w h o l ec l a s s ? 3 . S t u d e n t s a nw o r k i n d i v i d u a l lly .'Tne. circulate leaflets the for other studentsto read. . write key words on the board.iuGeniiio.RinS bustling. rBu1]. for . When studentshavefinished. a n d\ / r i t i n g 8 1 s : . Ask a few studentsabouttheir idealtown. ls it old or s m o d e r n ? o w b i g i s i t ? W h a t f a c i l i t i e d o e si t h a v e ? H 6 Practice to Tellstudentsthey are goingto crossthe Atlantic.Encourage r D i v i d e t u d e n t sn t og r o u p s f f o u r . paper(ideally clean44 distribute sheets) studentsto work with. lf necessary. can Students is u s e d i c t i o n a r i e f t h e y h a v et h e m t o h a n d .

. .. j b e s u b j e c t i v e .=.--: ::=:nerulesaboutconditioentences. Write noteson the board. :. : : : c e r t a i n z e r o tl c o n d i t i o n ailk e l y ' ... Studentsreadthe text and checktheir answersto Exercise 3.i. ' .x p l a i n t t E shift (= a periodof work.: .:- ni. . . huji: : : J s c u s st h e t o p i ci n p a i r s a n d f i n d .: to like stayingup late at night to burnthe candleatrboth.s write.: : : r d i t i o n a l :p r e s e n tp r e s e n t .: . . snal . C h e c k h e i ra n s v v e .tois$'! tateWor. 'snappy' short sentences(Thatwil mean lesssfress)and informal (Andthat'son top of .1 4 a n da n ym o r e : . .: .: . . e b u te n s u r e t h a t t .ends:.. . 3 : ..: n 1 s o m e o f t h e m c o m ef r o m ( e ..to up ear-ly get ano stay up late to burnthe midnighti6jl:r.::le same pinton. . u n l i k e l_ s e c o n d l ._ . . .. g c o p e( = m a n a g eg e t o n ) . ' = s . p n 'l lrue 2 lrue 3 False 4 False b True Ask studentsto summarise advantaqes the and disadvantages.I .. . s. .'.:. .orkload youcanwork so -. . . : .: : : = : S : . .: . ^ a n' l U S t o r k i n gt r a d i t i o n a l w V o c a b u l a ay ds p e a k i n g rn 1 ldentify one or two studentsas earlybirds.. expressions .lasting several hours).. : . o :_. A s k s t u d e n t s o c o m p l e t e h e e x p r e s s i o n s . . e n 1t o f o r m u l a t e s o m e r u l e sf o r t h e .: : .rsse::-confidenl :^:s inay also be reduQed.=.... . .: ^ t l : .g.r: l i ' rr. A s k o n e o r t w o s t u d e n t t o t e l r: n .. d e n ta n s w e trh e c .' up 3 The statements basedon a text about British are society. in a factory. . a unless and if noi.. .. night o/ because a owis fl\. take a closerlookwith studentsat the vocabulary text structure.: -: :..= s t o t e x p r e s s i o nis E x e r c i s e .-._ . .: -. i e e i S m : :3o irrirg lhe day 3: =.akeat night? -:?-.\. j d oi f . .. i0 describe patterns habits crs work and G r a m m aZ e r o i.v l l / l :r. culd be What do . tell r Readthe statements and clarifyvocabulary as n e e d e de . a c p l y o t h e m . ..: . .. t . 3 '. .:^ : :.Te oL. i h a t . .: . _ . . Gothroughhe answers t . 9 Reading 4 tett studentsto glancequicklyat the text and find out which societyit is about(the UK). .s : : ' t . ... g .= _ : : : s a b o u tt h e i rp a r t n e r to work roundthe clock::c lr.: . studentsdo not haveexperience British lf of society. . .: _ r :_t t A r e t h e r es i m i l ae x p r e s s i o nn t h e t r 2 . ' .a n d .'..: s . b u t : . A s k . : e d .^ c s t u a t t o n s . ^ e a C i n g0 . ..s : n e n m a t c ht h e c o n d i t i o n ay p e s tl with ' l : .w o r k a h o l i? \ . . o G o t h r o u g h h e a n s w e r s u t d o n ' td i s c u s s e a n i n g s t b m t o w o r k r o u n dt h e c l o c k / l o n g o u r s / as p l i ts h i f t h t o b e a n e a r l yb i r d / aw o r k a h o l i c / a i g h to w l n t o b u r nt h e c a n d l e t b o t h e n d s / t h em i d n i g h o t l a t I n v i t e t u d e n t so e x p l a i n r g u e s st h e m e a n i n g = : .V o c a b u l a rVerb noun y + combina. and say whetheryou are one too..... i + s k o t h e rs t u d e n t : : t .--. . '-s: : o n d i t i o n a p:r e s e n t l.-=. .. 1 a n d2 ' : t _ _ : : -. ^ .: h . _ .. . c o n d i t i o n ao t h e : ..:1.: : ..t = ' ..: ? r S t u d e n t sh e n d e c : : t _. and The style is typical o f t h e B r i t i s h r e s s( s e eL a n g u a g e o t e a o o v e l .. .: : .. .cr-< Withousleeping t t o w o r k l o n gh o u r s : o .oWl.: . : . . ..: ... . : ^ s s . t o n aw o u l d b e l m o s ta p p r o p r i a t_ . .period 24-hour to be an earlybird:ro likegett'ngup early to be a workaholic:' be addicted work to to to be a nigh!1. I n p a i r ss t u d e n t a s ke a c ho t h e ra o c _ . .' ^^ ' : : : ..a : . .. s l o n g a s .'. them to thinkabouttheir own country. . studentn the class i =.' ^ ' a 'night owls' 5 a i^ i v vo n f ri L [r r y + rhra d r f ' L v [" . iving elp g h G e tt a l k i n g 1 0 o i v i O eh e c l a s s . 2 S S .: : s w e r s a n dp r e s e n t h e m on the board s . . . : : ' .o r p o i n to u t .s c i-.: .: .: : s : . .. y conditional). Advantages: spreadingworkload. .a : : : .\ r .'.. lnrould ' '-sr conditional secoil ccroirional zerocondiiional. .e.. _... ..r s a n d e c o -:c ' l : o n a l s r f t s : g o T a l k i n g o u to n s e c * : .. lf you havetime. A s k o n e p e r s o !''' : ' . a ) = r is .. Gothroughhe answers t r A s k s t u d e n t so i d e n t i f yh e r rf a v o u r i t e .r s=::nd conditional: pasl. -. that 2\=: ": Provided : :: 2 I r'actice 8 + s k s t u d e n t sn t u r .: : L a n g u a go te ab c s R o u n dh e c l o c k t Language notes o The text in Exercise offersa goodexample 4 of journalism: directapproach contemporary (lmagine a this). e. t of certainty c e ' t an ? l i k e l y v e . . ) . o Studentsreadthe statements and discussthem w i t h t h e i rp a r t n e r l ' .g. .l. : . s n o c t u r n a l a b i t s u s i n gs o m e o f t n e 9 \ : . ." .^^--^-- .king.: .: _: : .1'. . c with alcohblic. z.'.= s t u a t i o n o u t o s c -. .l< 3 t o n a r e g u l ab a s i s r to work split shifts:to work more i|lair 3re s^ _ .c u g hh ea n s w e r s t ' . : l : ^ e c o r r e c t .. " . S t u d e n ta s ke a : . > PHOTOCOPIABLE ACTIVITYPAGES 84_85 with the questic-: .

. threecouples.1 .ers t 1 S h e m a k e sm e i a u g h l lt h e t i m e .. A s k w h a t f u n c t i o n l lt h e s e n t e n c e s h a r e a o p i n i o n s b o u tc h a r a c t e r ) .h e ' i $ r a l w a y s a Listening 3 on ffi Focusattention the photos Tellstudentsit programme. d t people's characters .ldWaVs. r s e n t e n c e w r t h a p a r t n e a n dt r y : c : : . S t u d e n t s a t c ht h e e x p r e s s i o nw i t h t h e h e a d i n g s .. l b e a m o r ep e r s o n ac h o i c ef. H e ' sa b i t o f a n i d i o t . .knowt. .t2.t th f a g a i n o r t h e mt o c h e c k o W r i t et h e m i s s i n g o r d so n t h e b o a r c . ' " .big/ headed modest. a n dw r i t i n g 9 This can Students write a text aboutanothercouple.1':. big-headed). Practice 7 g s Co throughhe example o students etthe idea. t r D i s cr s st h e c r r r c s t i o n s t h s t u d e n t sA s k t h e m w h a t r wi . r In neirqstrrdentc and describe characters match the Theycanguessdetails they don't know.iheie. a good ]]' g . Sub-modifiers (e. They may or may not be words f r o m E x e r c i s e .::::.lEuqb:''. quite. t r Ask studentsto work with a partner and think of to adjectives which are oppositein meaning the ones in the box r G o t h r o u g h t u d e n t ss u g g e s t i o n(s o s s i b l e p s ' opposites:self-confidentshy. Students and checkwith a partner.eiSon:l..'you:'can. Gothroughhe answers..i::malk!..o r e x a m p l et. Vocabulary speaking and 1 Tellstudentsto matchthe words in the box with the d e fi n i t i o n s . repeatthe sentences Students and markthe stresses. . m s r Gothroughhe answers.uri'.. / S .'176-. b i t 5 s o m e t h i n ga b o u t 6 l i k e da b o u th i m . A s k s t u d e n t s h a t e l s et h e y r e m e m b e a b o u tt h e r w d a t e . H e m a k e sm e l a u g h . sensitive insensitive).. P l a y h e r e c o r d i n ga t l e a s tt w i c e ) . h o Payattention the stresspatternsof compound to adjectives(easy-going. a d a t e . Why do they think shows a television there ls a screenbetweenthe man and the women? . . . w meaning illbe the same .... l n o a i r s s t u d e n t s l s c u s sh e i ro w n a n d o t h e r . / / 1 cheerful 2 easy-going 3 self-confident 4 moody 5 opinionated6 sensitive 7 thoughtful 8 pushy 9 big-headed yourself students if you darel Be prepared Describe to for students disagree. t r Playthe recording. write sentences o Gothroughhe answ.: : : . then go throughthe answers. of 2 you laugh.'3. t h e v t h i n ko f t h e i d e ao f a b l i n dd a t e( i e .. Get studentsto tell the rest of the classwho they and why.to:.ikes 4 a . o Gothroughhe answers. 6 about '.::.iir. S t u d e n t s n s w e rt h e q u e s t i o n t h e n c h e c kt h e i : s a answerswith their partner. self-confident.^ : i ..haVe time with. . 5 A l l o w p l e n t yo f t i m e f o r s t u d e n i s : 3s : . . thing"qruile_:irushr7 him..D o t h e y t h i n kt h e b l i n dd a t ew i l l b e a success? Why (not)? . ask studentsto write a short penportrait one of the peopletheir partnerdescribed.'getl'.:Hre'ls. > PHOTOCOPIABLE ACTIVIry PAGES86_87 29 . to .:9o:ttl:tof::t:p...: : : . .people's for Adjectrvesdescribing characters V o ca b ular y personality Descrrbing Function you about L a n g u atoe Talking people know g go Person person to Language notes .really4 especially are s u s e f u w h e n g i v i n g p i n i o n s r i m p r e s s i o na b o u t l o o s o m e o n e E n c o u r a gte e i ru s ew h e r e p o s s i b l e . lf there is time.W h a t d o e s D e a ns e e mt o b e p a r t i c u l a r l y g f i n t e r e s t e dn ?( C a t c h i na n d c o o k i n gi s h ) i 4 G e tt a l k i n g. .a bit..'. about She's a OLf maoOy. .tlr..: . ( t . . a Way in . w h e r et h e c o u p l e o n o t k n o w e a c ho t h e r )W o u l d d they ever go on one?Why (not)? ffi Tellstudentsto look againat the photosof Lara a n d D e a n . m a K l n g / o r to r a n L a n g u a gfe c u s o the headings the lightof Laraand in ffi$#Discuss Dean'sdate. She'sthe !g4 of perSon.h e i rp a r e n t s .How were theirfirst impressions different f r o m t h e i rf i n a lo n e s ? . .: . t . R e m i n d h e m t h a t t h e r e w r t t e ns e n t e n c e i g h tb e m t q u i t ed i f f e r e nftr o m t h e o r i g i n a a l t h o u g hh e t . s r G o t h r o u g hh e i ra n s w e r s . dull/ interesting. e n: 3 .9. 8 B r a i n s t o r mo m ef a m o u sn a m e sa n d w r i t et h e m o n s tho hn:rd Trvto dot an even mix of men and women. w a studentsto readout the sentences. i t d o e s n ' tm a t t e r 1 r Ask one or two studentswhich word(s)applyto their own character. Brainstorm few words for describing character and a write them on the board. Play he recording.n . havematched. .. t .

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o Will is the usualway of referring the futurewith to expressions possibility. of ' (Un)likelY (unlikepossrbleand probable) can be used l w i t h p e r s o n aa s w e l l a s i m p e r s o n a lu b j e c t se . g . s , You are quite likely to get run over by a bus (personarl; It's unlikely that computers will change our way of life m u c h( i m p e r s o n a l ) . . Chilled is a very informal out expression

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1 Checkstudentsunderstand weatherwords in the the list (e g. dull,chill,breezy)by askingwhich words makethem think of clouds(dul/)and wind (breezy) r Ask studentsif they can describe today'sor yesterday's weatherusingthe words in the list. o A s k s t u d e n t s f t h e v t h i n kt h e o h r a s e sn t h e l i s ta i e i i positive negative or when applied someone's to character(positive:warm, chilledout, bright and breezy,negative:dull, cold, makes heavy weather, hot-temperedl. r S t u d e n t s a t c ht h e e x p r e s s i o nw i t h t h e d e f i n i t i o n s m s a n d c h e c kw i t h t h e i rp a r t n e r . . G ot h r o u g h h e a n s w e r s . t r Ask studentswhich exoression thev like best, t hot-tempered 2 warm 3 cold 4 brightand breezv 5 ratherdull 6 makesheavyweatherof something 2 t e l s t u d e n t s o t h i n ko f a r v o r dt o d e s c r i b en e p e o o l e t r in the pictures(oprim,sl and pess;rn;sl) . P r o m p t e f i n i t i o nfs o m s i - C e . r : s ' ; s a 1-,g 4 , i d r o optimist/A pessimtstis someone ,',.1c:. .<s o A s k a f e w s t u d e n t sf t h e y c o n s i d eirh e n s e v e s : c i yp b e ( g e n e r a l lo) t i m i s t i c r p e s s i m i s t i c o
6

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7 T e l ls t u d e n t s o s u b s t i t u t eh e p h r a s e s i t h d i f f e r e n t t t w s t r - u c t u r e sh i c h h a v es i m i l a r e a n i n g sG o t h r o u g h w m . the example ith ihem w o S t u d e n t s o m p l e t e h e a c t i v i t y n d c h e c kw i t h c t a t h e i rp a r t n e r , ,, . E a r l y r ns n e ' s a a - , . 1 t e: a s e n t e n c e b o u t f a t h e m s el e s - s - j . ^ o i n e r s t r u c t u r er o m E x e r c i s e . f 6
t S:= ': - -' -- =--.= ::

8a 8b
: ^ e m t o m a r kt h e s t r e s s e s . r G o : h r o i - r g^ : a - 3 , ' , : - s :l . P i a yt h e r e c c ' l ^ g : : = - : a u s i n ga f t e re a c h s e n t e n c f c . s - - : : ^ : - . l - : o e a tc h o r a l la n d e y individually.

R e a d i na n ds p e a k i n g g
3 S t u d e n t s o t h e q u e s t i o n n a i r e d c h e c kw i t h d an t h e i rp a r t n e r . You may needto clarifyvocabulary students as read.Walk roundthe classas they work, offering to help. tett students checkthe key on page85. Do they to agreewith the result? And with their partner's result? r Ask for words to describe someonewho is neither pessimisticnor over-optimistic elicitlogical, to level-headed, rational,realistic. Write the woros on the board r Ask students thereare any prosor consaboutbeing if pessimistic optimistic, elicit, or to e.g. If you'rea pessimist, you'll never have any unpleasantsurprises.

4

G e tt a l k i n g
9 Get studentsto identriy optimistic prediction an from E x e r c i s e ( e . g 3 ) a n d a c e s s i m i s t io n e ( e g . 2 ) . 7 c . D i v i d e h e c l a s si n t og r o u c so f t h r e eo r f o u r . t . S t u d e n t s i s c u s s h e p r - e d i c t i o n s . l kr o u n dt h e d t Wa c l a s sa s t h e y t a l k ,g i v i n g e l pw h e r e n e e d e d . h . G e t a s p o k e s p e r s o n r e a c hg r o u pt o s a yw h e t h e r fo t h e g r o u pi s o p t i m i s t i c , e s s i m i s t io r r e a l i s t i c . p c . lf there is time, ask groupsto write some more p r e d i c t i o na b o u tt h e f u t u r eo f t h e w o r l d . s . G r o u p s x c h a n g eh e i rl i s t so f p r e d i c t i o na n d s e t d i s c u s sh e m t

G r a m m afro c u s
5 tfris featuressome guite comolexstructuresWrite themon the board ith the examples nderneath. w u r D r a wa t t e n t i o no t h e c h a n g i n g o s i t i o n f t h e p t o adverbin the fourthstructure, we would i.e. normally probably say You'll stav at homebut I probablywon't stay at home o Tellstudentsto find more examples each of structure the questionnaire. in

> PHOTOCOPIABLE ACTIVITYPAGES88'89

t30

wilh V o c a b u l a1 y Expressions money r V o c a b u l a2 y F i n a n c i a l t e r m s r about te L a n g u a go g o Talking money

Mone y a l k s t
Language notes
l. I l i. w Y o um a y l i k et o f o c u so n p r e p o s i t i o n sh i c hf o l l o w highlighted verbs,e.g. spend/wastemoney on, invest money in, inherit/borrow money from. and Students often confuselend l= give temporarily) borrow (= take temPorarilY). . Remindstudentsof the two structures possible with give and lend, i e give money to beggars (object+ fo + indirectobject),lend me five pounds (indlrect object+ object)

Vocabulary focus
4 Allow plentyof time for this activity. . Students script work in pairsusingthe recording is a n d d i c t i o n a r i e f t h e y h a v et h e m t o h a n d . o W a l k r o u n dt h e c l a s sg i v i n g e l pw h e r e n e e d e d h r Go throughthe answers.Focusattention the on pronunciation mortgage(lmc(:-d3l\. of

Way in
r Ask studentsif they boughtanything yesterday. Who spentthe most money?

5

Vocabulary speaking and
1 in Rst studentsif they know the expressions the dragram. . Tellthem to find a suitable for expression each prcture . Ask them to think with a partnerof examples to (to illustrate remaining the expressions earngood money, pocket money, good valuefor money). A 3 to be worth a lot of money B 1 to run out of money C 4 to raisemoney D 5 to be a waste of money

and get studentsto &K$ Say the word money (/m,rni/) identify to the vowel sound(similar shut). . In pairs,studentssay the words and decidewhich t column heybelong o. t . P l a yt h e r e c o r d i n f o r t h e m t o c h e c ka n d a m e n dt h e i r g answersif necessary. r Go throughthe answers,gettingstudentsto repeat w o r d sc h o r a l l a n d i n d i v i d u a l l y . y shot: profit,well-off show: loan,bonus,overdrawn s h u t :m o n e y , n c o m e i

Practice
6 Studentscompletethe texts and checkwith their partner . Gothroughhe answers. t . lf you havetlme, ask studentsto rewritea paragraph f r o m m e m o r ya n dt h e n c h e c kw i t h t h e o r i g i n a l . i a b 1 l o a n ;o v e r d r a w n ; f f o r d ; , p a y ;i l l s ; n c o m e 2 invest;make;profit;well-off;bonus

Listening
2 with students Ask if they ffi Readthe instructions s s h a v ei d e a s b o u th o w t h e f i n a n c i a l i t u a t i o n o f B r u c e a to may havechanged, elicite.g. They've and Vladimir got richer. . Playthe recording (morethan once if necessary). . Students checktheir ideaswith their partner. o G o t h r o r r o hh e a n s w e r s . t . A s k a c o u p l em o r eq u e s t i o n s a s e do n t h e b recording,e.g. Where did Bruce sleep before he What has wrote hisbook?(onfriends'floors); (not very much) changedfor older Russians?
v v ! ' ' ! v v v '

G e tt a l k i n g
7 s , T h e r ea r e l o t so f i n t e r e s t i nq u e s t i o n t o d i s c u s sa n d g y w d s t u d e n t s o u l dp r o b a b l b e i n t e r e s t e t o h e a ra r a n g e o f , v i e w s s o k e e pt h i s a s a c l a s sd i s c u s s i o n . , . A s k i n d i v i d u a lt u d e n t s u e s t i o n s n dt h e n i n v i t e q a s studentswith differentvlews to speak . lf studentscome from differentcountries, find out how attitudes moneychange,if at all to r E n du p w i t h t h e q u e s t i o n s n s a v i n g n d m a k i n g o a w m o n e y ; s kt h e c l a s st o d e c i d e h l c ha r et h e b e s t a ideas.

didn't :Bliue,O.,Aim.Strong use to have any money,but

3

the readthe sentences and underline correct Students information. . Playthe recording againfor them to check. r Go throughthe answers. Ask studentswhich phrases they can remember(e.9.doingall sorts of jobs). . lf you havetime, tell studentsto turn to the scripton page 119 and playthe recording againfor students to readand listen

> PHOTOCOPIABLE PAGES90-91 ACTIVITY

31

verbs prepositions V o c a u l a r yDisaster and b G r a m m a F r r t r r r oi n t h o n a c t r you going d0 L a n g u a go g o Talking thrngs were te about t0

U n l u c kfy r s o m e o
L a n g u a gn o t e s e
. The reading phrasal verbswhich are text usesseveral not featuredin Exercise e.g give up Youcouldask 1, studentsto identifv them o Sometimes phrasal verbshavevery literal meanings (e.9.knockoverl, bul others(e.9.write off, which refers practice signing to the insurance companies' of a document which saysthat a vehice is so badlydamaged that it is not worth repairing) can'tbe guessed. And some (e.9.falloutl canhaveliteral meanings and non-literal (seeLesson6)!

fo Grammar cus
4 t e i t s t i i c e r i s: c c i o s et h e i rb o o k s . . W r i t et r e ' c : ' s e n t e n c e o n t h e b o a r d . s r A s k i . . " ' l r o : -s - o r e c to f e a c hs e n t e n c es , t o e l i c i t e i t h e n a m e s" c ^ : : h e s t o r i e s -c'e o'-restions . Ask sor,^e aboutthe contentof each -rai senience, Q ,,', does it referto in She was on e the poin: c' ' ^g : up? (the moped). . S h i f t h e a * : - : : ^ : c : h e v e r bf o r m s . h o w , r g e t S o s t u d e n : sc : ; , I - i . a t t h e y a l l r e f e rt o a f u t u r e : t n t e n i c r- : - : c : s : . S t u d e : s 3 : - : ^ : - = ' : : : ( s , s i u d yt h e e x p l a n a t i o n s r of l h e , : - ' s : ' - : : - ' : s a - J a a o o s eh e c o r r e co n e s i t t Cc -^':-j- ,-a e^s,','e:s l !
D/^^-:^^
I OU ltLU

Way in
. Ask if anyonehas had any bad luck recentlyWhat went you wrong?Givethem an ideaof the sort of incident m c e n e n n o t s t rr r . k p s l i f t ?l o c k e d h e m s e l v e o u t ?f e i t s i n t oa c a n a l ? . l f y o u h a v ea b a d l u c ks t o r ya b o u ty o u r s e l ft,e l l i t , i : i l s nottoo senous. 5

2 a 3 a

4 a

V o c a b u l a ay ds p e a k i n g rn
1 T e l ls t u d e n t so m a t c ht h e v e r b sa n d t h e m e a n r n g s t . G o t h r o u g h h e a n s w e r sA s k w h i c hv e r b sa r e n o t t . (fill usually connected with accidents up, cheerupl. . Studentsmav be interestedto learnthal to write (something)off and to break down have the corresponding nounforms a write-offand a breakdown 1 b 2
ff

l o c u s a t t e n t i o n n t h e p i c t u r e s n d a s k s t u d e n t sf o a i (e.9.havethey they can relateto any of the situations ' f a l l e nu s t j p ever b e f o r e h e f i n i s h i n g o s t ' ,l i k et h e t racehorse?) . Readthe example. Add a suggestion, e.g maybe he was injuredthe day before his first international match. . I n p a i r s s t u d e n t s r i t e a s e n t e n c eo r e a c h , w f s i t u a t i o nR e m i n d h e m t o p r a c t i s e i f f e r e n t t d s t r u c t u r efs o m E x e r c i s 4 . r e . A s k s o m e p a i r s o r e a do u t t h e i rs e n t e n c e s t . F e a do u r : h es - g g e s t e d l s w e r s . a r l { ; i i g r c l s : - : a s <s r u d e n t so w r i t e a t r u e t s e - : a ^ 3 - a c 3 - . - - : - s e ' r e su s i n gw a s g o i n gt o . . Suggestions A He was occ;t lo ^a',,e dinnerwhen tfre:,cit',lstolb,l: his t h ef i s h ,

2 e

3 a

4 c

5 d

6 h
i: \o

7 g

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R e a d o r a s ka s t u d e n t o r e a d , h e f o u r s i t u a t r o n s , t
l{ ^^^^^^^-,
lfvuu)>dly U^pldlll

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tm n p c ur j t t v na

n. -, o L n r v : v n r v i v ' ry u

e n g i n e i z eo f u p t o 5 0 c c ) s . M a k ea s u g g e s t i o a b o u tt h e f i r s ts i t u a t i o ne g r h e ( n a n i m a b i t e sy o u a n d y o u e n d u p i n h o s p i t a l a,n d l ) i n v i t e u r t h e rs u g g e s t i o n s . f o I n p a i r s s t u d e n t s i s c u s s o s s i b l e i s a s t e rfs r e a c h , p o d d s i t u a t i o n . a l k r o u n dt h e c l a s sa s t h e y t a l k ,l i s t e n i n g W a n d g i v i n g e l pw h e r e n e e d e d . h . Reportsome of the most amusingdisasters the to w h o l ec l a s s .

G e tt a l k i n g. . .
6 p D i v i d e a i r so j s : J c e n t s n t oA s a n d B s . i . S t u d e n t s e a i : r e i n s t r u c t i o n sn d t h i n kh o w t h e y r a w i l l r e t e l t h e i rs i o r y l . Studentsretell'iheirstoryto their partner, who t a k e sn o t e s , . W a l k r o u n dt h e c l a s sa s s t u d e n t sa l ka n d w r i t e , t givingadviceon note-taking where necessary.

Reading
3 Tellstudentsthey are goingto readsome true stories abouteachsituation . Studentsreadthe texts. o Clarify any problems with vocabulary. o Ask studentswho thev think was the unluckiest, an0 wnv.

. . . a n dw r i t i n g
7 Studentsrewritetheir partner's storyfrom notesand c h e c kw l t h t h e o r g i n a l . r Ask studentsto commenton the sort of errorsthey made.Were they errorsof fact or of language (grarnn"rar, spelling )? etc r F o ra n e x a m p l e f a p i e c eo f n a r r a t i v e ,e e o s W r i t i n g b a n k p a g e1 4 6

32

> PHOTOCOPIABLE ACTIVITYPAGES 92_93

Ast which intensifier the strengthens adjectve and which weakensit. o Go throughthe answers.ie'ctivewhich follows. . in and comparesituations their from other countries home towns.. n c o u r a gte e m t o u s e s o i s u c h E i but where appropriate.great underthe appropriate o Ask studentswhich countrythey would rathertake a to taxi in now they havelistened the descriptions' 4 D I T' ' N ZU ' E Jtr.lf they come from they couldwork with students differentcountries. to elicit. the e. ask them to tell you if they usedthe taxis. .Make surethat students with thaf that the phrasebeginning understand is optlonal. Dlvidestudentsinto smallgroups.(+ so + adjective 2 Practice and checkwith their partner. g t . 5b Studentscompletethe rule. Students in practise the reading dialogues patrs 6. A A Z +A t rU O . Way in to . they e'Il+Dha-sLte ad. on Focusattention the photosand ask studentsto say where thev were taken. 94_95 ACTIVIW PAGES > PHOTOCOPIABLE 33 . Ask what the f unctionof totally and quite is. In turn.You can choosewhetheror not to tell them if they are rightat this stage r lf studentshavebeento the placesin the photos. brilliant means totallY adjective) ungradable and dividethe words into two categories 4b Students checkwith their Partner. g i v t n g m h e l pw h e r e n e e d e d . Dividethe classinto groupsof three. it *"it"r.however classical in c/assical o t. studentsdescribe theirjourney. t ln words may be appropriate some sentences' 1 so amazing/wonderful/good y 2 q u i t e r a t h e r / f a i r lu g l y / b o r i n g / r 3 really elaxing/sunny 3 and discusshow the speakers i. Which taxi do 2 t h e yf i n d m o s ta p p e a l i n g ? 1 A Thailand B EgyPt C Venice. It took such a long time to get here (or p-erhaps roads were reallyemptfi. . or ungradable adjeciive)means fairlynice (weak). qulte makes Totallymakesthe adjective G e tt a l k i n g 9 o t t e t t s t u d e n t so t h i n ko f a r e a lo r i m a g i n a rly u r n e y . Ask one studentfrom eachgroupto reportback brieflyto the class. .What do r t h e v r e m e m b e a b o u tt h e m ? r DiscussOuestion with the class.quite brilliant@uite+ (strong). Make a 'strong'remarkaboutyourjourney work today. Ihe e. studentswrite a description the of journeyone of their partners made. 4a Read. o W a l k r o u n dt h e c l a s sa s s t u d e n t s a k er o t e s . lf there is time. Note thar quitecan be eitherweak or strongas an a on depending whether it qualifies gradable intensifier. u n g r a d a b l eh e m u s i ci s e i t h e rc l a s s i c a lr i t i s n ' t .the example or . from Exercise Ask one or two studentsquestions Ask students to e g Do you likedoing houseworkT give a truthfulanswer. . stronger.of V o c a b u l a rAdverbs intensity y G r a m m a So such r / about te L a n g u a go g o Talking journeys Taxi! notes Language and o Use the lessonto clarifv the conceptof gradable ts expensive For adjectives. P l a v h e r e c o r d i na g a i n . Do studentsagree/ S p e a k i na n dl i s t e n i n g g 1 ls transport. . o C h e c k h e i ra n s w e r s . ptaythe recording. .g. g Egypt. the servlce on Ask for a few opinions public good?ls it easyto find a taxi?Are they expensive? . ungradable can be more or less gradable something because (as music)is expensive. do Students the exercise o G o t h r o u g h h e a n s w e r sr e m e m b e r i ntg a t s e v e r a l h . Auib nice \quite+ gradable adjective. . Ask a studentto write the rule on the board' + adjecttve) noun such (a). Studentsnumberthe photosin 6$# orderand write the name of the countries.g. S t u d e n t s o n t i n u e s k i n g n d a n s w e r i n gh e t a a c h q u e s t i o n sn p a i r s .F: the complete sentences 5a Students of the on page119and locate examples so and such . . Can studentsthink of anv otherwords to add to e i t h e rc o l u m n ? G r a m m afro c u s then lookat the sci'.** etaythe recording ( h s h o w e n t h u s i a s mb ye m p h a s i s i ntg e i n t e n s i f i e r s ) . e country. Go throughthe answers. t .ltalY D L o n d o nE n g l a n d E l n d i a . Write the namesof the countries the board on r Get studentsto rememberwhat speakers saiCabout on Write key adjectives the board eachcountry. get a studentto read. . don't insiston it Vocabulary sentences. example.

ihis stagetell them if they are right 1 b 5 2 b 3 c 4 b b c .but don't at . r Pointout that the passive. fiSff ftay the recording them to checktherranswers.theitl G r a m m afro c u s 6 G e tt a l k i n g 7 Studentsidentifyexamples the passivein the script of o Checkthe examples and write them on the board. s p e n dt o o l o n go n t h i s w a r m . Ask a few pairsfor their answers. S t u d e n t s o t h e q u i zi n o a i r s . r a wa t t e n t i o no t n e t D t pronunciation drought Udrautil of 1 drought 2 floods S breakthr. Note the pronu nciationof apartheid: le'po:. from beingan infrequently far usedstructure.uqh 4 iivit war 5 famine "' S p e a k i na n dl i s t e n i n g g 4 n s t t h e c l a s sw h a t t h e y t h i n r r n r a ls e m c s i 1 . y events disasters and G r a m m aPassives r L a n g u a go g o Describing te imponant events Majorevents L a n g u a gn o t e s e .: n event e ' d o n ' t o f t h e 2 0 t hc e n t u r yE x c h a n ga i e ! . What were the main stories? Pr actice 8 t e t t s i l C e r : s : o i " e e dh e s e n t e n c e a n df l n d o u t h o w t s ( m a n ya f e D a s s i v eo n l y n e . Ask studentswhich of the eventswere positive. is Way in o Ask studentsif they havereada newspaper seen the or news today (or last night). s kt h e m c t a to think of an important recentperiod You may preferto focus on recentworld news events.r g e t a s t u d e n t o e x p l a i nt. on and ask studentsto look ar its transformation a passive into sentence. n o t ' c o n t e n tw o r d s .. Weakerstudents often substitute infinitive the past the for participle when tryingto construct passive sentences.lf possible. p d c t o t h e rs e n t e n c e s . Be prepared spendsome time on pattern to drills.S e n t e n c e ) . o 4 .: .g the end of apartheid.V o c a b u l a rNews. 34 > PHOTOCOPIABLE ACTIVIry PAGES96. Focusaicenticn the pronunciatlon. Ask a studentfrom eachgroupto reportbackbriefly. E x p r a i n .ts a:lenrion the example. ' . . c e a s .e. . o Discuss the featureswith students.e. o l f s t u d e n t s o m e f r o m d i f f e r e nc o u n t r i e s . 1 0 l f s t u d e n t s o m e f r o m t h e s a m ec o u n t r yb r a i n s t o r m c . s t u d e n t s n a i r n e p a s s i v es o f t e np r e f e r a b l e . on Show students how was. were and havebeen are phonologically reduced lo and/vbrn/as they are ' g r a m m a t ilwazl /rve/ cal' . . C h e c k h e i ra n s w e r s n d a s k m o r eo u e s t i o n s b o u t t a a the photos. Foc. Students practise sayingsome of the sentences. for .u p . I n p a i r s s t u d e n t s i s c u s s o s s i b l e h a n g e so t h e . d . . o Tellstudentsto discussthe featurespresentin eacn example with their partner.t : : : a . G o t h r o u g h r e r r a n s f o r m a t i o n s a i ns h o w i n g : ag .h a t t h e p a s s i v e o is preferable because the eventwas more important 'someone' t h a nt h e w h o w a s t h e m u r d e r ea n o r because word murderedis more prominent the at t h e e n do f t h e s e n t e n c e . t I devastates 2 breaksout c goes oTT 3 3 starving 4 drowning R e p e a w i t h t h e n o u n s . Dividestudentsinto groups.g Which countrydo you think the photo was taken in? A2 2 B6 C1 D 8 Students work in pairson the meanings new verbs of o Gothroughhe answers. students from the same countryshouldwork together. a few important eventsin the country's history. to elicit. Decidewhich perioddiscussed seems to havebeen the most positive.97 . . Vocabulary 1 Studentsmatchthe photoswith the headlines. very common in news stories.. . : i . .

