Straightforward 2e Upp Worksheets

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Binomial Pelmanism
bits pieces black white
born bred down out
flesh blood forgive forget
here now sick tired
to fro long hard
pick choose short sweet
tried tested
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Binomial Pelmanism – Teacher’s Notes

Level: Upper-intermediate (equivalent to CEF level B2)
Aim: For students to practice binomials by playing a game of pelmanism and then
personalizing the lexis.
Vocabulary: Recycling binomials
Preparation: Make one copy of the worksheet for each group of two to three students.
Cut up the cards.
Procedure:
1. Set up. Put students in pairs or threes and give each group a set of cards.
2. Explain the rules: Spread or lay the cards out on a flat surface. Take turns to play.
Turn two cards of your choice face up. If they make a binomial expression, take the
cards and store them in front of you, and take another turn. If they do not match, you
turn them face down, without changing their position in the layout, and it is the next
player's turn. The player with the most pairs at the end of the game wins.
3. Class feedback. Check that all the binomial expressions are correct by asking
students to read out their matches. Ask: Who made the most matches? Were there any
binomials that were difficult to remember?
4. Personalization. Ask students to use at least six of the binomials to tell a story about
their lives. Give them a few minutes to make notes of their stories. In pairs, students
take turns exchanging stories. Teacher circulates to provide support and take notes for
feedback.
5. Class feedback. Students summarize their partners’ stories for the group and explain
what they thought was the most interesting point.
6. Teacher feedback. Give students feedback on their language production.
7. Extension activity. Students quiz each other on the binomials by holding up one of
the cards and allowing the other student to tell them the missing word.
Answer key
bits and pieces here and now

black and white long and hard
born and bred pick and choose
down and out short and sweet
flesh and blood sick and tired
forgive and forget to and fro
Worksheet 1
A Walk on the Wild Side
1. Alpha race
A M
B N
C O
D P
E Q
F R
G S
H T
I U
J V
K W
L YZ
Worksheet 2
A Walk on the Wild Side
2. Categories
Headings
Reasons
Lists
A Walk on the Wild Side- Teacher’s notes

Level: Upper-intermediate (equivalent to CEF level B2)
Aim: For students to practice lexis for animals and describing character
Vocabulary: animals and describing character
Preparation: Make one copy of worksheets 1 and 2 for each pair of students in the class.
Procedure:
1. Alpha race instructions. Put students into teams and handout worksheet 1. Students
have five minutes to write down as many animals as possible beginning with the
corresponding letter of the alphabet (except x).
2. . Make sure that students start at the same time. After you call time, students should
compare their lists to see which team won. Teams only get a point if no other team
has that animal on their list.
3. Categories instructions. Hand out worksheet 2. In the same teams students decide on
categories of their choice for the animals in their lists. At this point are allowed to
expand on their original lists.
4. One student from each team reads off the animals from a category and the other team
(s) has three guesses to find out what the category is e.g. animals found in the jungle,
animals that make loud noises, vicious animals.
5. Further practice. In groups of at least three, each student chooses an animal to

describe, for example, Most people are afraid of me, but I don’t usually bother people
unless I’m really hungry. When I am hungry, I can be very aggressive. I am cold-
blooded. I live in the ocean. There was a movie made about me. The other two
students try to be the first one to guess what animal it is. Teacher circulates and
provides support and takes notes for feedback.
6. Class feedback. Prompt students to answer the following questions: Who guessed the
most correctly? Were any descriptions particularly easy or difficult? Why?
7. Teacher feedback. Provide students with feedback on their language use.
Can you hide it?
all-time low all-consuming cold-calling
community-
like-minded completely gullible
minded
have egg on your

on the rampage and stuff like that
face
you know bits and pieces black and white
pick and choose here and now long and hard
short and sweet tried and tested sick and tired
give somebody a
forgive and forget set priorities
piece of your mind
give somebody the

deceive yourself give a damn
benefit of the doubt
have money to
do a good deed set somebody apart
burn
live in the lap of

live hand to mouth be on the breadline
luxury
play somebody at
get your own back fall for something
their own game
want for nothing be on the trail of make off with
Can you hide it? – Teacher’s Notes

