Of Coffee? I Say Yes. It Was. You May Ask Only 7 Questions.: Warm-0, 1

Warm-up 2-1
0, 1
5 minutes
Type: group/pair
Description: The teacher asks the students to guess what he/she had for breakfast. They
can ask only 7 general questions. The teacher writes Was it …? on the board. After that
the students work in pairs. Each student tries to find out what their partner ate for
breakfast by asking general questions.
Explanation: Hello! How are you? Did you have breakfast this morning? (Вы
завтракали?) Guess what I had for breakfast. For example, you ask Was it a banana? I
say No. It wasn’t. (The teacher writes the example on the board.) You ask Was it a cup
of coffee? I say Yes. It was. You may ask only 7 questions.
Now play in pairs and ask your partner questions to find out what his/her breakfast was.
Warm-up 2-2
2
5 minutes
Type: group/pair
Explanation: Have you had breakfast today? What was it like? Can you guess what I
have had for breakfast? What’s an ideal breakfast? Now talk to your partner and speak
about a perfect day. Speak about food you will eat, clothes you will wear and people
you will meet. For example, On my perfect day I will eat exotic food in a restaurant. I
will be in a dress from Versace. I will meet Hollywood film stars.
Vocabulary review 2-3 (s2-3)
0,1 – 7 minutes
2 – 5 minutes
Type: group
Description: The students are given pictures and words. In the words there are missing
letters. The task is to write the missing letters in the boxes. The teacher gives the
students about 3 seconds to complete each word and checks the answers after each word
has been filled in. The teacher encourages the students to say the complete words all
together.
Explanation: (WB p.45-46) Write in the missing letters. You have only a few seconds
to write a word and then you should say the complete word all together.
ANSWERS
Part 1 Part 2 Part 3
1. world 1. earth 1. places
2. star 2. desert 2. border
3. moon 3. continent 3. country
4. sun 4. island 4. capital
5. north 5. lake 5. city

6. west
6. river 6. town
7. south
7. village
Part 4 Part 5
1. domestic animals 1. wild animals 6. monkey

2. rabbit 2. camel
7. bear
3. horse 3. elephant
8. fox
4. cow 4. lion
9. wolf
5. sheep 5. tiger
Part 1
1. w __ __ l __
2. __ t __ __ 3. m __ o __ 4. s __ n
5. n __ __ __h
6. __ __ __t
7. __ o __ __h
Part 2
1. e __ __ t __ 2. __ e __ e __ t 3. __ o __ t __ n __ n t
4. i __ l __ __ d 5. __ __ k __ 6. r __ __ __ r
Part 3
1. __ l __ __ e s
2. b __ __ d __ __ 3. __ __ __n __ r __ 4. __ __ p __ t __ l
5. __ __ t __ 6. t __ __ n 7. v __ __ __ __ __ e
Part 4
1. d __ __ __ s t __ __ a n __ m __ __ s
2. r __ __ __ __ t 3. h __ __ __ e 4. __ __ __ 5. s __ __ __ p
Part 5
1. __ __ __ d a n __ m __ __ s
2. __ __ m __ l 3. __ l __ __ __ __ n t 4. l __ __ n 5. t __ __ __ __
6. m __ n __ __ __ 7. b __ __ __ 8. __ __ __ 9. __ __ __ f
0,1 – 3 minutes
2 – 2 minutes
Type: individual
Explanation: (WB p.47) Find as many words as possible for 2 minutes. For example,
anfabirdsefieldufogetreelultoplaceehksht.
TASK (with answers)
1. anfabirdsefieldufogetreelultoplaceehksht
2. hkolyplantertubhillobflowerqifksnwildpong
3. kpforestbiumountainltpregrassbwydomestic
4. poheskynygroundlisqworldnmoanimalpoyt
5. gyuvillageotnsdesertorlurabbitmopltigeron
6. cowmouttownmtaeastzyebordermolpjfoxmp
7. vacapitalrybwolfupfayislanderlhcountrytkoe

0,1 – 5 minutes
2 – 4 minutes
Type: pair
Explanation: (WB p.47, p.71) Play in pairs. In turns say some words you associate
with a word in your table, your partner guesses what this word is. For example, your
word is a plant, you say flower, grass, tree, and your partner guesses that the word is a
plant.
TASK
Player A Player B
the sky a field
a river a village
a forest an animal
a country the world
a domestic animal a wild animal
0,1 – 5 minutes
2 – 4 minutes
Type: group
Description: The teacher tells the students that there are many international words in
the English language and that these words are very easy to recognize and to remember.
The students have some international words and a table. The task is to read the words,
guess their meanings and put the words into the correct columns. Each student reads one
word and the whole group decides where to put this word.
The teacher tells the students that they have just learned 21 new English words.
Explanation: (WB p.47) In turn read the words, guess their meanings and put the
words into the correct columns. For example, theatre - places.
TASK (with answers)
theatre ['θɪətə], museum [mju'ziːəm], hotel [həʊ'tel], penguin ['peŋɡwɪn], giraffe

[ʤə'rɑːf], zebra ['zebrə], exotic [ɪɡ'zɒtɪk], active ['æktɪv], crocodile ['krɒkədaɪl], koala
[kəʊ'ɑːlə], kangaroo [ˏkæŋɡə'ruː], planet ['plænɪt], bank [bæŋk], dolphin ['dɔlfɪn],
flamingo [flə'mɪŋɡəu], park [pɑːk], zoo [zuː], company ['kʌmp(ə)ni], passive ['pæsɪv],
gallery ['ɡæləri], manager ['mænɪdʒə]
Animals Birds Places Other words

giraffe penguin theatre exotic
zebra flamingo museum active
crocodile hotel passive
koala planet manager
kangaroo bank
dolphin gallery
park
zoo
company
The answers are given in italics, the students’ table is empty.
2
5 minutes
Type: group
Description: The students have words in which the letters are jumbled (all mixed up).
The students’ task is to sat the letters into the correct order. The teacher asks the
students to explain the words.
Explanation: (WB p.48) Put the letters into the correct order and explain what this
word means. For example, rfnieg – finger. It is a part of the hand.
TASK (with answers)
1. eeb (bee – it is a kind of insect)
2. idersp (spider – it is a kind of insect)
3. lyf (fly – it is a kind of insect)
4. sitomoqu (mosquito – it is a kind of insect)
5. terbutfly (butterfly – it is a kind of insect)
6. wol (owl – it is a kind of bird)
7. ogfr (frog – it is a kind of animal)
8. usemo (mouse – it is a kind of animal)
9. kesna (snake – it is a kind of animal)
10. reluirsq (squirrel – it is a kind of animal)
11. hehogdge (hedgehog – it is a kind of animal)
Grammar 2-8
Articles a and the 0, 1, 2
5 minutes
Type: group
Explanation: I say a word. You say this word with the article a if it is possible. If it
isn’t you just repeat the word. For example, cake – a cake; water – water.
TASK (with answers)
1. name (a name) 13.bear (a bear)

2. clothes (clothes) 14. people (people)
3. daughter (a daughter) 15. page (a page)
4. orange (an orange) 16.tea (tea)
5. money (money) 17. shirt (a shirt)
6. mountain (a mountain) 18. honey (honey)
7. hand (a hand) 19. field (a field)
8. hair (hair) 20. horses (horses)
9. lakes (lakes) 21. lemon (a lemon)
10. flower (a flower) 22. star (a star)
11. love (love) 23. umbrella (an umbrella)
12.actor (an actor) 24. whisky (whisky)
25. boy (a boy)
Grammar 2-9 (s2-9)
Articles in contexts 0, 1, 2
15 minutes
Explanation: (WB p.48) (the explanation is given in the Russian language)
Представьте себе, что мы решили рассказать забавную историю. Мы будем
рассказывать ее по-русски и только выделенные слова произносить по-английски.
Поставьте перед английскими словами необходимые артикли. Помните о том, что
артикли, которые Вы поставите, повлияют на то, как Ваш собеседник поймет
данную историю.
TASK (with answers)
Однажды Джон путешествовал на верблюде (a camel) по пустыне. Когда

верблюд (the camel) выбился из сил, турист (the tourist) пошел пешком и
заблудился. Солнце (the sun) палило беспощадно, и очень скоро ему страшно
захотелось пить. Через пару часов он увидел палатку(a tent). Турист (the tourist)
обратился к женщине (the woman), которая сидела в палатке.
- Можно мне стакан воды (a glass of water), пожалуйста.
- К сожалению, вода (water) – большая проблема (a big problem) в нашей
пустыне, - ответила женщина (the woman), – но у меня есть галстуки (ties).
Никогда бы не подумал, что в пустыне можно встретить женщин (women),
которые продают галстуки (ties)! – подумал Джон. Он был оптимистичным
человеком (an optimistic man) и не боялся трудностей. Джон отправился дальше
и через несколько километров снова увидел на своем пути палатку (a tent). На
этот раз в палатке (the tent) сидел мужчина (a man).
- Воды (water), – простонал турист (the tourist).
- К сожалению, воды нет, – ответил мужчина (the man), – но, возможно, Вы
хотите купить галстук (a tie)?
Как истинный англичанин, турист (the tourist) сумел промолчать и поплелся
дальше. И вновь увидел палатку (a tent), в которой не было воды, но
продавались галстуки (ties). В отчаянии он упал на землю и пополз. Почему так
популярны галстуки (ties) в этой пустыне, – удрученно думал турист (the
tourist).
Наконец, через час он увидел большой отель (a big hotel). У дверей стоял
швейцар (a doorman). Из последних сил турист (the tourist) подполз к нему и
сказал:
- Впустите меня, я дам Вам за стакан воды (a glass of water) 100 долларов.
- Извините, – ответил швейцар (the doorman), – но к нам без галстука (a tie)
нельзя, это требование директора отеля (the director of the hotel).
Комментарии
Однажды Джон путешествовал на верблюде (a camel) по пустыне.
Перед словом camel вы поставите неопределенный артикль а, поскольку Вы
даете мне (Вашему собеседнику) подсказку, что достаточно просто
представить себе любого верблюда. Нет необходимости выделять данный
объект из ряда похожих объектов.
Когда верблюд (the camel) выбился из сил, турист (the tourist) пошел пешком.
the camel, the tourist – чтобы дать мне понять, что Вы говоритe все о том же
верблюде и о том же человеке.
Солнце (the sun) палило беспощадно, и очень скоро ему страшно захотелось
пить.
Слово sun с артиклем the, ведь солнце у нас одно, следовательно, и Вы, и Ваш
собеседник точно подумают об одном и том же объекте.
Через пару часов он увидел палатку(a tent).