F o c u s h e i d e a s n t h e t h r e er e q u i r e m e n to f t h e t o s task .the introduction o Ask studentsif they think the peoplein Exercise 2 c a n b e s e e ni n a l l b i g c i t i e s . a . don't spendtoo longon but this warm-up(andsee Languagenote above). . Gothroughhe answers.m o u ntth e p r o p o s a lis p o s s i b l e . G ot h r o u g h h e a n s w e r s . Basicverbs like get and take cansometimesbe used (get :nterchangeably the subwayis a possible alternative Io takethe subwayl. can leadto error(e.and decidewhich city they prefer. nt. r Gothroughhe answers. G e tt a l k i n g. l^.They can c h e c ki f t h e y d o n ' tb e l i e v e o u ! y r Ask for a few examples. and why. on and invitestudentsto suggestany differences in s t r e e tl i f e . g . D i v i d e h e c l a s si n t og r o u p s f t h r e eo r f o u r .lhlie t r 2 n c n y r tt L . W a l l . l e Z a 3 d 4 c t ru c h 2 Practice 6 S t u d e n t s o m p l e t eh e s e n t e n c e a n d c h e c kw i t h c t s their partners. a o t e. 7 Focusattention the town or city you are in Ask on s t u d e n t s o w l i f ec o u l db e i m p r o v e dB r a i n s t o r m f e w h a i d e a s n dw r i t e t h e m o n t h e b o a r d e g . G o t h r o u g h t u d e n t se x a m p l e e n t e n c e s s ' s I raKerr ror granteo z get to Know 3 take theirtime 4 get around 5 take advantage of 6 tookme by surprise Reading 3a Read. t r W a l k r o u n dt h e c l a s sa s s t u d e n t s r i t e .h e l p i n g w studentsto write accurately. A busker is someone who makes music. o Students searchboth texts for the phrases and c h e c kw i t h t h e i rp a r t n e r . t t ' v 'm a r a t \ e n a r b g ' a . .a t n i g h t . . W a l kr o u n dt h e c l a s sa s s t u d e n t s p e a k g i v i n g e l p s . f > PHOTOCOPIABLE ACTIVITYPAGES98_99 35 . Ask a spokesperson eachgroupto reportto the for rest of the class r D e c i d eo r g e t t h e c l a s s o d e c i d e w h i c hg r o u ph a s .W h i c ht o w n d o t h e yt h i n ki s c l e a n e r ? p 3 b O i v i O e a i r si n t o S t u d e n A a n d S t u d e n t A s s i g n h e t B t r e a d i n ga s k s .However. . e. Tellstudentsto make notes basedon the text theyread. n lf so. t . S t u d e n t s i s c u s sh e q u e s t i o n sn p a i r s d t i Invitestudentsto work out the meanings the words of (1-5)from the activities (a-e) .or get a studentto read. o F i n do u t i f t h e r ei s a c l e a rp r e f e r e n c ie t h e c l a s s . it 4b ln pairs.g travelling aroundrefersto the most commonform professional of publictransport. .Attar / ^h1a^a. n e . . t o . . the best nronosalg. . t o Ask studentsto chooseanotherverb from Exercise 5 and write anothersentence with it. r Focusattention the photosof Tokyoand London. t r G e t s t u d e n t s o d e f i n e h e p e o p l e s i n gt h e p h r a s e s t t u given. h w h e r en e e d e d . a n dw r i t i n g I S t u d e n t s t a yi n t h e i rg r o u p s o p r o d u c eh e i rp r o p o s a l t t r Pointout that wrl/is the most suitable way of r e f e r r i n go t h e p r o p o s a l s . t \A/arr in . .g. t r Invitestudentsto use dictionaries they havethem if to hand 4 a F o c u s t t e n t i o n n t h e t a b l e . S p e a k i na n dv o c a b u l a r y g 1 tett studentsaboutyour home town .9.where you like g o i n gf o r a w a l k a n dt h e p a r t sy o u ' dr a t h e r o t w a l k i n .studentstell eachother aboutthe city they readabout.v w P u t glg.personalities V o c a b u l a1 y Street r V o c a b u l a2 y Phrases get andtake r with L a n g u a go g o Talking citylife te about Street life -anguage otes n . try to find out why Vocabulary focus 5 tett studentsthat gef and takeprobably havemore dictionary entriesthan any other words. mightelicitphrasal this verbs (likeget up)and idioms(liketake someonefor a ridel Pointout the difference.E x p l a i nh e h e a d i n g s . . enteftarners the Io d i f f e r e ntty p e so f p e o p l e h o a s kf o r m o n e yo n t h e w streets. A s k a f e w s t u d e n t s h i c h i s t h e i rf a v o u r i t e l a c ei n t h e i r p w home town.

and Crimes criminals Vocabulary conditionals Third mixed and Grammar how could been have different to Language go Describing things Guncrazy Language notes . . Tellstudentsthe storiesare all true. . . In pairs. r Ask one or two pairsto tell the rest of the class their ideas. . of students if Tellthem to use dictionariesthev havethem to hand. e Go throughthe answers. t 3 6 . . situations 1 N o .csl 8 readthe sentence and choosethe correct Students answers. with the structurecould have + past especially oarticiole.g. no1'. on 'third 'type knownas a conditional' or 3 conditional'. and aboutthe Ask studentsif they know anything Arkansas shootingreferred in the article(it took to placein Jonesboro. Go throughthe answers.studentsanswerthe questions. t G e tt a l k i n g S p e a k i na n dr e a d i n g g Tellstudentsthey are goingto readan articleabouta youngAmerican woman. pooltheirknowlege the terms. What does she usuallyuse guns forT (hunting). 6 an intruder.Complete is Tellthem that the structure sentence the board. ten otherswhen they openedfire at their school). 2 S h ed i d n ' t 3 Would have is are possibililies.Make the questions actionsor sure they realise that the hypothetical both referto the past. t c . Write the first part of the conditional sentenceon the board. Givethem the word rifle. e v Get studentsto think of as many differentkindsof c r i m i n aa s t h e y c a n . l r In pairs. Tryto introduce two usefuladverbials: mistake by the (= unintentionally) on purpose(= intentionally). Ask one or two more questions e. Where does she keep her rifle? (in the bedroom). 1 past 2 present 3 mixed 2 p l a n s n d e x e c u t e s n i l l e g ak i l l i n g f o l a a stealsfrom the pocketsor bagsof . o Dealwith any questions aboutvocabulary.Tellthem to give reasons supporttheirviews. G r a m m afro c u s 7 tett studentsto closetheir books.Ask what thev h a v ei n c o m m o n( e . Tellthem that in eachcasethingscouldhavebeen differentand havethem discussalternative outcomesto the three situations.and to ask students comoleteit. > PHOTOCOPIABLE ACTIVITY PAGES1OO_101 10 Rsk three studentsto readthe summaries aloud. givinghelpwhere needed. in publicplaces c f o r a p o l i t i c a la u s e Practice 9 Students completethe sentences and checkwith their partners.lf she'd walked throughthe door . 9 . studentstypically third conditional of conditional tense (wouldgo) instead a conditional perfect (would have gonel. aboutEllen's Invitestudents givetheiropinions to views. o Get studentsto reportsome of the more interesting ideasto the rest of the class. Walk roundthe classas they talk. Students Walk around the three ouestions. to with Ellen. 1 2 3 She feels good becauseshe was A Speaking vocabulary and 1 Approach topic by askinga few studentsif they the think it is a good ideato keepa gun for self-defence. o Pointout the two possibilities word order.not had psychological ableto use a gun. Students the opentheir booksto check. March 1998. about Ellen.two and injured boys killeda teacherand four students. . . She thinks the shootingshappened problems. Be prepared spendtime on the conditional clauseof to use a sentences. r Gothroughhe answers. Whv (not)? o Dividethe classinto groupsof three or four. Findout if the majority agreeor disagree . h e y a l l i n v o l v e r i m e s ) . discuss the classas they talk. Studentsreadthe articleand ask and answer questions with their partner. in Arkansas. Readand discuss with students. . Students will appreciate if you giveyour own it views on the subjecttoo. S u m m a r i st h e i d e a s o u h e a r d . The if for clausecan come beforeor afterthe main clause.givingyour own ideasand helping where needed . .

a > PHOTOCOPIABLE ACTIVITYPAGES102_103 37 .. t ( f u n c t i o n e . Go throughthe answers. on Discuss the needto be politein English.. . r Playthe recording studentsto identifyand for numberthem in order.. Pointout that somephrases moreformalthanothers are .invitestudentsto practise acting utthe dialogues. 9 . Walk roundthe classas studentswrite. Listento one or two anecdotes. and ask studentsif anyonenas ever done any of these things. Theshirt . to for example. . (/ will more hypothetical was wondering.problems V o c a b u l a rPhrases describing y for Functions Complaininggetting and results L a n g u a go g o Coping difficult te with situations Dif f u t s i t u a t i o ns ic l 'register' . o Get studentsto practise sayingphrases individually a n dc h o r a l l v . Go throughthe answers.a man is sendingback the wine because it doesn't taste good. Gothroughhe answers. Beforethey start. . In pairs.give more practice wlth need + gerund. nonetheless offersdozens of ways in which to show respectto others. ln pairs. beingtoo formal by or. too informal. Studentsmay havedifficulty identifying formal the language. to elicit. or simplyforgetting to say p/easeat the end of a request. ).By forgettingto attract someone'sattentionwith Excuseme.g.g.studentspractise dialogues. encouraging .. . The fV. e . classas students good intonation. a n dt h e . r Tellstudentsthat the two dialogues they choose shoulduse differentregisters levelsof formalitv4.Get eachstudentin the classto repeatsomething aboutthe pictureusingneed.informal neutral or beforethey write the dialogues. o Get a memberof the audience identifv to the s i t u a t i o ni . The W needs repairing. L a n g u a gfe c u s o 5 Students studythe phrases the boxes.they can unwittingly createa negative impression the listener.) t Language notes Ii:. more often. Studentsmav need a littletime to think:don't be afraid f silence! o . lf possible. givinghelp w h e r en e e d e d . j Sample dialogue (situation1) A: I'm terriblysorry to interrupt.remindthem that formal phrases often be longer.itliX::i:latlxti: Vocabulary speaking and 1 Write the beginning two examplesentences the of on board.studentsmake more sentences. . r Go throughthe answers.ii:il. and the o Go throughthe answers. Students often make errors.w h o w a s t a l k i n g o w h o m . Students continue the discussion. ' l f t i m e i s s h o r t . o Get feedback one of the situations. Dividethe classinto groupsof three or four. in Walk roundthe practise.. for to G e tt a l k i n g 10 Students readtheirdialogues pairs. a short personal tell anecdote aboutone of the ouestions. How many studentswould be prepared breakschool to rules? Whv (not)? 8 for ffi Playthe recording studentsto listento the Intonailon.. elicit. o Playthe recording students makea finalcheck. . a word? lt's about the saiesfig B : Would you mind waiting a I\: B: A Listening 3 of ffi Tellstudentsthey are goingto hearexamples eachsituation.although many in 'informal' ways is an language. 7 2 Readthe questions. r Ask studentsto identifv the exactproblems.e. Choosedifferentpairsto act out their chosen dialogue the rest. . Get studentsto tell you why they did what they did. Startthe applause after good (or all)performances.most of which in come from the listening are usedwhen dealing and with difficult situations. for . which. Get one or two good pairsto readout their dialogues to the rest of the class. {= . .. Inviteways of completing them. o . ) or tentative(Couldyou possibly. .e.g.givinghelpwhere needed. . to work ng to jump the queue Playthe first three dialogues againfor studentsto comoletethem. o lf there'senoughspace. Theshirt is torn. Studentsdo the activity and checkwith their partner . . f o r m a lc o m p l a i n t ) . on e. .the Practice 9 tett studentsto decidewhetherthe situations are formal. identify functions. lf you think it may be useful.t h e y c a n l e a r n u s t o n e d i a l o g u e . Walk roundthe classas they talk..

a n ki n t e r e s t b raies . e n i i o n n t h e d i a g r a m n d m a k ea f e w a o a s r a ' i e r e n i s a s e do n y o u ro w n e x p e r i e n c e . c h a n g i n g r d e v e l o p i ns i t u a t i o n s . .\.?'a: c.a r e a t not following the trend . lt's a shame thatl 6 7 Way in .""r. O n e s t u d e n t r o m e a c hp a i ro u t l i n e sh e a c t i v i t y . s feelings Reading 3 q r a S t u d e n t s e a or h e a r t i c l e d ' c k t y n o c h c o s ei : e best title. a In studentsthink of an anti-stress activlty be done to b e f o r eo r a f t e rw o r k ( o rt h e E n g l i s h l a s s ) . Students answerthe questions Pointout that some phrases can oe usedfor both categories. c i a s t h e y s p e a k g i v i n g e l pw h e r e n e e d e d . c .5 ' . . be a good ideato laughbeforean exam. A s < s : .:. A s k s t u d e n t s h i c ht i t l et h e y h a v ec h o s e n . g .r::.'a'sport is becomingmore stressfulbecausethere is -are traffic on the roads. t as well as stressful situations .too? . . 'o :9f e r e n t l= a r e c h a n g i n g / a rn o t y e i3. A s k a f e w s t u d e n t s h a t t h e yt h i n ka b o u tl a u g h i n g w b e f o r e n i m p o r t a nm e e t i n g D o t h e y t h i n ki t w o u l d a t . the V o c a b u l a ay ds p e a k i n g rn 1 Readthroughthe expressions with studentsand chec< t h e l ru n d e r s t a n d i n g . e r l e s ss t r e s s f u l .. p a i r s . r S t u d e n : s c c <a t t h e g r a p h s n d s a yw h a t t h e y a i n d i c a t e. r e t a k i n g a r t . e n c h e c kt h e i ra n s w e r s th Practice 8 Allow studentstime to completethe texts.'eis = 1 are beg.are realislh'$..J e .:. I S t u d e n t s o n t i n u en g r o u p s W a l kr o u n dt h e c l a s s . l f y o u h a v et i m e . h . S t u d e n t sa l ki n p a i r s T e l lt h e m t o t h i n ko f r e l a x i n g . A s k o n e p e r s o n r o m e a c hg r o u pt o s u m m a r i s eh e f t d i s c u s s i o nb y s a y i n g h e t h e rt h e i rg r o u pt h i n k sl i f e s w i s b e c o m l n g o r . then go throughhe answers t . /t gets on my nerves when I can't find a parkingplacel.: ^ i e g i h e p r i c eo f b r e a d . w 2 rNeutr:al:rthe others : ' dll " Focusattention the photo.o r g a n i s e c o m p e t i t i o n .a a s ' .:r slo'. Students often havedifficultywith it as an impersonal (lt subject This lessonoffers many examples drivesme crazy when.. t e " s : .. w ilI|e I 4 tett studentsto readthe statements pairs.and ask students on whetherthey find trafficjams stressful and why .cn E x e r c i s e 5 .. b e . whlch evidence from the text for the statements a r et r u e . s : c ' r c : .Explain any new vocabulary (e g. . lt's a relief that.s ' . l f y o u h a v et i m e .continue o p 3 o r g a n i s e . catching = becoming popular).. f t T h e c l a s sd e c i d e s h i c h i s t h e b e s t . Ask them to classify to according the expressions t h e q u e s t i o n s . ccmlngio realise Ly 1f 2 3 r 9 p E 1 .: catching n. 38 > PHOTOCOPIABLE ACTIVITYPAGES104_105 .yinq trend .r':.a s k s t u d e n t s h a t t h e y t h i n ko f t h e w super-cold therapy How long do they think they c o u l ds t a yi n t h e c o l dr o o m ? 1 i n c r e a s i n gpy p u l a r lo 2 Mor:e'and more.l e ^ : s : c d r a wa s i m p l eg r a p ho f a p h e r c * : .rnng to understand are catching ohlaie::]:r::.g i h e r a n g e f e x p r e s s i o nfs r i n c r e a s i n g o o i a n d c e c . .'.|hdieq5b1rare not .:':r. Gat telkinn 9 F o c u s i .g^ :-e a:s'. e a d h e R t o g examples with students. . m o . g o Tellstudentsthat it is also usedto talR"about new. G e t f e e d b a c kF i n do u t i f s t u d e n t s h a r es i m i l a r . G r a m m afro c u s 5 (to Rst aboutthe main use of the presentcontinuous t a l ka b o u tw h a t i s h a p p e n i n n o w ) .s t a r t i n go c o m e d o w n . ' .c or from students'countries) and des:':: : :: :^er caftner.make in t h e i rd e c i s i o n a n d c h e c kw i t h t h e t e x t s o G o t h r o u g h h e a n s w e r sA s k s t u d e n t s o g i v e t t .forannoying habrts V o c a b u l a rExpressions y continuous present and G r a m m a Present r simple describing for change ab c nt L a n g u a go g o T a l k i n g o u th a n g is igu a t i o n s te p Under ressure L a n g u a gn o t e s e .. on . 3.. B e g i nb y t e l l i n g t u d e n t s b o u ts o m e t h i n gh a t g e t s o n t s a your nerves (e g. o x p r e s s i o nfs r e a c hm e a n i n g e o r:re ex::*: e 31':ses r Gc::rc.

you feel you belong. A s k o n e o r t w o s i m p l eq u e s t i o n s . brief o Ask studentswhere they would liketo go on a n o u s ee x c n a n g e . t . Tellstudentsto readthe text and choosethe best alternatrves. G i v ey o u ro w n o p i n i o n . l o n go n t h e f i r s tq u e s t i o na n d d o n ' ta t t h i s p o i n tt e l l studentsif they are right. If you havetime.hencethe phraseto feel at home.s on the board. a n d e n c o u r a g i ns t u d e n t so e x c h a n g e o m e sf o r g t h a holiday. g . G e t a s p o k e s p e r s o n r e a c hg r o u pt o s a yw h i c h fo nousearousedmost rnterest . Ask a few studentswhich housethey would prefer t o l i v ei n . t i f r e e t i m e . W h y ? G e tt a l k i n g 7 F i n do u t i f a n y s t u d e n th a sd o n ea h o u s ee x c n a n g e lf so. Allow students time to write notesabouttheir house. t 'l overlooks 2 on the secondfloor 3 classical 4 s e c o n d a n d 5 n o tf a rf r o m 6 m i n i m a l i s t h / rnilmale u cnilry Y centrat neattng Students discussLucy'sflat in pairs. == studentsmatchthe words with the caieqor . s 2 3 Vocabulary focus 4 In pairs. - Way in . studentscan write a description of t h e i rh o u s ef r o m n o t e s C o l l e ct h e d e s c r i p t i o ni s a n f o l d e r a n d l e a v ei t f o r s t u d e n t so c o n s u l t n t h e i r . t g Students checkwith their partner. The word homehasa much warmer. o n ' ts p e n d D t . Ask a few studentsif they would liketo live in Lucy'sflat Why (not)? . for ilSX Playthe recording studentsto listenand make notes o P l a y h e r e c o r d i na g a i n . . a a b o u tt h e h o u s e s . W a l kr o u n dt h e c l a s s g i v i n gh e l pw h e r e n e e d e d . . E n c o u r a gte e m t o a r r a n g e o u s e h h e x c h a n q ew i t h o t h e rs t u d e n t s . . A s k a f e w s t u d e n t so g i v et h e i ri d e a s . Practice 5 R s t s t u d e n t s h a t t h e v l i k eb e s ta b o u tt h e h o u s e s w t h e y l i v ei n . o G ot h r o u g h h e a n s w e r s . . . t o A s k s t u d e n t s h a t e l s et h e y r e m e m b e a b o u tt h e w r two houses . o T e l lt h e m t o d e s c r i b eh e i rh o u s ef o r a p o s s i b l e t e x c h a n g el . t 1 b 2 c 3 k 1 0 J 1 1a 4 d 5 e 6 g 7 f 8 h 9 i > PHOTOCOPIABLE ACTIVITYPAGES106_107 39 . G ot h r o u g h h e a n s w e r s . W r i t es o m e o f t h e w o r d sa n d e x p r e s s i o r . S t u d e n t s i s c u s sn p a l r s d i . c a n b e t h e i ro w n h o m e o r a n i m a g i n a r y t nouse. u h d i f f e r e n c e : h o u s ei s a b u i l d i n ga h o m e i s s o m e w h e r e a . Dividethe classinto groupsof five or six o I n g r o u p s s t u d e n t s s k a n d a n s w e rq u e s t i o n s . . Gothroughhe answers. Ask a few studentsto say what kind of houseor flat t h e y l i v ei n .to V o c a b u l a rPhrasesdescribe y houses L a n g u a t o g o Talking homes ge about At home L a n g u a gn o t e s e o H o u s e a n d o m ea r e u s e dl n t h i s l e s s o n s n e a r h a s y n o n y m sb u t b e s u r et h a t s t u d e n t s n d e r s t a ntd e . / s i t e big? Has it got a garden?How long have you lived there? 6 S p e a k i na n dl i s t e n i n g g 1 s Read he questionwith students. .emotivefeel to it. get them to describe the experience ly.

lt didn't takeme long to a-a= --l) Way in e Ask studentshow they thinkAmericanEnglish is types differentfrom BritishEnglish. vocabulary. 2 isused .e. G r a m m afro c u s S : . B r i t i s h n dA m e r i c a n s s u a l l y a n a g e o u n d e r s t a n d a u m t eachother. . Studentsmatchthe Britishand American r Gothroughhe answers. t 1 the infinitive 2 the -ingform r a noun o J Tne-/ngTormor a noun Remindstudents that all three sentences examples are of usedlo as a mainverb in the oastsimpletense The negative form is drdn'tuse fo and the question is Did you use ta . .' 3 s e s e g O n c eI t o o k t h e t r a m ..and why.:AtffiliqQ$j0ifi$lKi$aVeii:::i. 'd' Used to dropsthe rn Vocabulary 1 tett studentsto look at the photosand say what they havein common (e. e e x a m p l e e n t e n c e w i t h s t u d e n t s n da s k s s a r .4. think abouta (e.*i traditions.iilia:iiiiil.. them to that a good dictionary give this information. cost of living 4 b S t u d e n t s h e c kt h e i ra n s w e r s n p a i r s . if they remember havetoo many thatthey shouldn't 'd's in because didn't use to and Did (vou)use fo . Gothroughhe answers..a new job. J . brainstorm some more UK or US words. they think of examples eachtype? of Can . Students often confuseused to for past habitsand be/get used to (doing)somethingbecauseof the similarity structure of and meaning(it doesn'thelpthat lt they are pronounced same:/Justuh. G e tt a l k i n g 9 tett studentsto readthe instructions.i. t 4 0 > PHOTOCOPIABLE ACTIVIry PAGES108-109 . Ask what detailsstudents rememberaboutthe differenttopics. c i .-. . What did you haveto get got you usedto? ls thereanything stillhaven't usedto? . . . .: : . Get them to identify of differences. .5 2 worqs. In pairs. Saysomething aboutyourjob as a teacher the in schoolwhere you are now.tv. spelling.. to r Suggeststudentsmark new vocabulary or US if UK Tell they think it belongs only one variety. 3b Invitestudents tell you the equivalents.. pronunciation. don't spendtoo longon this but activitv..a.r e r r s s t u o ya n d c o m p l e t eh e r u l e s t .they are urbanscenes)Ask where they thinkthe photoswere taken.: .a new school..Ask what he to might find differentaboutlife in the USA.1to 6 didn't useto rir:::. For used to in the senseof past habits... o Playthe recording studentsto listenand identify for the topics diff erences in voca[gfd. : . will ... Tellstudentsto talk from memory(nottheir notes). o Go throughthe answers. .9.9. t holiday. ..wes. 1. o 1e 2S 3 d 4 f 5 h 6 a 7 c 8b Practice 8 Students completethe sentences and checkwith their partner.c 2c 3a S : . o In pairs. --t. and studentsare interested.l : i . . Which variety of English did he learn at school? o Playthe recording againfor studentsto check.. ^: . ''":. 3 i a r rl h e m e a n i n g f e a c h . r Go throughthe answers.3 ' ri t e f u n c t i o n sa n d m a t c ht h e m w i t h .: ^ e a n s w e r sA n s w e ra n y q u e s t i o n sa n d ( : = : : L a n g u a g e o t e sa b o v e ) . o Go throuohthe answers. e. promptthem by askingfocusedquestions. t . forms whereasthe negative interrogative and especially of used fo for oast habitsare rare.Discuss a few suggestions.uage Describing to go A n e wb e g i n n i n g Language notes . Ask studentswhich words thev prefer:the American o n e so r t h e B r i t i s h n e s . :-. . . a : : ' .it can helpstudents 'd's. ' ..E n c o u r a gte e m o h . Reassure the studentsthat in spiteof the differences.autumn 3 trousers 4 bill 5 biscuit 6 sweets to 4 will Gdd. lf Vou havetime.US E V o c abular y / U K n g l i s h To to Gr am m ar be/get used a personal change environment of Lang. as their partnerlistensand writes.. .. and 3a Studentsmatchthe words with their definitions checkwith their partner. Listening 4a W Tellstudentsthey are goingto listento a man who has movedfrom Poland the USA. a new country) situation and say which structure they are goingto practise (be/get used to (doing)somethingl.: .lmg :ggie'ttihSllSeO .lf necessary.9. Walk roundthe classas studentstalk.studentsreadthe words and identify them in the photos.s s : . 2. : .:-^ . S : . Relnforce fact that use to and used to are the p r o n o u n c etd e s a m e( s e et h e f i r s t L a n g u a g e o t e h n above). givinghelp where needed.g. might help if the you pointout that be used fo is normally used in the negative(e.2. but don't spendtoo longon this warm-up.to to/hatffi$$af16lit|ti|:lii1t get .$:{(iilmQa. . Z Seethe secondLanguagenote above. n '.studentstalk aboutthe situations.g.. thev don't havethem at the end of use. .. . I'm not used to getting up so earh). Go throughthe answers.s new ta me. Ask a few studentswhich varietythey think is most usefulto learn.: .ute. Students choosethe situations they want to talk a b o u ta n d m a k en o t e s . ' . Reportany interesting amusingfacts to the rest or of the class.7 have the word did.

Students completethe exercise and checkwith their partner. Checkthe answers. in . m Playthe recording.and why. o Ask studentswhat they found most interesting in 7 3 Tellstudentsto answerthe questions possible if from passage memory. G e tt a l k i n g n dw r i t i n g a 8 Oividethe classinto groupsof three. . find disaster in smallchanges in the sea.a rattlesnakeis very dangerousl.9. makingsuggestions givinghelpwhere needed. o Checkunderstanding askingthem which clause by can be removedwithout changing meaning the of the sentence(the nondefiningclause). are r Go throughthe answers.interchangeable. . o Ask studentsto say what they know aboutthem (e. Allow plentyof time for this activityand invite students use dlctionaries they havethem to hand to if . Earlyfinishers can ask their partner anotherquestion basedon the text. organise the activity a competition: first pairto complete as the the crosswords successfully the winners. > PHOTOCOPIABLE ACTIVITY PAGES110_111 41 .Walk roundthe classas they talk and write.not by reading from the relevant the text. animals Write the words for the animals the board.No iggFfffinn 0gl Practice 6 Readthe instructions go throughthe exampres and with students. and .which member of the 2 Camels. 1 The tiger. .chorally for and individually.G r a m m aRelative r clauses L a n g u a go g o Describing defining te and things A n i m am a g i c l Language notes . come from the 5 Electric eels.which iS cannot fly. Go throughthe answers.but do not at this pointtell them if they are right. . Studentsthen work in pairs (A+B)to completethe crosswords askingeachother questions. Tellstudentsto readthe text and find the answersto the questions Exercise in 1.electro. . 5 tett studentsto comoletethe rules.Make sure they noticethe changeof indefinite definitearticle to in the exampleof a definingrelative clause. why. Explain that the pronoun subjectof a non-defining clauseshouldalwaysbe which. and S p e a k i na n dr e a d i n g g 1 nst if anyonecan namethe animalsin the photos. r Ask studentsto choosea sentenceand memoriseit.which kill Way in o Ask studentswhat their favourite are. r Playthe recording again. r Go throughthe answers. on o Discuss which animals studentsthink are the most intelligent. Write them on the board.a swimmerwho is 6-fwarmth. r Designate eachgroupA or B. r Students find the other clauses the text and check in with their partner. by . 4 Bee hummingbirds.. Students with relative frequently make mistakes pronounswhich and that.which ar6. . r Groupswork togetherto write definitions. Grammar focus 4 Ask studentsto studythe explanation definingand of non-defining relative clauses. lf you think studentswill enjoyit. l:. GroupAs write the Acrossclues and Group Bs writethe Down clues. r Students discussthe questions pairs. Findout what most studentsthink.sincethey are sometimes. can drink113 litreS 3 The ostrich.. Students practise sayingthe sentence their to oanner. r Walk roundthe classgivinghelpwhere needed. Checkwhat thev havewritten. but not always.pausing after each sentence studentsto repeat.