Level: Upper Intermediate (equivalent to CEF level B2)
Aim: Students recycle lexical items and use them in context.
Language focus: Lexical items (vocabulary and phrases) from Units 9–12.
Preparation: Make a copy of the Worksheet and cut along the dotted lines.
Procedure:
1 On the board write up the following topics: celebrities, heroes and villains, crime,
charity, helping others, travel, being positive, best places in the world, treasure,
money and scams.
2 Explain that each student will get a card with an expression, item of vocabulary or
phrase on it.
3 They will then have one minute to choose a topic and think about what they will say.
The idea is that they will speak about one of the topics for a minute and during that
time they must use the lexical item on their card. They should try to use it in such a
natural way that the other students don’t realize it’s the phrase they have (in other
words, they need to try and hide it).
4 Hand out the cards – one to each student and give them a few minutes to think and
plan.
5 Then, choose a student and ask them to talk about their topic.
6 The other students should try to see if they can ‘spot’ the phrase that the speaker has
on their card.
7 Once they’ve finished get another student to try.
Note: In large classes you could divide into groups in order to give everyone a chance to
speak.
Optional follow-up activity:
Ask students to write sentences using four or five of the lexical items.
What kind of person are you?

Tick the answer your partner gives.
1 What kind of person do you think you are?

a) timid [ ]
b) cautious [ ]
c) confident [ ]
2 If you have to speak in public. How do you feel?

a) anxious [ ]
b) just like usual [ ]
c) excited [ ]
3 If you got stuck in a lift how would you react?
a) I'd panic. I'm scared of small places [ ]
b) I'd stay calm and try to call someone [ ]
c) I'd sit down and wait to get rescued [ ]
4 If you get into an argument, how do you feel?

a) upset [ ]
b) nothing in particular – arguments happen [ ]
c) great – I love a good argument [ ]
5 Before an exam do you feel:

a) really worried [ ]
b) slightly nervous [ ]
c) fine – it's only an exam [ ]
6 Which of these best describes you:

a) I worry about lots of things [ ]
b) I'm cautious but not too much [ ]
c) I like to take risks [ ]
7 If you saw a big dog would you:

a) run away [ ]
b) ignore it [ ]
c) walk towards it [ ]
8 How often do you get angry?

a) all the time [ ]
b) every now and again [ ]
c) hardly ever [ ]
9 If a friend told you they were frightened of the dark and always slept with the lights on
would you:
a) tell them you are as well [ ]
b) try to find out why and help them [ ]
c) tell them they were being stupid [ ]
10 Are you frightened of any of the following things:

1. buttons [ ]
2. flying [ ]
3. the dark [ ]
4. heights [ ]
5. spiders [ ]
What kind of person are you? – Teacher's Notes

Level: Upper Intermediate
Aim: Students work with a partner and ask each other ten multiple choice questions.
They then look at the answers and work out what kind of person their partner is.
Language focus: Adjectives of personality and vocabulary connected to phobias and

fears.
Preparation: Make one copy of the questionnaire for each student.
Procedure:
1 Tell your students they are going to do a questionnaire to find out what kind of person
they are.
2 Put students in pairs and tell them you want them to work together and ask each other
the questions.
3 Hand out the questionnaire and get the students to ask each other the questions.
4 Monitor and help where necessary.
5 When they have finished get them to add up the score for their partner.
6 Get the students to discuss the score / result with their partner. Do they agree? Why
(not)?
7 Finally, ask a few students to report back to the class on the results of the
questionnaire for them.
Optional follow-up activity