A tent – достаточно просто представить себе любую палатку. Нет
необходимости выделять данный объект из ряда похожих объектов.
Турист (the tourist) обратился к женщине (the woman), которая сидела в палатке.
the tourist – чтобы дать понять, что Вы говорите все о том же человекe.
the woman – чтобы из всех женщин собеседник выделил именно ту, которая
сидела в палатке.
Можно мне стакан воды (a glass of water), пожалуйста.

a glass of water – поскольку в диалоге с продавщицей турист говорит, что ей
достаточно представить себе любой стакан и любую воду.
К сожалению, вода (water) – большая проблема (a big problem) в нашей пустыне,

– ответила женщина (the woman), – но у меня есть галстуки (ties).
water – чтобы дать понять собеседнику, что он может представить себе
любую воду.
a big problem – чтобы собеседник понял, что это одна из проблем.
the woman – чтобы дать понять собеседнику, что Вы говорите все о той же
женщине.
ties – у женщины были какие-то галстуки.
Никогда бы не подумал, что в пустыне можно встретить женщин (women),

которые продают галстуки (ties)! – подумал Джон.
women, ties – Вы сообщаете собеседнику, что имеются в виду любые женщины и
любые галстуки
Он был оптимистичным человеком (an optimistic man) и не боялся трудностей.

a brave man – артикль a показывает собеседнику, что Джон является одним из
множества храбрых туристов.
Джон отправился дальше и через пару часов снова увидел на своем пути палатку
(a tent).
a tent – чтобы собеседник представил себе любую палатку. Нет необходимости
выделять данный объект из ряда похожих объектов.
На этот раз в палатке (the tent) сидел мужчина (a man).

the tent – чтобы дать понять, что Вы говорите все о той же палатке
a man – какой-то, любой мужчина. Нет необходимости выделять данный
объект из ряда похожих объектов.
Воды (water), - простонал турист (the tourist).

water – чтобы дать понять собеседнику, что имеется в виду любая вода.
the tourist – чтобы дать понять, что вы говорите все о том же человекe.
- К сожалению, воды нет, – ответил мужчина (the man), – но, возможно, Вы

хотите купить галстук (a tie)?
the man – чтобы дать понять, что Вы говорите все о том же продавце в
палатке
a tie – дается подсказку, что достаточно просто представить себе любой
галстук. Нет необходимости выделять данный объект из ряда похожих
объектов.
Как истинный англичанин, турист (the tourist) сумел промолчать и поплелся

дальше.
the tourist – чтобы дать понять, что Вы говорите все о том же туристе
И вновь он увидел палатку (a tent), в которой не было воды, но продавались

галстуки (ties).
a tent – вы даете подсказку, что достаточно просто представить себе любую
палатку. Нет необходимости выделять данный объект из ряда похожих
объектов.
ties – чтобы дать понять собеседнику, что имеется в виду любые галстуки.
Почему так популярны галстуки (ties) в этой пустыне.
ties – чтобы дать понять собеседнику, что имеется в виду любые галстуки.
… удрученно подумал турист (the tourist).
the tourist – чтобы дать понять, что Вы говорите все о том же туристе.
Наконец, через час он увидел на горизонте большой отель

a big hotel – Вашему собеседнику достаточно представить себе любой большой
отель, не выделяя данный объект из ряда похожих объектов.
У дверей стоял швейцар (a doorman).

a doorman – Вы сообщаете, что достаточно представить себе любого
швейцара. Нет необходимости выделять данный объект из ряда похожих
объектов.
Турист (the tourist) подполз к нему и сказал:

the tourist – чтобы дать понять, что Вы говорите все о том же туристе
Впустите меня, я дам Вам за стакан воды (a glass of water) 100 долларов.
A glass of water – поскольку в диалоге со швейцаром турист говорит, что
швейцару достаточно представить себе любой стакан и любую воду.
- Извините, – ответил швейцар (the doorman), – но к нам без галстука (a tie)

нельзя, это требование директора отеля (the director of the hotel).
the doorman – чтобы дать понять, что Вы говорите все о том же швейцаре
the hotel - чтобы собеседник представил себе именно тот отель, о котором шла
речь ранее
the director – в данном отеле только один директор, следовательно и Вы и Ваш
собеседник точно подумаете об одном и том же человеке.
Grammar 2-10
5 minutes
Type: group
Explanation: I read a sentence in Russian. You translate only the name of the object
and add articles the or a. For example, Брюки, которые ты ищешь, висят в том
шкафу. – the trousers.
TASK (with answers)
1. Человек (a man), который знает английский язык, имеет больше шансов

найти хорошую работу.
2. Человек (the man), который рассказал мне об этом, находится далеко
отсюда.
3. Книга (the book), которую я купил вчера, оказалась очень интересной.
4. Книгу (a book), которая имеет очень яркую обложку, купят быстрее.
5. Не стоит употреблять в пищу фрукты (fruit), которые ещё не созрели.
6. Фрукты (the fruit), которые лежат в синем пакете, нужно завтра отнести
бабушке.
7. Слова (words), которые вы выучили, но не повторяете, быстро забываются.
8. Слова (words), которые произносятся в пылу спора, не стоит воспринимать
всерьёз.
9. Она надолго запомнила слова (the words), которые он сказал ей.
10. Растения (plants), которые не получают достаточного количества воды,
быстро погибают.
11. Растения (the plants), которые находятся в дальнем углу сада, – очень
редкие.
12. В шкафу все еще стоял виски (the whisky), который любил пить дедушка,
когда играл с друзьями в покер.
13. Виски (whisky), который производят в Шотландии, традиционно считается
одним из лучших.
14. Мне бы хотелось жить в городе (a city/a town), который находится на
берегу моря.
Grammar 2-11
5 minutes
Type: group
Description: The teacher says a word and the students explain its meaning.
Explanation: I say an eye, you say An eye is a part of the face.
TASK (with answers)
1. An arm (is a part of the body)

2. A page (is a part of a book)
3. A cousin (is your mum’s or dad’s sister’s/brother’s son or daughter)
4. A sister-in-law (is your wife’s or your husband’s sister)
5. A scarf (is a kind of clothes for neck)
6. A pocket (is a part of a shirt or trousers)
7. A handbag (is a kind of accessories for women)
8. Potato (is a kind of vegetable)
9. An apple (is a kind of fruit )
10. Fish (is a kind of animal)
11. A village (is a kind of place )
12. A tree (is a kind of plant)
+ Sk2
13.A fly (is a kind of insect)
14.An ankle (is a part of the body)
15.A jar (is a kind of container)
16.A stepmother (is a member of a family)
Grammar 2-12 (s2-12)
Limitations
0, 1, 2
5 minutes
Type: individual and group
Description: The students read the text individually and try to find out when and why
we don’t use any articles (we don’t use articles together with possessives, pronouns
this-these, proper names and when we address other people).Then they work in group
and fill in the table in their portfolios.
Explanation: (WB p.49) 1. Read the text and say when and why we don’t use the
articles the and a. 2. Let’s fill in the table in your Portfolio
TASK (with answers)
Hi, friends,
My name is Alison. I am a student. I will be a doctor. I am from Canada.
This is a photo of my boyfriend. His name is Mario. He is from Italy. Mario is a
fantastic person. He is not a student. He is a dentist. Mario’s hobby is football. Money is
not a problem for my boyfriend because his dad is a businessman.
This dog in the photo is Mario’s. It’s a bulldog. The bulldog’s name is Bandit. Bandit
is an optimistic dog and our friend. These men and women in the photo are Mario’s
relatives. They will be my relatives. Italy will be my country and my teeth will be OK
because Mario’s granny, his mum and his sister Julia are dentists.
Geographical names 0 – 15 minutes
1, 2 – 12 minutes
Type: individual and group
Explanation:
1. (WB p.49) Read the story individually and try to find out when we use the with
geographical names.
2. Let’s fill in the table in your Portfolio (p.03)
TASK
This is my friend Mike Sweet and his family. The Sweets are from the United
States of America. Mike is a businessman. His hobby is fishing (рыбная ловля). His
favourite (любимые) places are the Amazon, the Red Sea, and the Indian Ocean.
Mike’s wife’s name is Linda. Linda is a journalist. She likes (любит) islands, her
favourite islands are the Hawaii. Linda and Mike’s children are Betsy, Gordon and
Jane. Their son Gordon is a biker, he is a member of a group of bikers who were in the
Sahara Desert. He is in the North Pole with his friends. Betsy is a designer in the
Hyatt hotel. She likes theatres, museums and galleries. Her favourite museum is the
Hermitage (St. Petersburg), her favourite theatre is the Globe (London), and her
favourite gallery is the Corridor Gallery (New York). Jane is a manager in the Bank
of New York. Her hobby is sport. She is in the Alps.
river the Amazon

water sea the Red Sea
ocean the Indian Ocean
groups (of) people (a family) the Sweets
mountains the Alps
islands the Hawaii
countries the United States of America
- of - the Bank of New York
deserts the Sahara desert
poles the North Pole
places of interest theatres the Globe
museums the Hermitage
galleries the Corridor Gallery
hotels the Hyatt
Skill Work 2-14
0, 1, 2
3 minutes
Type: group
Explanation: I say the name of a place. You repeat it and add the article the if
necessary. For example, Hilton – the Hilton.
TASK (with answers)
1. Great Britain 12.Europe
2. United Kingdom (the) 13. Volga (the)
3. Alps (the) 14. Ritz (the)
4. Amazon (the) [ˈæməzən] 15. Bahamas (the)
5. Cuba 16. America
6. London 17. Russian Federation (the)
7. California 18. Black sea (the)
8. North Pole (the) 19. New York
9. Metropol (the) 20. United states of America (the)
10. China 21. Italy
11. Mont Blanc [ˌmɒŋˈblɑːŋ] 22. Mississippi (the)

Skill Work 2-15
0, 1, 2
3 minutes
Type: group
Explanation: I name a place. You explain what it is. For example, I say Britain. You
say Britain is a country.
TASK (with answers)
1. The sun (The sun is a star.)

2. Elbrus (Elbrus is a mountain.)
3. London (London is a city. /London is the capital of Great Britain.)
4. The Alps (The Alps are mountains.)
5. The Hyatt [haˈɪət] (The Hyatt is a hotel.)
6. The Louvre [ˈluːvrə] (The Louvre is a museum.)
7. The Nile (The Nile is a river.)
8. Australia [ɒˈstreɪliə] (Australia is a continent/a country.)
9. The Gobi [ˈɡǝʊbi] (The Gobi is a desert.)
10. Brazil [brǝˈzɪl] (Brazil is a country.)
11. Madagascar [ˌmædǝˈɡæskə] (Madagascar is an island.)
12. Moscow (Moscow is a city. /Moscow is a capital. /Moscow is the
capital of Russia.)
Skill Work 2-16 (s2-16)
0, 1, 2
15 minutes
Type: pair
Explanation:
Part 1. (WB p.49) Play in pairs. Match the names from the box with the letters on the
map. Rome is done for you as an example. Use the phrases from Speaking guide. For
example, In my opinion, Rome is “a”. – You are right./You are wrong. (The teacher
writes the phrases on the board.)
TASK (with answers)
Rome, the Nile (b), the Black Sea (f), the Indian Ocean (c), Washington (i), the North
Pole (g), the Alps (d), the Sahara Desert (h), the Russian Federation (j), Cuba (e)
d
Rome a f
i
h
b
e
Part 2. Now let’s play together. I think about some geographical name. You ask me
questions and guess what name it is. For example, Is it a sea? - Yes. - Is it in Russia? -
No. - Is it in Europe?... (The teacher writes Is it …? on the board.)
0, 1, 2
10 minutes
Type: individual
Explanation: (WB p.50) You have 4 minutes to complete the sentences with the
articles. Now let’s check your answers together.
TASK (with answers)
1. - What is it?
- Oh, it’s a fantastic book! It’s a book for children and their parents. It’s a book
about Brother Rabbit and Brother Fox. The name of the book is The Uncle Remus
Tales. It’s a book by Joel Chandler Harris.
2. - Madagascar is an island in the Indian Ocean.
- Really? Is the film Madagascar about the island?
- No, it’s a film about wild animals.
3. - Are you a pessimistic person?
- I am a realistic man. In my opinion, people in Russia are realistic.
4. Hi, Alice and Nick
How are you? We are in Moscow! Moscow is a fantastic city. Blini are for
breakfast and lunch. We are in an Internet café. The café is in our hotel.
Are you in London?
Love, Jane and Bob
5. - This is a photo of my granny. She is in a sombrero because she is in Mexico.
She is with a bottle of tequila in her hand so she is in a café.
- And who is the woman with a bottle of gin in her hands?
- Oh, it’s her mother, my great-grandma.
6. - A cup of coffee, please.
- With milk and sugar?
- Milk, please.
7. Kanako is a journalist from Japan. Her husband John Thompson is from the
USA. Mr. and Mrs. Smith (they are from the United Kingdom) are their friends. The
Thompsons and the Smiths are in Italy, in the Alps. The country and the mountains are
fantastic!
0, 1, 2
10 minutes
Type: pair
Explanation: (WB p.50) Look at the situations and the sets of articles. Find a set of
articles for each situation. There are 4 extra sets. For example, ___ cat’s name is Fluffy.
It is ___ my cat. We are ___ friends. It is a set “i”.
The teacher may ask pre-intermediate students not to read the texts but to listen to
them and find a set of articles for each situation.
TASK (with answers)