G e tt a l k i n g 8 R e a d o r a s ka s t u d e n t o r e a d . T e l ls t u d e n t so d i s c u s sn p a i r s h i c ho f t h e s e t i w activlties they do. calms me down. e.:'. .2.1. Reportsome of the most interesting strategies to the class. W h e n.:'. S p e a k i na n dv o c a b u l a r y g 1 Turnto some studentswho did not sav they were in a good mood... . . .g.t s e e m st o b e m o r e v o d y n a m i ci.ar'. askingand q s a n s w e r i n g u e s t i o nw i t h t h e m R e a d i n a n ds p e a k i n g g 4 strategies tett studentsto readaboutdifferentpeople's for gettinginto a good mood.and write them on the board. . T h i n ko f o n e o r t w o m o r e e x a m p l e s h i c h m i g h tb e w for appropriate your class.'. o o A s k a s t u d e n t o r e a dO u e s t i o n . .Why? m S t u d e n t s a t c ht h e e x p r e s s i o nw i t h t h e m e a n i n g s s a n d c h e c kw i t h t h e i rp a r t n e r s . ..en.. W h e n t h e y h a v ef o u n ds o m e o n et. I n p a i r s s t u d e n t sa l ka b o u tt h e m s e l v e a n d p r a c t i s e .to elic'tgo shopping.. t 1 l'rl r^ave enginerepa+repairedtomorrow.':::l.1tBt'... Havesomething the done is probably more common S T T U C IT E .to describe mood V o c a b u l a rExpressions y somethrng done G r a m m aTohave/get r you te about done L a n g u a go g o Talking things have foryou yourself Treat Language notes . lf you are in a good mood. 42 > PHOTOCOPIABLE ACTIVIry PAGES112-113 .. the 2 I had my hair cuteuffit-yesterday. redecoratedlastweek. n e w p a i ro f s h o e s ) h a t y o u w o u l d n ' tn o r m a l l y u y . Ask What can you do to put yourselfin a good mood?Get three or four suggestions.. I find listening music in 2. studentsto reflect on tl re difference between l'm getting my house redecoratedand I'm getting my husbandto redecoratethe house 1 b 2 b .tr.1.t o p u t t h e m s e l v e sn a g o o dm o o d . .. speaking other to students. . werner . Ask if anyoneis in a good mood. a s Kw n y .'4ls f 3 S a ys o m e t h i n g b o u ty o u r s e l u s i n gs o m e o f t h e a to expressions Exercise e. t r Focusattention the adverbial particles (io up on indicate improvedmood)and down (to indicate an relaxation). m 3 i ' m h a v i n g y b o o k + o b e p u b l i s h efd x t y e a r ' .. Ask students if they agreewith you . . Students in circulate the room....a.ourr:.1ii. . r Ask studentsto identify the three peoplein the photos o Encourage of students guessthe meaning unknown to words. splashout = spendlots of money . 6 We @rhed:. Ask a few students (if which of the activities any) would put them in a good mood.'Al..l. in phrases such as Spending Listeningto music . . . . G r a m m afro c u s 6 W r i t et h e e x a m p l e e n t e n c e s n t h e b o a r da n df o c u s s o attentronn them.9.:''.. Tellstudentsthey haveto find peoplewho fit the n d e s c r i p t i oin t h e e x a m p l e s .g. 7 Practice Studentsreadand correctthe sentences .. a n d g e t a n o t h e r 1 s t u d e n t o a n s w e ri t .. r Althoughget somethingdone and have somethingdone i le a r e u s u a l l yn t e r c h a n g e a bge ..iil'.'1'.. U 5 Rst< studenito summarise various a the strategies peopleuse. you treatyourself lf you buy something nice (e. ? W h y ... 5 We need to have{ixthe-heaterthe heater fixed.tell studentswhy...a cakeor a to something. g .1. .. The gerundis frequently of usedas the subject a sentence time with my dog ... G ot h r o u q h h e a n s w e r s .. . lf anyonesays'yes'. 2 6d 5t . and what other strategies they i u s e . o Gothroughhe answers.. s t tne expressrons.'... ..t.. Reoeat for 2 the orocedure Ouestion .ldtdh. E x p l a i nh a t w e u s e t h e s es t r u c t u r e w h e n i t i s n o t t s l m p o r t a ntto s a yw h o i s d o i n gt h e a c t i v i t yl f get necessary. e A | -ookmnp+eture had my picture taken by a famous photograpner... chocolate eat e|c.m p l y i n g o l i t i o n n t h e p a r to f t h e s p e a k e r .'1.. o Ask studentsto describe what peoplein the photos a r ed o r n g .M:. ? .. b t Way in .':..h e y s h o u l d s k a f o r m o r ed e t a i l se .c...b.''. .''1lc .. h e e x a m p l e s . t . W a l kr o u n dt h e c l a s sa s s t u d e n t sa l k .:. Move aroundthe classwith students.l i s t e n i n g n d t a g i v i n gh e l pw h e r en e e d e d ."'...1rt:1:.. The lessontitle may need explaining.

r 'Go throughthe answers. i. ratherthan understand everyword. a n dw r i t i n g 11 Students write aboutgrowingup.Allow plenty of time for this activity.p Playthe recordingmore than once. z ! . look up to 5 Allow time for studentsto readthe ideasand transfer 6 what they can to the table. see Writing bank page 146.Exchange few a ideaswith studentsbut don't spendtoo long on this warm-uD. 1 b 2 a 3 f 4 d b s 6 e . Playthe recording againfor them to complete the table. .2 o r 3 ) . o Walk roundthe classas they write. :6 : : l t i : : Practice I Students completethe texts and checkwith therrpanner. . put up with. 10 Givestudentstime to thinkabouttheir own answers before choosingwhat to ask other students. o Remindthem to think carefullv aboutthe correcr form of the verb. v Studentsmay find it usefulto categorise them grammatically. more becoming 6uickly. o Tellstudents the photos show importantstages in the lives of three people:one of the teenage boys in the group.Ask three students to summarisewhy the photos show importantstages in the lives of the three people.9.: verb + adverb(intransitive): up end verb + adverb(transitive): make up. in o Get a spokesperson report back some of the to similarexperiences opinions. look forward to. Discuss their suggestions. r r Go throughthe answers. G e tt a l k i n g. .the youngwoman and the littlegirl. Speaking listening and 3 Focus attention the ohotosandaskstudents on ro describethem (e.an old man is tellinga little girl a storyl. S p e a k e2 r Which ideas do they talk at Vocabulary focus Tellstudentsto lookat the cartoon. Vocabulary speaking and 1 Readthe list of words for studentsand explain that a toddleris a childwho is just beginning walk. r Discuss the answersto ouestions with students. of o Foran exampleof a pieceof narrative. o Dividethe classinto smallgroups. look after verb + preposition(transitive): (transitive): away I get verb + adverb+ preposition with. r Go throughthe answers. pronounced /jaiks/). 8 l l . Ask them if they think peopleeverywhere feel the same way as the character the cartoon. Althoughthe idea is for them to follow the gist of it. You could keep this as a whole-class activity. to .Ask why they think they were important. such as Yikes!(= an exclamation expressing surprise/dread. . Students checkwith their oartner.V o ca b u lar y 1 Ages stages and verbs V o ca b u lar y 2 Phrasal 2 go Talking growing Language to about up Growi n g p u notes i Language r This lessonfeaturesfour differenttypes of phrasal e r p s . o Invitestudentsto discusswith a oartner. 8 Studentsmatchthe verbsfrom the previous exercise with their definitions.e. > PHOTOCOPIABLE ACTIVITY PAGES1I4-115 43 .finding 7 Studentsreadthe extracts and write the numberof t h e s p e a k e ( 1 . .givinghelp where needed. . Students discussthe questions groups. . in funny. Students discuss in the questions pairs. tell off pick on. f. . you may liketo helpthem with some of the more difficultvocabulary. checking the appropriacy the verbs. . and 4 . Walk roundthe classas studentsspeak.likingfoods he never lop musicany more. Students decideapproximate rangesfor each age stageand checkwith their partner. . .

Studentsexchange with the othertwo information membersof their grouP. Get studentsto say which words are stressed. What sort of housesdo you focusingquestions. may and might . and 4a Studentschoosethe correctalternatives check with their partner. Note that weigh is an anomaly. .a heavybox).the other verbs (heighten Also. r Go throughthe answers. . o Ask studentsto practise again sayingthe sentences to their partner. think thev lived in? What food did they eat? . 3 a n d4 . Studentsreadtheir text and completethe table. and which word is contracted.studentschooseor are allocated topic.g./f's two metres adjectives dimension long/wide/deep). G e tt a l k i n g 9 a ln pairs.the in etc. Whi l. Students usingappropriate completethe sentences modalverbsand checkwith their partner. for EE ltay the recording studentsto check. 4b Ask what functionthe verbs have(theyall make the aboutthe past)and how choosing hypotheses the meaning verb would havechanged alternative t 4 4 ACTIVIry PAGES116-1 17 > PHOTOCOPIABLE . Go throughthe answers. . the opposite hypothesis. Ask which placeattracts them most. to heighten tension\. . in 2. A typicalerroris to use canfor presentdeductions. Weighty and heightentend to be used figuratively (e.must. 1 must Vocabulary speaking and 1 Studentsreadand completethe sentences . seenthe two other modalverbs in they havealready their pastform o Go throughthe answers. a greaterdegree of certainty.may stressed contractedwords = have readand choosethe correctmodals. could.Ask whether on or thev are adiectives nouns.pausing to for sentence students repeat.a weighty matter. Remindthem to write brief notes. . Walk roundthe classas studentsthink and discuss Ask makingsurethey haveideas. Formgroupsof three (onestudentfor eachtopic). e. and why. words = might. Playthe recording after each again.g. r an occasron In t the door(it mi +^ ^^ ^. of .)referto an increase dimension.) . research . other interesting r Go throughthe answers. provide or studentswith encyclopaedias information and invitethem to other background their topic briefly.other words are used @. heavyis not used in the same way as other adjective (e. r Encourage studentsto tell the rest of their group facts abouttheir monument. givinghelp where needed. him/her to ask repeatrt.. . lf possible.reminding studentsthat in there is very littledifference meaningbetween could. s i t u a t i o n s n i t e m s 1 . Focusattention the missingwords. Students r Go throughthe answers.measurements Word building: Vocabulary for deduction Modals past Grammar about to Language go Speculating lifeinthepast mysteries Monumental notes Language . . o I n v i t e u i c kg u e s s e s b o u td i m e n s i o n s . Practice I ' Ask studentswhat thev know aboutthe Mayans (a civilisation in which flourished what is now Mexico its and which reached peakbetweenthe fourthand ninthcenturies). might/may Reading 3 Dividethe classinto groupsof three (A..^^+ LU Ot t YVE|tL h^ ttO Studentslook at the photosand identifythe places. r Go throughthe answers. B and C). o Poolstudents'knowledge the three places.9. and 7 a Readthe two sentences invitestudentsto explain in the difference meaning. q a a knockingt the door promptstudents'answersby tellingthem 7b lf necessary. Could(justlike may and might\ is usedfor deductions aboutthe presentas well as the past. Usingthe otherverbsimpli* of knowledge something. . the verb weigh is used instead:/t weighs . r lf a studentgivesa clearexplanation.For literal contexts. Ask students to say where places are located(Kuala Lumpur is the capital of Malaysia etc. .. o Walk roundthe classas studentstalk. with their partner..9. in meaning 1 and 3.

s) . Studentscompletethe reviewand checkwrrn t h e r rp a r t n e r . o p r n r o ns n e g a t t v e . on e a n d m a k et h e r e v i e w s v a i l a b l(e . Ask if the reviewis positive negative (it'spositive.f!' J-.!3' 8t. / . 1+(C) 6-(D) 2 . . t 1 i could hardlybearto watch. T i t a n i w a s m a d ei n ' l 9 9 7 a n d h a i l e d s o n e o f t h e c a greatest films ever. ' .The Bad and The Ugty. or . lf possible. A s a r e s u l t t h e s t y l ei s i n f o r m a lc o l l o q u i aa.a s kw h o s e h reaction they agreewith most: the woman's ( C h a r l o t t e 'o r t h e m a n ' s( D a n i e l ' s ) . as b u t d o n ' ts p e n dt o o l o n go n i t a t t h i s s t a g e . G e tt a l k i n g.. 5 a b i t o v e rt h e t o p 6 a b s o l u t e lb r i l l i a n t y 7 | c o u l d n ' s t a n d 8 i t w a s n ' tf o r m e t Listening 4 for the film. e l h e r e i rc o m m e n t s e r e m a i n l y o s i t i v e p th w .studentsdecidewhetherthe statements are positive negative. r l f a n y s t u d e n t s a v es e e nt h e f i l m .ih t h i s . s a n i m a k en o t e sa b o u tt h e i rp a r t n e r 'fsi l m . r F o c u s t t e n t i o n n t h e t a b l ea n d a s k i f s t u d e r l sc a r a o r e m e m b e a n yo f t h e c o m m e n t s h e s p e a k e r s a o e r m t .S3"?i1. s <s : u d e n t s h i c hf i l m st h e y t a l k e d b o u t . Notting Hill.over the top = excessive) the need arses. 9 . 2 .9.Ask studentsif they agreer^. Gothroughhe answers.. In pairs.ratherthan a more critical and objective overview. > PHOTOCOPIABLE ACTIVITYPAGES118_119 45 . 3 The Good. . w h e r en e e d e d . Bobocop. ffi Playthe recording studentsto identify r Ask aboutthe speakers' reactions. Gothroughhe answers. . t o Point out that I could hardlvbear to watch couto havea positivemeaning(asin the recording script) or a negattve eaning.n d m a k e s . .see Writing bank of p a g e1 5 1 . 2 lt was worth every 'i penny 3 a realdiSbppo.l. Walk roundthe classas they write.location setting. or point is the storyline).but not that cJassy considering S p e a k i na n dv o c a b u l a r y g 1 Make sure studentsunderstand film reviews ( = s h o r tr e p o r t s f f i l m si n t h e p r e s s ) . P l a y h e r e c o r d i n a g a i n m o r et h a no n c ei . W h a t d i d t h e y s e e ?D i dt h e y l i k ei t ? the best part. . w a I i s < . . Ask a few studentswhen thev lastwent to the cinema. t g . r Students continue the discussion smallgroups. t . This lessonpractises personal and immediate reactions to films.o r w h e t h e rt h e y t h i n ki t i s / w a s j u s t ' h y p e d ' (givenexcesspublicity make peoplethink it's to g .i n a f o l d e df o r a all studentsto read o For an example a film review.l''. 8 T e l ls t u d e n t so c h o o s e f i l m t h e v k n o ww e l l ( i t t a d o e s n ' th a v et o b e r e c e n t ) . Titanic 6 L a n g u a gfe c u s o A s k s t u d e n t so r e m e m b e w h o s a i dt h e p h r a s e s n d t r a m a r kt h e m C ( C h a r l o t t e ) D ( D a n i e l ) . . l liberaluse of lntensifiers(really. m o Ask studentsto choosea favourite new phrase from the list. . Way in .9. givinghelp w h e r en e e d e d . S i u d e n t s r i t e n o t e s . a n dw r i t i n g 9 tett students they can write abouttheir partner's or t h e i ro w n f i l m . S t u d e n t s i s c u s s h e q u e s t i o n sn p a i r s d t i r Ask one or two studentsto reportbackabout their partner.(D) it.. . i r o a ' r s s : u d e n t s s k a n da n s w e rq u e s t i o n a b o u t s a : r e .absolutelyetc.V o c a b u l a rPhrases describing y for films Function Expressing reactions yo r L a n g u a go g o G i v i n g uo p i n i o n te Filmreviews L a n g u a gn o t e s e . 11 Practice 7 Studentsdo the activity and checkwith their partner.intment 4'breathtaking . Discuss the meaning any new words of (e. r e a l l y o o d ) W h a t f i l m sa r e c u r r e n t l b e i n gh y p e c i ? y 1 lltgnic_ 2 Charlottels Danie!'s opinionis positive.u s i n ge x p r e s s i o nfso m w r Exerclse vvhere ppropriate 6 a . o . soundtrack) with students. w r Tellstudentsto referto the model reviewrn Exercise if thev like. R e m i n d h e m o f t h e w o r d l i m i t t (120-180 ords). necessary.rse some of the words in Exercise including 2. r G o t h r o u g h h e a n s w e r s E x p l a i n n yv o c a b u l a r y t . or r Gothroughhe answers.r. . a (e.l .. suspense. in W a l kr o u n dt h e c l a s sa s t h e y s p e a k g i v i n gh e l p . give feedback eachpieceof writing. ' : . the only negative 1 supporting actors 2 performances 3 location/setting 4 soundtrack 5 storyline 6 special effects 3 Startthe discussion with the whole class t-. .

Draw the timelineon the boardand exolain that it shows the contextin which we use the future continuous.which are used in a similarway with perfecttenses. .9. incorporated ). Copythe timelineonto the boardand focus attention that it represents time contextin the on it.the example. and ask for some initial Focusattention the oictures on do. Tellstudentsthey can use the ideason the board. Explain which we use the future oerfect. ideas.Findout which ideaappeals Reading 5 Tellstudentsto read the text and find out what exactly are.saying sentences what theVwill havedone. .g. e.studentsdiscusswhich machine gadget or they find the most usefulor important.then Studentsmatchthe questions completethe answersand checkwith their partner. Tellthe classwhat machines you find indispensable.or think of other inventions. r Invitestudentsto reflecton the questions. Students discussin pairswhethertheir answersto Exercise4 were right. r Go throughthe answers.9. . Students in discussthe questions pairs. lf you have time. Way in o Pointto any machines apparatus there might be in the or room and ask students to name them (fape recorder.or ask a studentto read. lyes 2no Read. for motorised shoes. Students continuein pairsor smallgroups. touristswith micro-cameras . Ask one student from each group to presentthe most to the class. inventionthev would orefer to have. . fan. Dealwith any questions aboutthe text. o Point out the use of by in By the end of the decade (= before)(andsee Languagenote above).and won't havedone. ideasaboutwhat the inventions .\ and Speaking vocabulary Ask students write a list and show it to their partner. hi-fi.Draw a parallel for. next Tuesday\and within is used with a period with stnceand of time (e. . 3c: 5b: Gettalking 9 may find it hardto think of ideasfor new Students Brainstorm few ideasand write them on a ' inventions. a the board(e. Practice 8 with the answers. . Studentssometimes confuse by and within when referring futuretime.by the end of the Vear. 3 aroundthe classto prompt Ask a few questions answers. o Students decideon one or more usefulnew inventions and discussthe points.Do they all speak from several a b o u tt h e s a m et h i n g s ? . .to machines V o c a b u l a rPhrasesdescribe y perfect G r a m m a Future r / continuous living about future developments indayto-day te L a n g u a go g o Talking M a k i n gi f ee a s i e r l Language notes . radiator etc. to .the example. . Get feedback pairs. o Ask a few studentswhat they thinkthey'll be doing this time next year. Ask which t Go throughthe answerswith students. t 4 6 > PHOTOCOPIABLE ACTIVITYPAGES120-121 . Walk roundthe classas they talk. o Go throughthe answers..clothesthat changecolour. . ..givinghelpwhere needed.givinghelp where needed. In pairs. Ask if it is anotherexampleof the future perfect t e n s e( i t i s n ' t ) . ask groupsto make a sketch of the invention. . G r a m m afro c u s 6 Read. the picturgdinventions .two weeksl.or get a studentto read. .glasses mechanical dog-walker. Walk roundthe classas they speak.g. and Students study the expressions matchthem to their opposites. By is usedwith a moment in to time (e. Go throughthe answers. Dividethe classinto groupsof aboutthree. get students to write two more usingthe future perfecttense. . What do you find really indispensable? Have you got anything that's alwaYsbreaking down? . Readthe questions and inviteanswers. Readthe questions. o lf there's time. .

w i Do they agreewith any of her interpretations? W o u l dt h e y p a y h e rf o r a c o n s u l t a n c y ? G e tt a l k i n g 1 0 B e g i n h i s a s a c l a s sd i s c u s s i o n s k a f e w q u e s t i o n s t A o n t h e c o n n e c t i o b e t w e e nc o l o u r s n d m o o d s . you prefer.it'. n d a s kw h a t s t u d e n t s h i n kt h e t e r m a t means. o F i n do u t w h i c hc o l o u r s r e m o s t p o p u l a rl. Findout which style most studentsprefer.g. n a What coloursmake you feel happy/depressed? Do you feel in a good mood if you wear clothes of a particular colour? ..rlipy \A/av in o A s k a f e w s t u d e n t s h a t t h e i rf a v o u r i t e o l o u ri s w c .". S t u d e n t s i s c u s sh e s a m eq u e s t i o n sn g r o u p s d t i . is . G o ..'... W a l kr o u n dt h e c l a s sa s s t u d e n t sa l k . I demoiivated 2 tranquil 3 optimistic . warmish. ) ? 1c S p e a k i na n dv o c a b u l a r y g 1 2 S t u d e n t s i s c u s s h e t w o p i c t u r e s i t h t h e i rp a r t n e r . the :for to .e ..studentsdescribe what the women in the r -r 'a .. g ..:.not just those in italics.l.. e . o Readout some of the best-described situations.'.. 7 2t 3g 4i 5j O.r s h n d.. t ..... someonewho gives you advice about colours . i > PHOTOCOPIABLE ACTIVITYPAGES122_123 47 .e a c hs t u d e n r p e a k s b o u th i m / h e r s e l fT h e s a . a nt h e y d e s c r i b et w i t h o n e o f t h e c i ' v v o r o sn t h e e x e r c i s e ( D o n ' ti n s i s t h a tt h e y s p e a k . insecure).':' :.. Go throughthe answers. a t ..:..$:..over-emotional.f y o u h a v e a a m i x e d( m a l e n df e m a l e ) l a s s f i n d o u t i f t h e r ei s a a c .i.e. . Tellpairsto readtheir situations anotherpair..who to t r y t o g u e s st h e f e e l i n g s .Play recording students markthe stresses. you can lf ask students markallthe stresses to 3 4 In pairs.. r In pairs..students canjust:fythem.. Tellstudentswhat your favourite colouris.. S t u d e n t s o n t i n u en p a i r s c i o D i v i d e h e c l a s si n t og r o u p s t .::.. r e s to f t h e g r o u pc a na s k q u e s t i o n sf t h e yw i s h ....you areangrycr g:-. 6 lonely/a bit down :.provided that .studentstry to list the words in the correct c o l u m n T h e yc a n u s e d i c t i o n a r i e f t h e y h a v et h e m . and why Vocabulary focus 6 O o t h e e x a m p l e i t h s t u d e n t so g i v et h e m t h e i d e a .'i...V o c a b u l a1 y Phrases describing r for clothes V o c a b u l a2 y Phrases describing r for emotions L a n g u a t o g o T a l k i n g o u to ufre e l i n g s ge ab y lna black ood m L a n g u a gn o t e s e r .. I n t u r n . Studentsmay want to write the descriptions. W a l k r o u n dt h e c l a s sa s s t u d e n t s r i t e . c u r r d t h c a mood:if you are in a blackmood.ffiTellstudentsthey are goingto listento a colour t h e r a p i s t ..n d c a n b e u s e dt o i n d i c a t e o a 'approximation' w h e n t h e b a r ea d j e c t i v r . t o P l a y h e r e c o r d i n a f i n a lt i m e ..a r 'i n r ' J .as sLtrethat no one elsehad the same idea. r A s < s t u d e n t sf t h e y a r ef e e l i n g n a p a r t i c u l a r o o d l i m a r : n e m o m e n t ... Playthe recording studentsto make notes for . Playthe recording again them to listenand repeat for .' s o m e o n e h o s h o u t s" l ' v e j u s t h a dt h e m o s t w c ' a n t i d e a l "i s i n s p i r e d ' r S : r d e n t sm a t c ht h e o t h e rw o r d sa n d p h r a s e s n d a c r e c <r v i t ht h e i rp a r t n e r s . b i g d i f f e r e n c en t h e c o l o u r sh e y l i k e i t nia+rrrae Practice I S t u d e n t s e a dt h e s i t u a t i o nw i t h t h e i rp a r t n e a n d r r s t h i n ko f a s u i t a b l e o r d o r p h r a s e w r G o t h r o u g hh e a n s w e r sB e p r e p a r e t o a c c e p t d t answersotherthanthoseshown below.. w t S a y . Listening 5 fr. 4 nervous 5 grumpy/in a bad mood .:. Gothroughhe answers. and why tell studentsthat most of the words in the oox can De usedto referto the pictures.. .to elicit...y t e a E x p l a i nh a t t h e f i r s ts u f f i xi n p a n i c u r r s a p r o d u c t i v e t a f e a t u r e f t h e l a n g u a g e .:. t g r A s k s t u d e n t s h a t t h e yt h i n ka b o u tE m i l y ' sd e a s .i1ti.."r n r .. Notethat all the wordsfrom Exercise are on the 6 audio. " a. r T e l ls t u d e n t so t h i n ko f s i t u a t i o nts p r a c t i s e n y t o a three words in Exercise 6. S t u d e n t sh e n c h e c kt h e i rn o t e sw i t h t h e i rp a r t n e r .g i v i n gh e l p w w h e r en e e d e d .g i v i n gh e l p t w h e r en e e d e d . .a::.. ..D r a wa t t e n t i o no t h e a d j e c t r v s u f f i r e s. . T h e l e s s o ni t l eh i g h l i g h t s e l i n kb e t w e e n o . .." . v o u l b e t o o e d specific Givesome examples. i r c u g ht h e a n s w e r s .. d t w .:. C h o o s e g o o ds t u d e n a n d a s k h i m / h e rt h e q u e s t i o n s ..n'l'.b..1.Get studentsto repeatthe words afteryou.. e g l'd feeloptimrstic becauseI '. g green'sn.':. 9 Rsk studentswhich words from Exercise were nor 6 practisedin Exercise8 (resfless.

Repeatthe procedurewith new partners. and expressions the time and tell someone to do something. focusing the on a s t r u c t u r e n dt h e m e a n i n g . referring the to structures Exercise in 6. embarrassing expensive. . and . 5a tett studentsto look at the sentences. r Playthe recording again.used V o c a b u l a rVerbs forreporting y with verbs G r a m m aConstructions reporting r opinions other te L a n g u a go g o Giving people's M i s s i n gh e m a r k t notes Language . o lf studentsfind it difficult answer.e.g. studentsto comoletethe sentences. ask studentsto or as discussin smallgroups.1:ia:l. 3 ::. what the weather will be like. S t u d e n t s o n t i n u en p a i r s . l f y o u t h i n ki t w i l l b e u s e f u l r e v i s e a y a n dt e l / ( s e e s . Keeping same partner. lf there are any controversial issuesof specific(maybe local)interestto students. . Tellthem they can agree or with it! disagree r Tellstudentsto give their opinion their partnerin to just two minutes. e. the same or a differenttopic.when we launcha new product on the market etc.llli l:i:. but the first aeroplane flew in 1903. Students and reportwhat theirfirst changepartners partnersaid. . i r:a . Studentschoose a topic. o Go throughthe answers.: 1 point out 2 insist 3 predict 4 deny 5 argue 6 warn 7 assure 8 confess 9 refuse 10 Fi6misg. Takethe opportunitv revisebasicstructures. Sayand tell may stillcauseproblems students this at for to level. say somethingto someone/tell someonesomething. r Go throughthe answers. r Playthe recording. a lie. . in reported 'jump of expressions time back'in time and adverbial haveto change. . . 8 The Wall Street Journal would lose.g.9. work in pairs(A+B)to completeand checkall 5b Students the sentences. how many people will buy a new productl.to elicit. ask studentsif they can explain why eachstatementis laughable. planes.e.June. when we pack a suitcase.i. the election of Britain's first female Prime Minister. ooinions . inaccurate r Remindstudentsthat verb tensesusually changein reported speech(seeLanguagenote above). e. . space travel. in r lf you havetime. the truth. Listening vocabulary and 4 EEI rett studentsthey are going to listen to a predictions.give some to examples(e. Ask what sort of word (or words) are missing.you couldadd them. 48 > PHOTOCOPIABLE ACTIVIW PAGES124-125 . rmpoftance. for more than once if necessary. o Designate studentsas A or B. tensesusually that.). Findout which statementmost studentsagreewith. StudentBs checkwith anotherStudentB.and ask about studentswhat we haveto make a orediction in each case (e. i c r Go throughthe answers. [. r Pointout how wrl/is usedto make predictions Readthe question and invitesuggestions. the invention of the radiolcomputerl X+ays. .l Practice 7 Tellstudentsthey are goingto reportsome more predictions. Keeptime. r Findout which tooicsare the most controversial and tell the class. with tell. . . Ask pairsto readthe sentences turn. and why. Playthe recordingfor studentsto identifythe topics. o Get feedback.Note that claimcan also '+ t a k et h e s t r u c t u r e t o + i n f i n i t i v e ' . Studentsreportthe sentences. lf you havetime. . . Focusattention the oictureand ask studentswhat on it in advances technology shows. Get talking 8 Readthe list of statementswith students. r Continue a classdiscussion. the studentsgive their abouta differenttopic.iirlla ]:. Lord Kelvin said that flying machines were impossible.rui::ir:r'ri:: ial:ralrlial::jll Speaking and Tellstudentsto readthe predictions tick the ones they agreewith.g.studentscompare their predictions. Student checktheirsentences with another As StudentA. r Remindstudents speech. Go throughthe answers. programme about inaccurate . 5 o Go throughthe two examples.to elicit sardor reporting verbs. ask studentsto correctsentences. In pairs.:]]::rl. r Ask studentswhich prediction they find the most amusing. tell a story. n Language oteabove). G r a m m afro c u s 6 verbs Tellstudentsthey haveto classify the reporting u s e di n E x e r c i s e . I feel cold becomes Shesaid she felt cold and I told her yesterdaybecomes He said he had told her the dav before.g.g. Thenthe partnergiveshis/her opinion. e. .g. on .

deny categoricallfi. with very little changein meaning. . . a strife-torn country.9.check-indeskl as needed. r Brainstorm students'ideasand write them on the board (e.a romantic novel)or to identify typicalcollocations a newspaperarticle. 49 .a differentstructure would be needed. t .9.Hercule detectives Poirot. Whenhe had takenone step. intelligence.commenting their on versrons.e. courage. giving helowhere needed. Ask if they Go throughthe booktypes with students. them to get in which they might find in a different think of clich6s type of genre(e.where in clichesusually abound(e.Sherlock fictional Holmes. Studentsmatchthe book types with their usesand checkwith a oartner.g. Verbsof sensescan be followedbv the infinitive (withoutfo) as well as by the participle. he found himself rn a dark corridor. travel writing.Findout who to likesdetectivenovels. ca s s Takingone step. studentscan discussin pairswhat types of books they like to read. . o Ask studentsif they likedthe extract. recognise and can describe any of them.g. . o Get studentsto name some of the most famous (e. . o lf you noticea well-written piece of narrative. Walk roundthe classas studentswrite. . r In pairs. . see Writing bank page 146. r lf studentsare interested clich6s. This will helpthem focus on the qualities detectives need. Walk roundthe classas studentswrite.9.what they have read recently. Decidewith studentswhetherthe changed sentences an imorovement. they don't already know them. . Way in r Ask studentswhat type of booksthey liketo read. Why (not)? o Discusshow the writer createssuspense. Students in checktheir sentences oairs.e. ask the writer to read it out. Go throughthe answers.and make a list of the genreson the board. lf you havetime. g . .Marlow). Youmay needto give helpwith vocabulary.e. .9. . a n dw r i t i n g 8 Studentswrite the end of the story. r Get a few studentsto tell the end of the story eachone addinga smallpart to the narrative. are Vocabulary speaking and 1 Rst the ouestions the whole class.Remindthem to focus on finiteverbswhich can be changed to participles. Grammar focus 5 Rst students find an example the present to of participle the text.g. o Checktheir answersto Exercise 3. lntroducethe terms fiction and non-fiction. he heard a strange noise. To indicate consecutive a action. 7 Studentslookat the oictures and describe their to partner what happens. 3 Focusattention the oicturein the text and ask a on studentto describe it. making suggestions where appropriate. .of V o c a b u l a rTypes books y G r a m m aParticiples r innarratives L a n g u a go g o Telling te stories Nowor never Language notes r P a r t i c i p l e s n i n d i c a t e i m u l t a n e o um e a n i n ge . biography.For eachexample. o Gothroughhe example. in o Tellstudentsthat participles be used in a can numberof wavs. Go throughthe answers. Studentsrewritethe sentences. r Giveyour feedback. . ask a studentto identifv the use (1-5).students discusswhich type of book they and what think the extractcomesfrom (a thriller) they think happens it. For an exampleof a piece of narrative. Students underline write out the remaining or participles. Practice 6 Readthe instructions with students.9. intuitionl.patience. 2 G e tt a l k i n g. . .heralda new staft.what they are readingat the moment it etc.. o Invite other studentsto say why it is a good piece of writing. He felt the cold wind bite/biting into his skin. Write one or two on the board. detective novels. . Reading 4 Studentsread the text. in r Ask one or two pairsto report their ideas. e Give help with vocabulary @. science fiction.

. a s k a f e w q u e s t i o n s b o u tt h e a exoeIence. Havestudentschecktheir answerswith tne r e c o r d i n s c r i p to n p a g e s1 2 1 . or are fairlvsure of them.l f s o . t p r e p o s i t i o nh a v el i t t l e( l f a n y )m e a n i n ge a c h s .who the orofileis for. .e. . . o Readthe questions with students. 7 Rsk studentsif thev can remember the name of the lnternetcompanyin Exercise (Musicmaker).and ( d i s c u s s h e r e a s o n s s e eL a n g u a g e o t e ) t n 1 i n . 50 > PHOTOCOPIABLE ACTIVITYPAGES128_129 . r Walk roundthe classgivinghelp where needed. o This lessoncontains exampleof a business an letter. The phrasal verb sorf ouf is used in this lessonin its more literalsense.. . lf necessary. give prompts. o P o i n to u t with. 7w i t h .g. g r Findout which (if any)errorsstudentsmade.t h ee c o r d i n a f i n a lt i m e i f y o u t h i n ki t w i l l b e r g useru. and find out how manyjazz loversthere are in the class. Dividethe classinto groupsof three or four. o Tellstudentsthey are goingto listento someone who provides musiccompilations the Internet.n. Ask groupsfor feedback..l. t D i v i d e h e c l a s si n t os m a l lg r o u p s t h r e e r f o u r ) . E a c hg r o u pd e c i d e s h i c h i d e ai s t h e b e s t . . . get studentsto rewritethe letter from memory and compare with the original. S t u d e n t s e a dt h e o u e s t i o n s . Studentsdiscuss the questions. let studentsdecide.. t t Practice 6 Ask studentsto look brieflyat the letterand say what it is about (a new restaurant) who it is beingsent and s t o ( p e r h a pa b a n km a n a g e r ) . i. . Youmight liketo draw attention some of the more to formalexpressions typicalof the style. r . How often do Vouuse it? What do vou use it forT . lf or it is part of a business presentation. interference.o f 2 f o r 8 with 9 out 14of 15of 3 o f 4 a b o u t 5 i n l l 6 ' o n ' ' . sort out) Way in r Ask studentswhat would be their idealbusiness to work in. H o w e v e ri. ffi Findout if any studentsuse the Internet listen to t o m u s i c . S t u d e n t s o m p l e t eh e g a p sa n d c h e c kw i t h t h e i r c t partner.. t . o . t o lnvitestudentsto chooseone or two phrases to l e a r n D i s c u s s h i c hw o u l d b e t h e m o s t u s e f u l . S t u d e n t s h e c kt h e i ra n s w e r s n g r o u p s . G r a m m afro c u s 4 Tellstudentsto supplythe prepositions only if they know them. Often errorswith prepositions come from mothertongue lt . | 2 .n B r i t i s h n g l l s hi. G e tt a l k i n g. see W r i t i n g b a n k p a g e1 5 2 . . t r P l a y . 5 Studentsmatchthe phrases from Exercise with the 4 definitions and checkwith their partner. prepositional phrasehas to be learntas a separate vocabularv item. . You may need to pointout that the answersare groupedin the same way as the phrases . c i o Gothroughhe answers. a n dw r i t i n g I Decide. givinghelp where needed. 1 4 S p e a k i na n dl i s t e n i h g g 1 finO out how many studentsuse the Internetregularly.1 2 2 . . r Gothroughhe answers. s k t h e m w h i c h a a b u s i n e s sh e y w o u l dc h a n g e o i f t h e y h a dt h e c h a n c e . For an exampleof a companyprofile. 2 r l n v i t es u g g e s t i o nfs r a n a m ef o r t h e M o n g o l i a n o restaurant Exercise in 6. r Pointout the phrasal verb sef up (a business).See alsothe e x a m p l e f a f o r m a l e t t e ri n t h e W r i t i n g b a n k p a g e1 4 9 .g. S t u d e n t sh i n ka n dt a k e n o t e s . I Tellstudentsto remainin their groupsto discuss the ouestion. Gothroughhe answers. w o Ask a spokesperson eachgroupto presentthe for proposat.. . ( t o o Studentsreadand answerthe ouestions. w ano wny. . Ask a few questions. Playthe recording more than once. styleshould the be fairly ormal f . i 10with 11on tz fror:n 13i. put things in a logicalorder. . on . W a l kr o u n dt h e c l a s sa s t h e yt a l k .g i v i n gh e l pw h e r e needed. as in One of his taskswas to sort out customer oueries.phrases Grammar Prepositional Language go Talking working a company to about in T h ed r e a m u s i n e s s b L a n g u a gn o t e s e . e. Walk roundthe classas studentswrite.t i s a l s oc o m m o n l V s e di n E u the more figurativesense of find a solution to a problem. may help studentsif you discusswith t h e m t h e s o u r c e f a n ye r r o r sR e m i n dh e m t h a t o . lf you havetime.e. . tourism? financialservices? the retail industry? o l f a n y o f y o u rs t u d e n t s r e i n b u s i n e s s .

Rarnheavily. Studentslook back at the text to find the idioms. Walk roundthe classas they read. Ask for examples idioms. r Most of the bodv idiomshavefixedword order. them. described Explain that eachpicturecan be succinctly with an idiom. there manyTAre they frequentlyused? .and write a few on the of provide one or two well-known board.g. Givestudentsa coupleof minutesto think about possible answersto questions. by Tellstudentsthev can checktheir suggestions reading text.but make up your mind can also be make your mind up (because contains phrasal verb). discuss Students . language. Gettalking 7 or Readthe questions.are not usedvery the especially more colourful would be a more usual for often. (e. their partners.1) for a classdiscussion. But studentsshouldrealise ones. idiom is a phrasewhose meaningis differentfrom the meaning.e.9.givinghelpwith where needed. one topicto eachgroup. Students then checkwith completethe sentences.Invitesuggestions. o Ask what all the idiomshavein common (theyare basedon parts of the body). Students this levelare often attracted idioms. Get differentstudentsto describe what peopleare doing (e.9. writingthe idiomson the board.Chooseone of the (e. Allow a few minutesfor studentsto read. o Ask students how many of the idioms they already knew. . . example.givinghelp ' where needed. studentswork with their partner to which can be rewrittenusing write anothersentence 5' idiomsfrom Exercise one of the remaining .get firedl. the . lf there is time.most of the 'body' idiomspresented this lessonare quite common in and belongto a fairlyneutralregister. and Speaking reading 1 the picturesin pairs. r Alternatively. apparent . examplesto give them the idea. studentsto choosean idiom.V o c a b u l a rBody y idioms English te L a n g u a go g o Fingers crossed notes Language .g. ACTIVITY PAGES 130. it translate literally meaning. comprehension e Go through the answers. Get feedback from eachgroup. designate . . focus Vocabulary 5 Readthe list of meaningswith students. Students wlth anotherpair. .they will enjoy learningsomethingfrom other students' Ask languages.to the and then explain into English. questions 2 3 4 Discussthe use of idioms in the students'own Are tanguage(s). Walk roundthe classas they talk. lo alternative rain catsand dogs. r Ask studentsif they know any more idiomsmeaning lose your job lget the sack.131 > PHOTOCOPTABLE 51 .lf necessary. . Students which interestthem discussthe questions most. Ask what most of them are about (how to get on with other people).he's Pushingthe carl. theirsentences exchange way o Ask studentswhat they understandby idiomatic that an or Explain. o Go throughthe answersto Exercise 2. Dividethe classinto groups.and by at for this in itselfcan be a reason a closelook at some of that many idloms. a it Practice 6 Go throughthe exampleon the boardto show what is reouired.They should be able to remember burn the candle at both ends and burn the midnight oil from 1 Lesson 5. lf studentscome from different countries. Chooseone of the questions studentsroundthe class. . get a studentto explain. However.6) to ask a few . o Go throughthe answers. rain cats and dogs' kick the bucket. get a studentto readthem.

and the formalexpression I wish to (see the manager. I wish I could/were. . t 7b Rst studentsto tell you which form is usedto express b l a m eo r c r i t i c i s m . . . and 1:4. e o r Allocate studentstheir roles(A. o Tellstudentsto closetheir booksand write the sentences from memorv.g. G e tt a l k i n g n dw r i t i n g a 1 0 O i v i O t h e c l a s si n t og r o u p s f t h r e e .but may be acceptable in students'answersin the exercises. Studentsreadout their sentences. S t u d e n t s o n t i n u en p a i r s . Go throughtheir answers. .Go through the example give them the idea. dealtwith in this lesson. to expressunlikely wishes. diamondring a a a n da n a n t i q u e a s e ) . c i . e participr" 1past l1pai. in 1 2 Way in r A s k s t u d e n t so w r i t e a s e n t e n c e e g i n n i n gw i s h . Reportbackone or two interesting anecdotes. guitar. .i n l f I w e r e y o u .5 2:2.8 3:3. S t u d e n t s i g h l i g htth e c o r r e c f o r m s . make a complaint etc. Explain. necessary.g. Some pairs will not find this easy. Takethe opportunityto revisestructureswith wish. the o Students completethe dialogues and readthem with their partner. Students readtheir situations and add detailswhere requested. e Invitean earlyfinisher write them on the board.studentsimagine the situations. 9 . Ask questions aboutpronounreference. Chooseone of the photosand invitesuggestions aboutthe missedopportunity. e. I wish you would etc. . . Correct them if (seeLanguagenote above). Walk roundthe classas studentsspeak. Students write the final line of the storv. to Where the answeris yes. h t r Gothroughhe answers. .Walk roundthe classas they t h i n ka n d t a l k . .!!.) i s n o t .g. Focusattention the photosand ask studentsto on identify the objects(a football. a for . 1 turn down 2 be let down 3 give up 4 qigl up 5 miss out 6 set out 7 put (something) off 8 come off lnvitestudents ask you the questions.A s k t h e c l a s si f a n v o f t h e w i s h e s were aboutthe oast. Who is 'he' in Sentence 1? Who is 'him' in Sentence5? tti:l:lrl:]1 6 b Ask a few studentsto say which storywas the biggest missedopportunity. . l f i t w e r ep o s s i b l e . . give help lf by askingpromptquestions. . v r Explain that there is a story behindeachphoto:they all represent 'missedopportunity' someone. B or C). r The other membersof the grouptry to guessit. on 9 sentences. S p e a k i na n dv o c a b u l a r y g Tellstudentsto study the questions and matchthe phrasal verbsto the definitions. r Point out that wish and if only + past perfect are identical meanino.explain the circumstances. 52 .commenting suitability. 6a Ctrl etaythe recording the first story.6 G r a m m afro c u s 7a Students readout the sentences.l r The fossilised subjunctive form were of the verb be ( e . do not spend necessary but a l o n gt i m e o n t h i s . ask Did vou ever want to become a professional footballer when you were younger? r In pairs.listening a n d g i v i n gh e l pw h e r en e e d e d . t b l . e.and tell the storyto the rest of the group.7 4: 1. to . that they all referto the past. why.without the final line. o Ask studentswhich phrasal verbsthey already know. get or studentsto tell you. . C h e c kt h e i ra n s w e r s . if you focus on the football.stoppingrt of w h e n y o u h e a rt h e ' b e e p 't o a l l o ws t u d e n t s o f i n dt h e t correctpairof sentences Release 'pause'button the to playthe answers r C o n t i n u e i t h t h e r e m a i n i n t h r e es t o r i e s w g . e.V ocabular y Phrasal f0rdescribing verbs opportunities Gr am m ar Should have/ only/wish past if perfect + go Talking regrets missed L a n g uage to about and 0pportunities I wis h Language notes .Remindthem that to there may be several ways of completing dialogue. rt'jiiqd$f:d tltr| i€' Practice 8 Studentsmay not find this activity easy.e n c o u r a g i n g e m t o t h i n ko f a n y th p l a u s i b ls c e n a r i o .

o Go throughthe answers. Language notes good/ bad to f gilt. Go throughtheir answers. Ask if anyoneis too polite(perhaps the speakerin the restaurant. 9 . studentscan maketheir own by cutting out smallpaperdiscsand colouring them. which would not.givinghelp w h e r en e e d e d .as in c).I am. Listening 2 pausing after each W Playthe recording. Playthe recording againfor studentsto check.:rr. and c h e c kt h e i ru n d e r s t a n d i n g . they hearthe usingphrases from Exercise 3 where appropriate. r lf students say lt depends. This time they must respond when 'beep'. . .nrapology Practice 4 ffi Tellstudentsthey are goingto listento the recording again.:. Students the questionnair:e discussit with do and their oartner. 5 R e a d i n a n ds p e a k i n g g 1 Readthe first situation and ask two or three students to give their answer. . > PHOTOCOPIABLE ACTIVIry PAGES134-135 53 . Walk roundthe classas studentsplay. o Ask studentswhich reaction they think is rudest: to reply. r Readthe rules(on page85) with students. Walk roundthe classas studentsspeak.Ask studentsif the speakers generally are rude or polite (polite).1p. Have a good tripll and ask says studentswhich speaker from the recording them and aboutwhat. pointingout how stressed words receiveextra emphasis throughhigh intonation reinforce to 'politeness'.as in b). p t h e s p e a k e irs m e r e l y ' b e i n g o l i t e ' .Findout which situations would causesimilarreactions. . . the whole classto respond. G e tt a l k i n g 6 Youwill needcoloured for counters this game.a w a i t e rs p i l l i n g o m e t h i n g s s on them). o Do the activitv secondtime. Indeed. Go throughthe answers.. Alternatively. r Ask individual get studentsto respond. .O0o:ingrttO. Alternatively.drawing attention problemsof pronunciation to where appropflate. No.a. a Playthe ungapped recording again(Exercise 2). conversation studentsto tick the correctoption. Language focus 3 Readthe list of functions with students.Fu ction Using n social English g o Saying right te the thing L a n g u a go M i n dy o u rm a n n e r s e B e i n g' p o l i t e 'h a sa s m u c ht o d o w i t h c u l t u r am o d e l s s l a it does with language systemssuch as grammarand intonation.ask them what it dependson. lf you think studentswill appreciate ask each it. Congratulations! Don't worry about it.:ti:'r. for .9. groupto decidewhich playerhas the best manners.the use and a of please and thank you. exaggerated an emphasis so in on Thankyou so much or a vagueinvitation such asYou reallymust come againsoon are f requentlyinsincere. Tellstudentsto readthe dialogues usingthe recording scriptand then practise one or more of them from memory. Excuserne to interrupt. and . .9.and what they said. Choosesome of the phrases(e. Dividethe classinto groupsof four.Re5. . Studentsmatchthe groupsof phrases with their functionand checkwith their oartner. r Ask studentsif they think get /osf is politeor rude (it'svery rude). Yes of r Ask for a word oppositein meaning politeto elicit to rude or impolite.8. who shouldhaveshown annoyance). Ask studentsif they haveever found themselves in a n y o f t h e s l t u a t i o n ( e .he doesn'tinstead the brusque-sounding or No).the use of shortforms in Ves/noanswers:Yes. way o Ask students What different ways are there of being polite in English? exchange few ideas(e. or not to replyat all. . .

Photocopiable material by Photocopiable activities Steve Baxter and Liz Kilbey tests (with answer key) Photocopiable by KennaBourke writing bankby Liz Kilbey Photocopiable 56-135 136-145 146-152 55 .

your for about life Phrases talking Vocabulary of Review tenses Grammar about job/hobby to Language go Talking your

Thenameof fame
Aim
present,present To practlse perfectand past tenses (simPle and continuous)

Procedure
work in groupsof four.(lf your classdoesn'tdivideevenlyinto 1 Students four,havea few groupsof threeand give one studenttwo sheets') 2 Handout the sheets.each of which has a seriesof statementsabout a famouspersonplusthreetimelines. 3 StudentA readsout the first statement.Other studentsin the group who it mightbe. A, on fill in any information timeline then discuss one guess.StudentA recordstheir answer, They are then allowed without tellingthem if it's right. with StudentsB, C and D's first statements. 4 Repeatthe procedure and so on (original with StudentAs next statement, 5 Continue guessesmay be repeated changed). or to according how earlythe correct 6 At the end, pointsare allocated identitywas guessed(five pointsafter first statement,four after secondetc.). 7 lf studentshavefailedto guessthe correctpersonafter all the clues may inventadditional, havebeen given,the studentwith the rolecard B: easierclues (e.g.A: I used to be one of The Beatles; I own Microsoft; C: I directed Jaws and JurassicPark; D: I recentlymarried Guy Ritchieand havetwo children).

Materials
Onesheetperstudent (A,B, C or D)

llme
30 Approximately minutes

Preparation
Copyand cut up SheetsA-D as above

Extension
of write a biography one of the peoplein the quiz (or Writing:Students basedon their knowledgeor on research. anothercelebrity),

56

n T h e a m e ff a m e o
1 I starred my firstfilm in 1964. in 2 I first met my workingpartnerwhile I was studying school. at 'Sir' I becamea in i997. 4 I havebeen makingrecordsfor over 40 years. 5 I am stillworkingin musicand living(mainly) in Scotland. (Answer: PaulMcCartnev)
::i1*'-.,ry:5::'=:)

Past

Present

Past

Present

A 1 I wrote a best-selling book in 1995. 2 I startedat Harvard in University 1973.but Past neverfinished course. the I read lots of booksand enjoygolf and bridge. c 4 While I was studyingat university, started I my own company. I havegivenover$800 million charities. to Past (Answer:Bill Gates)

.q,**g,.Wr*r,t

Present

r':1Pi:qi*6r@16:i&

Present

!tS:.:*l !!qf l:?.&i:lieiit

1 I was born in 1947. z I startedmy presentjob while I was working as a TV director. I received knighthood Britain 2001 a in in . 4 l've been at the top of my profession over for 20 years. One of my films won sevenOscars 1994. in (Answer: StevenSpielberg)

,e,*,,s,'8e:}t,

Past

Present

Past D

Present

w,
Past Present

w$

1 In 1979,I played drumsand sangin a band calledBreakfast Club. playand in 2 l've appeared a Broadway in several films since1980. o 3 | d i d m o d e l l i njg b sd u r i n g 9 7 7w h i l eI w a s 1 studying dancing. 4 In 1996,I played the partof a famous Argentinian. 5 l've been makingworldwidetop-tenrecords s i n c e1 9 8 3 . (Answer:Madonna) @ Pearson Education 2002

.,ag. ;:6l.,lrorqq:,$

Past

Present

Past

Present

Past

PresentI

57

V o c a b u l a1 yAdjectives describing r for lifestyles phrases describe V o c a b u l a2 y Verb r to health L a n g u a go g o Discussing and te health lifestyles

Youarewhatyou eat
Aim
To providefurtheroral practice and vocabulary the areasof in diet, lifestyle, health etc.

Procedre u
1 Outline the situation: magazine askedthreepeople a has with jobs to keepa dlaryof everything different they eat and drinkfor a week,then giventhe results a professional to nutritionist for comment. 2 Organise classinto groupsof three(Student B and C). the A, 3 Handout the sheets Explain that eachone hasa lifestyle description, a typical day'sfood diaryand a numbered from the nutritiontsr. tip 4 Students readthrough theirown sheet. 5 Withoutshowingtheirinformation, students shouldmatchcorrect people with theirlifestyle and advice. One studentbeginsby describing theirperson, then one of the othertwo can suggest that theirfood diaryfits this description. Finally, a check, as the thiro studentcan talkaboutthe tips on his/hersheetto see if this too fits. When they all agree, they canfill in the table. 6 Checkand compare groups'answers(seebelow).lf preferred, the the lasttwo questions couldbe kept backand usedas a whole-crass round-up discussion, usingthe vocabulary the lesson of

Materials
One copyof the appropriate sheet for Students B and C; one copy A, of the tablefor eachgroupof three

Time
Approximately minutes 30

Prepa ration
Copyand cut Sheets B and C A, (opposite page) and the table (thispage); pre-teach vocabulary if (Note:if preferred, desired. the tablecan be writtenon the board for studentsto copy.)

Extension
Writing Studentswrrte descriptions their own occupationlifestyle : of / and diet,as on the sheets. Theythen exchange with a partner, this who 'nutritionist's writesthe tips'.
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ANS\l',rEiq I(='1
-ll3 'l 2 3 Nilanl're Sancl'ir .Jo Lee

1l'::,1:;'.,;:1;1r,r.i.rit,111ta1l

Occupation postman student mo0el

a...:::.'4..::.'

Thefollowing tablemayeither photocopied writtenon the board be or for feedback. 0ost-activitv

Tip'.,.Z,
Name Occupation Healthy lifestyle? Healthy diet?

L

58

i '1['s . t packet oisps..i':l!t..l (difficult. @ Pearson Education 2002 59 .''11'.ra'lCoh'6!'iiCl....f ...t:the:'aid'iol.:tigali.e.1 ..'''.h..... calorri... .r1..a:nd.b.)'.'r'. .'....'. '.l: ke:j!1.ei'n... 1. ...'d:aV.lrr.'ilnta i:bi!l..ut rr..*..:t i.t.b.hreb-aelli.t..6 t nray:be '.b ea ..1..ro:n:..d i'..i.itdown:1.: l lit I 'rarnO'. th..Un :l3:0o.r.1230 meatpie. Atin g l''tl'H:ea!...6.m:Ofe:::'lnlon.you You what eat are C g u l db e s t o r i n g fOr rr.r.t::.i...l'. regularly to fit in.neot'4'l'lV..'. i:':..burn ealO:r...th..'tem.'.'.u'a1h...i. .f!Uiit)i hbve:'.:. but : " : beneficial)...:]]:]..'.'.r: .'b.h.. beefourger..:l.l..:l :.'i:..th€.. . up th'ispaceof life.r i..:.. . :l.'.:.. lw. :..: Ig'srS:tru:t1:t:trtr:i !|:.iU.Of..is.e t.'ii.ur..'!. Ckst......:rEf i'gnd.rtrnjik.r':'.6atl}:'iiithich'' :i:]:.'AtSo.db !.l..i...!e6tVpl'm'aV.''..f .'...qUi i ..r. ll'..!ty!. baked beans .O:3O.Q ti.th.'i..::1rrr:d:eieSnltr'rh but .10j5 rbg.'.:f i€s'h.te.'1. 09di:.: piot.l... small salad "hps...i:rmO.tsn.t.itri.:.t'qw. laieO..1..:..a. '...!.h.l.1eX.I canof beer of .y:.::': .i'11'.-ir.r".iasne!...t. r'i..rr.:'..life..Vi1n ''Si|ga..C. Ba.:lr..' rdmOU:ht:r..e. rr': bit ..h:nr! rrtrirlit.t€V.to....i .::r:...l.. doesrnlt::fi t:r.tl ..'. l.':{fisht'.a keep .ii:.r r'] thtelp']..'..!.rt:..tl:' ip'l:0:b..ie*..j ':L.:. '11.'::la'U.wou:|d..t Ithe.bitritqf n S .l.utting.{lnvdve a :t.i.''l::lgjO '...s:i [|V1O ut' K.l.r..f lt. ::" egigs.:tla.p..:r1h1a.m'i9:ht:...:.'rr. chips...p!:A..:rfat:... ..er..:..'] .1.'.'.r..i:..lY..:.prOblemS in.'. :lty.'it..rg:.'".!es.ie ''': .. .lt:t'ti..1..Oieal!.ir.b..:.Ti1t:.n1tidtiink6.e.i.irrirru:p.1.:.e intakei i ....'iA. 'r..::16i6.r.e ave to r..S.'''.n.sive..eatingmore.'.

but may not changeany of the details. 2 All the students eachgroupwrite a man'snamein the first space. eachgroupcouldchoosetheirmost amusing or entertaining story and read it to the class. 5 Theycontinue writing. 6 After the final pass. Prepa ration Copyone (or more)sheet(s) for eachstudent 60 . Materials One copyof the sheetper student Ime Approximately minutes 30 (perhaps lessbut may be repeated it could be more successful second time around when studentsare more awareof how it works) Extension Speaking:ln larger a class. 3 They then fold the sheet so that what they havejust written is not visible.maximumeight). 4 Studentspasstheir sheet to the left or right.studentsunfoldthe sheet they haveand readout the story.The studentreading the story may correctany grammatical errorsthey spot.Vocabulary Time adverbials Narrativetenses Grammar Language go Telling to stories thepast in Consequences Aim past tensesin narrative To practise Procedure 1 Divide the classinto groups(minimum three. in as instructed.foldingand passing untilall eightparts are written.

...Consequences (Write a male name .. someone famous or someone everyoneknows) 3 while thev were (Finishthe sentencein the past continuous) 4 She (What did she do?) frt "?:.. f/\-61ci-^-\ t: met (Write a female name -.someone famous or someone evervoneknows) ....iii ^\ 7 so she (What did she do?) l: /ri-t.......i --lt-l 5 because he (What had he done?) 6 He told her that (Finishthe sentencein any past tense) f "i.]it-A1 8 a n di n t h e e n d (What was the consequence?) 2002 @ Pearson Education 61 .......

.. . _ r o u p v Time 25 minutes+.:oenireading beginnings the sentences the of j c a nq u i c k l yu d g er v n a r h e c o r r e c a n s w e r h o u l d e l t s b 4 When all sentences navebeen read. . t h e n r o u n d e t th t again. on Studeni records A who was the firstto 0o so. . (printed 2 Student reads the begrnning hisi herfirstsentence A out of in bold). n g . . e nS t u d e n C . more if writing extension used is Prepa n ratio Copyand cut Sheets B and C A. .add up the pointsto decidethe 'winner' gfoup. 3 C o n t i n u w i t h S t u d e n B ' sf i r s :c e g i n r .V o c a b u l a rNoun y combinations -friend -mate with and G r a m m a Phrasesaddition. according grammar sense. eachtime recording winner Monitorthe activity the ano mediate casesof dispute Notethat the endings the sentences in of are givenso that the s:. to and choosing from the endings theircards.Theothertwo students mustcomplete sentence the with the appropriate ending. in each Materials a:nh One copyof SheetA. as above Extension (stillin theirgroups) WritingStudents write out the resulting twelve sentences. B or C for qtr rdant in tha n . c 1 62 . and r of result contrast L a n g u a go g o Discussing te advantages disadvantages and A f r i e n dn n e e d i Aim To reinforce meaning the and use of linking words and phrases presented the Students' in Book Procedre u 1 Divide the classinto groupsof threeand handout the cards.

it's like we've neverbeen apart. ... 2 He never returnsa favour. we hardlyever quarrel with each other.. l'm excited of and a bit nervous. to we often havedisagreements aboutlittle things. peoplelike him because he'sa good listener. be . they havelesstime to devoteto relationships. to it can sometimes a bit of a nuisance be @ Pearson Education 2002 63 . a t peoplelikehim because he'sa good listener. 3 Havingfriends round to visit is usuallygood fun. I stillwrite letters my closefriends.. E n dn g s i . often we havedisagreements aboutlittlethings. when we do.. . we often havedisagreements aboutlittle things. We rarely meet nowadays. he hasn'tgot manymates. However. it can somelmes oe a bit of a nuisance.when we do. 3 As well as being an emotionalbenefit. Thesedays. I t h i n kI p r e f e r n i m a l so p e o p l e . still write lettersto mV I closefriends. . 4 W e d o n t h a v em u c h i n c o m m o n . it can sometimes a bit of a nuisance. I think I preferanimals to people. they havelesstime to devoteto relationships. he hasn'tgot manymates. E n dn g s i . but I appreciate honesty his too. I'm excited and a bit nervous.. peopleare under more and more pressure.Also. 4 He'spopular becausehe makes people laugh. l'm excited and a bit nervous.. Beginnings 1 I've never met my penfriend before... . his Beginnings 1 lt's his reliability that I value most. I think I preferanimals people. hardly we everquarrel with each other. peoplelike him because he'sa good listener. Nevertheless.As a result.. it's likewe've neverbeenapart. 2 He's my best friend.Therefore. having friendsis saidto be goodfor your health.. I still write lettersto my closefriends. Because this. . . Nevertheless.f r i e n dn n e e d i Beginnings 1 Although they're not very good conversationalists. we hardlyever quarrel with each other.. On the other hand..he hasn'tgot manymates.. . having friendsis saidto be goodfor your health. I appreciate honestytoo. Nevertheless. it's likewe've neverbeenapart. I appreciate honesty his too. Endings when we do.they have less time to devoteto relationships. 2 E-mailshave made keepingin touch so easy. having friendsis saidto be goodfor your health.

2 Outlinethe situation: they are attending two-dayconference. Materials Copies allfoursheets each of for student Time Up to 30 minutes(seeStep 5 in Procedure) Preparation Copyand cut sheetsas above 64 .Ways Vocabulary of talking Ouestion tags Grammar go Making talk a party to small at L a n g u age I k n o wy o u . as questions. 'on 6 Monitorthe conversations feedback. A. ot a 3 Handout the sheetsand allocate role (A. 5 Studentsbeginchattingin roles. Allow five minutesfor studentsto readand memorisetheir own and then skim the others. C or D) to eachstudent.They introduce themselvesbut do not volunteer much information. a and at partyfor delegates. B. they shouldnot referto these duringthe as courseof the conversation. follow-up improvising asking answersetc. necessary revisethe appropriate and rise-fallintonation to of question tags. The most groupwill be the students successful who are stillchatting the end at of a ore-determined time limit. the end of the first day there is a reception The otherthreein theirgroupare all people they only know from reading the list of participants may havemet once before. for either the spot' or after as the activity.Encourage information the details to studentsto put the otherthree cardsface down once they have skimmedthe information. aim is to ask checking too The questionsuntil everyonein the group has a clearideaof everyone then to extendthe conversation long as possibleby else'sdetails. gambitsbefore 4 lt may be a good ideato suggestsome opening beginning. C and D). particular use of in the question tags to checkdetails Procedre u 1 Divide the classinto groupsof four (Students B.They shouldthen add one or two extrapiecesof personal givenon their own card.d o n ' tl ? Aim To practise exchanging information a party-type in roleplay. appropriate.