Chains of articles:
a) -, the, a, a, the, -, -, the, a
b) a, -, a, -, -, the, -
c) the, -, the
d) -, a, -, -, the, -, the, a
e) a, -, the
f) -, a, a, a, the, -, the, the, the
g) a, a, a, the, -, -, the, the
h) a, the, a, the, the, the, -, the
i) the, -, -
1. __Emma is ___ doctor. ___ her surname is ___ Finch. ____ surname is ___
Emma’s husband’s. ___ man is ___ businessman.(d)
2. This is ___ book for ___ children. It is ___ book about ___wild animals and___
birds. ___book is for ____Tom’s nephew. (b)
3. - What is it?
- It is ___ necklace.
- Is it ____ yours or your mum’s?
- Oh! ___ necklace is my brother’s girlfriend’s. (e)
4. - Is it ___ man or ___ woman?
- It is ___ woman.
- Who is ___ woman?
- It is___ Hilda. She is ___ my boss.
- Oh! Is ___ jeep hers?
- Yes, ___ jeep is hers.(g)
5. This is ___ Tom’s daughter. ___ girl is ___ student. This is ___ dog.
___ dog’s name is ___ Spot. ___Spot is___ girl’s dog. It is ___ bulldog. (a)
0, 1, 2
7 minutes
Type: pair
Description:
The first round: The idea is to create a word chain in which the last letter of a word
forms the first letter of the next. Like this: breakfast>>tooth>>head>>director>>...and
so on.
The second round: Two last letters of a word form the first two letters of the next. Like
this: photo>>tooth>>thriller>>...and so on.
Explanation: (WB p.51) Play in pairs.
TASK (with answers)
The first round: Write the missing letters. The last letter of a word is the first letter of
the next.
place plant
1. ----R---R--G---S----R tigeRiveRinGrasSisteR
animal accessory relative
part
of the face accessory
2. ---E-E-G------N------E------T winEyEgGrandsoNecklacElephant
drink food relative animal
The second round: Write the missing letters. The two last letters of a word are the first
two letters of the next one.
water place
3. ---CH--SEA-TH---RE-------- lunCHeeSEArTHeatREstaurant
meal food place place
vegetable person
4. ----TO--TO-ST----- potaTOmaTOaSTudent
vegetable food
food place
5. ---CH-----TEAST-------- watCHocolaTEASTrawberry
accessory drink fruit
Skill Work 2-20
0 – 7 minutes – Lesson 12
1, 2 – 7 minutes
Type: pair
Description: At the end of the lesson the teacher offers the students to have some fun.
The students now are going to be designers and design clothes for animals. Some pairs
will design a collection for 5 domestic animals, the others – for 5 wild animals. Then
each pair will present their collection to the class.
Explanation: Now let’s have some fun. You are designers. You will design a collection
of clothes. But these clothes are not for people. These will be clothes for animals. Each
pair chooses 5 domestic or wild animals. You have 5 minutes to make your collection.
For example, Domestic Animal Fashion Show:
1. A cow in a dress with a belt
2. A cat in a skirt and shoes
3. A horse in a hat with flowers
4. A dog in a suit, etc.
Skill Work 2-21
0, 1, 2
5 minutes
Type: group
Description: The teacher names a kind of book or film. The students use the words from
Chapter 2 to find a name for this imaginary book or film.
Explanation: I name a kind of book or film. You use the words of this lesson to give a
title for this book or film. For example, a book for children – The rabbit in the hat.
For pre-intermediate students: The students think of a title for the film and say what
it is about. For example, a thriller – A tiger in the city. This story is about a hungry
tiger who escaped from the zoo and started killing people, etc.
TASK
Skyrocket 0,1 Skyrocket2
1. A book for children 1. A book for children
2. A book for parents 2. A book for parents
3. A book about love 3. A book about love
4. A thriller 4. A thriller
5. A film for your mother-in-law 5. A drama
6. A film for professors 6. A book on philosophy
7. A film about a boss 7. A detective story
8. A comedy for doctors 8. An action film
9. A film for your optimistic 9. A romantic comedy

relatives
10. A horror film
10. A film for your ex-boyfriend
11. A soap opera
11. A book for bikers
12. A documentary
12. A film for pessimistic dentists
Warm-up 2-22
0, 1
5 minutes
Type: group
Description: The teacher reads some sentences saying where a famous person is from.
The students should say whether the statement is true or false using the words and
expressions from Speaking guide for this lesson.
Explanation: Hello! How are you? Tell me, please, where are you from? Now I will
tell you where a famous person is from and you tell me if it is true or false. For
example, Madonna is from the USA. – You are right. /It is true. Sophie Loren is from
Spain. – You are wrong. /It’s false./Really?/In my opinion, she is from Italy.
TASK (with answers)

1. Schwarzenegger [ˈʃwɔːts ə neɡə] is from Germany. (It’s false. He is from
Austria.)
2. Charlie Chaplin [ˈtʃæplən] is from England. (It’s true)
3. Nicole Kidman is from the USA. (It’s false. She is from Australia.)
4. Luciano Pavarotti [luːˈtʃɑːnəʊ ˌpævəˈrɒti] is from Italy. (It’s true.)
5. Albert Einstein [ˈælbət ˈaɪnstaɪn] is from Germany. (It’s true)
6. Vladimir Putin is from England. (It’s false. He is from Russia.)
7. Jean Reno is from France. (It’s true)
8. Leonardo da Vinci [ liːəˌnɑːdəʊ də ˈvɪntʃi] is from Russia. (It’s false. He is from
Italy.)
9. Keanu [keɪˈɑ ːnuː] Reeves is from Mexico. (It’s false. He is from Canada.)
10. Marilyn Monroe [ˈmærəlɪn mənˈrəʊ] is from the USA. (It’s true)
11. Adriano Celentano is from Canada. (It’s false. He is from Italy.)
12. Beethoven [ˈbeɪthəʊv ə n] is from Germany. (It’s true)
Warm-up 2-23 (s2-23)
2
8 minutes
Type: pair
Explanation: In pairs ask each other questions. (WB p.52) Now tell the group what
you have found about your partner.
TASK
1. What is your favourite wild animal? Why? Where does this animal live?
2. What is your favourite domestic animal? Why?
3. What animals or insects do you dislike?
4. Imagine (представьте себе) that you can have any animal as a pet, what animal
will you choose?
0, 1, 2
7 minutes
Type: group
letters. The task is to write the missing letters. The teacher gives the students about 3
seconds to complete each word and checks the answers after each word. The teacher
encourages the students to say the words all together.
Explanation: (WB p.52-53) Write the missing letters. You have only a few seconds to
write a word and then you should say the word all together.
ANSWERS
Part 1 Part 3 Part 4 Picture

Part 5 3 8. along
1. city 1. library 1. square 1. on 9. across
2. centre 2. cinema 2. bench 2. over 10. among
3. district 3. museum 3. flowerbed 3. under 11. between
4. countryside 4. theatre 4. fountain 4. around 12. all over
5. bridge 5. gallery 5. monument 5. behind 13. far (from)
Part 2 6. street 6. in front

Picture 3 of 14. near
1. buildings 7. hotel 7. opposite 15. at
2. house 8. bank
3. cottage 9. hospital
4. block of flats 10. church
5. skyscraper 11. shop

Part 1
1. __ __ t __
2. __ __ n t __ __ 3. d __ __ t __ __ __ t 4. c __ __ n t r __ s __ de 5. b r __ __ __ e
Part 2
1. b __ __ l d __ __ __ s
2. h __ __ s __ 3. __ o __ __ __ g __ 4. b _ _c _ of _ _ _ _s 5. s _ _s _ r _ p _ _
Part 3
1. l __ b r __ __ y 2. __ __ n __ m __ 3. m __ __ __ u m 4. __ __ __ a __ __ __
5. g __ __ l __ r __ 6. s t __ __ __ t 7. h __ __ __ l 8. b __ __ __
9. __ __ s p __ t __ l 10. __ __ __ r __ h 11. __ __ __ p
Part 4
1. s __ __ __ r __
2. b __ n __ __ 3. f l __ __ e __ b __ d 4. f __ __ n t __ __ n 5. m __ n __ __ e __ t
Part 5
1. __ __ 2. __ v __ __ 3. __ n d __ __ 4. __ r __ __ n d
5. b __ __ __ n d 6. _ _ f r _ _ t _ _ 7. o p __ __ s __ t __ 8. __ l __ __ g
9. __ __ r o __ __ 10. __ m __ n __ 11. b __ __ __ e __ n 12. __ __ l __ v __ r
13. f __ __ (f __ __ __) 14. n __ __ __ 15. __ __

Vocabulary review 2-25
0, 1, 2
4 minutes
Type: group
Description: The teacher reads out a chain of words that is built according to some logical
principle. One word does not belong to this chain. The students’ task is to say which is the odd
one out.
Explanation: I read a chain of words. Find the odd one out. For example, I say mountain, hill,
field, centre, forest, you say centre.
TASK (with answers)

1. museum, library, theatre, street, gallery
2. active, passive, optimistic, pessimistic, exotic
3. city, town, ocean, village, countryside
4. bear, dog, elephant, lion, tiger
5. rabbit, horse, cow, fox, cat
6. lake, ocean, sea, river, fountain
7. bench, hotel, bank, hospital, church
8. block of flats, skyscraper, district, cottage, house
9. flower, bridge, grass, tree, plant
10. sun, moon, continent, star, earth
11. giraffe, crocodile, kangaroo, flamingo, pony
12. penguin, dolphin, monkey, wolf, camel
+ Sk2
13. bee, spider, mosquito, fly, owl
14. butterfly, snake, hedgehog, frog, squirrel

0, 1, 2
5 minutes
Type: pair
Explanation: (WB p.53, p.71) Play in pairs. One student in a pair says some words he
associates with the word in his table, the other student guesses what his word is. For example,
your word is a city, you say the centre, districts, streets, buildings and your partner guesses
that the word is a city.
TASK
Player A Player B
a square a planet
a building the countryside
a cinema the centre of a city
a shop a park
a district a continent
0, 1, 2
3 minutes
Type: group
Description: The teacher encourages the students to give more than one answer. If the
task is difficult for the students, they may open their WB at p.53 Part 5.
Explanation: I say the name of an object, you say the name of a place you associate
with this object. Use prepositions. For example, I say a tree, you say near a house, in a
forest, in front of a cottage.
TASK (with possible answers)
1. a bridge (across a river)