(especially Youare interested reading in historical novels) and travel. at Youare interested outdoorsportsand reading in detectivefiction. YoutalkedaboutMarketing this afternoon's session. Name: LESLIE ONALDSON D From: SCOTLAND Youmet Pat Elliot a partylastmonth. last You'verecently beento Scotland holiday. @ Pearson Education 2002 65 . Youare interested walkingand history. in Youwould Iiketo go out for a meallaterthis evening. I know don't? t Name: TERRY ATKINS From: CANADA You met JackiePageat anotherconference year. Youwould liketo spendthe evening the hotelbar. Youwould liketo go out to the theatrelaterthis evenrng. on goingto speakaboutTourism tomorrow You're in afternoon's session. on goingto talkaboutStressManagement You're at tomorrowmorning's session. at You've visitedlreland several times. in Youwould liketo go out to the cinemalaterthis evenrng. Youare interested historvand food. YoutalkedaboutNew Mediaat this morning's session. You'velivedin Canada. in Name: JACKIEPAGE From: NEW ZEALAND You met TerryAtkins at a conference lastyear.you. at You've recently beento New Zealand business. Name: PATELLIOT From: IRELAND Youmet LeslieDonaldson a partylastmonth.

' .:r :a. ? ' a n d q u e s t i o n a s k i n go r o p i n i o n s .l.ak p. . (3+3)is preferable. 'Haveyou 'What types include wouldyou ever . y t h a tm a y Materials One set of A or B cardsand instruction Sheetper groupof threestudents Time 30 minutes+ Prepa n ratio Copyand cut up the cardsand sheetsas above Extension Wilting:Students write theiranswerto one of the questions the form in of a story or essay. ( a n dp r o b a b lw i l l )a r i s e .. are As to 5 Oncequesiions prepared. information 2 Handout A or B cardsolusthe relevant sheetto eachhalf of the group. that at the otherhalf Monitoring important this stageto ensure (nottoo personal.: e :u (with).fordescribing relationships V o c a b u l a1 y Expressions r verbs V o c a b u l a2 y Phrasal 1 r te about L a n g u a go g o Talking a relationship Together forever Aim To practise and consolidate the (especial phrasal collocations ly verbs)presented the Students' in Bookby writing. rn.. K ANSWER EY rGroup A phrases '". rearrange their'cards' form phrases.'.. il 66 . faII oui. four (2+21 Six but eight(4+4)wouldalsowork. and Bs get together ask and Theyshouldbe encouraged explore to any interesting areas answer.asking and queslrons answenng Procedre u or 1 Divide classintogroups. Goodquestion s f d o i f . to Checktheirphrases 3 Students to beforeproceeding Step 4 'halfgroups' for work togetherrn their to write questions 4 Students is . .'r'... interesting). .lw h)..'.. personal questions suitable are but enough be to Suggestions couldalsobe givenif necessary.. ?'.

Use each of the phrases write a questionto ask to GroupA.. Who was the last person you took to immediately? Now answerGroupAs questions. to be honest. can design You of your question the whole groupor targetparticular for students. o Use eachof the phrases write a question ask to to GroupB.--.r --.. Now answerGroupB's questions. on the subject relationships.or three-word Rearrange phrases from Lesson 6.. to be honest.. Rearrange your cardsto form seventwo. may refuseto answerit.or three-word phrases from Lesson 6. aqainel .. can design of You your question the whole groupor targetparticular for students.h) make acroee f all come in love uV (wiLh) qel your cardsto form seventwo. don't alwayschoose but the sameonel you couldbeginwith this question: For example. don't alwayschoose but the sameone! you couldbeginwith this question: Forexample. l _ l our (with) divorced qel f all move OUT on (wir. where is the best place to come across a potentialpartner? .-. Try but if you thinka questionis too personal. you may refuseto answerit.. you is qet l r lo l find U? i.-l l work lake t ogelher COME ? U over 5?lit @ Pearson Education 2002 OUN backt oqelher 67 . on the subject relationships.but if you thinka Try question too personal.Together forever .

answer(Option Theirsentence anotherwrong (but plausible) shoulduse one of the verbsfrom Lesson7. Materials One copy per team of SheetA or SheetB llme 30 Approximately minutes ration Prepa Copyand cut SheetsA and B as above Alternative on students. The otherteam confers try to agreeon which is true.the pointgoesto the otherteam.Ask teams to decidetogetheron eachcase.but couldbe four).they scorea point.of course. lf they are correct. of that Option1 is the correctcontinuation the sentencein 2 Explain 2 is wrong. 2 or 3).sayingif it is to Option1.behaviour to Phrasesdescribe Vocabulary G r a m m a0 b l i g a t i o n v e r b s r up ways to Language go Discussing of bringing children TrueIt e s Aim of To provideoral practice verbs of obligation Procedure per threestudents the classintoTeamAs and TeamBs (ideally 1 Divide team. lf they are sentence wrong.they can provide extrawrong answer. 3 Studentschooseone sentenceeachand readout their sentenceto the other team in mixed order(without. couldadd another then haveto pickout one or both of the correctoptions. knowledge. and depending your own cultural For moreadvanced for you correctcontinuation eachsentence. lf teams havefour an members.and Option 3). Students 68 .

. to o 412-year-old Britain in . 1 shouldrub it with a pencil.. 1 shouldn't throw stones. 2 oughtto keeptheirclothes on. in A 16-year-old Britain in . sticking. your lBth birthday you should on traditionally given. 2 must wash it immediately very hot water. . 2 needto put somewhiskyon it.. 2 a silverringwith your initials it... be 1 the key of the door. then rinseit in coldwater..... @ Pearson Education 2002 69 . 2 shouldbe told off but not criticised.. to ? . a e lf the zip fastener youryoungchild's jeansis on you .. 1 shouldbe seen but not heard.. ? lf teenagers spillred wine on the tablecloth duringa party... to 2 is supposed carryan identitycard. 1 is allowed get married to with parental consent. An English proverb saysthat peoplewho livein g l a s sh o u s e s . 1 isn'tallowed havea paidjob. 417-year-old Britain.. In Britain. . 2 is not allowedto join the army. they . on proverb An English saysthat children . in 1 isn'tsupposed buy alcohol. 1 shouldput salton it. to 2 doesn'tneed a passport travelabroad.

V o c a b u l a rH u m o u r y for giving asking opinions disagreeing. 4 Students anecdote. and memorise work in new pairs(A+B)andtell theirjokesto eachother. 5 Eachgroupwritesout one of theirjokesas a narrative-style the change tensesto the pastand add detailto the studentsshould eventsand descriPtions Materials One copyof SheetA or SheetB for eachpair Time 30-45 minutes Approximately Extension (or on discussion which a Speaking'Havewhole-group whole-class) jokes(if any)are funny. and Agreeing.which are not and why. it.to practise to narrative the by retelling jokes skills u Procedre classtntopairsand giveeachpaira sheet(A or B) 1 Divide the and unscramble two jokeson work in pairsto separate 2 Students sheet. their they chooseone joke each on 3 Oncethey haveagreed the sequence.to out scrambled sorting practise spokenregister changing oral style. Functions you what to Language go Discussing makes laugh G e ti t ? Aims skillsbY reading To practise jokes. ration Prepa A Copyand cut Sheets and B as above 70 .

'Now watch this. whichwould you like?' 'No. 'There aren'tany treesthere. it's not a very original magicact.' 3 He takesa saw and proceeds cut it in half.' 'lt doesn'tgo anywhere.you stupidold m a n l 's h e s a y s . 'Excuse me. that's right.' 1 0 'l've come aboutthe tree-cutting he tells the manager. nowl' 'Yes. at leastl'm not lost. 'Good morning. A woman goes into a shopand walks up to the assistant. alwaysstays lt where it is. 'Ah.' comesthe reply.' comesthe triumphant reply. A richladyis on a drivein the countryside. 'But B that'sridiculous. my good man. 'but 6 it's OK.' objects the manager.'saysthe man. and @ Pearson Education 2002 71 .' 4 A 1 The assistant steps into the box.'he agreescheerfully. I came in because saw a noticein the I window offering low pricesand highquality.' 7 A man goes for a job interview. 'Now. madam. to 'l 4 see.can I helpyou?'he askspolitely. Shestopsand asksan old localman for directions. 1 1 A man arrives a theatrical for audition with his ladyassistant a largebox.' saysthe stage manager.' 'Magic act?'exclaims man.'l didn'tsay the anything aboutmagic!' job. 'Yes.' he 'but answers.but where does this roadgo to?' she asks. that'snot what I mean.G it? et 'Yes. 'Yes.and haveyou any previous experience?' 'Not tr 'Ah yes. 2 l've workedin the Sahara desert. I may be stupidand I may be old.

only two spareslots. them has heard that the time of one of theirappointments changed! like finalise details should 5 Oncea date has beenfound. where they are Materials One copyof SheetA or Sheet per student Time 30 minutes+ Prepa ration A Copyand cut Sheets and as above Extension studentsthe date they havechosenis now impossible Speaking:Tell 'phone' eachotherto urgenthas come up.in which casethey will haveto decide no vacant (or lf can which of theirappointments be rearranged missed). 'e-mail' 'text eachother or message' that they now haveto 3 Explain A whichwill lastaboutthree hours. put into students the extraappointments available alone.Theyshouldend up with they wherever slotsin theirdiaries. l_ 72 . it writingout a briefmessage and passing to StudentB. a pairis you'vejust tell too luckyenoughto hit upona solution quickly.Student a to arrange meettng.activities Weekend Vocabulary future for Tenses describing plans Grammar to Language go Making Plans week Busy Aim formsto future To practise using makearrangements writing by or e-mails textmessages Procedure the 1 Arrange classin pairsand handout a SheetA and a SheetB to each oair. what they are goingto do etc.students goingto meet. 2 Working wish. continue who responds. 4 The randomelementmeansthat a pairmay well find that thqy have slotsin common. beginsby Messages untilthe meetingis arranged. Havethem as something the rearrange date.

Busy eek w T H I SI S Y O U R I A R Y O RN E X T E E K : D F W ADD: cinema(p.) long lie-in T H I SI S Y O U RD I A R Y O RN E X T E E K : F W a. Friday @ Pearson Education 2002 73 .m.m.m.) (a.m') visitfrom cousin(P'm') swimming(P.

but 60 minutes or with extension ration Prepa A Copyand cut Sheets and B as aoove Extension the Studentscould conductinterviewsin pairsby exchanging Speaking: Givethem produced the writingtask in the main lesson. in conduct interview pairs an Procedure and handout either the classinto pairsor smallgroups 1 Divide SheetA or SheetB to eachpair/group. from that the activityis basedon expertadviceprovided 2 Explain job of who havea lot of experience conducting interviews. view on the othergroup's Materials of One copyper pair/group SheetA or SheetB Time 30 minutes less. of 3 Studentsdiscussthe relativeimportance the differentapproaches job interview for numberon the continuum eachpair. and circlea in a appropriate. write a letterto a friendwho is aboutto havean Writing:Students on givingadvicebasedon the information the interview. skllls experience and fordescribing Expressions Vocabulary a to Language go Writing CV S e l ly o u r s e!l f Aim on To discuss advice handling and. to they consider according the behaviour 'expert' and decisions givethe swap pairs(A+B)to compare 4 Students questions. important plustheirown ideas. in the extension.your yourself. interviews. managers commentson the other and that this is the sourceof the numbered questions. numbers brackets in show where the experts The group's on would ratethe question the continuum. n 74 . for CVsthey time to studyand makenoteson eachother'sCVsbeforebeginning. sheet.

:i3:|l.1'11. especially ones.:*:: il*S3i::X*:i:g:l:ll Takeyourtime in answering Tryto answer Be assertive i*silix::*::*#1#i!:it$1!$*tl Be submissive yourweakpoints .(2) that Try to help if the interviewer in difficulty.. Get across any information will helpyour case.3*:iiiii:Sr::iii$:ittllF::il give some kind of answer Tryto even if you don't know T H EE X P E R T O 'P I N I O N N G R O U P ' SO U E S T I O N S S A O 1 2 3 4 Smileat the interviewer.i:tii:]]Si:]:l]tf Smilea lot Lookthe interviewer the eve at:::::il.il.:15a.i:.: to Do to liil:l:]:]l:$]:ilil not respond silences T H EE X P E R TO P I N I O N N G R O U P ' SO U E S T I O N S S' B O 1 2 3 4 questions Consider hypothetical carefully. (4) (2) Be prepared defendyour views. don't let your smile becomea fixed grin..!r'11.1. (4) but (1) Maintainlots of eye contactduringthe interview. don't panicif silences is but develop.. (2) O U E S T I O N S RD I S C U S S I O N FO questions promptly :ljl.11i: honestaboutyourabilities Keeptalking avoidsilences r].i. but don't argueaggressively..'1.::X+:rll:]]t::i1*s::f Saynothing about ::i$!:l:*S:r:l Be openaboutyour limitations Admitwhenyou don'tknowan answer :*$a:i|.li..(3) @ Pearson Education 2002 75 .]::a]:]:$::ti].'l:::'::i::.]i:r:ti2::]:.iilillif eye contact in Avoidtoo much 'sell yourself' Iry to Be ::.11ll iil:ll.111'1.''. to (1) Don'tvolunteer information aboutyourweaknesses.i.lti:ialiS:::il:llil::ll4il::illi:il:5.::i.3.S e ly o u r s e l f ! l O U E S T I O N S RD I S C U S S I O N FO Lookserious ii]'iif i::::]l::]l:i2::i:it]]ti:i3:l::i:i. Don't be evasiveor try to bluff.i:.2:.

questions 3 Eachstudentin the groupasksthe othertwo students to 'missing' personin eachfamily. 2 Divide classinto groupsof threeand distribute Sheets B and C to A.for example Where has John been working?How has Tom felt recentlyZThey the information completethe use to noteson theirsheet. Pointout that he or she shouldbe connected in some way with one of the two families. and follows two mainfamilies they struggle copein different as to ways. B or C per student Time 30 minutes + Prepa ration Copyand cut SheetsA. find out details the of usingthe present perfect.character. 4 Tellgroupsto work togetherto write the profileof a new character for the programme. Outline the situation: programme set in a the is town in which the mainindustry has beencloseddown. 5 Groups the classabouttheirnew character. is 76 . background and recentactivities. including name.age. tell Materials One copy of SheetA.studentswrite the as scenein which theirnew character introduced. B and as above Extension Writing:Either togetheror individually homework. eacngroup.Vocabulary media The perfect: Grammar Present simple/continuous your Language go Havingjobinterview talking a to and about experience p Missing ersons Aim present perfect To practise (simple continuous)spoken and in andwrittenform Procedure 1 Makesurestudents familiar are with the rdea a soapopera/ of domestic drama.

but for nearly yearhas beenearning living a a doing 'o*Qd jobs'.She is worriedthat Jim hasn'tbeentelling the tax office about his casual work. and there havebeen a lot of arguments.M i s s i np e r s o n s g THE HIGSON FAMILY John (39)Usedto be assistant salesmanager. she is quiteclever. so the familvincomehas received doubleblow. Tom (10) Hasjust startedgettinginterested ih musicand fashion. She is worriedthat Jim hasn'tbeentelling the tax office about his pqsq. but has been wonderingrecentlywhether it is worth staying education.though for he has been doingsome f1e-glance work. Claire(17) Stillat school. T H E H I G S ON A M I L Y F John (39) THE ROBINSON FAMILY Jim (28) Was a manualworker in the factory.al work. and his school work is sufferino. she is quiteclever. Liz (36) Also worked in the industryas a secretary. parents determined in Her are that she shouldgo to college.though for he has been doingsome freelance work. on C l a i r e( 1 7 ) Tom (10) Hasjust started gettinginterested in musicand fashion. T o m( 1 0 ) @ Pearson Education 2002 77 . a Has recently beendoingcleaning work to keepup the payments the flat.but for nearly yearhas beenearning livingdoing a a 'oddjobs'. to the Liz (36) THE ROBINSON FAM ILY Jim (28) Claire(17) Stillat school. and wants him to set up his own smaltbusiness. Worries aboutbeingunable support family. parents determined in Her are that she shouldgo to college. and his school work is sufferino. Worries aboutbeingunable support to thej%mily. knowshis parents He can't affordto buy him very much. and there havebeen a lot of arguments. and wanrs him to set up his own smallbusiness. knowshis parents He can't affordto buy him very much. electrical mechanical and Mary (29) Hasn'tworkedsincethe birthof their son. electrical mechanical and Mary (29) T H E H I G SON A MIL Y F John (39) Usedto be assistant salesmanager. but has recently beenshowingsignsof angerat the situation. Liz (36)Also worked in the industryas a secretary. Mary (29) Hasn'tworkedsincethe birthof their son. Has now been unemployed six months. so the family incomehas received doubleblow. but has recently beenshowingsignsof angerat the situation. but has been wonderingrecentlywhether it is worth staying education. THE ROBINSON FAM ILY Jim (28)Was a manual workerin the factory. Has now been unemployed six months. a Has recentlybeen doingcleaning work to keep up the paymentson the flat.

78 . their menus and how to make 5 Studentsform pairs(A+B)to describe the dishes. students With moreableclasses.lf to for needed this. r. 3 (Optional) groupand talk discussion.aftertheirpreliminary one ingredient. to another they may.the end resultdoesn't haveto be edible! dishes bizarre tell and if time allows.studentswrite out the list.cut the numberof dishes two. lf from theirgiveningredients.including to work together produce 4 Students you needto reduce the time on instructions makingeachdish. meal that they havefifteen minutesto devisea three-course 2 Explain find this a littledaunting. with ingredient as instructions a recipe. students to them that they can use their imaginations createreally reassure . exchange detailed theirmenus.food and Preparing cooking Vocabulary and nouns Countable/uncountable quantifiers Grammar a how to Language go Describing to make dish C o o k e rc h a l l e n g e y Aim To practise cookingvocabulary nouns uncountable and countable/ re Procedu the the classinto groupsof threeor four and distribute sheets 1 Divide that some groupshaveSheetA and some haveSheetB (if a group so SheetA is lesschallenging)' at to is likely be lessproficient cookery. Materials One copy of SheetA or SheetB per groupof three/fourstudents Time 30 Approximately minutes ration Prepa Copyand cut SheetsA and B as above Extension as Writing:In groupsor individually homework.

sugor. rice. oil. milk. oil.flour. spices. butter CookeryChallenge A three-course in fifreenminutes! meal Ingredientsin the store cupboord: herbs. rice.C o o k e cy a l l e n g e rh CookeryChallenge A three-course in fifteen minutes! meal in Ingredients the store cupboord: herbs. ?ggs. milk. butter f{lfifiatlilllTAfifE @Pearson Education 2002 79 . sugor. eggs.flour. spices.

they readout a question tellsthem if they and theirpartner and explain theiranswer. 3 Groupswork togetherto agreeon and write down their answers. are correcr. 2 The sheetseach containa set of questionsplus answersto the other group'squestions. to (orally) Preparation Copyand cut SheetsA and as aDove 80 . turn.gestures to describe Expressions Vocabulary -ing The form/infinitive Grammar social to Language go Discussing behavlour Bodytalk Aim To reviseand practise the use of gerunds and infinitives after certainverbs Procedure the classinto smallgroupsof betweenthreeand five and grve 1 Divide eachgroupa copyof eitherSheetA or SheetB. Materials One copy of SheetA or Sheet B per groupof three students Time Approximately minutes 30 Alternative Theyare then to receive onlythe questions readand discuss. ln 4 Studentsre-formin pairs(A+B)for feedback. Groups giventhe answersto their own questions that they are in a position so quizthe other group.

True. expectinghim to wave back. .: @ Pearson Education 2002 81 . example.' to 'l in b) am not interested that. This expresses and nothing all in the UK and Scandinavia. He his meaning.' 'We c) will continue be friends.' to Somefacialexpressions universal. She waves to him in her normalway..! ..' A man from Swedentravelling aroundEuropeuses a gestureto show how failsto communicate intended stronghe is. He jerkshis left forearmupwards. Evenchildren who were bornblindsmilewhen they are pleased.. Greece and France. Greece In and Eastern Europe.interpreting palm-down her wave as a gesture.What is he more likelyto do? ANSWERS GROUP TO A'S OUESTIONS 1 b) This meaning seemsto be confined some Greekislands to and the Turkish mainland. is extremely this insulting. are For if no one in the world will failto understand.but disbeliefin a) and c).' c) refuseto believe Why shouldltalian visitors southern to Spain avoidusingthe 'cheek-screw' gesture? I f i I I.smiling seemsto be universal. lackof interestin most of Europe.' to 'l c) want you to come here.an Americanbusinesswoman At a crowded sees an Arabiccolleague acrossthe room. i I ANSWERS GROUPB'S OUESTIONS TO 1 a) (ltaly and Greece) and c) (Northern Europe).crossing of means.Trueor false? or by nodding shaking party.in in Japanpeopledten don't show theirteeth).' 'l b) want to breakoff our friendship.:. Thisgestureis meaningless Spain.it. in placing rightpalmon his left bicep. ". to your head.' 'l that.' to 'l b) resenthaving do that. An ltalian may thinkit means but in southern Spainit is just as likely e' to mean'effeminator'homosexual'. False.OUESTIONS yourfingers 1 On the Greekisland Corfu.Althoughthere are variations how peoplesmile (for example. /. his In most countries. you smile.. and in fact the reaction very differentfrom what he intendsto achieve. at 'good'. Trueor false? Which fwo meaningsare possibleinterpretations ol_flje-Kingj[e'--* chinduringa conversation? 'You a) are only pretending listen. is Why? 'yes'and 'no' you will manage communicate In any European country. He will probably walk up to her. beckoning OUESTIONS 1 Which two of the followingmeanings can be conveyedby an upward 'head toss' in some countries? 'l a) r6Tuse do it. is the otherway roundfrom it the rest of Eurooe. 'l a) chooseto ignore what you are saying.

downtown Aim To reinforce vocabulary describing crtres Procedure 1 Makesurestudents familiar are with the conventions crosswords: of numbering across/down. cluesand indicating numberof letters the reouired brackets in aftereachclue. 4 lt may be worth pointing standard out formatsfor clues. groups may consulteachotheraboutthe rightanswer.Vocabulary Geographical and location character places Language go Describing to Across town. The simplest typesare definitions sentences or with blanks. 5 Students should to in clearlegible 6 Oncewritten form. Materials One copyof SheetA or Sheet p e rp a i r / g r o u p Time 30 minutes + Prepa ration Copyand cut Sheets and B A as aoove L 82 . cluesare exchanged between GroupAs and GroupBs and usedto complete the blankgrid. 2 Divide the classinto pairsor smallgroupsand give eachgroupeither SheetA or SheetB 3 Pointout that the answersare all words from the Students' Book lesson. 7 lf the crosswords not finished are withinthe allotted time. work together write cluesfor theircompleted grid.

Across 5 B Across J Down 1 2 4 h o 7 Education 2002 @ Pearson 83 . downtown Across i $ N I .town.

students Materials One copy of SheetA or Sheet per parr llme Approximately minutes 30 ration Prepa Copyand cut SheetsA and B as above 84 . and Grammar about to Language go Talking consequences in Trouble store Aim first and To reinforce and practise secondconditionals re Procedu one copyof SheetA or B to the classinto pairsand distribute 1 Divide pairalternately.and work to describe patterns habits Verb combinations Vocabulary + noun conditionals first second Zero. flowed. how well the dialogues 5 Discuss conversation. 3 Pairs and to Theyshouldbe encouraged pick up cluesfrom the preceding to sections. t t h l halfhe/she haswritten. couldreadthe original As a check. the Staff Representative to work together fill in the missinghalfof theirdialogue.studentsform differentpairs ( A + B ) S t u d e n t Ar e a d s i s / h e r ' g i v e n ' h a afn d S t u d e n B r e a d s h e . each a is Finestore Minimarkets considering change the situation: 2 Outline and from larger stores. to take opportunities use conditional and following sentences. are 4 When the dialogues complete.then viceversa. in opening the face of competition to 24-hour (A) Manager and betweenthe Personnel therehas beena discussion (B).

Whatwould for f 1 an hourextra those for working unsocial hours? A: B: Surely coulddiscuss details a later we the at date. life A: B:The staff'sreaction? Well. Havea seat.We are prepared offer a f 1 an to hour rise.The staff feel that if this goesahead.I will. B: A: I agree. my experience. Get backto me when you've gj"!. So.what we're concerned aboutis the idea of changing 24-hour to working. B: A: All right.it works the other way roundtoo. would.we can makevery Meanwhile.what'son your mind? B: A: No.Trouble store in A: y B :T h a n k o u .they usually see your point of view. In if you offer peoplethe right reward. And thankyou for yourfrankcomments. I I I I I I I I I I I I I I I I I I I I I I I I @ Pearson Education 2002 R5 . provided that we can agreeon the details. our profitability go down will and beforelong we could all be out of work. and we certainly don'twant to spoilanyone's social family or life.then. remember opposite also but is the true:if youdon'treward people enough. some people will be forcedto work at night. thankyou for agreeing see me to and listen to our qellg_AILS* A: B:Yes. we B: A: f1 an hour?My answerwould be that if you askedme that question. if we could. B: A: You'rewelcome. what would peoplesay if we offeredan extra 50 penceper hourT B: A: You may not think it's much. it? is A: Comein. B: A: lt's not a questionof not wantingto pay more. A: B:Well. lt's my job to listenafter all. lf they good progress. agree. I thinkthat would dependon what the companycan offer them In return. but if we increase wages too far.that'sunderstandable. A: B:We thinkyou couldoffer more if you wanted to.perhaps don't haveto be specific we at this point. Believe me. A: A: B:Yes. B: A: Goodbye. there would be no pressureon people. A: yousayif we asked B:OK. A: B: l'm surewhen I put this to the staffthey'll agreethat's a very generous offer.it would be purelyvoluntary. B: A: Now then. Goodbye. A: B: Fiftypencean hourisn'tthat much of an increase. haveto askyou l'd what you meantby 'unsocial hours'.What do you think the reaction the staff of would be if we introduced it? B: A: Yes. theycanget verystubborn.gg_d"Jhe reaction.and theirfamilylife and social will suffer.

of so will sometimesneedto'be transformed into a more formal style. 4 Dividethe classinto smallgroups(betweenthree and four) and distribute eitherSheetA or SheetB to the students eachgroup. couples with interesting backgrounds characters. and . o people with clearopinions who are ableto express them. 2 lf necessary. report The can then be written as homework(it may be necessary reviselinking to devices). . Pointout that the language the notesis quitecolloquial. who haveappliedto appearon a TV programme where selectedcoupleslive togetherin a houseequipped with video cameras. Materials 1 copy of SheetA or Sheet B per student Time 30 minutes Prepa ration Copyand cut Sheets and A as aoove Extension groupthe pointsinto logical Writing:Students paragraphs.social 3 Leavesome questions class) opento be considered in Steo 4.GroupsA and B combine to sharetheirchoseninformation. who will come but acrosswell on TV. initiate classdiscussion what kindof qualities a on the producers likely be looking Suggestions are to for.9. couples who don't blandly agreewith eachotherall the time. o people who are reasonably intelligent articulate and withoutbeing too intellectual. 86 .people's Vocabulary Adjectives describing for characters personality Function Describing Language go Talking people know to you about Theperfect couple Aim To practise people describing Procedre u 1 Set up the situation: studentshaveto prepare confidential a reporton a couplethey know quite well. couldinclude: . people who are not necessarily good looking.age. (e. in 5 Groups work together decideon which pointsare relevant include. to to 6 When they have narroweddown the points.

p T h e e r f e c to u p l e c @ Pearson Education 2002 87 .

the and write them on the board.one sentence fine. then write reactions the eight to situations the sheets. to Theirreactions don't haveto be long. 2 Studentsreadthe examplefirst. probability 3 Students compare theirreactions discuss and them. on according the instructions.but they shouldinclude expressions of (seebelowfor suggestions)..Havea competition find the gloomiestprediction to for eachsituation. the most optimistic! and Prepa ration Copysheetsas above l' language whichwill helpyou Optimist I'm sure l'll enio Pessimist l'll 7 Youhavebeen. Materials One copy of the sheet for each student Time 30 minutes + Extension Speaking:Ask classto suggestsix more situations.Vocabulary Weather idioms forpersonalitv used Grammar Expressions of probability Language go Talking howlikely to about things to happen are L o o k n t h e b r i g hs i d e o t Aim To praOtise probability expressing Procedure 1 Put students into pairs(A+B)and giveout the sheets.although is they can write more if they want to . then sharethem with the class.i1 88 .