2. a skyscraper (among buildings, in the centre of a city)
3. a fountain (in front of a theatre)
4. shops (along streets)
5. the ground (under our feet)
6. grass (on the ground, under trees)
7. the sun (in the sky, far from the earth)
8. borders (between countries)
9. benches (around a monument)
10. the moon (among the stars)
11. the sky (over the ground)
12. flowers (all over a field)
13. an island (in an ocean, in a sea)
Vocabulary review 28 (s2-28)
0, 1 – 6 minutes
2 – 5 minutes
Type: pair
Description: The students have blocks of sentences. In each block there are 3
sentences, the prepositions in the sentences have been mixed up. The students’ task is to
put the prepositions in the right places.
Explanation: (WB p.54) Put the prepositions into the right places. For example, you
have the sentences: 1. The hospital is between the centre of the city.
2. The border is on these two countries.
3. The desert is in that continent.
You put the prepositions into the right places and get the answers:
1. The hospital is in the centre of the city.
2. The border is between these two countries.
3. The desert is on that continent.
TASK (with answers)
1. My uncle’s dog is in that tree. (under)

2. The monument is under the museum. (in front of)
3. The flowerbeds are in front of the square. (in)
1. The cinema is around this bank and that gallery. (between)

2. The students are between the theatre. (in)
3. The cottages are in the lake. (around)
1. The wolf is near that tree. (behind)

2. The forest is at the river. (near)
3. The children are behind the desk. (at)
1. The birds are far from the house. (over)

2. The handbag is over the ground. (on)
3. The church is on the centre of the city. (far from)
1. The library is across these blocks of flats. (among)

2. The bridge is along the river. (across)
3. The shops are among this street. (along)
Grammar 2-29
Prepositions of place 0,1,2
3 minutes
Type: group
Description: The teacher takes a small object (for example, a pen) and asks the students
to say where this object may be using different prepositions. The teacher gradually
increases the tempo of the game.
Explanation: Say where the pen is. For example, (the teacher puts the pen on the table)
on the table.
Grammar 2-30
Prepositions of place 0, 1, 2
3 minutes
Type: group
Explanation: Correct the mistakes in my sentences. For example, Moscow is near

Tokyo. You say No, Moscow is far from Tokyo.
TASK (with answers)
1. Moscow is behind Russia. (in)

2. Dolphins are on the sea. (in)
3. The Atlantic Ocean is around Europe and America. (between)
4. The fountain is on the house. ( in front of, near, behind)
5. Eyebrows are behind your eyes. (over)
6. The flowerbeds are in my house. (around, in front of, near)
7. The students’ legs are over the desks. (under)
8. The bridge was in the river. (across)
9. The library is over the hotel. (near, opposite)
10. The theatre is between the museum. (near, opposite, not far from)
11. The village is around the forest. (behind, near, in)
12. Your teacher is behind you. (in front of)
Grammar 2-31
Prepositions of place 0, 1, 2
4 minutes
Type: group
Description: The teacher begins a chain with a sentence (e.g. The cup is on the table.)
and gives the end of the chain (e.g. The sun is in the sky.). In turn, the students add
their sentences using the construction the ! + be to indicate the location of the object
which in the previous sentence was the location of another object. Thus the students
create a chain from smaller objects to larger ones. The teacher chooses 1 of the chains
he likes more.
Explanation: (The teacher writes on the board the structure the ! + be). Make a
chain of sentences. This is the beginning of a chain The cup is on the table. This is the
ending The city is in the country. In turn you add one sentence to build a chain until
you come to the last sentence. The student who finishes the chain loses. For example,
The cup is in the room. The room is in the house. The house is in the street. The
street is in the city. The city is in the country.
TASK
1. The sugar is in the tea. – The continent is on the earth.
2. The sweets are in the pocket of the boy’s trousers. – The earth is among planets.
Grammar 2-32
There + be 0, 1, 2 ( 3 minutes)
Type: group
Explanation: I say a sentence in the Present tense. You say it in the Future and Past.
For example, There is a house in the forest. One student says There was a house in the
forest. Another student says There will be a house in the forest.
TASK
1. There are clothes all over the room.
2. There is a lamp on the desk.
3. There are children in the park.
4. There is an umbrella in his hand.
5. There are buttons on the skirt.
6. There are cherries on the cake.
7. There are monkeys in Brazil.
8. There is a theatre in the town.
9. There are kangaroos and flamingos in the zoo.
10. There is cabbage in the soup.
11. There are flowerbeds along the street.
12. There is a library between the bank and the hospital.
+ Sk2
13. There are squirrels and hedgehogs in the park.
14. There are butterflies all over the field.
15. There are mosquitoes in the forest.
There + be 0, 1, 2
5 minutes
Type: group
Description: One student comes up to the board. The others look at the picture in their
Workbooks and describe it to him/her. The student draws a picture based on their
description. (The teacher writes on the board: at the top, at the bottom, in the middle to
make it easier for the students to describe the picture.)
Explanation: I ask one student to come up to the board. The others open their
Workbooks (p.54) and look at the picture. Now you describe the picture to (the
student’s name) and he/she draws it on the board.
TASK
Grammar 2-34
There + be 0, 1, 2
4 minutes
Type: group
Explanation: I read a phrase, for example, near the river. You say what there is near
the river. For example, There is a village near the river. There are trees near the river,
etc.
TASK
1. in the forest
2. on the desk
3. over your head
4. around the block of flats
5. along the streets
6. in front of the theatre
7. all over the field
8. opposite the shop
9. behind the church
10.near the theatre
11. between the continents
12. far from the earth
Grammar 2-35
There + be 0, 1, 2
5 minutes
Type: group
Description: The teacher reads the sentences. The students change the sentences. It is
supposed that one student gives one sentence.
Explanation: I say a positive sentence – you say a negative sentence and a question.
For example, I say There is a village behind the mountain. You say There isn’t a
village behind the mountain. Is there a village behind the mountain?
I say a negative sentence – you say a positive sentence and a question.
For example, I say There weren’t any flowers in the garden. You say There were
flowers in the garden. Were there any flowers in the garden?
I say a question – you say a negative sentence and a positive sentence
For example, I say Are there any lakes on the island? You say There are lakes on the
island. There aren’t any lakes on the island.
TASK (with answers)
1. There are borders between countries. (There aren’t any borders between countries.
Are there any borders between countries?)
2. Is there a fountain in front of the theatre? (There is a fountain in front of the theatre.
There isn’t a fountain in front of the theatre.)
3. There was cheese on the plate. (There wasn’t any cheese on the plate. Was there any
cheese on the plate?)
4. Are there any cows and horses in the field? (There are cows and horses in the field.
There aren’t any cows and horses in the field.)
5. There aren’t any birds in the sky. (There are birds in the sky. Are there any birds in
the sky?)
6. There is a church behind the gallery. (There isn’t a church behind the gallery. Is there
a church behind the gallery?)
7. There weren’t any skyscrapers in the centre of the city. (There were skyscrapers in
the centre of the city. Were there any skyscrapers in the centre of the city?)
8. There wasn’t a library between the bank and the cinema. (There was a library
between the bank and the cinema. Was there a library between the bank and the
cinema?)
+ Sk2
9. There were squirrels and hedgehogs in the park. (There weren’t any squirrels and
hedgehogs in the park. Were there any squirrels and hedgehogs in the park?)
10. Is there a fly in Mr. Smith’s soup? (There is a fly in Mr. Smith’s soup. There isn’t a
fly in Mr. Smith’s soup.)
11. There are mice in the cottage. (There aren’t any mice in the cottage. Are there any
mice in the cottage?)
Grammar 2-36
There + be 0, 1
3 minutes
Type: group
Explanation: Say if my sentence is true or false. For example, I say There are people
on the sun. You say It’s false. There aren’t any people on the sun. I say There are
deserts in Africa. You say It’s true. There are deserts in Africa.
TASK (with answers)
1. There are bears in the streets in Moscow. (It’s false. There aren’t any bears in the
streets in Moscow.)
2. There are lions in Africa. (It is true. There are lions in Africa.)
3. There are penguins in Italy. (It’s false. There aren’t any penguins in Italy.)
4. There are flamingos in France. (It’s true. There are flamingos in France)
5. There are dolphins in the Amazon. (It’s false. There aren’t any dolphins in the
Amazon.)
6. There is fantastic wine in France. (It’s true. There’s fantastic wine in France.)
7. There are penguins in the sky. (It’s false. There aren’t any penguins in the sky.)
8. There are optimistic people in Russia. (It’s true. There are optimistic people in
Russia.)
9. There are plants and animals on the Sun. (It’s false. There aren’t any plants and
animals on the Sun.)
10. There are skyscrapers in Moscow. (It’s true. There are skyscrapers in Moscow.)
11. There are tigers in the Sahara. (It’s false. There aren’t any tigers in the Sahara.)
12. There are zebras in forests in Russia. (It’s false. There aren’t any zebras in forests in
Russia.)
Grammar 2-37
What+be +there+place? 0, 1, 2
3 minutes
Type: group
Explanation: I name an object, for example, your feet. You ask a question What+be
+there+place? to which my object is the answer. For example, What is there under the
table?
1. Trees (What is there around the house?)

2. A monument (What is there in front of the museum?)
3. Money (What is there in your pocket?)
4. A museum (What is there opposite the bank?)
5. A bridge (What is there across the river?)
6. A workbook (What is there on the desk?)
7. Flowers (What is there all over the field?)
8. A hat (What is there on his head?)
9. Wine (What is there in the bottle?)
10. Birds (What is there in the sky?)
11. Books (What is there in the library?)
12. A square (What is there in the centre of the city?)
What+be +ther+place? 0, 1, 2
5 minutes
Type: pair
Description: Players A and B have similar pictures but there are some differences in
them. The students need to find the differences asking each other the question What is
there in your picture?
Explanation: (WB p.55, p.72) There are some differences in your pictures. Find them.
Ask the question What is there in your picture? For example, What is there in your
picture? – There is a girl with flowers. – Oh! In my picture there is a girl without
flowers!
TASK
Player A
Player B
0, 1(6 minutes)
2 (3 min)
Type: pair
Description: Each student has a countryside picture. They hide a cat, a dog and a sheep
anywhere they like on their picture, but must not show it to their partner.
The object of the game is to find out where their partner’s animals are. They do this as a
guessing game, taking it in turns to ask each other about their animals
Is+ ! + preposition+ place?
Explanation: (WB p.55) Play in pairs. Each of you marks a cat, a dog and a sheep on
the picture. In turns ask each other questions and find these animals. (The teacher writes
on the board Is + ! + preposition + place?) For example, Is the sheep in the field?
– No, it isn’t. – Is it in the village? – No, it isn’t. – Is it behind the tree? – Yes, it is. –
Is the dog in the lake? etc.
TASK
0, 1 – 7 minutes
2 – 5 minutes
Type: pair
Description: Each student has two pictures. One of the pictures is a complete map of a
city. In the other map there are some gaps. The students in a pair ask each other the
question Where is …? and complete their maps.
Explanation: Open your Workbooks, players A at p.56, players B at p.73. Players A

live in Smallville. Players B live in Appletown. You have a list of places. Find them in
your partner’s town and write them down on the map. Ask questions
Where is …? For example, you ask Where is the museum? Your partner says It is
opposite the shop. You write the name of the museum on your map. Then your partner
asks you a question and writes the name of the building on his map.
TASK
Player A
Smallville
Appletown
Find:
The Cat Museum,
The Town Hotel,
The Star Cinema,
Romantic Square,
The Fountain of Love,
The Lady’s Bench,
The Apple Tree
Player B
Appletown
Smallville
Find: The International Bridge, The Monument to George Small, The Moon Gallery,
The City Library, The Animal Theatre, The Bank, The Ideal Flowerbed.
Skill Work 2-41
0, 1, 2
10 minutes
Type: group
Description: The teacher reads some sentences in Russian. The students’ task is not to
translate them word for word but to express the idea of each sentence in English.
Explanation: Express these ideas in English. Do not translate the sentences word for
word. For example, I read Я никогда не был у Вас дома, и Вы сообщаете мне, что
недалеко от Вашего дома имеется парк. – There is a park near my house.
TASK (with answers)
1. Я не могу найти свои очки, хотя помню, что они были в сумке. (The glasses were
in my handbag.)
2. Человеку на улице стало плохо, ему нужно в больницу. Вы точно знаете, что
вон за тем зданием она есть. (There is a hospital behind that building.)
3. Человек на улице показывает Вам на карте больницу и интересуется, как туда
пройти. Вы сообщаете, что она – вон за тем зданием. (The hospital is behind that
building.)
4. Вы приглашаете подругу в свой новый коттедж. И на её вопрос о том, какие
поблизости есть магазины, говорите, что коттедж-то ваш в лесу. (The cottage is
in the forest.)
5. И всё, что есть вокруг дома – это деревья. (There are trees around the house.)
6. А магазины – далеко от дома. (The shops are far from the house.)
7. Ребенок отчаянно не хочет идти в зоопарк. Вы уговариваете его, убеждая, что
там есть и обезьяны, и слоны, и тигры. (There are monkeys, elephants and tigers in
the zoo.)
8. Вы запретили ребенку трогать торт до Вашего возвращения. Вернувшись домой
и, взглянув на торт, вы думаете: «А ведь на торте были вишенки». (There were
cherries on the cake.)
9. Куда же делась рыба? Она лежала здесь. (The fish was here.)
10. А где наш кот? (Where is the cat?)
11. Ваш друг – заядлый дачник. Еще снег не сошел, а он уже мечтательно Вам
расписывает, что перед домом у него будет роскошная клумба. (There will be a
flowerbed in front of my house.)
12. Хотя раньше там росла клубника. (There were strawberries there.)
+ Sk2
13. Вы возмущенно сообщаете официанту, что в вашем супе муха! (There is a fly
in my soup!)
14. Вы ни за что не пойдете в этот страшный старый дом, ведь там пауки, мыши и
змеи. (There are spiders, mice and snakes in the house.)
0, 1, 2
10 minutes
Type: individual
Explanation: (WB p.57) Complete the sentences with the articles.
TASK (with answers)
1. – Where is (the) cat?

– It is in (a/the) tree near (the) house.
2. There are (-) dresses without (-) sleeves and (-) skirts with (-) buttons in (the) shop.
3. There will be (a) pizza with (-) tomatoes and (-) chicken.
4. There was (a) fountain in front of (the) library. There were (-) benches around (the)
fountain.
5. (The) zoo was in (the) centre of (the) city. There were (-) exotic wild animals there.
(The) monkeys were from (-) Brazil. (The) elephants were from (-) India.
6. (-) Tequila and (-) whisky are (-) drinks but they are not for (-) children.
7. There was (an) island in (the) Atlantic Ocean. There were (-) mountains and (a) river
on (the) island. (The) people on (the) island were optimistic.
8. (The) film Avatar is fantastic. (The) director of (the) film is James Cameron. He is
from (-) Canada.
9. This is (a) dog. (The) dog’s name is (-) Rex. (-) Rex is (an) active dog. It is from (-)
Germany. (The) dog is mine.
10. - Where is (the) money that was on the desk?

- Whose (-) money was it?
- (The) money was mine! Where is it?
- M-m… I am (-) your wife and, in my opinion, (-) your money is mine.
- I see. (The) problem is that (the) money was (-) my boss’s.
- Oh! It is in my (-) bag!
0,1 – 7 minutes
2 – 5 minutes
Type: group
Description: Each student has a picture of an old city in ruins. The students take turns
to say what there was in the city before it was ruined. Then the students are asked to
build a new city and say what will be there instead of the ruins.
Explanation: (WB p.56) Look at the picture. There are only the ruins of a city. Say
what there was in the city. For example, (the teacher points at some part of the picture)
There was a theatre here.
Now let’s build a new city. You say what there will be here. For example, (the teacher
points at some part of the picture) There will be a square in the centre of the city.
There will be a fountain in the square. etc.
0, 1, 2
8 minutes
Type: pair
Description: Each pair has a list of different characters. They choose one and prepare
the description of a place where this person could live. The other students guess which
person has been chosen.
For pre-Intermediate students: one student in a pair describes the place, the other
guesses whose house it is.
Explanation: (WB p.58) Play in pairs. You have a list of different characters. Choose
one and describe the place where his or her house is. The other students guess which
person it is. For example, This is a house in the forest. There is a river not far from
the house. There are flowers in front of the house. – A granny.
TASK
1. A WOMAN WITH CHILDREN

2. A BUSINESSMAN
3. A JOURNALIST
4. A MAN WITH DOGS
5. A LADY
6. A GRANDAD
7. A STUDENT
8. AN ACTRESS
9. A PROFESSOR
10. A ROMANTIC PERSON
Skill Work 2-45
2
8 minutes
Type: pair
Description: The teacher asks the students to speak about some country they have been
to or about some country they would like to go to or about some country they like. The
teacher writes on the board the topics that the students should cover in their speech.
Explanation: Speak about some country you have been to or about some country you
would like to go to or about some country you just like. First one student in a pair
speaks and the other may ask questions then the second student speaks and the first one
may ask questions.
Speak about:
- cities - people - popular places - food - clothes
- rivers, mountains, fields, etc. - animals - plants
For example, you may say
It is Brazil. This is a fantastic country. There are many cities in this country. There
are exotic animals. There are many monkeys. The food is exotic too. People have
pineapples, oranges, and apples for breakfast, lunch and dinner. Etc.
Warm-up 2-46
0, 1 – 10 minutes
2 – 7 minutes
Type: group and pair
Description: First, the game is played in a group. The teacher thinks of a person, the
students ask questions with prepositions and try to guess the identity of the person. Then
the game is continued in pairs. In a pair one student thinks of a person in the room, the
other student asks questions and tries to guess who it is.
Elementary and beginner students think of a person in the room.

Pre-Intermediate students may think of a person or an object in the room.
In pairs there may be several rounds.
Explanation:
I think of a person in this room, ask me questions and guess the person. For example,
you ask Is this person in front of ... Mary? I say No. You ask Is this person to the left
of ....Kate? I say Yes. You ask Is this person Jane? I say Yes.
0, 1, 2
8 minutes
Type: group
letters. The task is to write the missing letters. The teacher gives the students about 3
seconds to complete each word and checks the answers after each word. The teacher
encourages the students to say the words all together.
Explanation: (WB p.59-61) Write the missing letters. You have only a few seconds to
write a word and then you should say the word all together.
ANSWERS
Part 1 Part 2 Part 3Picture 3 Part 4
1. house 1. flat 1. living room 1. study
2. roof 2. balcony 2. corner 2. clock
3. ceiling 3. door 3. fireplace 3. picture
4. wall 4. window 4. sofa 4. shelf
5. floor 5. garden 5. vase 5. bookcase
6. staircase 6. neighbour 6. carpet 6. armchair
7. key
Part 5 9. coffee maker Part 7 Part 8
1. kitchen 10. kettle 1. bedroom 1. bathroom
2. fridge 11. table 2. wardrobe 2. bath
3. cupboard 12. chair 3. bed 3. shower
4. tap 13. plate 4. sheet 4. towel
5. sink 14. fork 5. pillow 5. toothpaste
6. microwave 15. spoon 6. blanket 6. toothbrush
7. cooker 16. knife 7. mirror 7. soap
8. dishwasher 8. curtains 8. washing machine

Part 1
1. h __ __ s __
2. r __ __ f 3. c _ _ l _ _ g 4. __ __ l __ 5. f __ __ o __ 6. s t _ _ r _ _ s _
Part 2
1. f __ __ t
2. b _ l _ o n _ 3. d __ __ __ 4. _ _ n d _ _ 5. _ a _ d _ _ 6. n _ _ g _ b o _ _
Part 3
1. l __ v __ __ g r __ __ m
2. _ o _ n _ _ 3. f _ _ e _ _ a _ e 4. __ o __ __ 5. v __ __ __ 6. _ a _ p _ _
Part 4
1. __ __ __ d __
2. __ l __ __ k 3. p __ __ t __ __ e 4. __ __ __ l f
5. b __ __ k __ __ __ e 6. _ _ m _ _ _ _ r 7. __ __ __
Part 5
1. __ __ t __ __ __ n
2. f __ __ d __ __ 3. _ _ p b _ _ _ d 4. __ __ __ 5. __ __ __ k
6. m _ _ r _ _ a _ _ 7. __ __ __ k __ r 8. d _ _ _ w _ _ _ e r
9. _ o f _ e _ m _ k _ r 10. __ __ t __ l __ 11. __ __ b l __ 12. __ h __ __ r
13. p __ __ t __ 14. f __ __ __ 15. __ p __ __ n 16. __ n __ f __
Part 7
1. b __ d r __ __ __
2. __ __ r d __ __ b __ 3. __ __ __ 4. __ __ __ __ t 5. p __ __ __ o __
6. b __ __ n __ __ t 7. m __ __ r __ __ 8. __ __ __ t __ __ n s
Part 8
1. b __ __ __ r __ o __
2. __ __ __ __ 3. __ __ __ w __ __ 4. __ __ w __ __
5. t _ o _ h _ a _ t _ 6. _ o _ t _ b r _ _ _ 7. __ __ __ __ 8. __ a __ h __ __ g
m __ __ h __ n __
0, 1 – 4 minutes
2 – 3 minutes
Type: group
Description: The teacher names a preposition and a place; the students use the words
they associate with these places in the structure There + be +…
Explanation: Name your associations for the word you hear. For example, I say on a
roof, you say There is a cat on a roof.
1. under a carpet (the floor, a mouse)

2. behind curtains (a vase with flowers)
3. over a table (a lamp)
4. under a chair (a cat)
5. around a house (a garden)
6. in front of a TV (a sofa/an armchair)
7. among forks (a knife/a spoon)
8. opposite your house (your neighbour’s house)
9. all over a garden (flowers)
10. between a fork and a knife (a plate)
11. near a fireplace (an armchair)
12. in a microwave (food)
+ Sk2
13. in front of a garage (gate/gates)
14. behind a fence (a cottage)
15. on a door (a doorbell)
16. along a path (flowers/flowerbeds)
0, 1 – 5 minutes
2 – 4 minutes
Type: group
Explanation: I say a word. Make a word combination with this word similar to a word
combination a book without pictures. For example, I say a floor, you say a floor
without a carpet, I say a study, and you say a study without a desk.
1. a house (without walls)

2. a balcony (without flowers)
3. a window (without curtains)
4. a bookcase (without books)
5. a dishwasher (without plates)
6. a fridge (without food)
7. a kettle (without water)
8. a table (without a chair)
9. a vase (without flowers)
10. a wardrobe (without clothes)
11. a blanket (without a pillow/a sheet)
12. a bathroom (without a bath)
13. a toothbrush (without toothpaste)
14. a knife (without a fork)
15. a plate (without food)
16. a door ( without keys)
17. a coffee maker (without coffee)
18. a wall (without a picture)
19. a sink (without a tap)
20. a living room (without a TV)
21. a garden (without trees/benches/flowers)
22. a kitchen (without a table)
23. a ceiling (without a lamp)
+ Sk 2
24. gates (without a fence)
25. a garage (without a jeep)
26. a doorbell (without a door)
0, 1, 2
4 minutes
Type: group
Description: The teacher writes two words on the board. These two words are two
ideas that have no logical connection. The students’ task is to connect these ideas.
Explanation: Make a chain of the words. You have the first and the last words of the
chain. I say roof – tree, you say roof – house, the next student – garden, the next
student– tree.
1. living room – flower (living room – table – vase – flower)