You haven'tgot a partnerto go with you.000. Youreally want the iob! Optimist I don't imagine that it'lltake me very longto get there. and you won't know manypeople. 7 You havebeen invitedto a dinnerpartywhere there will be somevery famous people. I haveall the rightqualifications there'sa fair so chancel'll get the job.lt's in a town you've nevervisitedbefore. and glamorous 8 Youare takingan importantexam next week. Pessimist gettingthere. @ Pearson Education 2002 89 . 2 Youhaveentered painting competition.Yougavethem your phonenumber. I probably S I T U A T I O N1 _ 4 S StudentA: Student B: Youare an ootimistl Youare a pessimist! 1 Youare goingto a partytonight. anyway. There's boundto be a problem so l'll set out really early.L o o k nt h eb r i g h ti d e o s EXAMPLE You havea job interviewtomorrow morning. SITUATIONS B 5_ StudentA: Student B: Youare a pessimist! Youare an ootimist! 5 Youare movinghouse next week. first prizeis f10.lt's the most expensive you've ever owned. won't get the job. There'sa lot to dol 6 Yourboss has suggested that you learna new language which will helpyou in yourjob. car just met someone you really 4 You've like. The a 3 You'vejust boughta new car.

keeprng a recordof the scoreand givingfeedback the result. the then work together to complete othertwo alongsimilar the lines. 5 Students form pairs(A+B)to ask and answerthe questions.Vocabulary Expressions money 1 wilh Vocabulary Financial 2 terms Language go Talking money to about M i l l i o n a io em i s e r ? rr Aim To practisemoney-related vocabulary Procedure 1 Divide the classinto groupsof threeor four. 3 Students readand discuss first question. 2 Distribute questionnaires eachgroupso that all the students the to in the grouphavethe samesheet(either SheetA or SheetB). on Materials One copyof eitherSheetA or SheetB per student Time 30 minutes + Prepa ration Copyand cut Sheets and B A as aoove 90 . 4 Eachgroupdevises simplescoring a systemand key for their question completed naire.

for c) Put it in the bankwhere it will be safe. and who had more expensive itemsfrom the menu.000. c) Saveyour pennies and they turn into pounds. a) Explain that your moneyis in another b) c) 3 You a) b) c) @ Pearson Education 2002 91 .What do you do? a) take out a loan b) c) 3 You dl b) c) AREYOU MISER? A Findout by completing guestionnoire! our I wrricrrstatement bestsummarises vourattitude? a) Youhaveto soeculate accumulate. that you can live comfortably.M i l l i o n a orre i s e r ? i m AREYOU A POTENTIALI LLIO AI RE? il4 N Findout by completing guestionnoire! our I i I I Youhavejust inherited What areyou planning do with the money? to $100. 2 Youare in a restaurant with three friendswho are all betteroff than you. to b) Youcan'ttake it with you when you die. a) Payoff your mortgage. so b) Buy a racehorse fun and as an investment. 2 Youfind that you'rehardup and needsome cash.When the billarrives all four together. for what do you do? jacketat home.

will have so to be shuffled first). makingsureyou don't handout the 'joker'. Any student can claim it if it appears fit their story. usingthe one leftoversentenceas a basis.Vocabulary Disaster and verbs prepositions Grammar Future theoast in Language go Talking things were to you going do about to I d o n ' tb e l i e v et ! i Aim 'future To practise in the past' structures Procedure 1 Dividethe classinto groupsof three or four. 5 The secondstudenttakes and readsout the next sentence.In casesof dispute. ANSWER EY K m 92 . Thesecouldbe in a straightforward narrative style or written as newspaper stories.and is allowedto take it if to the groupagree. Materials one sdt of sentence'cards'for each group Time 30 minutes(including preparation for writing) Prepa ration Copyandcut 'cards' according to numberof students(seeProcedure) Extension Writing:Students write up their stories. 3 Place the remaining all sentences.with one left over. the face down in the middle(theyare laidout on the pagein correctorder.addingdetailto makethem longer thanthe four-sentence models.then together they construct another similar storyof theirown. 'key 2 Handout a different sentence' cardto eachstudentin the group.the group shoulddecidecollectively. 4 The first studenttakesthe top sentenceand readsit out. and this continues untilall students havefour sentences each. 6 Eachstudentreadsout his/her storyin orderas a check. including 'joker'.

was due backin 1823. At the end.re.whenoheoaw il if.heaf. have tro ?ayIhe fi2. wao in hospilalfor an o?eraTton. Ae iI wao nof. )he waeon the poinlof I e V i c k i nig u Vw h e n h e noticed oome|. oliVped and backinto bed. A Vatienf.of Ihe sky. wenf. 7he wa6 on Ihe poinl of checking in..tro t ake iI downwhen they realieed oomething. A famoul ?ainfinq by Nhe lmVreoeioniet Manef. a her cu? of t ea.hinof. lI lasted eix monbhs nd a wae very Vopulaf. waolen| t o a New Yorkqallery a for opecial exhibition.rhey wereabouf. L u c k i l y . Theman'ogreafgrandfabher had o r i g i n a l ltya k e n it. Then ehe ref.her waehinq. ouf. ) h e w a eh i t o n t h e headby an extremely hard duck fallingouf. . e3 l f 'Tjf lifltifll7AliIll@pearsonEducation2002 . It had been hanginqpeide u d o w na l l t h e Lime.Io her l i k i n gs h eg o Nu p . SomeNimebefore ohewaedueIo go NoIhe T. homeand madeonefor herself i . . Ihey brouqhl.don't believe it! 'joker' (including Keysentences sentence) An American woman wao going o hanq I out.646 fine.r q anqe. in ebill herdreeeing qown. A manlook a bookbackro rhe library and handed lo the iI librarian. Othersentence cards Suddenly she hearda noiee nd a looked up.urned.e h didn'T.

ateria ls One copyof Sheets and B for A e a c hp a i r Time Approximately minutes 30 2 Ask students lookat theirtext and speculate what mightgo into to on gaps(oddnumbers As. 94 . been on one.and Student B's first questionmight be What wasn't the authorsure about? 4 Students compare textsto checkaccuracy. Writing:Studentswrite. Student A might start by askingHow did the authorfeel at first?. evenfor Bs).as manyof the gapsare very 'open'and just identify type of guessed.of course. nounphrase etc. Forexample. Prepa ration Copyand cut Sheets and A as above Extension in Speaking:Students.Don'tspend the numbered for too longon this stage.verb phrase.without. exchange ideason whetherthey would enjoya cruiseholiday if any haveactually or.what theirimpressions were.Vocabulary Adverbs intensity of Gramm ar such So/ go Talking journeys L a n g u ato ge about All at sea Aim To practise varietyof intensifiers a question and to revise/practise forms Procedre u 1 Divide the classrntopairsand distribute copiesof eitherSheetA or Shcef R fo each n4i1. 3 Explain that information missing from As text can be foundin B's.9. or 'My an essayentitled holiday hell'. showingtheirtext. cannotbe easily Students should the word(s) that are needed(e. pairs(A+B)to ask and answerquestions fill in the Students change to gaps. eitherfrom personal experience imagination.).groupsor as a whole class.

li:j li rl: ::l.::li|:l :r:.l .:. x lrlr:::ll.:ai'l::i.l l:.]:]::]:: il:.::l I @ Pearson Education 2002 95 .::lll:il rlrtl.I I I I ? -t.

and compose shortopening for Ensure that studentsuse the passive where appropriate.V o c a b u l a rNews. Givehalfthe groupsSheetA and the otherhalfSheetB. y events disasrers and G r a m m aPassives r L a n g u a go g o Describing te important events Hereis the news Aim To practisereading and writing in the passive Procedure 1 Divide the classintosmallgroups. and Materials One copy of SheetA eachfor half the class. t.studentschoosetopicalnews storiesand compose paragraphs. match and compare the headlines texts. 4 Bringthe classbacktogether. for 3 Theythen readthe threeheadlines Part2. 30 minutes + Extension Writing:In groups. one copyof SheetB eachfor the otherhalf Time t. Studentsreadout. discuss in theirmeanings paragraphs the stories. suitable headlines opening and Prepa ration Copyand cut Sheets and B A as aoove 96 . 2 Studentsreadthe three texts in Part 1 and decideon a suitable headline the stories.

!ili! I.".-""1.":i{.. il. il n. i .1 . .:.: ::.*"-:'# Y.:.i"1"." j. J i"ijl f.?il""'' abandoned u"ni"rJ.: L*+fl'"'.i"' osr :#iH..iJl:#ifl 31.white Jril.1.'ffjgg h a e s :.fj.':'l': . " i'l :ln"P"I^"^T.i:i -. :il: .irr'ia.:. iff 3f# lJr*"jlJ[iiy....l:ial I I I I I I I I I I I I I llilr' lr.-r.:iri:li ltr:l:i :'r'i:" : :.i-"i. i l. :rli:: i.: in"#. r I I I li"Lt.l:l l:illll..s. :i' :ta ..i9193tio."Ji"5. i.l'i:li.ff gunmen.hite hloocl I 4 @ Pearson Education 2002 97 .l : g ir! . 'i':.al.l. A B NEw CTION HOPE FOR MORE _TOqRtsTs DNAPPED Kf i Garr Found nbanOlned #" -' .?.. I l il.H e r est h en e w s .i.": fi.#fi AgroundbreakiTi:$:#iJlJlJ4"u . i thJusandsof cancer.. " ..^.":$.

Studentsdecidewhether or not the statemenrs are true of the places they havechosen.personalities Vocabulary Street 1 Vocabulary Phrases get andtake 2 with L a n g u a go g o Talking citylife te about Citylife Aim To practiseusingverbswith gef and take Procedu re 1 Ask the studentsto choosea town or city that they know very well. 3 For each statement. of the expressions . Encourage them to choosea varietyof places. in and write a postcard describing usingsome it. Materials One copy of the sheet per student Ime 30 minutes + Prepa ration Copysheetsas above Extension Writing:Studentsimaginethey are a visitorto one of the cities mentioned the lesson. they note down one or two examples to illustrate why the statementis eithertrue or false. practised. althoughit doesn't matterif thev all choose the samel 2 Handout the sheets. 4 Put students smallgroups tell eachotherabouttheirplaces in to OR invitethem to tell the class.

6 The localpeople take advantage foreigners. 2 Youcan get aroundeasily foot. 9 Youget a lot of homeless peoplein the shopdoorways. 4 Different racesand nationalities takenfor granted. 10 A lot of streetcrimetakesplace. to B lt's cheapand easyto take publictransport. on 3 Nobody takesany noticeof tourists.Citylife 1 lt gets very busy in the summer. of 7 lt's difficult get to know the peoplewho livethere. @ Pearson Education 2002 e9rl . 11 The cost of livingoftentakesvisitors surprise. are 5 Youcan get to know your way aroundquickly. by 12 Drivers courteous are and taketheirtime.

usingconditionals where possible. in to 3 Theyprepare statement defence the criminal.one copy of Sheet B eachfor the other half Time 30 minutes + Extension Writing:Studentswrite the defence statement for one or both of the criminals. a in of how explaining thingscouldhavebeendifferent.who act as judgesand decideon the sentence. Givehalfthe groupsSheetA and the otherhalfSheetB. Preparation Copyand cut Sheets and A as above . 4 They readthe defencestatementto one of the groupswith a differentsheet. readaboutthe criminal theirsheetand out the factsin 2 Students on orderof significance relation the crimecommitted. Materials One copy of SheetA eachfor half the class.and Vocabulary Crimes criminals Third mixed and conditionals Grammar go Describing things how Language to could been have different N o tg u i l t y l Aim To practise usingthird and mixed conditionals Procedure 1 Divide the classinto smallgrbups.

Sally Ronkswood. armed robber He was bullied. She owes an enofinous amount of money. Her boyfriend persuadedher to do it..".Notguilty! Jimmy Franks. _ r ' l r " ' '' l Hts friends encouraged him to shoplift.. .. Her parenti abusedher physically. drug smuggler Sheis a drug addict. ' .r. @ Pearson Education 2002 101 l . She has a very low IQ. She didnlt understandhow seriousthe cflme was.' . He found schoolworkdifficult. r '' He watcheda lot of violent videos. She was being threatened.atschool. i .

department the train company. In eachdialogue. 1 Put studentsinto pairs(A+B)and give them the corresponding A readthe two dialogues.problems for Phrases describing Vocabulary results and Complaininggetting Functions with situations to Language go Coping difficult I It'sjustnotgoodenough Aim To practise makingcomplaints Procedure sheets. Encourage (NB the when complaining. Student takingPartA and Student 2 Students and students work on their intonation to B takingPartB. eachfor the otherhalf Time + 30 minutes Prepa ration A Copyand cut Sheets and B as aoove Extension composedialogues which the customerscomplain in Writing:Students In oerson. 102 . 4 Studentsmove into differentgroqpsor pairs. StudentBs comBosea letterof :complaint the to the restaurant.) cannotsee the otherperson's severaltimes so that they are the dialogues 3 Get them to practise with them. then chooseseveralpairsto act them out for the familiar classfrom memory. of CustomerServices Materials One copy of SheetA eachfor half one copyof SheetB the class. to soundtrulyannoyed 'customer' lines.As togetherand Bs of StudentAs composea letterof complaint the manager to together.

and .you see. but I get asthma. @o A: Yes. B: But how am I supposed know that?And how am I goingto get to London? to A: Nexttrain's in three hours. not to B: Surelythey're not hurting anyone? A: Yes.j I t ' s u s tn o tg o o d n o u g h ! e Y O UA R EA C U S T O M EIR A R E S T A U R A N T .@0 B: Could you tell me which platformthe Londontrain goes from. I A: Excuse me. AT Y n. l'm sorry to bother you. The timetable. L Y B: couldyou tell me which platform the London traingoesfrom. B : @@ A: Well..thosepeople overthereare smoking.ano .. Go and have a cup of coffee! B: Welll Y O UA R EA W A I T E RN A R E S T A U R A N T ..gone? A: lt went twenty minutesago. 'New weekendtimetabre'. N A: Excuseme. but . B : @o B: A: o h ! You're not supposedto smoke in here. B: What do you mean. You're supposed smokein here. gone? n' @@ B : W h a t ! ?| d i d n t k n o w n. you see. there'sa noticeover there. Y O UA R EA N O F F I C I AA T A R A I L W A S T A T I O N . B: Yes. B: Whatl? | didn'tknow. look. those peopleover there are smoking.@O B: Well! B: But how am I supposedto know that? And how am I going to get to London? @ Pearson Education 2002 103 l .but I get asthma. A: Well.. please? n' @@ B: What do you mean. OK? A: Ohl Y O UA R EA P A S S E N G E R A R A I L W A S T A T I O N .. please? A: The Londontrain? lt's gone.what is it? l'm quite busy. you know. but . lthink. B: l'll get them to sit a bit nearerthe window. l'm sorryto botheryou.s changed. A: well..

.i...' comm unication Although the rate tevef]ed.:...'. s. Prepa n ratio Copyand cut Sheets and A as aoove K ANSWER EY ng '. thinking abouthow the gapsmightbe filled. and to readthe text the underneath. off startedIo rLseagain... been spendingwtore and wvoreon transportand .. work in pairs(A+B)to ask and answerquestions complete 3 Students to looking theirpartner's theirtext (without at sheet... .r.spending food has beew steadily. faLLLwg Nowadays..r.'l'1 ceremoniesareow the iwcrease.' Between1950and 1970. transport a nd com m unications on Since1967.therewas a steadyfaLL the number in of religious..r.r .i1.t.1.:.1.. ..rrr...and how they would compare with students' own countries. aboutfive minutes studytheirgraph. "'l 'r: l'l 1l'r''11'1:1'..forannoying habits V o c a b u l a rExpressions y present continuous and simple describing for G r a m m a Present r change g o Talking changing about L a n g u a go te situations Trends Aim To practise consolidate vocabulary / and tenses. 104 .f am!ly'SD..Make it clear that the graphandthe text are not connected.especially present the continuous tense Procedre u 1 Distribute eitherSheetA or SheetB to eachstudent.=% of peoplehave the totalbudgeton food Overthe sameperiod.:.. :.afterr19t97. a corresponding in and rLsC .marriages taking'place.and Ls stLLL golwg vtq Religiousmarriagesvs civi'l: in Cergmonies the UK ""' . 2 Givestudents to thinking about how they mightexpress trendsshownon it..of course!). discuss what factorsmightexplain these trends. 4 Holda session classfeedback checkanswers.'l.. of to Materials One copyof eitherSheetA or SheetB for eachstudent Time Approximately minutes 30 Extension a Speaking:As class/group. average the family Ls sTewdLwgless than r.endi on food.i' :r.

by 19-. 1980. and whereasreligious ceremonies _ are . the numbers were more or lessequal.about_ By of all marriages were not religious.therewas a steady in the numberof religious marriages takingplace. Nowadays. since then.spendingon food _ steadily. it startedto _ Transportand communication 1967 1977 1987 1997 Family spending food andtransport communications on and l 967-1997 Religiousmarriagesvs civil ceremoniesin the UK Betweeni950 and 1970. _. .and _ .and a corresponding in the numberof civilceremonies. civilweddings_ continuously.peoplehave than of been spending and on transport and communications. average the family_ less o/o the total budgeton food. @ Pearson Education 2002 105 . Althoughthe rate levelled off after 19_ again.Trends 70 RELIGIOUS 60 50 40 30 20 10 1950 1960 1970 1980 1990 2000 Religious marriages civilceremonies the UK 1950-present vs in Familyspendingon food and transportand communications Since1967. In fact. over the same period.

Vocabulary Phrasesdescribe to houses Language go Talking homes to about

Deceptively spacious
Aim
To practise understanding and providing descriptions houses of

Procedre u
1 Put students into pairsor smallgroupsand give eachstudenta copy of the sheet. 2 Allow time for the students studythe sheet. to 3 Studentstake turns to describe oicturewhile the othersin the a group matchthe description with a text. 4 Checkthat the whole classhaveagreed which picturematches which text. 5 Individual students describe one of the houses the class. to and the classmatchesthe description with the picture

Materials
One copy of the sheetfor each student

Time
30 minutes +

Extension
writing:studentsre-read texts and note the use of euphemism the (e.9.'in needof some attention'), (e.9.use of the formallanguage 'offers (e.9.'semi-rural passive), well as 'jargon' as locality', the benefitof', 'ready to hand'). pairsor smallgroups, In students write descriptions of or theirown houses flatsin a similar stvle.

Prepa ration
Copythe sheet as above.lf possible, havea set of EnglishEnglish dictionaries ready

ANSWE KEY R
1 e 2 b 3 a 4 c

D e c e p t i v s py c i o u s el a

Dltiffrtilliltll

@ pearson Education 2002

107

E V o c a b u l a rU S / U K n g l i s h y GrammarTobe/getused to go Describing Language to a personal change environment of

Getusedto it
Aim
To practiseusing use to, be used to, get used to

Procedre u
1 Arrange students intoA+A and B+B pairsand give out sheets accordingly. 2 Students brainstorm answers the questions. Student this to For As, dependsto a certainextent on students'knowledgeof differences betweenthe two countries/cultures, change'Britain' another so to countrystudentsknow bettel if hecessary. 3 Rearrange students makeA+B pairs. to 4 As and Bs shareand discuss ideaswith eachother.

Materials
One copyof SheetA eachfor half the class, one copyof SheetB eachfor the otherhalf

Time
30 minutes +

Extension
Writing:Students write a letterto a penfriend who is planning visit to the them, describing town.

Prepa ration
Copyand cut Sheets and A as aoove

andwhat wouldthey alreadv usedto? be accommodation climate dresscode driving entertatnment etiquette and manners food ranguage money public transport snops workinghours what are the differences betweenyour town now and your town 50 yearsago? accommodation climate dresscode driving entertainment etiquette and manners food ranguage money public transport snops workinghours @ Pearson Education 2002 109 .Get used it to lmagine somebody from Britain visiting yourtown. is What would he/she haveto get usedto.

are descriotions false. pronouns.clauses Relative Grammar and things to Language go Describing defining C a l lm y b l u f f Aim To practiseusing relative clauses Procedure 'Call that they are goingto playa gamecalled My Bluff' 1 Tellstudents z Put studentsin groupsof six and give eachgroup a set of cards. thev must use relative 6 The othersguesswhich is the correctdefinition. and eachdefinition. into Grouos subdivide two teamsof three. usingas manyrelative as write their own true and false definitions Writing:Students for animals.the othertwo of the animals. 4 The teamstake turnsto take a cardand studythe descriptions (in One description bold) is true. olacedface down. and then give one Theycan onlysay one sentence for true and two falsedefinitions. aboutan imaginary animal. unusual 110 . 5 Theytell the otherteam the nameof the animal. Materials One copyof the sheetper six students Time 30 minutes + Prepa ration Copysheetsas abovethen cut to makesets of ninecards(1-9) Extension Havea competition see who can makethe longestsentence Speaking: to pronouns possible.

..?t i...i::: l :.i l i:i:lii:rl:l it:. A a reptile lookslikea dinosaur / B a bird / its feet are covered in feathers C a smallmammal/ it's very popular as a children's oet f4ffifjnafllEFE @ pearson Education 2002 111 l .i::.]liii]pl f.::lli.::lll.Callmybluff A an insect carries manydiseases / B a bird/ its wings look like eyes C a fish / it can breatheair t.tt::a: !i]:i. 1-.

Materials One copy of SheetA eachfor half the class.then exchange/compare to them with ideas.Vocabulary Expressions to describe mood Grammar Tohave/get something done you Language go Talking things have to about done you for ! Getit sorted Aim To practiseusing to have/get somethingdone Procedure 1 Put students pairs(A+A.B+B)and giveout the sheetsaccordingly. otherstudents' Time 30 minutes + Prepa ration Copyandcut Sheets andB A AS ADOVE 112 .studentswrite five more pairsof Writing/Speaking:ln sentences add to the sheet. 3 Studentsregroupinto pairs(A+B)and comparesheetsand answers.one copy of Sheet B eachfor the other half Extension pairs. start or completeeach The secondsentencemust always includehave/get something done. in readthe example 2 Students and then thinkof a suitable sentence to pairof sentences.

I had it delivered. 14 l've had it stolen. 2 I can'tcarryall this shopping. then. present? 5 DidyouwrapJane's 6 7 The house looksgreat. 2 3 Thesetrousersare too lono. 4 Wheredid you get this pizza? tr I got it done in the shopl 6 l've changed address. Havethem shortened. Haveit delivered.I had them forwarded. 4 I'vejust had it cut. 8 Let'sget one delivered. Haveyour mail forwarded. then. Let'sget it painted. 8 l'd love a oizza v 1 0 Mv bike is broken. Example The grassis short. l'll get it cut. my l've had it painted. yourcurtains? 9 Didyoumake 10 1 1 Didyouget allyourmessages? 12 1 3 I needsome curtains. Getit fixed! @ Pearson Education 2002 113 . 1 The houselooksawful.it Get sorted ! Example grass short. I hadthem made. No. The is 1 l've just had it cut. 11 1 2 Thegrass long. is 13 1 4 Where'syour bike? Get some made! Yes.

you will want the to : r'children like you.. Theythen exchange pairand textswith another 'translate' phrasal the verbsinto moreformalEnglish. Students compare and checktexts and decide which is moreformar. the you onl not as easyas it lookslOn the one hand. 2 Students readtheirtextsandthen substitute verbs/expressions the rn italics with the onesin the boxes(changing theirformsas necessary). andyou will needto lookafterthem iust as theirparents On the otherhand. one copyof SheetB eachfor the otherhalf Extension Writing:Studentswork in pairsto producea text with as many phrasal verbsas possible. Materials One copyof SheetA eachfor half the class. Time 30 minutes + ANSWER KEY Prepa ration Copyand cut Sheets and A as above : .you will sometimes do.r-'t itr: . . : l : think'cardfully'about responsibility will b€rtaking ltrs. ' i . needto .V o c a b u l a1 yAges stages r and V o c a b u l a2 y Phrasal 2 r verbs L a n g u a go g o Talking growing te about up Looking afterthe kids Aim To practise usingphrasal verbs and adapting register Procedre u 1 Put students into pairs(A+B)and giveout the sheetsaccordingly. l : l d"-1 f .

.andyou will needIo care the one hand. must not You tolerate bad behaviour children and mustnot escape punishment.l mind up pickon put up with take on tell [. Theycan often come to havefeelings guilt.] out Youhaveto admire women who go out to work andraisechildren too.it's onlytoo easyto comehomeand your kids and startharassing scolding them. . . non-working mothersdon't escapewith an easy life. remember the children that will you. . beforeyou start anticipating short working daysand longholidays.Youmustalso ensure that you neverappear be to bullying of your pupils.On the otherhand. Supervising childrenis a full-timejob anyway. Children not respect will teachers who cannot control them. stressful.] off tire [. eventhoughyou've beenexcited aboutseeing them all day. and you will find yourself exhaust asleep mostof thoseholidays! for end up get away without look after look forwardto look up to make sure make[. . bring up end up with get away with look after lookforwardto look up to pickon put up with takeon tell [. need to reprimandthem. . . . Working mothers onlyhave not Io endure stress.either manycomplain of boredom and isolation. to forthemjust as theirparents On the otherhand. any Finally.however.] off @ Pearson Education 2002 115 .Looking thekids after Beforeyoumakea decision youngchildren. you will sometimes do. aboutteaching thinkcarefully a b o u t t h e e s p o n s i b i l i t y yw iu l b e a s s u m r n gt!' sn o t a se a s y a si t l o o k s ! n r ol l O you will wantthe children likeyou.too. if you haveundertaken but paid employment it canbe extremely too. of After a hardday in the office.

in 2 Students readthe factsaboutthe first building and complete the table. groupsreportbackto the class.studentsmaketwo or three more guessesabout In eachbuilding. 3 They repeat the process with the secondbuilding. and Prepa ration Copy sheetsas above SUGGESTED SWER EY AN K The EiffelTower 116 . then sharetheirideaswith the class.^ ouuur u rv ^^^+ l-.might/could/maVhave and can't have..using musf have. 4 The explaining/discussing their answers.They must be readyto justifytheiranswers. usingthe givenfactsand/or theirown general knowledge.Voca ry Word bula building: measurements G r a m m aModals past r for deduction g o Speculating Iifeinthepast L a n g u a go te about Clever construction Aim To practise makingdeductions ^l-'^' '+ +l-. Materials One copy of the sheetfor each student Time 30 minutes+ Extension Speaking: pairs.dJt Procedre u 1 Put students smallgroupsand handout the sheets.

Several The builders' handsfrozein winterand burnedin summer. The Eiffel Tower. Therewere lots of stablesoutside. It took yearsand yearsto buildit It was verv difficult build. peopledied makingit. They had hundreds engineers of workingon it. Elmif*ilI7AGfE @ Pearson Education 2002 117 . The builders livedon the site The builders were well oaid. Theywere worriedaboutthunderstorms. on It was madehorizontallv then liftedinto oosition. The design was basedon a photograph. to It was very smelly.i I [ I i I . at The top was droppedinto placeby a helicopter. Therewere lots of kitcnens. People thouqhtit wouldfall on top of them. Paris i tir It was designed computers.2 3 km SW of Par is il r. The roomswere huqe. The first restaurant the top was a burgerbar. T h e P a l a c eo f V e rsa i l l e s. and Somepeople thoughtit was ugly.i maybe Architects were flown in from abroad.

and exchange with another Theythen composea reviewof the other group'sfilm. imaginary film. 'The then readthe notes about 3 Students Big Freeze' and prepare a secondreview. but with the oppositeopinions.usingthe handwritten opinions.Vocabulary Phrases describing for films reactions FunctionExpressing go Giving opinion your to Language On location Aim To practisereading and composing film reviews Procedure 1 Put studentsinto smallgroupsand handout the sheets. 4 Groups compare and discuss their results.studentscomposea reviewof an group.in written or spokenform. 'Love 2 Studentsreadthe review of and Beyond'and then compose their own version. Prepa ration Copy sheetsas above . Materials One copy of the sheet for each student I rme 30 minutes + Extension ln Speaking/Writing: their groups.

0 nl o c a t i o n hitat"ir>us scenewhere they first met.aL e#ect-s sta-rs sounc(traek- 6/to |/to to/to g /to 2/to 1/to DlfjffiniEEilll @ Pearson Education 2002 119 . is not really a film worth going to see. . and the computersall go crazy!).-!! I l o v e d h i sf i l m l l t t qener^L opLni.on storytine plotoqraphy speei.

2 Studentsconsider the likelihood each invention of becomingrealityby year 2050 and completethe sheet. thinkof threemoreinventions: for the one 'yes'column.Vocabulary Phrasesdescribe to machines perfect/continuous Grammar Future Language go Talking to about future developments indayto-day living Thefuture's smart Aim To practisemakingpredictions Procedure 1 Handout the sheets. 'vote' 4 Takea second for eachinvention see if opinions to havechanged. for the 'no' one column onefor the 'maybe' and column. Preparation Copy sheetsas above . Materials Onecopyof the sheetfor each student i j i I rme 30 minutes + Extension In students Speaking: pairs. the 'results' 3 Tallythe for each invention the boardand invitestudents on to justifytheir answersto the class.

food storage. entertainment. cooking.desertsetc. Spacecities House robots: performdomestictasks in everyhome filEfifiiflTTilll @pearson Education 2002 . security. shopping. communrcalron c o n t r o l e d c l i m a t e s : ' b i o d o m eb u i l t s' over cities.The f uture's sm rt a maybe your health Healthwatch: monitors and diagnoses futureproblems Time-travel machine Virtual holiday hotels:eachguest chooses and controls theirown holidav environment lntelIigent houses:remote-controlled heating.

Students lookat the tableand discuss togetherhow they mightcomplete it. ' ' l'. r u t5 f t i . " . 6 . .a bedroom an office. . t'^i ' i'4 i ''':{' \a.V o c a b u l a1 y Phrases describing r for clothes V o c a b u l a2 y Phrases describing r for emotions L a n g u a go g o Talking your te about feelings Thepowerof colour Aim To discuss colourschemes and theireffectson emotions Procedre u in 1 Put the students pairs. " : 1 '" *A i "a tli""'!'.: .tJji-.(: .. t . . :i . 3 Theydesigneithera livingroom.! r.: (ri... r .'-'.:ri. V '-r ' r .tti t*t{tt' i r' 122 .. f .trt{i.: .if possible. i s L f tt f !:'{ i It | - 4'L'-':i 4. Prepa n ratio Copysheetsas above.."i'u71 { . discuss/check vocabulary then check and 'answers' their in the table. to Materials One copyof the sheetfor each student Time 30 minutes + Extension Writing:Students-produce detailedplansfor their designsfor a classroom display. for present 4 Students theirdesigns the rest of the class.with details or of and reasons the colourscheme. rcadv havea Setof dictionarieq \ . . 2 Students readthe article.i:i. .

p r T h e o w eo f c o l o u r green violet depressing energrsrng yellow simplifying fiffrif*iEEfill a Fearson Eaucarnn 20a2 123 .

ls it likely happen? to .e. ln 2000. somebodywrote that . 4 Put students into new pairs(A+B).l.g. 6 Studentscomparetheir own ideaswith the true predictions ano reportbackto the class. they thoughtthat .. Materials One copy of SheetA eachfor half the class.B+B)and give out the sheetsaccordingly.someor all of the categories. 5 Studentsreportthe true predictions their partners(NB they are not to allowedto readthe texts..Students discuss questions the for. they must use reportedspeech. in 2 Put studentsinto pairs(A+A..one copy of Sheet B eachfor the other half Time 30 minutes + Prepa ration Copyand cut Sheets and B A as above Extension Speaking: Copythe followingquestions onto the board.Vocabulary Verbs forreporting used GrammarConstructions reporting with verbs go Giving people's Language to other opinions Famous words last Aim predictions To discuss Procedure 1 Tellthe studentsthat they are goingto readsome predictions that were all made in British newspapers the year2000. 3 Studentsconsidereach category1-4 and note down what they guess the oredictions were. ln 2000.. o ls it a good idea? o Has it already happened? .

By 2020.Famous words last 2 Cars 3 Books 4 Money Robots Withina few years. by However. Everydoctor'ssurgerywill havesophisticated softwarethat can read it. recycled glasswill routinely turned into tarmacfor roads. Thereis stilla way to go. Money When our spendingpower can be transferred instantaneously over a securenetwork. From birth. Thiscouldenable the development of powerful incredibly and cheapelectronic devrces.We will accessall our software via the web instead by a cD.b u i l d i nm a t e r i a l g Medicine Eachof us will be in possession a gene chip.The book is goingto becomeextinct.the currentsoftwareindustrywill be dead. Software industry In five years. be 1 Robots Employment 3 Software industry 4 R o a d . we will know our inheritance the likelihood heartdisease certain of or cancers. Employment Jobs will be lost as old forms of work are replaced new ones.IBM researchers othersbelieve and they will succeed creating in the first robotcapable reproducing of itself. @ Pearson Education 2002 125 . Books The book is dead. but carsrun on fuel cellswill be with us bv 2004. R o a d .907oof everything you readwill be delivered an electronic in form. which is out of date by the time vou install of it. We will know what to do to minimise risk. then moneywill no longerbe required. that will not increase unemployment. the Cars The internal combustion enginewill soon be history.our own personal of DNA code.b u i l d i nm a t e r i a l g After2002.

and studytheir listsand chooseten words. 4 Students to Materials One copy of SheetA eachfor half the class.V o ca bular y of books Types Participles innarratives Gra mmar stories Language Telling to go S u d d e n lw o n d e r i n g y Aim To practise usingparticiples and adverbs Procedure 1 Put studentsinto pairs-(A+B) give out the sheetsaccordingly.one copy of Sheet B eachfor the otherhalf Time 30 minutes + Prepa ration Copyand cut Sheets and B A as aoove . and underlined readout/tell theirstories the rest of the class.which they underline. 2 Students 3 Studentsthen work togetherto createa story which includes the all participles adverbs.

Suddenly ndering wo believing cleahing cuttrng driving f earing feeling f lying hiding rmagrnrng knowing looking riding runnrng screamtng searching swrmmtng throwing wavrng whispering wondering accurately badly briefly caref ully urEoily completely happily hard horribly late loudly quickly quietly sadly secretly slowly strangely suddenly # w i.t& s I I I I I I I I I I I I I I I I I I I I I I I @ Pearson Education 2002 127 .

A The managers then discuss who is the best candidate. The managers 6 The groupsreportbackto the classand discussthe different decisions. while the discussthe interviews and guesswho will be appointed. 2 Givethree studentsin eachgroupa copy of SheetA and the others of a copy of Sheet B. The studentswith Sheet B strengthsand weaknesses (the'managers') some questions askthe candidates. The studentsreadthe description the company Spiders. half one copy of Sheet B eachfor the rest Time 30 minutes+ Preparation Copyand cut SheetsA and as a00ve . Materials One copy of SheetA eachfor approximately the class. plan to ? The managers intervieweach candidate one by one. roles The three studentswith SheetA allocate candidate the (theycan cut up theirsheetsif they wish to) and discuss what their might be. candidates offer the job to the successful candidate.phrases Prepositional Grammar about in Language go Talking working a company to web Spider's Aim To practiseusingprepositional phrases Procedre u 1 Put studentsinto groupsof at leastfive.