2. lady – wardrobe (lady – shop – dress – wardrobe)
3. supermarket – knife (supermarket – meat – kitchen – table – plate/fork – knife)
4. coffee maker – tap (coffee maker – coffee – cup – water –sink- tap)
5. room – teeth (room – bathroom – toothpaste – toothbrush – teeth)
6. bedroom – head (bedroom – bed – pillow – head)
7. potatoes – cupboard (potatoes – fridge – kitchen – cupboard)
8. shower – cup (shower – water – kettle – cup)
9. floor – lamp (floor – house – ceiling – lamp)
10. film – sofa (film – TV – living room – sofa)
11. furniture – study (furniture – desk – shelf/armchair – study)
12. clock – curtains (clock – wall – window – curtains)
+ Sk2
13. fence – doorbell (fence – gate – path – house – door – doorbell)
0, 1
4 minutes
Type: group
Description: The students have a list of international words and a table. The students’
task is to read the words, guess their meanings and put the words into the correct
columns. (The students can put a word in more than one column.) The students do the
task in pairs. The teacher checks the task. After checking the task the teacher tells the
students that they have just learned 12 new English words.
Explanation: (WB p.58) Match the words with the pictures.
TASK (with answers)
toaster [ˈtəʊstə], poster [ˈpəʊstə], portrait [ˈpɔːtrɪt], radio [ˈreɪdɪəʊ], hall [hɔːl], lift [lɪft],
garage [ˈɡærɑːʒ], corridor [ˈkɒrɪdɔː], toilet [ˈtɔɪlət], player [ˈpleɪə], shampoo [ʃæmˈpuː],
conditioner [kənˈdɪʃ(ə)nə]
1. 2. 3.
conditioner player lift
4. 5. 6.
poster toaster corridor
7. 8. 9.
shampoo radio toilet
10. 11. 12.

garage hall portrait
Grammar 2-52
Have 0, 1, 2
3 minutes
Type: group
Explanation: Add the necessary present form of the verb have to the word you hear.
For example, I say the boy, you say has. I say girls, you say have.
TASK (with answers)

1. dogs (have) 8. director (has) 15. birds (have)
16. the bank (has)
2. women (have) 9. neighbours (have)
17. my sister’s cats (have)
3. parents (have) 10. niece (has)
18. tigers in the zoo (have)
4. money (has) 11. her boyfriend’s parents
(have) 19. people in our company
5. granny (has)
(have)
12. my parents’ friend (has)
6. lions (have)
20. the world (has)
13. John’s wife’s mother (has)
7. apples (have)
14. journalists (have)

Have 0, 1, 2
5 minutes
Type: group
Explanation: (WB p.62) Fill in the gaps in the sentences with the necessary forms of
the verb have. For example, I … a dog. (future) – I will have a dog.
Pre-Intermediate students do the task orally. The teacher reads the sentences
aloud and says which tense the students should use.
TASK (with answers)
1. My sister and her husband… (have) a daughter. (Present)
2. We … (will have) a flat in the centre of the city. (Future)
3. John’s neighbour … (has) a garage near the house. (Present)
4. This actress … (had) fantastic eyes! (Past)
5. Jill’s ex-boyfriend … (had) a jeep. (Past)
6. Our company … (has) an office near the bank. (Present)
7. Alice … (has) photos of this actor. (Present)
8. I … (had) a dress without sleeves. (Past)
9. Tom’s nephew will be a businessman. He… (will have) money. (Future)
10. Lisa … (has) a computer and her brothers … (have) notebooks. (Present, Present)
11. We … (will have) problems with this designer. (Future)
12. The boss … (has) the information about the bank. (Present)
Grammar 2-54
Have / be 0, 1, 2
5 minutes
Type: group
Explanation: Listen to the Russian sentences and translate only the form of the
necessary verb. For example, У Майкла была собака. – had. Она была породистая.
– was.
TASK (with answers)
1. Я буду в Италии через неделю. (will be)

2. У неё была очень красивая шляпа. (had)
3. У мальчика есть велосипед. (has)
4. Велосипед был в гараже. (was)
5. Он был очень известным актером. (was)
6. У него был большой дом и сад. (had)
7. У меня есть деньги. (have)
8. Деньги будут здесь через час. (will be)
9. Он был очень удивлен. (was)
10. У соседа был злой пес. (had)
11. Я – в офисе. У меня много работы. (am, have)
12. У них будет квартира. (will have)
13. Квартира будет большая и просторная. (will be)
14. Раньше у них был дом. (had)
15. Они – очень серьезные люди. (are)
16. У него было счастливое детство. (had)
17. Его детство было очень счастливым. (was)
18. Он – директор крупной компании. (is)
19. У нее двое детей. (has)
20. Дети – школьники. (are)
21. У них много игрушек. (have)
Grammar 2-55
Have / be 0, 1 (5 minutes)
Type: group
Explanation: Listen to my sentence and paraphrase it changing the verb. For example,
Mike has a book in his bag. – Mike’s book is in his bag. Natalie’s bird is exotic. –
Natalie has an exotic bird.
TASK (with answers)
1. Ann has an optimistic boyfriend. (Ann’s boyfriend is optimistic.)
2. Jane has clothes from Italy. (Jane’s clothes are from Italy.)
3. Paul’s friend was pessimistic. (Paul had a pessimistic friend.)
4. Tom’s cottage is in the countryside. (Tom has a cottage in the countryside.)
5. Mike’s house is fantastic. (Mike has a fantastic house.)
6. Susan’s gloves are in her handbag. (Susan has gloves in her handbag.)
7. Jack’s money was in his pocket. (Jack had money in his pocket.)
8. Michael will have a romantic girlfriend. (Michael’s girlfriend will be romantic.)
9. Jim’s office was in this skyscraper. (Jim had an office in this skyscraper.)
10. My neighbour’s cats are exotic. (My neighbour has exotic cats.)
11. John’s money is in this bank. (John has money in this bank.)
12. Mary has an ideal husband. (Mary’s husband is ideal.)
Skill Work 2-56

0, 1, 2
7 minutes
Type: team
Description: The teacher divides the students into two teams. Both teams come to
the board. The players take it in turns to take cards from the teacher’s table. Each player
should draw what he/she has on the card. The player’s team has 10 seconds to guess
what it is. The player mustn’t say a word. A team gets 1 point for each thing they guess
correctly.
Explanation: Let’s make two teams. One member from each team takes a card from the
table. He draws what he sees in the card. The player’s team has 10 seconds to guess
what it is. If the team guesses correctly it gets 1 point.
Cards
An elephant’s ears A cat’s eyes A penguin’s foot A lion’s head
A person’s hand A dog’s nose An elephant’s nose A cow’s foot
A rabbit’s ears A monkey’s hand A lion’s tooth A person’s ear
A camel’s mouth A giraffe’s neck A zebra’s leg A koala’s eyes

A rabbit’s ears A person’s hand An elephant’s ears
A monkey’s hand A dog’s nose A cat’s eyes
A giraffe’s neck An elephant’s nose A penguin’s foot
A person’s ear A zebra’s leg A lion’s head

0, 1, 2
7 minutes
Type: pair
Description: Each player in a pair has a large picture of a living room and small
pictures that show things they have lost in the room. The object of the game is for each
player to find out from the other player where these things are, and draw them on
his/her picture. One player begins the game by asking Where is/are my…? and naming
one of the lost objects.
Explanation: (WB p.62, p.74) Play in pairs. This is your living room and these are the
things you need to find. Ask each other Where is/are my…? (the teacher writes the
question on the board), find the thing and draw it on your picture. For example, Where
is my cup? – Your cup is on the table.
TASK
Player A
Player B
Skill Work 2-58
0, 1, 2
5 minutes
Type: group
Explanation: Continue the sentences. Use the forms of the verbs be and have.
I say Barbara had a house in the country so…, you say she had a garden around the
house or I say Barbara’s house was fantastic because…, you say there was a forest
near the house, etc.
1. Jane is in a shop and there is money in her handbag. There is a dress from
Yudashkin in the shop so Jane… ( will have the dress.)
2. There are bottles of tequila, brandy, vodka and whisky in John’s office because
he… ( is a doctor, is the director of a restaurant)
3. Tom was a student so he… ( had books, had friends)
4. There is meat in Sam’s fridge, in Sam’s microwave, on Sam’s table and in Sam’s
sink because Sam… ( has a dog)
5. There isn’t any food in Tom’s fridge because his wife… (is in the countryside
with their children).
6. Mary’s friend is a designer from Italy so Mary… ( has dresses from Italy)
7. Bob’s friend’s name is Jack. Jack has a cottage in the countryside. Bob will be
Jack’s neighbour because Bob… ( will have a house in the country)
8. There were people from Russia, Canada, Italy, Brazil, America and India in
Fred’s company because the company… ( had offices in these countries)
9. Susan’s grandmother had a cow, Susan’s mum had a horse, and Susan’s sister has
a rabbit so Susan… (will have a dog/a cat).
10.Kate’s dad had a garage because he... ( had a jeep)
11. Tom’s hobby is flowers so he… ( has a garden)
12. Jim had a banana for breakfast, Jim had a banana for lunch so Jim… (will have a
banana for dinner)
0, 1 – 8 minutes
2 – 5 minutes
Type: pair
Explanation: (WB p.63) Play in pairs. You have a board with letters. Players A go
from the letter P to the letter U, players B go from the letter H to the letter M. The
letters in the boxes are the first letters of the objects that you have in your house. Make
a sentence I have…in my house. (The teacher writes the sentence on the board.) For
example, your letter is S. You say I have a sofa in my house. You can use each word
only one time. If you don’t know a word you miss your turn. The student who arrives at
his Finish first wins.
THE BOARD
Start A
S A
M Finish B
P C
W B
D T V
L F
B W K
O R
H S U
P C Finish A
Start B
ANSWERS
armchair carpet desk kettle oil shelf umbrella
clock dishwasher key orange shower
balcony coffee door knife sink vase
bath coffeemaker photo sofa
bed cooker fireplace lamp pillow staircase wall
bedroom corridor fork lift plant wardrobe
blanket cup fridge living room portrait table washing

machine
book cupboard poster tap
window
bookcase curtains hall microwave telephone
mirror radio toilet
monitor room towel
TV
0, 1, 2
5 minutes
Type: pair
Description: Each player in a pair has a list of words. One player chooses a word from
the list and reads it to their partner. The partner should quickly ask a question using this
word to get a point. The duration of the game is limited.
Explanation: (WB p.63, p.74) Play in pairs. In turns read a word from your list to your
partner. Your partner asks a question with this word. If he does he gets 1 point. For
example, shampoo – Is there any shampoo in the bathroom? or lake – Was there a
lake not far from the village? You have 5 minutes to do it.
TASK
Player A Possible answers
1. CABBAGE 1. Is there any cabbage in the soup?