Since you graduated. Youare married with two youngchildren. you will be depending theirjudgement. be in charge the to of overall organisation the company. well os privote Internetusers. Becouseisverysuccessful exponding it ond ropidly. in @ Pearson Education 2002 129 . you are but job. needs it on Operotions Director oversee entire to fhe orgonisotion.S p i d e rweb 's Let Us PrrtY#ffi f-n The Web! Spiders is q new compqnywhich designswebsites. Mosf of its designers work from home. Most of its designers work from home. on The Operations Director needsto havea thorough workingknowledge computers does not need of but to be a specialist web design. t-tts PrrtWffi&. Youlike meetingpeopleand you are looking forwardto earning some moneyat last. Youare Alex Clifton andyou are32. Yougraduated in Computer Studies and Business Management last year. needs it on Operotions Director oversee entlre to the orgonisotion. Youare Jo Salisbury you and are22. well os privote Internetusers. os Becouseisverysuccessful exponding it ond ropidly. of The Operations Director oe wilr responsrble the workload eachdesigner for of and will liaise with t h e m o n a d a i l y a s i s H e / S h ew i l l n e e dt o b e s o m e o n e h o c a n b . You looking a different for likethe ideaof beingin charge of otherpeople. LTder. schoolsond colleges. Youare the Directors Spiders. w copewith suddenchanges planand dealwith emergencies of swiftly.$ -nTl€Webl Spiders is q new compqnywhich designswebsites. lts clientsincludelocol qs businesses. Youare StephPorterand you are 25. Thiswould be yourfirst realjob. well as someone as who can work on theirown.Youloved in the Statesand want to settle thereone day. although you worked in a bar lastsummer. havebeen you travelling you spentlast and yearworkingas a computer advisor the USA. At the moment. of Youare goingto interview candidates the post of Operations for Director.you are a teacher lT at a local of secondary school. lts clientsincludelocoi businesses. schoolsond colleges. Youare a methodical organised and person. Youhavea degreein Mathematics you are a and computer enthusiast.

V o c a b u l a rBody y idioms te idiomatic English L a n g u a go g o Using Ouick raw d Aim To practise usingidioms Procedre u 1 Divide the classintotwo teams. differentplayergoes to a lookat the next cardin the pile. one copy of Sheet B.Giveeachteam a copyof SheetC. 5 When the first idiom has been guessed. idiomshavebeen 6 The firstteam to guessall theiridiomscorrectly the winners. 'cards' 2 Shuffleeach set of and olacethem face down at the front of one set for eachteam. the class. from eachteam comesto the front and looksat the first 3 One player pile. The two teamsstudythe new drawings and guessthe idioms. they checktheiranswers against other the team'sset of cards.He/Shethen places cardfrom the relevant the cardfacedown nextto the pileand returns the group. to placeon SheetC and drawsthe 4 The player findsthe corresponding meaning the idiomfor the rest of the team to guess.copy SheetC as above Extension Speaking: Studentsremainin their teams. I fi i I I I -q n p t . two copiesof SheetC llme 30 minutes + Prepa ration CopySheets and B and cut A each one into a set of fourteen cards.Playcontinues this way untilall the in guessed.The teams exchange SheetC. are Materials One copy of SheetA. When they havefinished. of takingcare not to shoutout the answer(theotherteam will hearl).

..eye .y^u u ^ h a n d v " i ---r------I t face facts i i i | | 2 catchsomeone's eye 4 facefacts 6 haveyour handsfull 7 ' k ssv ...- t r 9 breakyour heart --_---| i g get on your nerves g cheekrr " .. I ^ .. ^ .. --------r-i -----r i i I ..J I I i 14 get out of hand I 14 learnby heart _ i @ Pearson Education 2002 131 I ..T -r .. ..v e .{i i I ____________{ I F---------| ^^ lU learnby heart r----_______ ______-_r__ 1 1 m a k eu p y o u rm i n d i I 10 giveyou a hand ---------1 | i t t h a v ey o u rh a n d s u l l f _ _ _ _ ....... .. . | | ' t L---------^ ----l__ ^ + L ^ ^ 1 3 c^a t^-C hs"^o ^ ^ ^e ^ .^^r hand i I F---------i 8 get the elbow i i i F .. \c c n ryrv u rt r f|i....6 f n a \ r ^ -\ ...e ' s e v.... On the Othef r-..' m o .. n.rv vv( " l----------5 get on your nerves .....e..........- i --------+-i t ----t---___ O makeup your mind 1 J nn +hn a+A^...' l . .. .. r orr v r vrceu i i z keepyourfingers crossed + get out of hano n oer fho clhornr (..." i --------t-| r 2 breakyour hearr 4c -l ..._ _ _ _ _ _ J i---------r i | t2 on theotherhand 1? caa 6 )/.....n nv e c o n r n c o o d nt .0uick raw d r i 1 ... .

The winner is the personwho has covered the most souares. . I wouldn't have shivered so much during the exam and my wilting would have been easier to read!).the other students havea differentboardeach.NB The whole groupmust on agreethat the phrase appropriate. I wish. I shouldn'thavearguedwith the boss). studentmust justifyit by explaining 'story'. obvious to the pass my exam is I should'vestudied harder. the roleof he/she takesthe remaining cardsand gives 'caller' the first his/her board). he/she takes 'caller'(i. students can justifytheir responses a of they shouldbe allowed win the card.Vocabulary Phrasal fordescribing verbs opportunities perfect Grammar Should have/ only/msh+ past if Language go Talking regrets missed to about and opportunities C r y i n g v e rs p i l tm i l k o Aim To practiseusingshould(n't) have. Studentsmaketheir own versionof this game. the the ' lf I hadn't argued with the boss. is 5 lf necessary.l've lostmy job .and playit with the class. 4 The first personto call out correctly takesthe cardand placesit over the corresponding square theirboard.g. 7 Continue untilall the cardshavebeentakenor untilone studenthas completeda card. one copyof SheetB per ten students Time 30 minutes + Prepa ration Makecopiesof SheetA as aboveand cut them into sets of 'cards'... Provided that (using conditional.e.Forexample.9.e.he wouldn't have fired me! 6 As soonas one studenthas completed four squares. B Remember that thereare no rightor wrong answers. Materials One copy of SheetA per five students. Continue changing roleof the the caller everytime a studentgets four squares. answer 1o I didn't However. 3 The studentwith the cardsreadsout the first one. if only Procedre u i Put studentsinto groupsof aboutfive. and the others look at their boardsto see if thev can follow the sentencewitn a suitablephrase(e. coursel).it could also be I should've worn warmer clothes (lf I had worn warmer clothes. sixteen makecopiesof Sheet B as aboveand cut it to makesets of the four 'boards' Extension Speaking/Wrifrng. 2 Giveone student in each groupa set of cards.

I wish I'd had lessons. I'm lonely. I didn'Lpaaa my exam. I wish I hadn't been rude. I shouldhave joinedthe gym. l I shouldn't have left it in the car. I should've worn warmerclothes.. lf only I hadn'tbeen lateso manytimesl i i I I --------_____. gone We should've somewnere else.J I I I I'm broke. I w i s h I ' d g o n et o bed earlier... lf only l'd won tho lnttanr I should've madea s h o p p i n gi s t . I should've Iistened to my friends. We should've trained more. l f o n l yI c o u l dm e e t more people... I wish we'd never meI. l'm not fit. I cauqht a cold. Youshould've reminded me. I wish l'd understood it better. Heshouldn't havestartedit. i I lf only I had been morecareful. I should've studied harder.. Weloat the match. . I'veforqotten to buy the milk. I wish l'd noticed the gauge. I should've learnt when I was younger. I wish I hadn't started smoking. I w i s h I ' d k e p ti n touchwith my old school friends.. I should've got up earlier. I can't dance. My wallet'o beenetolen.i @ Pearson Education 2002 . I waa late. I wish I'd stayed at home. Thecar's run out of petrol.... I wish I'd played better. I had an arqument with hin. I shouldn't haveargued with the boss. I should've filledit up yesrerday.Crying spih over milk I've loaL ny job.. I wish we'd never gonethere.. My hearb te broken.. l f o n l yI h a d n ' t ealenso mucn. I don't feel well. It waean awful holiday.

English Using social Function the thing te L a n g u a go g o Saying right ! I t ' sa p l e a s u r e Aim To practiseusingappropriate responses Procedre u into groupsof four or five and giveeachgroupone 1 Put students 'cards'. He/She callsout the first 2 One studenthasthe set of prompt(in bold) and the othersguessthe response writtenon the (in italicd. 40. card 3 The first studentto callout the correctguesswins the card.This can be done after everycardor every two or three cards. lf necessary. 5 The winner is the studentwith the most cardsat the end of the game. set of 'cards'. they may giveseveral appropriate the only possible so 'correct' remind responses beforearriving the at one. that the answeron the cardis not necessarily Explain students to answer. Materials One copyof the sheetper four or five students Ime 30 minutes+ Prepa ration Copythe sheetas aboveand cut 'cards' into sets of twentv . are in them that all the phrases featured Lesson 4 The cardsare passedaroundthe groupso that eachstudenttakesa out turn at calling the prompt.

. CanI get you a drink? That'averykind.- l'm eorry. Do you fanay comingout tonight? That'd be lovelv. 5ee you againeoon.help.but I can't. l'm eorry to hear that. Wouldyou mind if I eat here? No. You'rewelcome. Bye! 5orryaboutthat. I got thar jobl Drilliant! It was lovelyto eee you. 135 I -! .but thankyou anyway. Youmuat comeaaain..but I'mjuot leavtnq. Don't worcy aboubit. You'f never l gueee what .not. It'e a pleaaure. It's no problem all.at all. at Howabout havlnga pizzatonight? Good idea. That'aall right.. I I I L .... Thank you so much. Havea good trip. I'd love Lo. --t I Howaboui goingout tomorcow? Thank you for the offer. Howavrful! l'm afraid 1ob'e had an aoaident. CanI helpyou? No.. but I can't. It was reallykind of you to help.... l'm off to the airpora. I paeeed my examt Congratulatione! We wonl Welldone! Do you fancy joining ua? I'd loveto! I'm afraid it'e bad newo.l'm terribly eorry.

o I think afterthat we will havinglunchin the Rajah's Restaurant. isn't it? n You're gig in Parisnext. coachmeets at a us and takes us directly Agra. (have) today | " some friendsroundfor lunch.' The lourneyis lasting to approximately hours. Peopleoflen have an argumentover the least important things. l've so l'm lookforwardto tastinga genuinecurry. 3 We hopingrelaxand enjoythe swimmingpool beforewe go out. Tom: 8 So.First.' You'vejust released a n e w a l b u m .I have! lt's calledMidnighft Whisper. but they became friends againvery quickly. I haven'tgot much time today. present continuous.I think.so but i t w o n ' t b e s u c hf u n . ( b e )d e l i c i o u s . W e l l .buy it from the supermarket! 4 Put the sentencesfrom a magazinearticle in the correct order.will you?' dpinga A n d y :Y e s .ifalics with the correct tense of the phrasalverbs in the box. D a v i d : l t nI r 'o (enjoy) you cooking? Liz Yes. it Tom: 5 lt's the one that hasthe subwaysoundeffects.5 neverhad real lndianfood before. The planeis takingoff at 9. Jane and Simon had a row. your next tour isn't in Britain.we're goingto at ' go to the world-famous at bird sanctuary Baratphur. (do)today? you David: What t ( w o r k ) n M o n d a y sb u t Liz. too. I foundan old letterfrom Jackyesterday.usually.What o _you for them? (make) Liz l'm u some freshpasta. Y l s h a l lv o u ? Tom: I certainlv will C--LO 3 Replace the words in.doesn't t1 / @ 2 Gorrect the ten mistakes in this itinerary for a holiday to India.Test1 Grammar 1 Complete the dialogue using the present simple. will we? a The first track'sthe one you wrote in New York. (cook) David: That'snice. c o m e a c r o s s s p l i tu p get on f a l lo u t m a k eu p I My two best friends have decidednot to be together anv more. It's sad when that happens. got a copy here.3 Let'splava trackfrom it now.30. We're releasing as a singlesoon. 6 The first excursion starting 2.we checkinto Clark's four Hotel. aren'tyou? Well. aren'tthey? Andy: Yesl lt was brilliant recording those 6 But people alwaysstareat celebrities. ' He goingto tell us the wonderfulstory of the TajMahal.can they? Andy: No! They lovedit. e - is " Tuesday beginswith a visit to the TajMahal!The brochure saysa tour guideis comingwith us. 6 you David: {not make}that for me once? (do).I u s u a l l y 'o . Andy: Yeah.did you? Tom: Yes. o n ' tV o u ? d 'You've Andy: Yes.you shouldhaveseen the kidson the subway Tom: 7 | bet they couldn'tbelieve you were there.do youconsider to B up aerobics? C hours every daysurfing D with friendsis a form of exercise? have Or E goodshape? do youspend Or F youjusttaken G W? Do youthinkthatcatching up H the Intemet watching and 1 5 4 8 o 7 5 Correctthe ten errorsin this interview musician.so I'm sure it's going to be an interesting afternoon. I hadto sign thousands of autographs. potato fitness Couch or freak? yourself be in A So. ' Our tour startson Monday25th September. present perfect or going to forms of the verbs in brackets. broughtback lt very happymemories 136 2002 @ Pearson Education .r e m e m b e i t w e l l .On arrival Delhialrport.10| think it's beingthe trip of a lifetime. Many birdswill migrateat this time of year. .T h e nw e ' l l b e i n L o n d o n1 0 o u ' l c o m e a l o n g . David: Do what I do .I I (not make)it Liz: Yes. past simple. | 7 s i n c et h e n .Andy.45.Next. greatwhen peopleen1by lt's each other's company. Tom: Welcometo the show.

My son is so naughtyI don't know what to do with him. a) So's mine.you feelsillyor.We l a u g h e di l l w e c r i e d . 1 l'mwell I haveexcellent J I m very 4 l'm highly 5 I don't find hardwork 6 I havevery good 7 My work is 8 l'vebeen I f i n dn e w c h a l l e n g e s 1 0 I enjoybeinga team 2 (travel) s k i l l s ( communicate) . you feel stupid. a _ is definitely next step. b) He shouldforgetthe diet and get some exercise.W h a t/ i m a g eI y o u l w a n t i t / / have? 3 A : t h i n k/ w e s h o u l d c h o o s e n a m e/ s u g g e s/t / / sophistication 4 B : k n o w/ y o u m e a n . are for e mind in a healthybody. John. 8 Choose the correct options to complete Humouris a strange thing. 11 Complete the puzzle.I h o w l a b o u t/ s o m e t h i n g r e n c h ? F really think?/ disagree think/ should/ American I / 6 B : not / sureI that. e t e l l sa 1 _ H All yourfriendslaugh. 1 A :W h a t/ t h i n k/ t h i s p r o d u c n a m e ? r e c k o n t o o t / / spony 2 B . w h See soon ycv Thorrfr @ Vocabulary 7 Expand the sentences to make a conversation between two marketing people. the 1 a) too b) also c) in addition d) as well 2 a) stand-up b) laughing c) sit-down d) joking 3 a )t a l e b ) l i e c ) l i n e d ) j o k e 4 a) have b) get c) use d) find 5 a) Result b) Cause c) Because d) Reason 6 a) In spite b) However c)Though d)Although 7 a) relieves b) likes c) makes d) uses 8 a) because b) in spite c) although d) so 9 a) healthy b) good c) well d) funny 10 a)laugh b)ioke c) happy d)fun Across 2 Hethought tricked he'd Jane shehadthe but iaugn. J a c k i e n d I h a da r e a l l y o o dg o s s i pl a s tn i g h t a g D o y o u t h i n kK a t i e n dJ a c ka r e i n l o v e ? a P e t e r ' s a t c h i n g i sw e i g h ta g a i n .Always playing truant. t 8 lt's Sunday tomorrowso the whole familyis havinga n @ Pearson Education 2002 @ @ . Down 1 Don'tyou just hatemaking parties? talkat dinner 3 lt's time you becamemore active Yourlife is far too at the moment. (action) . h a v et h e y ?T h e y seemedso happytogether. it's not all bad. suppose righr. 6 All I ask for is a stress-_ existence! 7 lf you know what's good for you. 1 2 3 4 5 lt's time you broadened your horizons.{lian 9 Complete the notes for a CV with the correct form of the words in brackets. Let's/ choose/ something short/ I I / mooern. _ 4 Many politicians in the are eye these oays. you'lldo as you're 9 J i l la n d H u g hh a v e n ' g o t _ t . e) Did she confidein you?She hardly evertellsme anything.( s u c c e s s ) (interest) (lead) re 10 Match the sentencesto make conversations. (qualify) (innovation) i n p r e v i o u jso b s . you don'to _ but it. 1 0 Y o un e e d_ m a n a g e r i a lk i l l s o r t h i sj o b . theirtechniques provingpopular.lt can bringpeople togetherbut it can ' dividethem..worsestill. lmagine beingat a club l i s t e n i ntg a ' _ o c o m e d i a n . d) I certainly hope so They'vebeentogetherfor ages.Testi-Lessonsl-10 6 Complete the postcard using the correct form of the verbs in brackets. We saw a greatstand-up last night. DearJ. lt's a well-known fact that l a u g h t e r '_ s t r e s s .havrng 9^o. (experience) {sfroeel . B u t i t s f can be very hardto demonstrate Vou havethose skills. 'of this. T h e r ea r e n o w s e v e r alla u q h t e r clinicsacrossthe countryand 8 the treatmeit is quite expensive.Y e s ./ a l o n g t h a t .I my view / should/ sound/ international 7 A'. c ) l ' m g o i n gt o ! l ' v ej u s t g o t a j o b i n N e w Z e a l a n d . u .

1 a) advert b) chat show c) cartoons d) series 2 a) overworker b) employee c) workaholic d) labour 3 a)lighting b) burning c) simmering d) grilling 4 a) to meet b) meeting c) seeing d) see 5 a) suburbs b) outskirts c) side d) edge 6 a) pay up b) pay out c) pay off d) pay into 7 al earn b) invest c) have d) inherit 8 a) located b) found c) built d) established 9 a) rainy b) heavy c) dull d) cloudy 10 a)milk b)oil c) candle d)toast i) leaving when it was cancelled j) get marriedin December 1 o z J 7 8 4 o 5 10 re @ Pearson Education 2002 . pepper.f i r s to f a l l . b) that he'llforget. a l lt h e f l o u r . J J a k es p e n d sh i s l i f e3 t h e m i d n i g h o i l . lv irv rr milk of cream.l t ' s a p r o g r a m m e b o u ta ' a called ake. and dreaming that one day he will 7 a fortunefrom his elderlyAunt Mabel. 1 We were on the pointof 2 As longas you book the tickets. Jake isn't the type of man to make '_ weatherof commuting. tryingto u _ a largemortgage. the contrary!He On seesthe tube journeyas the idealway of makingnew friends. 4 Theywere due to 5 Couldyou pleaseremember 6 lt's inevitable 7 Youcan stir it. Mandy: 1 Do you watch I Have you watched much W recently? Frank: No. provided 8 lf you weren't so moody.be generou Vocabulary 5 Choose the correct options to complete the text.nor roo of salt.take r A d d a s m a l l2 U s e3 Putinaa Next 5 some a lot almost CD 2 Match the phrases to make whole sentences.l'll move out So. 3 l f y o u g r i l li t . M a n d y :Oh. I M a n d y :lf | 5 had I have a brandnew kitchen. F r a n k : Oh. not reallvbecausel2 have worked I have been working on the new kitchenin our house. 1 H e m a n a g e d e r v i n g h e w h o l em e a lo n t i m e . d ) b e i n gp a i ds o l i t t l e e ) | m i g h tl i k ey o u f) to rain.F i n do u t w h y a t i g eight o'clockon Thursdays. 4 lf it rainson Saturday. 5 l've readthis book. g ) l ' l lc o m e .d r i v i n g t his patientcolleagues crazyandtryinga _ the woman of his dreams.| can'twait to find out how it ends! 6 We were aboutto settingoff when we realised car the \A/aq nt rt nf netrnl 7 Would you earna bonusif you work harder? 8 | was due to seeingthe dentistbut I forgotall about it 9 Let'snot pretendenjoying ourselves.what would you do? 3 The politician avoided answerthe most difficult to question. Despitethe journey. amount bit of S o . we've been havinga lot of trouble But d e c i d i n g h a t c o l o u r o p a i n ti t . what 8 did you do I have you been doing since I last s have seen I saw you? 110 help I have been helping Sam choosepaint colours. Jake'sofficesare 8 in the centreof London. yuck! Would you? lf Sam 7 choosesI chose yellow. really?" Do you finish I Have you finished it vet? F r a n k : Nearly. mostlv. h\ +n nnct m rrr t r a fr a r r . c) you don't spillit. S a ms t i l l w t 4 hasn't made didn't make her mind up!. Jake liveson the 5 of London. we'd probably stay at home. A new comedy' startsnext week on Channel S i x .Test2 Grammar 1 Underlinethe correct options. 9 Peteralwaysresents 1 0 l t ' sb o u n d a) it willburn.and turns i n t oa r a t h e r n t r i g u i ny o u n gm a n . s t 2 lf you are rich. 3 Correct the mistakes. l6 paint I would paintit yellow. He stops burning the toat both ends. This partyis terrible! you pay in advance.One of these journeys changes Jake'slife forever. gaveyou a 10 Provided we 4 Complete the recipe using the words in the box.

a largesteel structure the shape an atomin of or soakup the 5 (bustle) atmosphere the of CrandPlace with its gold-painted medieval buildings and Sunday flowermarket. 4 ln a separatepan. for culture and cosmopolitan of life. 1 0 S h e d o e sa l m o s ta n y t h i n g get what she wants to She'sreallyquite Thisautumn. he is such a cheerful and energetic3that he makes me feel quite dulled! I Robert is an earlier bird. b) False.e. '0 I refuse to keeping to my diet while I'm here . S h ec a ne a s i l v nersponscar. but he's very easygoer and we're getting on fine.Test2 . relax meal in a restaurant. 6 Which of these sentences correct? is a ) l t ' s a b s o l u t e la m a z i n g . 1I'd never met my cousin Robert before. y b) lt's absolutely good. a) True.g. Choosing souvenirs an 6 _ is (enjoy) pastime. to 10 Tick (/) the correct options. b) differentnationalitres. Seeyou next week. She'svery 6 W h e n I s a w h e r t h i s m o r n i n gshe lookedcheerful . here I am in Florence. 2In fact. why not choose longweekend the a in (wonder) of Brussels? city A compact and 2 _ (access) capital city (renown) its restaurants. Once it's boiling.boil I freezeI mett20g of butter.the food is just too good. so we usuallv set off early in the morning to visit a churih or an art gallery. iL a) will happen. She'squite 9 She doesn'tfind it difficult oav for her sporus to car. Dear Tom Well. g 9 lf somethin is inevitable. a) True.Lessons Lessons 6 Complete the second sentences using the words in the box so that they mean the same as the first sentences. 1 Putthe milk in a panand takeI bring I raiseitto the boil. shakeI pour I throw in the hot milk. b) False.you have lots of m o n e yi n t h e b a n k . rc 7 Underlinethe correct options. She's very 5 She consides other people's r feelings. you worKa: a ) s p l i ts h i f t . s Then we have a long. she Apparently she works 3 She stays up most of the night She's 4 S h e b e l i e v e sn h e r s e l f . nineto twelve and threeto five. b) shift split. i 9 Complete the advertisementusing the correct form of the words in brackets. She'squite 8 She'sgot quitea lot of monev. 1 Which of these sentences correct? is a) He pretended beingmy friend. She looked 7 They say she can get angryquite easily. a nightowl afford thoughtful pushy self-confident welloff hot-tempered brightand breezy opinionated roundthe clock 1 Monicais very fond of her own views. b) won't happen. Monicais very 2 Apparently works all day and night. 10 lf you work in two separate partsof the day. turn the heatdown and fry I grill I simmer it for f ive minutes. 8 W h e nt h e ya r e h o p i n g o r s o m e t h i n g . 7 A placethat is cosmopolifan full of is peopleof: a) the same nationality. 5 lf you are overdrawn. you: are a) married? b) single? 3 Doyou: a ) s h r u gy o u rs h o u l d e r s ? b ) w i n k y o u rs h o u l d e r s ? 4 lf you are chilledouf aboutsomething. you are stressed about it. to 2 lf you are due to get married to somebody. Stir I Push I Force in a heapedteasooonof flour. Finally. a 8 Correct the ten mistakes in this letter. b) He pretended be my friend. Barbara C-rD @ Pearson Education 2002 . why not lookat someof the 7 so (stun)laceartefacts offerin the manyshops? perhaps on Or you would liketo indulge someof the 8 _ in (fame) Belgian chocolate instead! Brussels: _ ae (thrive) full of 10 city _ (charm) places explore. f peopre: a) holdtheirfingers b) crosstheir fingers.Visitthe o _ way (amaze) Atomium.

but a persistent appeals more moneyt for d t (bring) last abouta result.Test3 Grammar 1 Complete the text using the phrases from the box. by 3 The murderer which was triedfor the killing was released bailyesterday. 9 Oh.You may be taken ' ! The city streetsget I duringrush hour.you needto get 2 to y o u r n e w s u r r o u n d i n gW h y n o t j u m p o n a c i t y b u s . 7 CouldI havethe check please? 8 We stoppedat the gas stationto fill the car up. 6 The use of mobilephonesreally catcheson.therewon't be a civilwar. used advantage by surprise it easy to know crowded around for qranted no notice break On arrival Los Angeles. There'sno needto rush. adding commas where necessary. w o u l dV o u ? Therewas a huge queue allthe way down the pavement. w h a r dt o f i n d . do 10 take .c r i m e5 i) 6 (put)larger L o n d o na n d t h e p o l i c e . important find out how to in it's to get 1 -.a n d o o o y e s t e r d a t h e P r i m eM i n i s t e r l o y (promise) furtheifundsin the comingyear. Remember. Next. 8 A new computervirus has been discovered week. Vocabulary re 6 a) Give the American English for the words in rfalics. 6 The floodingcausedby the riverburstingits banks. last 9 A murdercommittedin CentralParklast night.He ' at lsentence) the magistrates' courtyesterday morning lf he (not catch). @ Pearson Education 2002 . fhe elevator brokenagain.LA will alwavs be there waitingto welcomeyou back. 2 Whole citiesare destroyed last month'searthquake. Theseresources (not be) available few yearsago. 4 While you'reout. 1 Turnleft out of the lube stationand you'llsee the signpostto lhe motorway. Takee _ of all the hootingcar horns. on 4 lf the kidnappers' demandsweren't met. 5 Complete the text with the correct form of in brackets. policefear that he (commit) other burglaries the area. 1 lf there hadn'tbeena famine. 1 a mugger 2 the hijackers 3 the streetvendor 4 a busker 5 a bedsit 6 senior itizens c 7 thirty-somethings 8 M o u n tE t n a 9 our baby 1 0 t h i sa p a r t m e n t a) is tiny / alsovery draughty b) people/ between30 and 40 yearsold good pensions c) haveworked hardall their lives/ deserve d) bornthree daysago / is adorable e) diverted the flight/ were arrested f) someone/ attackspeoplein the street g) sold me the necklace was very old / h) apartment onlv has one room / i) someone makesmoney by singing / i) eruptedlastweek / causeda lot of damage b) Write a sentence for each one containing a relative clause. z Just look at all the rubbish this f/at! in J I usually take my holidaysinlhe autumn. no. that you get 3 where the landmarks are?Take o of the cheappublictransport available wheneveryou can Onceyou've done all that. resources into tackling the problem. b) Give the British Englishfor the words in italics. lf you go anywhere taxi.don't take it 6 _ by that the driverknowswhere he's going. therewould havebeen a tragedy.today is Wednesday! 2 a) Match the people and places with the information. buy some biscuifs and sweefs. in ( i n c r e a s en i n n e r A t t h e m o m e n t .And finally. 4 Make full sentencesabout this family's activities using have in the correct tense. 10 Are thereany good movieson at the cinemathis week? 3 Correct the mistakes in these sentences. 7 W h e n h e f i n i s h e d o l l e g eh e c o m et o r e a l i s e o r k w a s c . 10 | cut my hairat the hairdresser's yesterday. ' (arrest) month aftera The burglar last short policechase. 6 | think these pantsare too smallfor me.s o s. is We'll haveto walk.lt's just part of LA life.so leaveplentyof time. take a in one of the city'smany caf6sor bars. e The Borough Chelsea (give) of an i n c r e a s e f o v e ra m i l l i o n o u n d s n l v l a s tm o n t h .

. 1 Children don't alwavsroor 2 Tom and Margaret havetaKen 3 You'reworkingtoo hard.t realise how luckyhe was. i) good enough.T u r n e r Across 1 Traffic bannedfrom the town centreto make it easier is for t o w a l ka r o u n d . 5 An has devastated region. B . it u rness/ I don't wish to makea fuss. 8 can be very difficult. 4 Yourflat reallyis _ 6 The charitydoes a lot of work with _ peoplewho live on the streets.I preferkidswhen they'rea bit older. but I havebeen cuI2 up I off. I regretto say that I am findingit rather3 stressed stressfulliving what I in i s n o t h i n g e s st h a na b u i l d i n g i t e .but I am becoming5 growingly I increasingly aware that you havengt installed correctly. h) you shouldtake it easy. Jours faithfully E . 9 They paida to assassinate presroent. but I must asKyou to sendyour builders backat once to repair the wall in the bathroom. cl qazv. though. the D e a rS i r s I am writingto you to makea 1 complaintI argument aboutthe work you did on mV house l a s tm o n t h . the 10 The hotel room was airyand _.even thoughit was in the middleof a t0 field and we had no neighbours. The ones you gave me are 1oold I second hano. he livesin a cosied ' 3 apartment full of modernity gadgets.Y o uc a m et o l s install new a centratI main heating a system. g) on these days.teasywhich is perhaps why _ can be so difficultl 3 Scientists believe there will soon be a _ in the battleagainst cancer. d) your mind up .and ne was the complaining aboutall sorts of things! | told him he didn. I havetried to contactyou by phonetwice.the dog or me? e) gone off? f) on a lot of responsibilities.Test3-Lessons2l-30 7 Complete the crossword. Please would you also guarantee that you will replacethe wallpaperthat was e pushed I torn off duringthe building works.there'snothingin it. As they knockedil7 down I overbv mistake. 9 Underline correctoptions. the but I say'so what?'When I was e a boy. --fin') \--_1_____:. of 7 T h e_ i n E t h i o p i a a sf i n a l l y e e nb r o u g h t h b undercontrol.kilhng the hundreds and destroying thousands buildrngs. ' After all. re 10 Match the phrases to make whole sentences. We never felt isolating. b) up to their parents. Down 2 The transition from childhood adulthood to isn. but I love him. 4 | neverthoughtl'd end 5 Pete driyes me 6 l w i s h I c o u l dm a k e 7 This building work just isn't 8 lt's time you made 9 D o y o u t h i n kt h e m i l k n a s 10 Textmessaging reallycatching is a) you feel better. with plentyof room to retax. i) up with such a brilliant iob! 1 4 5 q o 7 8 10 8 Correct the ten mistakes in this text. This meansthat we can now see the bathfrom our bed. We just lovedthe peaceful and quiet.aboutfour or five.our housewas milesfrom anywhere. | told him when I superlooks motorway. I was talkingto my grandson other day. Aircraftbroughtin ten thousand tonnes of food lastweek. I would also be grateful if you couldprovideme with a new set of taps. In addition. far as I can see. they left the houseextremety I messy I fussy./ @ @ Pearson Education 2002 141 .

8 | d i d n ' tf o l l o wt h e r e c i p e ( s h o u l d ) 9 | put too much salt in the soup. b) False. you're: a) interested them. ' h et o l d u s .(if only) .' This means: Ll a ) l ' m s u r es h e h a s n ' tl e f t . round.I l 6 a 7 hopethe manufacturers (come)up with a seriously funky modelby then N a n c y : I h o p et h a t b y t h e t i m e l ' m a b o u t3 0 . 'l'm 1 takingthree weeks off work. in what is the noun? I lf long is the adjective. . r) down his invitation. ( a s s u r e ) He 3 /f --T----.| 3 (specialise) psychiatry. a) Turnedround.h a t ' s i n e . n n n n n n n n 2002 @ Pearson Education . He has done everythingwrong. i that in a few Vears' (lecture) psychiatry over all in the world I want to be famousl time Richard: Goodluck with thatl I reckonin two Vears' (drive) fantastic sportscar. n\ good? out on something o l off on a longjourney. I a) True.Test4 Grammar 1 Rewrite the sentences in reported speech using the verbs in brackets. a) longness b) Iength 9 Doyou liaise: a) with someone? b) to someone? 10 The verb deny in reported speechcannotbe followed by a gerund. 1 Which sentenceis correct? a) With eachpassedhour. e ) out my clothesand get rid of some! f) nff ryrvnv r r r { avc' o n r oY v vvr i. in b) not interested them. l've got too m u c hl i v i n g o d o f i r s t ! t 7 lf someone catchesyour eye.b u t I w o u l d l i k et o t h i n k time. 10 a r e n ' ty o u ?| t h i n kI p r o b a b l y (notsettle)down till much laterin life. i f o n l y ) t 4 | d i d n ' tr o a s t h e c h i c k e n(. 7 The ice creammelted. (marry) niceguY somereally l ' d l i k et h a t . a) True. I so in (work)in one of the expectI a f T b i g h o s p i t a l s .\ c l 4 Match the phrasesto make complete sentences.Jarvissaw the ghost. hour. ( d e n y ) T h et h i e f 'There's good 4 a caf6 we can stop at. What a a b o u ty o u ? already Nancy: By next year. n l up for a coursein French 7 8 4 9 1 0- @ Tick (/) the correct options.w i s h ) t t . (do)that by the Richard: reckonyou e I at time vou're25! You'rea realromantic heart.is it good value? a) Yes. b) With eachpassing 2 Heightenis the verb from the noun height. b) No.' (announce) She 'lf the 2 we don't savesome moneV.Jane becameweaker.Jarvissaw the ghost.(warn) ' d i d n ' ts t e a lt h e m o n e y . N a n c y : W h a t a r ey o u ra m b i t i o n sR i c h a r d ? Richard: Well. 5 | c h o p p e dh e o n i o n s o o e a r l y ( s h o u l d ) 6 | d i d n ' tw a i t l o n ge n o u g h ( s h o u l d ) . 1 | turned 2 We signed won't invest 3 My husband 4 Thanks agreeing take care for to 5 lt's time I gave 6 D o n ' ty o u j u s t h a t em i s s i n g 7 My sisterhasjust set 8 | reallyhopeyour planscome proud 9 He'slustifiably 1 0 l ' l l h a v et o s o r t a ) o f h i sa c h i e v e m e n t s b) in stocksand shares. b) No. firm will go he bankrupt'.' (pointout) She 'This y 5 t u r n i s d e f i n i t e l t h e r i g h to n e . I hopethat by the time I'm 25. told Brian. I (live) a houseby the sea in I A l s o m e w h e r ei k eC a l i f o r n i a n d I i m a g i n e (earn) good salary. (! 1 I d i d n ' tr e a dt h e i n s t r u c t i o n s s h o u l d ) 2 | f r i e dt h e f i s h .Jane becameweaker. (if only) tart (wish) 10 The customerorderedchocolate s)u p a l l m y b a dh a b i t s .he saw the ghost. j) of my puppy 1 o a conversation. 'l HE 2 Rewritewhat the chef says using the words in brackets. L-l n re 3 Complete the conversationwith the correct form of the verbs in brackets. 'Mary can't haveleft yet. n b ) | t h i n ks h e h a sl e f t Which is the correctway to rewritethe following sentence?As Jarvis turned round. as Cana personor thing be overrated well as underrateil E n n n n n tr a) Yes. b) Turning g lf somethin is worth everypenny. i1 . 3 4 5 6 b) False.( s h o u l d ) ( 3 | g r i l l e dh e s t e a k .

i f y o u l i k et h a t s o r t o f t h i n g .t suit you. l a o ' e s .9. '93.t s t o p sm e f e e l i n g (agitate) i m m e d i a t e l-y i t ' sj u s t b r i l l i a n t . my curefor that is to go so 6 j o g g i n gl.a n dy o u w o u l d n ' tr e c o g n i s h i m .' . c e:i'qie'..:u iitr:i I i.o m e t i m e s v e n s e (rest).9.m so excired.e c 9. I .r'tl::..q t s-:q.a 2 o n h o w t o nu t \ / orr r l iiffo l ! l c r ro ur o n h o w r o ' r n y u r l e l s y n rr r p a r t n e r'tk e tly o b r e a k o u r' l Ke y y t ? l f t h e a n s w e ri s y e s . 9 l ' v eg o t t h r o u g h o t h e f i n a l s . f^^l ^ k. H i s g i r l f r i e n w a s w i t h h i m . D o v o u e v e rs a vr o you.. A friendof mine recently persuaded to go to an me a e r o b i c s l a s s W h a t a l a u g h !H e s a i di t w o u l dh e l pl i f e r u n c .9. v l t rt h e h e l po f t h i s 6 l i t t l eb o o k .. I saw John the other day. b y 3 All sortsof (create) peopleare out theret l ' m i n a d v e r t i s i n g . .frarafy wait.. m a k ey o u re _ up to be a o e c i s i v e n d' o_ a individual. I rq & a s s & 6 * 6 s s * € 6 s s s & s s s s & g 10 Choose the correct options to complete t l . o r g o o d . lt's quitefunny.:. n d g u e s sw h a t ? A He was right! l've transformed mvselffrom an ( e m o t i o np e r s o n n t oo n e w h o i s ) i (optimist).m e sure they both thoughtthey lookedextremely tranquilI fashionable.Test4-Lessons3l-40 Vocabulary 6 Match the sentencesto make short conversations. they'd look much betterif they wore nice 10motivatedI ptain clothes. sl o o k i n g e very scruffy I patterned.Y o ur o o c a n b e i n o a of y o u rd e s t l n yo n l yy o u a r e r e s p o n s i b lu _ . g e . Do you ever say to 'fl f y o u r s e l o n l y ' ? u r nt o C h a p t e 5 a n d f i n d o u t h o w t o T r c h a .l 9.r. When I saw h i m .1:. a c t u a l l y f) Yes.lf you ask me. h e h a da a h i g h I b a g g V j u m p e p u l l e d v e ra r o " tight-fitting I sharp-fitting pair of jeans with hotes in 6 t h e m . I a/ run b) manage c) organise d) deal 2 a)programme b) manual c)volume d)comrc J a)head b) heart c) hand d) leg A a )v i e w b ) m a n a g e m e n t c ) r e s p o n s i b i l i t yd ) c h a r g e 5 a )f o r b ) t o c ) w i t h d ) i n 6 a ) i n d e s t r u c t i b l eb ) i n d e f e n s i b l e c ) i n d i s p e n s a b l e d) inept 7 a) to b) out c) with d) from 8 a) forgetting b) wasting c) spending d ) u s i n g 9 a)brain b) head c) thought d) mind '1 0 a ) c r e a t i n g b ) i m a g i n i n g c ) d r e a m i n g d) creative j::r:.s f i f t e e nn o w . t 10 You'rereallycheeky. u p.actuallv.. He. b) And l'm prettynosyl c ) D o n ' tt e l l m e : y o u g o t t h e j o b d ) l t ' so u t o f t h i sw o r l d l e ) W e l l .g e t o u t o f t h e I officeand walk roundthe centreof the city.l'd love to..+ 4 rgct o utL ( n e r v e ) . 1 Y o u ' l n e v e rg u e s sw h a t l l 2 lt was very kind of you 3 l ' m j u s tf e e l i n g o w n d 4 T h a tm e a lw a s g r e a t 5 The special effectswere terrible 6 Do you want to go out tomorrow? 7 l s n ' tt h e v i e w b r e a t h t a k i n g ? 8 l t ' s O K . she had a BstripedI insecureT-shirtll.P. e vourself S o . f can . And on top of all that.it was worth everypenny. 1 6 8 Complete the text with the correct form of the words in brackets. t i s ' r n i n d q u i c k l y . @ Pearson Education 2002 .t h e n t h i s i s t h e b o o kf o r v o u .oo u D ol y o u l w i t h t h i n g se f f i c i e n t l yJ u s t p u b l i s h e d ? this week . 91 19 .s rearry easy t o b e 2_ ( i n s p i r e )y t h e w o i l d a r o u n d o u . more t ( s m o o t h ) . 2 l 3 I 4 7 Correct the ten mistakes in this e-mail. lt. I n e e di d e a s O c c a s i o n a l lIym i g h t so .9q qrg I Y.you know. He wears dirty old 2 suitsI trainers on his feet and looks pretty 3 reliable I grumpy most of the time.f i n d o u t . Keith'sson... g ) D o y o u t h i n ky o u ' r ed e p r e s s e d ? h) So was the soundtrack i) Congratulations ! j) lt was no problem. S h ew a s w e a r i n g f a l / / d high heelsand a 7 patternedI optimistic miniskirt.I l i k ei t . you know a) Yes.re 919.. stop jobs t i m e . H e .ovv io resign' ___________ that don. (adventure)and always 10 re 9 Underlinethe correct options. : n a : .r. lf I everfeel 1 ( a l o n e ) . l t .

key Testanswer Test 1 a r e . 7 Many birdswi# mlgrateat this time of year. 10 I think it's bernggolwgto bethe trip of a lifetime. so we usuallyset off earlyin the morningto Visita churchor an art gallery.d o i n g / g o i n go d o 2 w o r k 3 a m h a v i n g / g o i n g t to have 4 are. 4 I know what you mean.-How aboutsomething French? 5 A: Do you really I think so? | disagree. 2 In fact. 2 madeup 3 get on 4 fallout 5 cameacross 4 1A 2 E 3 C 4 H 5 G 6 D 7 F 8 B 5 1 You'vejust releaseda new album. 2 The journeyis{asting. 7 Would you earn a bonus if yourr+e+k workedharder? 8 | was due toseeingsee the dentistbut I forgotall aboutit. 2 e The hijackers who divertedthe flight were arrested.havew+ vou? z You'vegot a copy here.cooking/going cook 5 goingto to make 6 Didn't. ln my view.so l'm look Looklwg forward to tasting a genuinecurry.e n j o y 2 1 The plane€+ak+ngroff takes off a|9. 7 lfs a quite possible that I won1t. 5 l've readbeewreadiwa book. 8 Robertis an eadier earLgt bird. 81b 2a 3d 4b 5c 6b 7a 8c 9a 10d 9 1 travelied 2communication 3active 4 experienced 5 stressful 6 qualifications 7 innovative 8 successful 9 interesting 10 leader 1 01 c 2 a 3 e 4 d 5 b 1 'l Test2 1 1 Haveyou watched 2 havebeenworking 3 Haveyou finished 4 hasn'tmade 5 had 6 would paint 7 chooses 8 haveyou been doing 9 saw 10 havebeen helping 21i 29 3a 4j 5h 6b 7c 8e 9d 10f J He managed seFring:to scrve whole meal on time the lf you arewererich. atenaf++ey kw'tLt7 6 But peoplealways stare at celebrities. he is sueh+sa cheerfuland energetic 3 that he makes me feel ouitedt+[eddatu! 4 Florence place! issesrechan amazing 5 There are lots of interested LwteretLwg things to do and see. probablystay at 4 lf it rainson Saturday.'t it? 5 lt's the one that hasthe subwaysoundeffects. 6 | go aroundweftdeFwowderLvtg l'll ever have if enoughtime to see it all.-isn+k it? you? 9 You'redoing a gig in Parisnext. ean oowLd. 2 B : Yes.arehoylwgto relaxand enjoy the pool betorewe go out. think it should be American. 10 | refuse to keeftng keap my diet while l'm here to the food is just too good.Let'schoosesomething shortand modern.45. wed we'LL nome.make 7 did 8 haven'tmade 9 w a s 1 0 D o .on'ttheu? 7 | bet thefr couldn't believeyou were lhere. swrmmrng 4 | think after that we w#lhavng aregolvvg have to lunch in lhe Rajah'sRestaurant. 3 g The streetvendorwho sold me the necklace was very old. We hop+nghopeto l.but he's very easy€eer usg-goln4 and we're getting on fine. 8 Tuesdayisbeginswith a visit to the TajMahal! q He ls goingto tell us the wonderfulstory of the Taj Mahal. 9 Then we havea long. 9 1 wonderful 2 accessible 3 renowned 4amazing 5 bustling 6 enjoyable 7 stunning 8 famous 9 thriving 10charming 1 01 b 2b 3a 4b 5b 6a 7b 8b 9a 10a Test3 1 1 around 2 used 3 to know 4 advantage 5 break 6 for granted 7 by surprise 8 crowded 9 no nolice 10 it easy 2 1 t A muggeris someonewho attackspeoplein the street. 9 Let's not pretendenioyn+g ewior4 to ourselves.Lastsapproximately four hours. gavewiLL 10 Provided we glveyou a discount.30. dees#+ Lsra. it should soundInternational. o The f irst excursion s+ar++ng stats at 2. wi{l shall we? 4 The first track'sthe one Vouwrote in New York. What imagedo you want it to have? 3 A : I thinkwe shouldchoosea namethat suggests sophistication. are++Veur d.l'd go alongwith that. 11 Across: last 4 public 6 free 7 told 9 divorced 2 10 oroven Down:1 small 3 sedentarv 5 comedian 8 l i e . dsnl. your next tour isn't in Britain.| can'twait to find this out how it ends! 6 We were about to s€tt+ng off when we realised set the car was out of petrol. A I supposeyou'reright. 5 l've neverhad real Indian food before. This partyis terrible! you pay in advance. shallwon't |ou? 6 1 are having 2 havebeen learning 3 havebeen canoeing 4 went 5 visited 6 were travelling 7 took 8 havebeen doing/ havedone t haven'thad 10 had left 7 1 A: What do think of this oroductname?| reckonit's too sporty.wilf arer+'t 10 You'llcome along. they? 8 So. o l'm not sure aboutthat.rchx reLaxLng meal in a restaurant.did havew'tyou? Let's play a track f rom it now.so l'm sure it's goingto be an lnteresting afternoon. I 41some 51d 2c 2amount 3almost 4bitof 3b 4a 5b 6c 7d 8a 5alot 9b 10c 6 1 opinionated 2 roundthe clock 3 a nightowl 4 self-confident 5 thoughtful 6 brightand breezy '7 hot-tempered well 8 off 9 afford 10 pushy Tlbring 2simmer 3Stir 4melt 5pour 8 1 l'd never met my cousin Robertbefore.what would you do? The politicianavoided +eanswer answerLwg ithe most difficultouestion.

h a v e spgcialised 4 will be working 5 will be lecturing p will be driving 7 will havecome 8 will havemarried 9 will havedone 10 won't settle A 1 i 2 h 3b 4j 5g 6c 7d 8f 9a 10e 6 1 b 2a 3a 4b 5a 6a 7a Bb 9a 10b I 9 A murderwas committedin CentralParklast night.deservegood pensions. they'rehavingtheir W fixed (bv Mr Jones)and they're havingthe windows cleaned(at six p. 8 As for the spee+al+y sTecLaL effects they use: they were incredible! I fhis is the life from for me. 2 We all had to learna bit of ShakespeareoR hearr bu and then go out on stageand do the auditionl A The guyat Lru chargeof the whole thing was really ntce. then. 5 The use of mobile phonesreaUy-eatenes reaLLg k catchLwg/has reaLL4 cawqhton.therewent$e wowLdwthavebeew a civilwar. causeda lot of damage. eeme canae realise he to work was hardto find.tt the hairdresser's at yesterday 4 O n M o n d a yJ u l i eh a d h e r h a i rc u t a n d t h e v h a dt h e . 6 Eventhe€€Frp+rftgscrllt had in my hand was I shaking. t 4 wish l'd roasted the chiq<en. 2 Whole citiesarewere destroyed last month's by earthouake.of course. excLted day all 2 that lea+t car+ hardlybearto watch the videothey gave us.who was bornthree daysago. on 4 lf the kidnappers'demands weren+ hadwtbeew met. Today. 7 lf only the ice creamhadn'tmelted.sidewalk 6 trousers 7 bill 8 petrolstation g lift 10 films 7 Across: 1 pedestrians 5 earthquake 7 famine 8 Toddlers t hitman 10 spacious D o w n : 2 t e e n a g e r s 3 b r e a k t h r o u g h4 m i n i m a l i s t 6 homeless 8 1 After all. up 1 lonely 2 inspired 3 creative 4 nervous 5 restless 6 agitated 7 smoothlv 8 emotional 9 adventurous 10 optimistic 1 scruffy 2 trainers 3 grumpy 4 baggy 5 tight-fitting 6 high 7 patterned 8 striped 9 fashionable 10plain o 1c 2j 3g 4f 1 01 d 2b 3b 4d 5a 6c 7d 8b 9d 10d . J T h et h l e fd e n i e d t e a l i n g / h a v i n g o l e n / t h a h e n a d s st t stolenthe monev. 7 b Thirty-somethings peoplewho are between30 are a n d4 0 v e a r so l d . 6 Yes. E shouldn'thavechoppedthe onionsso early. who haveworked hardall their lives. 8 I shouldhavefollowedthe recioe. 5 He thoughtI was lying.. freeway/expressway 2 garbage. even though i t w a s i n t h e m i d d l e f a f i e l da n d w e h a o n o o neighbours.which eruptedlastweek. there would havebeen a tragedy.m. Mum's havingthe gas ireter readano Sarah's havingher dressaltered(at four p.g actors at the tneatre. 8 A new computervirushas-bee+was discoveredlast WECK.the firm would go bankrupt. Dad had his suit dry cleaned and the twins had their bloodpressure checked(at the surgery).). fall 4 cookies. On Tuesday. 9 d Our baby. 1 0 I wish the customerhadn'torderedchocolate tart 3 1 w i l l b e l i v i n g 2 w i l l b e e a r n i n g 3 w i l l . 5 1 was arrested 2 was sentenced 3 hadn'roeen caught 4 would/might havecommitted 5 is increasing 6 are putting 7 were not 8 have. and 9 i c o m p l a i n t2 o f f 3 s t r e s s f u l 4 c e n t r a l 5 i n c r e a s i n g l y 6 fuss 7 down 8 messv 9 torn 10 second 1 01 b 2 f 3 h 4 j 5 c 6 a t i 8 d 9 e 1 0 g Test4 1 1 She announced that she was takingthree weeks off work. 3 1 lf there hadn'tbeen a famine.but I tell you what. too. of course the house was a bit €faffipy oravwped 7 there were ten of us livingin a small sBaeefutspioe . but I say 'so what?' 5h 6a 7d 8e 9i 10b 7 1 l've been soexe*rng.). l f o n l y I h a d n ' tp u t t o o m u c hs a l ti n t h e s o u p . 9 We never felt {s€+at+nC LsoLated.but we had all we needed. 10 We just lovedthe p€aeefupeaoe quiet. I was so worried*e abowt linesthat I couldn't mv think straight. we may not have been very €€m+er++ng oovwfovtabLe but we were happy. though. 6 I shouldhavewaited longer. apartment 3 vacation.m. 5 h A bedsitis an apartment which onlVhas one room. 4 She pointedout that there was a good caf6 we/they couldstop at.r apartmenr 2 full of meeemity rwoderw gadget!.brought 9 was given 10 promised 6 1 subway. lawn mown (by the gardener). 8 He says that his apartment supe+eets overLooks the motorway. TomorrowTom'shavinghis fillingdone/ tooth filled (at the dentist's) and Mark'shavinothe car serviced. 7 Therewere some suppo+s4pportih. 6 The floo--ding ciused-by ttre river burstingits was oanKs. is adorable 10 a This apartment. On Friday. candy b line. 7 When he finishedcollege.Testsanswer key 4 i A busker someone is who makesmoneyby singing. 10 | €u+my+€+rhad nug haLrc. Sam! 1 0 I hopethe directordees y*akes his mind quickly. 3 The murdererwhieh wholthat was tried for the killing was released bailyesterday. which is tiny. 6 c Seniorcitizens. he lives in a eesied oos!. I j Mount Etna. 1 I shouldhavereadthe instructions! I shouldn'thavefried the fish. 5 He assuredus that this/that turn was (definitelv) the r i g h to n e . He warnedBrianthat if thev didn't savesome money.is alsovery draughty.. 3 | told him when I was young. l f o n l y I h a d n ' tg r i l l e d h e s t e a k .I usedto live in a ehi# chLLLu house 4 mad3 only of v*eedy wood.

cried at parting from each other.':Let's find out. Useful language o first. s Somestudents may thinkthat thereis almostno storyline. and the pastperfectis very usefulto clarifv sequence events. "Horv big?" iwondered the second. if they agreewith the view that short-story writingis the most difficult writingform of all. the trvo men I. the a development(of the storyand the characters). 2 Ask them to suggest for the basicstructure a storv'elicitsfadcssuchas: an introduction which sets the sceneand captures reader's interest.othersmay feel that this is e n a b l e t h e r e a d e tro u s e h i s o r h e r i m a g i n a t i o n . while+ pastcontinuous: While the children were sleeping. the of although however: / Although it was late.) 5 Lessons 6. The men could no longer drive the their'sledges. then they said goodbye. p a s tc o n t i n u o u s / s i m pflo r ' i n t e r r u p t ea c t i o n ' : e d He was climbingout of the window when the police arrived. Ask them to recommend writers theirfavourite (notnecessarily writersof English stories). adventure. However. 19 and 36 in the Students' 3.n . they rushedhome. The wives had babies. then/next.then ask students readrt to and say whetherthey thinkit is effective not. ask and them if they write stories Ask themselves. humour).a cold land. while othersmay thinkthat it is thoughtprovoking. 4 Giveout the model. ' running beside his sledge. One day. science horror. But still they travelled. or (Somestudents may thinkthat not enough description given. after+ gerund: After finishingtheir meal. pastcontinuous often usedto the is set scenes. Year after year they travelled. they went for a walk. It wasn't late. 3 P o i n t u t t h a tw h i l et h e p a s ts i m p l e s u s u a l l y s e d i u o for narratives. and finally they were ready to go. but each accompaniedher husband. mythsand legends. fiction. they weren't tired. The original couplesgrew old and frail. when/after + past perfect: When/After they had finished their meal. Then they had children.were talking. she was thinking.romance. Bookgive practice this type of writing in Story taken from The lllustratedBook of Myths by N e i lP h i l i pD o r l i n g i n d e r s l e1 9 9 5 . finallv: Firstthey packed their bags." answeredthe hrst. So they took their sledgesand set off in opposite directions Their rvives . until there were two whole tribes travelling acrossthe ice. ." said the hrst. they went for a walk. rTlwo coupleq lived together. women could no longer keep up the pacebesidethem. : Development.9. they weren't tired. "The world is big.in. and the babies ' grew up. a c l i m a xa n da n e n d i n g . and so on. Teaching notes 1 Discuss with students what kindsof stories they likereading and why (e. K y. as soon as: As soon as they heardthe news. 146 @ Pearson Education 2002 .Startwith a shorttitle. rnirod uction/ aaano v v ! r " c a r T r n .

Teaching notes 1 Brainstorm possible topicsfor this kindof (e.. Although a holidaycan be the perfect way to cement a friendship..cigarette discussion smoking. Explaining pointsof view: different On the one hand. military service. Pointout that I on the other hand is often usedwithoul on the one hand. on the other hand.. to 5 Lesson in the Students' 4 Bookgivespractice in this type of writing.. on the other hand I althoughI howeverI nevertheless even so). schooluniform). Practise choosing topicand inviting by a students to present (e. cigarette smoke can affect other people).9. it can also be the time .. On the other hand. a holidaycan be the perfect way to cement a friendship. @ Pearson Education 2002 . A Give out the modelfor students read. capital punishment.it can also be the time . 2 Elicit different waysto present opposite arguments (on the one hand .9.However / Nevertheless/ Even so..we all have opposing statements the right to do what we tike . A holidaycan be the perfect way to cement a friendship.. it can also be the time .l Useful language ..

Yournameappears automatically here.

Put the addressof the personyou are writing to.

From: To:

PeterHarris/ frank@lewis.com.uk

lf you want somebodyelse to receivethe same message, write theiraddress here. It is helpful, not essential, write the but to subject your message. of

Hi, Frank! How are you? We're fine, although weatheris the awfut and we're really busy! We wonderedif you'd like tofcome and stay next weekend?BringStella.We {ould have a day out

just rflax herQ somewhere, maybe or and catch up on somenews. I Let me knowwhatyou thinkfanyway. Byefor now Pete(andLucy)

Thanks the invitation. surerightnow ... for Not it'd be greatto see you, but l'll haveto ask stellafirst. ls it OK if I let you know lateron this afternoon? Frank That'sfine. Hope you can come. Excusethe rush ... Pete I'm really sorrybut we can'tmakeit. I just spoketo Stella- it's her mother'sbirthday on (HELP!). Saturday. forgotten l'd Maybeanother time? Of course. l'll phone you next week. Enjoy the party! Thanks.Speakto you soon. o Formsof address: You can use Mrs or Miss for women instead of Ms if you know their maritalstatus.

Conclusion farewell. and

Useful language o Salutations: Dear Mr/Ms + surname(people you don't know) (people Dear+ first name you don't know very well) Hello/Hi!(friendsand peopleyou know well) . Endings: Best wishes(for friendsand peopleyou know less well) See you soonl (informal) Byel (informal) Teaching notes 1 Discuss with students when/if they use e-mail, and whetherthey likeit. Elicit pointout that the or registerused in e-mailsis often lessformal,and that normalletter-writing conventions not apply. do Explain that it is important, however, avoid to ;o? n rfbbst^^ s rvfilyi afl R JrcssTon r'tft.le 2 Pointout that the initial message leastshould at alwaysbe framed by a greetingand a farewellof some sort.Ask studentsto suggestsuitable ways (seeUseful language). to framea message 3 Explain that it is easyto give a poor impression by 5 sending e-mail an with badspelling punctuation, and

or one that appears curt. Emphasise too that it is alwaysa good ideato use the spellcheck,and also to avoidusingcapitallettersthroughout, this as givesthe impression shouting! of 4 Ask studentsto readthe model and to note how r tue-hnr iai'in'eys"gu rs rarnet' morc -carerunfi -ff arheo thanthe subsequent ones.Checkthat they understand headings the abovethe message. and point out that there is no needto write the date, as this will automatically appear. Lesson9 in the Students'Bookgives practicein this type of writing.

{8

@ Pearson Education 2002

Formal letters Letters application of /
Writethe name a n d / o rt i t l ea n d addressof the person you are writingto. Write your address and p h o n en u m b e r / e-mail address in the top rightcorner. Write the date underboth addresses, either on the left or on the right.

Wrile Dear Mr/Ms + surname Dear or Sir/Madam.

Explain your reason writing. for

Explain why you thinkyou would be good at the job.
nt at Newport Hotel, of two people who

lf you wrote Dear Mr/Ms ... wrile Yours sincerely.lfyou wrote Dear Sir/Madam, write Yours faithfully(UK)or Yours truly (US).

Givea brief description of your background and relevant qualifications and expeflence.

S i g na n d p r i n t your name.

Useful language o Job applications: With reference to your advertisement in 'The Times', I would like to apply for ... . Complaints: I am writing to complainabout ... Teaching notes 1 Discuss with students when a formalletrerrs (e.g. applications, job required lettersof complaint, requests information). for 2 Elicitlleach the layoutof a formal letter (see above), pointing that the writer'snameshould out appearonly at the bottom of the letter. 3 Pointout that reasonably formallanguage is required, and that thereforecontractions (e.9.isn't, can'f)shouldbe avoided.

o Requests: I would like to enquireabout/l would likesome informationabout ...

4 Ask students readthe modeland note the to alternatives. them that they may conctuoe Tell a slightlyless formal letterwith With bestwishes. 5 Lesson10 in the Students' Bookgivesa situation where this type of lettermay be required.

@ Pearson Education 2002

Brochures

v1,,r,te an eye-catching tirileslogan. /

f-^+^A +l-^.^^l^.'^ V O L U II L II U I U O U C I

J

attentron.

Givemore detailed information.

i'HX

Give contact information. p.m. a.m. until6.00 Monday Friday to lines openfrom8.30 are Ourphone p.m. Saturdays visitourwebsite on or at: a.m. until1.00 andfrom9.00 holidaysplus@freedom.com

Useful language o lmoeratives: lnterested?Callnow for more information! ! Visit our new showroom and see for vourself . Comparatives superlatives: and We offer more choice and more competitive prices than any other tour operator! Teaching notes are 1 Discuss with students what brochures for (advertising, givinginformation) brainstorm and (e.9.holidays, products, examples electrical furniture, cosmetics etc.). Point 2 Discuss what styleof language required. is out that directquestions often usedto attract are attention and to engage the reader and that (e.9.the heartof the countryside) imagesare used (e.9.stimulating, luxurious). as well as adjectives

Simply the best! For the latest music at the lowest prices, ... . ' S c i e n t i f i c i' n f o r m a t i o n : 'Nutrozania', which has Our products all contain been scientifically shown to protect the skin 37% more than other leadinobrands.

Explain this is a form of advertising, that because and persuasive, the styleneeds be positive to pointout that it is illegal you although should in whrchare untrue, somecountries makeclaims to e.g. fhis will make you thin or x works better than y. 3 Ask students readthe modeland discuss to whetherit would oersuade them! 4 Lesson14 in the Students' Bookgivesanother example this kindof writing. of

2002 @ Pearson Education

narrative. soundtrack. director. 5 Lesson in the Students' 32 Bookgivesalternative ways to expressopinionsand practicein this type of writing. character.dialogue. singei.Giveinformation and your opinion about key points. hall. script. thriller. thriller. storyline). set. lighting. acting. Useful language . romance. leading role. script. where.science fiction.9. Ask students what typesof films they likeand dislike and ask 'key points' them to suggest that they might expectto see coveredin a film review (e.costume. soloist Plays: actor/ actress. performance. musical).soundtrack.horror. star r Novels: humorous.Do they usually believe/agree with them? 2 Brainstorm different tvpesof film and write them on the board(e.9. location. character. western. author. 4 Ask studentsto suggestothertypes of reviews (e. orchestra. special effects. and if so. romance. lead role.9. science fiction.comedy.books. theatre 3 Ask students readthe modeland discuss to whetherthey would go and see the film. having readthe review.plot Teaching notes 1 Discuss with students whetherthey readfilm reviews. Concerts: band. conductor.concerts. plays) and invitethem to suggest'key points'. special effects. Films: actor/actress. @ Pearson Education 2002 .

outline the of 2 Discuss purpose a company the and perhaps of and the organisation the company or employees shareholders) informprospective history. addition. that normally specific and the management the offered. 37 5 Lesson in the Students' they would expectto read this type of wrlting. (because voiceis usedmorethanthe active oassive and organisation the focusis mostlyon the product. andthen discuss to 3 Ask students readthe model. Officerarranges Services. .Thesepeop|earea||basedattheHead of running take careof the day-to-day managers Office. of Outline history. (to structure management of an profile offered. organisation or of include description the product servlce a structLrre. : . . andthat the the stvle.profiles Company Ltd Products Pontqstic produces cakesand of and sellsa variety bread. they are usually tailored as company or the Ask them to describe product servlce they would but readers. exceptin the finalparagraph). structure.Manager. biscuits are UK.Pointout that it is formal. of briefdescription the company's to and ask students tell you the styleof language of Bookgivespractice (seeStep 3). Officerin charge:' wlth a Production the production as originated a marketstallin the early1950s. of are in overall Manager The recruttme.nt Publicity for is. Manager responstble Personnel workingcloselvwith the Customer advertis-ing.Branch under working with threeor four assistants the twelvestores. wherethe products madein the companythe to owned plantbeforebeingdistributed storesthroughout r north-west. Financial The Managing while the charge the company. plans and successfUl. 152 2042 Education @ Pearson . t. Thiscompany The HeadOfficeis located in madeto uniquerecipes. and Operations Director Director.hererare to expand the southof '' !nto i ' . at In twelvepeopleare employed theirsupervision. Manchester. ' . 4 Explain to 1 Ask students tell Vouaboutdifferent for profile. plant. ' l Teaching notes 'blueprint' writinga for that thereis no companies. : The company their selling started and his cousinMick Graham DavidHodges Outline organisation of and hierarchy.

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