2. WINE 2. Is there any wine in the bottle?
3. MILK 3. Is there any milk in the mug?
4. KETTLE 4. Was there a kettle in the kitchen?
5. WASHING 5. Is there a washing machine in the flat?
MACHINE
6. SHORTS 6. Are there any shorts in the shop?
7. PEPPER 7. Is there any pepper in the salad?
8. BLANKET 8. Is there a blanket on the bed?
9. CHURCHES 9. Are there any churches in the city?
10. GALLERY 10. Is there a gallery in this street?
11. KEYS 11. Were there any keys in the bag?
12. MUG 12. Was there a mug in the sink?
Player B
1. OIL 1. Is there any oil in the bottle?
2. HONEY 2. Is there any honey in the tea?
3. MONEY 3. Was there any money in his pocket?
4. PIECES 4. Are there any pieces of cake for me?
5. STAIRCASE 5. Was there a staircase in the house?
6. NECKLACES 6. Were there any necklaces in the box?
7. PYJAMAS 7. Are there any pyjamas on the bed?
8. ISLANDS 8. Are there any islands in this sea?
9. ARMCHAIR 9. Is there an armchair in the room?
10. SKYSCRAPERS 10. Are there any skyscrapers in Russia?
11. CHEESE 11. Is there any cheese in the fridge?
12. FOXES 12. Were there any foxes in the forest?
Skill Work 2-61
0 – 20 minutes
1, 2 – 15 minutes
Type: 0, 1 – group, 2 – team
0, 1
Explanation:
Part 1.
You are designers. I will tell you who your client is. You design a flat or a house for this
person. Speak about the place, the rooms and the furniture. For example, your client
is a producer. You say It is a fantastic penthouse in the skyscraper. There is a living
room, a bedroom and a hall in it. There is a sofa, a TV and a fireplace in the living
room. There is an armchair near the fireplace. There is a cupboard with bottles of
whisky and gin in the kitchen.
Part 2.
Explanation: (WB p.63) Now play in pairs. In turn you choose 1 client from the list.
You tell your partner about the flat for this person. Your partner guesses who the client
is.
2
Explanation: (WB p.63) Make teams of three. You are groups of designers. You have a
list of clients. Choose one and design a flat or a house for this person. Speak about the
place, the rooms and the furniture. Then make a presentation of your project. The
group should guess who your client is.
TASK
1. A pop-star
2. A family with children
3. The director of a company
4. A man with a bulldog
5. A student
6. A romantic person
7. A farmer
8. An old couple
9. The president
10. An actress
11. A professor
12. A hippie
0, 1, 2
7 minutes
Type: pair
Description: Each student has a picture of the same kitchen. Different objects are
missing from the pictures. The students ask each other what objects are missing and
draw them on their picture.
Explanation: (WB p.64, p.75) Play in pairs. You have pictures of the same kitchen but
different objects are missing. Ask each other question What is there (+place)? and draw
this object on your picture. For example, What is there to the left of the sink? – There
is a cupboard to the left of the sink. You draw the cupboard near the sink.
TASK
А: window, table, vase, cupboard, sink, shelf, plates, coffeemaker, cooker, kettle,
picture
В: window, curtains, table, chair, cupboard, glasses, microwave, clock, fridge,
dishwasher, clock
Audio 2-63
0
12 minutes
Type: group
Description: The students listen to the recording twice then answer the teacher’s
questions.
Explanation: (Track 5)
I Listen to the recording and say what Jane’s questions are about.
II Listen again and answer my questions.
Tapescript
M: Hi, Jane!
J: Hello, Mark. Um… Where is my bag?
M: What?
J: My bag. Where is it?
M: It’s on the table.
J: Oh, yes.
M: Good.
J: Mark!
M: What?
J: Where are my sunglasses?
M: They’re in your bag.
J: No, they aren’t.
M: In your jacket?
J: And where is my jacket?
M: It’s on the chair.
J: No, the jacket on the chair is yours.
M: Mine?
J: Yes.
M: Oh, your jacket is in the wardrobe.
J: Yes, thanks…Mark!
M: What?!!
J: Where is my cup? It isn’t on the table. It isn’t in the cupboard. It isn’t near the
computer. Oh, it’s in your hand!!
Questions
1. Where is Jane’s bag? (on the table)

2. Where is Mike’s jacket? (on the chair)
3. Whose jacket is in the wardrobe? (Jane’s)
4. What is in Mike’s hand? (Jane’s cup)
Skill Work 2-64
Type: team
Description: The class is divided into two groups: they are representatives of two
different countries. Each group boasts about their country, trying to prove that their
country is better than the others. The teams say sentences in turn. Sentences should not
be repeated. Students shouldn’t use any geographical names. The team whose sentence
is the last wins.
Explanation: Let’s make 2 teams. Each team has a country. In turn prove that your
country is the best. For example, your team is from Germany. You say There is beer in
our country. The second team is from America. They say There are hamburgers in our
country and so on. The team that stops loses. Don’t use any geographical names.
Russia Italy
(forests, vodka, bears, fields, mountains, (pizza, pasta, spaghetti, wine, fruit,
rivers, lakes, villages, churches, cities) salami, mountains, islands)
Skill Work 2-65

2(10 minutes)
Type: groups of 3 people
Description: The students play the game in groups of three people. They discuss
whether it is better to live in a city, a town or a village. Each of the students has a role.
One of them has to prove that it is better to live in a city; the second student argues that
it is better to live in a town and the third student proves that it is better to live in a
village. The students use the structure there + be. If there is time left the discussion may
be continued in the group.
Explanation: Play in groups of three. Say what place is the best. One person in your
group says that it is better to live in a city and why; the second student – that it is better
to live in a town and why and the third student says that a village is the best. Use the
structure there + be.
For example, one student says There are good theatres in cities. Another student says
Yes, you are right, but there are forests and plants in villages. There aren’t any
animals in cities.
Use the phrases:
In my opinion…
You are right. /You are wrong.
I see.
Really?
For example…
TASK Is it better to live in a city, in a town or in a village?
Audio 2-66 (s2-66)
1, 2 – 10 minutes
0 – 10 minutes
Type: group
Explanation: (Track 6) (WB p.64)
I Listen and say where Jack and Susan are.
II Read the sentences. Listen to the audio again. Say if the sentences are true or false.
Tapescript
J = Jack, S = Susan
J: This is our house.
S: Oh, it’s a fantastic place!
J: Yes, it’s in the country but it’s not far from the centre of the city. There is a forest and
a river near the house. And there are no cars, no skyscrapers and no offices.
S: Are there any shops near your house?
J: Yes, there’s a supermarket not far from here.
S: Oh, and there’s a garden around your house. There are trees and flowers all over the
garden. What trees and flowers are these? They are … exotic.
J: Yes, these trees and flowers are exotic. My wife is from Japan. It is her garden.
J: This is our living room.

S: Mm… The furniture in your house is … exotic.
J: Yes, this sofa is from India, this vase is from France, this carpet is from Italy and this
armchair is from Brazil.
S: Really?
J: Yes, we have friends in these countries.
S: Oh, I see.
J: This is my daughter’s study.

S: Mm... this study is … exotic. There’s a notebook and pillows on the floor, a
dishwasher and a fridge.
J: Yes, my daughter is a designer. It’s an ideal study for her.
S: And is it your bedroom?

J: No, it’s our bathroom.
S: Your bathroom? But there are curtains and pictures on the walls!
J: Yes, it’s true. It’s exotic but it’s a bathroom.
S: Jack, you have a fantastic house!
TASK (with answers)
1. Jack’s house is in the centre of the city. (False. Jack’s house is not far from the centre
of the city.)
2. There’s a river near the house. (True)
3. There’s a supermarket far from the house. (False. There’s a supermarket not far from
the house.)
4. There are exotic flowers in the garden. (True.)
5. The vase in Jack’s living room is from Italy. (False. The vase in Jack’s living room is
from France.)
6. There’s a notebook on the desk in the study. (False. There’s a notebook on the floor
in the study.)
7. There are pictures on the walls in the bathroom. (True)
Warm-up 2-67
0
7 minutes
Type: pair
Explanation: Write 5 sentences about things you have at home. For example, There is
a TV in my kitchen. There are plants in my bedroom. Some sentences should be true,
and some sentences should be false. Then read your sentences to your partner. Your
partner should guess which sentences are true and which of them are false.
For example,
- There is a TV in my kitchen.
- It’s true.
- Yes.
- There are plants in my bedroom.
- It’s false.
- No. It’s true.
0
5 minutes
Type: group
Explanation: Listen to a line of words. Find the odd one out and say why. For example,
I say river, ocean, lake, desert, you say desert - because it is not water.
TASK (with answers)
1. ceiling, wall, floor, bookcase (it is not a part of a house)

2. neighbour, aunt, uncle, nephew ( it is not a relative)
3. roof, staircase, balcony, jacket (it is a kind of clothes)
4. tree, border, flower, grass ( it is not a kind of plant)
5. sofa, armchair, key, chair (it is not a kind of furniture)
6. fireplace, tap, sink, cooker (it is not in the kitchen)
7. blanket, carpet, sheet, pillow (it is under a bed)
8. suit, necklace, ring, earring ( it is not a kind of accessory)
9. pineapple, cherry, strawberry, garden (it is not a kind of fruit)
10. sugar, spoon, salt, pepper (it is not a kind of food)
11. shower, bath, towel, fountain (it is not in a bathroom)
12. church, hotel, door, hospital ( it is not a building)
13. microwave, mug, bottle, glass ( it is not a container)
14. cabbage, cucumber, clock, carrot (it is not a kind of vegetable)
15. fridge, T-shirt, shorts, socks (it is not a kind of clothes)
16. boots, trainers, feet, shoes (it is not a kind of shoes)
17. skirt, tights, dress, wardrobe ( it is not a kind of clothes)
18. mirror, eyebrow, eyelash, forehead (it is not a part of the face)
0
5 minutes
Type: group
Explanation: (WB p.65) Give these pictures names. For example, the name of the first
picture is fruit from the south. Think of other possible names.
TASK
The students’ task
1. 2. 3.
4. 5. 6.
7. 8.
Possible answers
1. a plate with fruit/ a plate with apples, grapes, a lemon, an orange and bananas
2. a man with a dog/a dog in shoes and a cap
3. my breakfast/ a mug of coffee, a sandwich with cheese and an egg
4. two people on a bridge/a bridge in a city
5. a photo of a family with a cat
6. a lady’s wardrobe
7. a camel in a desert
8. a house in the countryside
0 (5 minutes)
Type: group
Explanation: I say two words. Name the word you associate with them. I say library,
class, you say book.
TASK (with answers)
1. vase, garden (flower) 8. pillow, blanket (bed)
2. kettle, bath (water) 9. dishwasher, cupboard (plate, cup)
3. washing machine, wardrobe 10. slippers, pyjamas (bedroom)

(clothes)
11. glasses, sunglasses (eyes)
4. shelf, bookcase (book)
12. café, coffee maker (coffee)
5. window, lamp (light)
13. Fork, knife (spoon/plate)
6. TV, film (actor/actress/producer)
14. mirror, towel (bathroom)
7. toothbrush, toothpaste (teeth)

0
10 minutes
Type: pair
Explanation: (WB p.66, p.75) Play in pairs. One person in a pair describes a place
(use the construction there +be), the other person guesses the place. For example, one
person says There are books there. There are tables and chairs there. There are
students there. The other student guesses that it is a library.
TASK
Player A Player B
1. a café in Italy 1. a café in France
2. a fridge 2. a study
3. an office 3. a block of flats
4. a garden 4. a restaurant
5. a bathroom 5. a square
6. a bedroom 6. a kitchen
7. a living room 7. a zoo
0
5 minutes
Type: individual
Explanation: (WB p.66) Look at the picture and fill in the gaps in the text.
TASK (with answers)

Picture
Text
Hi! I’m Kate. This is my living room. There is a carpet in the centre of the room.
There is a sofa in the room. There is a book on the sofa. There is an armchair to the
right of the sofa. There is a handbag in the armchair. There are slippers near the
armchair.
There is a table to the left of the sofa. There is a lamp on the table. There are glasses
near the lamp.
There is a fireplace on the left. There is a vase with flowers on the fireplace. There is
a picture on the wall to the right of the fireplace. There is a desk near/at the fireplace.
There is a computer on the desk. There is a chair near/at the desk.
There is a bookcase behind the sofa. There are books in the bookcase. There is a
clock on the wall between the bookcase and the door.
And where is my cat Fluffy? Oh, it’s on the bookcase.
0
7 minutes
Type: group
Explanation: (WB p.67) Read the sentences and correct the mistakes.
TASK (with answers)

1. A camel is the animal. (an)
2. A Sahara is a desert. (the)
3. St. Petersburg is the city in Russia. (a)
4. Washington is a capital.(correct)
5. I have the computer at home. (a)
6. There is an apple in the fridge.(correct)
7. Salt is in the cupboard. (the)
8. Thames is a river in Britain. (the)
9. The Smiths were at home. (correct)
10. Jane has a son. A boy is a student. (the)
11.Hello, the friends! How are you? (no article)
12.There was a glass of a juice on the table. (no article)
13.The Great Britain is a country. (no article)
14.There were bracelets, necklaces and rings in the box. (correct)

0
5 minutes
Type: group
Explanation: (WB p.68) In these three pictures we see Tom’s life (жизнь). Speak
about Tom’s past, Tom’s present and Tom’s future. For example, Tom was in Russia.
Tom is in America. Tom will be in Italy.
ANSWERS
1. Nick had a flat in a block of flats. Nick has a flat in a skyscraper. Nick will have a
house in the countryside.
2. Nick had a girlfriend. Nick has a wife. Nick will have a son and a daughter.
3. Nick had a friend. His name was John. Nick has friends. Nick will have
neighbours.
4. Nick had a dog. Nick has a cat. Nick will have a horse.
5. Nick was a student. Nick is a manager. Nick will be a director.
6. Nick’s hobby was English. Nick’s hobby is sport. Nick’s hobby will be music.
7. Nick will have a jeep.
0
15 minutes
Type: pair
Explanation: (WB p.70)
1. In pairs read the text and draw a family tree.
2. Now answer the questions.
3. Make 3 more questions.
TASK
Text
Colin and Sandra Johnson are grandparents. They have a son and a daughter. Their
son’s name is Derek. He is a businessman. His hobby is football. Their daughter’s name
is Maria. She is a designer. Her hobby is music. Maria has a daughter. Her name is
Cathy. Her hobby is sport. Cathy’s cousin’s names are Kevin and Anna. Anna is a
student. Her hobby is books. Kevin and Anna’s parents are Derek and Linda. Their
uncle’s name is Brad and their aunt’s name is Maria.
Family tree Questions
1. Who is Brad’s wife? (Maria)
2. Who is Cathy’s grandmother?

(Sandra)
Colin + Sandra
3. What is Linda’s husband’s name?
(Derek)
4. What is Anna’s aunt’s hobby? (music)

Derek + Linda Maria + Brad
5. Who are Anna’s parents? (Derek and
Linda)
6. Whose uncle is Derek? (Cathy’s)
Kevin Anna Cathy 7. What is Brad’s brother-in-law’s

profession? (businessman)
8. What is Kevin’s sister’s name? (Anna)
9. Who ………. ?
10. Whose…….. ?
11. What……… ?
Skill Work 2-76
0
5 minutes
Type: group
Explanation: I say two words; you make a word combination using either possessive or
the preposition of.
TASK (with answers)
1. house, friend (the friend’s house)
2. director, company (the director of a/the company)
3. neighbour, garden (the neighbour’s garden)
4. granny, vase (the granny’s vase)
5. kind, cooker (a kind of cooker)
6. child, spoon (the child’s spoon)
7. portrait, lady (a/the portrait of a/the lady or the lady’s portrait)
8. district, town (a/the district of a/the town)
9. rooms, hotel (the rooms of the hotel)
10.clothes, husband (the husband’s clothes)
11.music, film (the music of a/the film)
12.book, text (the text of a/the book)
13.businessman, problem (the businessman’s problem)
Skill Work 2-77
0
15 minutes
Type: pair
Explanation: In pairs tell each other about yourselves, your families, hobbies, etc.
These points will help you (the teacher writes the following points on the board):
- name, surname
- country/city
- family/friends
- flat/house
- food (I have … for breakfast.)
- hobby
- clothes (There are/I have…in my wardrobe.)
For example, My name is Nataly. My surname is… I am from Moscow, Russia. I

have a sister and a brother. My brother is a designer and my sister is a student. I
have a friend. His name is Mark and he is a doctor. I have a flat in the centre of
Moscow. There is a cinema and a bank not far from my block of flats. There is a
bedroom, a living room, a kitchen, a bathroom and a hall in my flat. There is a sofa,
a table and an armchair in my living room.
I have a cup of coffee and a sandwich for breakfast.
I have a hobby. My hobby is music.
In my opinion, jeans are fantastic clothes. I have jeans, shirts, T-shirts and jackets in
my wardrobe.
Skill Work
Skill work 2-78 (s2-78)
0
7 minutes
Type: individual
Explanation: (WB p.71) There is a safe in the office. There is money in the safe, but
the code is a secret. The code has a combination of the letters a and b in it. Choose the
correct answer in every box and find out what the code is. If you are the first to reach
Finish and your code is correct, you open the safe and get the money.
a) It is pen. a) Bill and his wife a) a water

Start
books?
b) Where are your
yours books?
a) Where are
b) It is a pen. b) Bill and her wife b) water
a) It is my mum’s a) This handbag is a) This is my parents’

ring. my. house.
b) It is ring of my b) This handbag b) This is my parent’s
dog.
b) These is her
a) This is her dog.
mum. is mine. house.
a) a bridge along a) tomatos a) Where is my

the river gloves?
b) a bridge across b) tomatoes b) Where are my
his.
b) The salad is for
him.
a) The salad is for
the river gloves?
Finish
The code: b a b b a b a a b b b a
0
10 minutes
Type: group
Description: The students play the role of a fortune teller and talk about each other’s
future and past life. The students have two lists of words. The first list contains the
names of different professions, animals or things the person could be and the second
consists of the names of different things, animals, relatives, etc. the person could have.
Each student comes up to at least 3 students in the group and tells them about their past
and future lives using the words from the two lists. These students in their turn tell him
about about his future and past lives. At the end of the game each student tells the whole
group about himself using the variant he likes best of all or his own.
Explanation: (WB p.68) Let’s have some fun. You are fortune tellers (предсказатели).
Come up to any 3 students in the group and tell them what their profession in the past or
future life was or will be and what they had or will have. Use the words from the first
and the second lists. These students will tell you about your future and past lives.
For example, John, you were a cat and you had a house. You will be a designer and
you will have a family. This student tells you And you, Ann, were a dentist and had a
bulldog. You will be a producer and will have a cottage with a fantastic garden.
Then tell the other students of the group who you were and what you had in your past
life and what you will be and will have in your future life.
TASK
Who you were and will be What you had and will have
1. professor 1. cottage
2. president 2. family
3. actor 3. children
4. dentist 4. husband/wife
5. cat 5. crocodile
6. kangaroo 6. money
7. director 7. books
8. monkey 8. jeep
9. dolphin 9. island
10. journalist 10. restaurant
11. businessman 11. elephant
12. tree 12. hotel

Grammar Revision 2-80
0 (lesson 12)
1 (lesson 6)
2 (lesson 7)
7 minutes
Type: group
Explanation: Translate the phrases and sentences, use prepositions and pronouns.
1. Она здесь без него. (She is here without him.)

2. Он был с нами. (He was with us.)
3. Она будет с ними. (She will be with them.)
4. Эта книга – про нее. (This book is about her.)
5. Вы будете с ним, а мы – с Вами. (You will be with him, and we will be with
you.)
6. Этот фильм – не о них, он – о нас. (This film is not about them, it is about us.)
7. Это – мы (они, она, он, я). It is us (them, her, him, me).
8. Он был далеко от нее. (He was far from her.)
9. Окно справа от меня, но оно слева от Вас. (The window is to the right of me,
but it is to the left of you.)
10. Вы – передо мной. Стена – позади меня. (You are in front of me. The wall is
behind me.)
11. На его плече (on his shoulder), напротив вашего дома (opposite your house),
на их улице (in their street), вдоль нашей улицы (along our street), среди ее
друзей (among her friends), рядом с их домом (near their house), под вашими
ногами (under your feet), над их головами (over their heads), по всему офису
(all over the office), вокруг их сада (around their garden), между нами и
нашими детьми (between us and our children).
12. Это – наши деньги. (It is our money.)
Эти деньги – наши. (This money is ours.)
Это – моя коробка конфет. (It is my box of sweets.)
Эта коробка конфет – моя. (This box of sweets is mine.)
Это – их джип. (It is their jeep.)
Этот джип – их. (This jeep is theirs.)

Of Coffee? I Say Yes. It Was. You May Ask Only 7 Questions.: Warm-0, 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Of Coffee? I Say Yes. It Was. You May Ask Only 7 Questions.: Warm-0, 1

Uploaded by

Copyright:

Available Formats

Warm-up 2-1

Part 1 Part 2 Part 3

1. world 1. earth 1. places

2. star 2. desert 2. border

3. moon 3. continent 3. country

4. sun 4. island 4. capital

5. north 5. lake 5. city

1. domestic animals 1. wild animals 6. monkey

TASK (with answers)

Vocabulary review 2-5 (s2-5)

TASK (with answers)

theatre ['θɪətə], museum [mju'ziːəm], hotel [həʊ'tel], penguin ['peŋɡwɪn], giraffe

Animals Birds Places Other words

1. name (a name) 13.bear (a bear)

TASK (with answers)

Однажды Джон путешествовал на верблюде (a camel) по пустыне. Когда

Через пару часов он увидел палатку(a tent).

Можно мне стакан воды (a glass of water), пожалуйста.

К сожалению, вода (water) – большая проблема (a big problem) в нашей пустыне,

Никогда бы не подумал, что в пустыне можно встретить женщин (women),

Он был оптимистичным человеком (an optimistic man) и не боялся трудностей.

На этот раз в палатке (the tent) сидел мужчина (a man).

Воды (water), - простонал турист (the tourist).

- К сожалению, воды нет, – ответил мужчина (the man), – но, возможно, Вы

Как истинный англичанин, турист (the tourist) сумел промолчать и поплелся

И вновь он увидел палатку (a tent), в которой не было воды, но продавались

Наконец, через час он увидел на горизонте большой отель

У дверей стоял швейцар (a doorman).

Турист (the tourist) подполз к нему и сказал:

- Извините, – ответил швейцар (the doorman), – но к нам без галстука (a tie)

TASK (with answers)

1. Человек (a man), который знает английский язык, имеет больше шансов

TASK (with answers)

1. An arm (is a part of the body)

river the Amazon

TASK (with answers)

1. Great Britain 12.Europe

2. United Kingdom (the) 13. Volga (the)

3. Alps (the) 14. Ritz (the)

4. Amazon (the) [ˈæməzən] 15. Bahamas (the)

5. Cuba 16. America

6. London 17. Russian Federation (the)

7. California 18. Black sea (the)

8. North Pole (the) 19. New York

9. Metropol (the) 20. United states of America (the)

10. China 21. Italy

11. Mont Blanc [ˌmɒŋˈblɑːŋ] 22. Mississippi (the)

1. The sun (The sun is a star.)

TASK (with answers)

TASK (with answers)

TASK (with answers)

Explanation: (WB p.51) Play in pairs.

TASK (with answers)

1. A book for children 1. A book for children

2. A book for parents 2. A book for parents

3. A book about love 3. A book about love

5. A film for your mother-in-law 5. A drama

6. A film for professors 6. A book on philosophy

7. A film about a boss 7. A detective story

8. A comedy for doctors 8. An action film

9. A film for your optimistic 9. A romantic comedy

TASK (with answers)

Part 1 Part 3 Part 4 Picture

9. r o 10. m n 11. b e n 12. l v __ r

13. f (f ) 14. n 15.

13. p t 14. f 15. p n 16. n f