Ask the students to write advice to their partner about how they could become more
confident or more modest.
Animal rights, animal

wrongs! The experiments we carry out lead to
May 29th 2009 breakthroughs in medicine and may well
help us find cures to diseases such as
Ten animal rights protestors were
cancer. The animals are treated very well
arrested last night after a scientific
and we try to make them as comfortable
laboratory in South England was broken
as possible.’
into. The protestors were caught red-
A spokesperson for The Animal
handed in the act of releasing animals
Freedom Group, one of the leading
from their cages. A spokesperson for the
Animal Rights groups in the UK, said,
police said, ‘Ten people were arrested
‘How can anyone say the animals are
last night and questioned overnight.
treated well when they are injected with
They will appear in court later today
poisons, have tubes inserted in them and
charged with criminal damage and one
are kept locked up in cages for 24 hours
with assaulting a police officer.’ This is
a day? It’s barbaric.’ The laboratory,
the third such incident in the past two
which opened almost ten years ago,
months as animal protestors step up their
employs more than two hundred people
campaign against the use of animals for
from the area. It conducts research for
testing cosmetic and medical products.
pharmaceutical companies for both
It’s believed that the ten people arrested
medical products such as new drugs for
- three men and seven women - had cut
illnesses and beauty products such as
through the perimeter fence and entered
make-up and shampoo. Some of the
the building through a fire exit. The
people who work there fear that the
alarm was triggered and a security guard
place could close if the break-ins
called the police.
continue. One senior scientist said that
One of the scientists at the laboratory
he also fears for his family as he’s
told us, ‘These people just don’t
received a couple of threatening letters.
understand what we are trying to do.
Role cards
A Scientist
You work at the laboratory that was broken into last night.
You think your work is really important as you are trying to find cures to help people
and make sure that cosmetics such as shampoo, etc. are safe for people to use.
You are worried about your family. You have two children who go to the local school
and you don’t want them to be in any danger.
B Animal Rights Protestor.

You are an ordinary person with a normal job, but you don’t like to see animals hurt.
You think that there are other ways that products could be tested and that it is cruel to
use animals.
You also don’t think it is useful. Even if something works or is safe for animals it does
not necessarily mean that it will be okay for people.
C Police Officer (Optional)

You were one of the police officers involved in the arrests last night.
You do not have an opinion on the subject of animal rights but think that the protestors
should find other ways of making their point / views.
You are also angry as one of the protestors hit you and you think this was totally
unjustified.
D Reporter
You are a reporter. You simply want a story so you are there to provoke people and see
if you can get a reaction.
Try and ask as many difficult / awkward questions as possible.
E Local resident
You live locally and are worried about what is going on.
You know people who work at the laboratory and who are worried they might lose their
jobs.
On the other hand, you don’t really like what is going on at the laboratory. You think
animals have some rights, however, you are worried by the tactics being used by the
protestors. You think they should always be peaceful and you are very upset that they
tried to release these animals into the wild. What would happen if they had diseases?
F Government representative
You have been sent by the government to decide what should happen to the laboratory.
There are a number of options including closing it, keeping it open, changing what it can
do, etc.
You will try to listen to all the arguments before you come to a decision.
Animal rights, animal wrongs! – Teacher’s notes

Aim: Students read a short newspaper article on animal rights and then take part in a
roleplay debate based on the story and issues raised in the article.
Language focus: Language used in debates such as giving reasons and expressing
opinions.
Preparation: Make one copy of the newspaper article for each student and one copy of
the role card sheet for every five students and cut these up.
Procedure:
1 Tell the students they are going to do a roleplay on the topic of animal rights.
2 Hand out the newspaper article and ask them to read through it.
3 Ask a couple of general comprehension questions to check the students have
understood the article.
4 Now, divide the class into six groups A, B, C, D, E and F (Note: if you are going to
run the debate with the whole class you could decide to take the government role on
yourself and get the students to try and convince you about what should happen).
5 Give all the students in each group the same role card i.e. in Group A all the students
get the role card for the scientist.
6 On the board write up who the six characters are and explain that the government
representative (Role F) will decide whether or not the laboratory should be closed.
7 Explain that each group has one of these characters and they have ten minutes to work
together and think of their point of view, things they would like to say and also what
they think the other characters might say.
8 Next, run the discussion either as a whole class activity or, if you would prefer, in
groups. (If you go for the group option simply put students in groups of five / six with
one person from each of the character groups A–F).
9 Monitor the discussions / debates.
10 Finally, see what the overall consensus is. Encourage the students to give their
opinion ‘in character’ and not their own personal opinion (you could find this out
after the roleplay).
Optional follow-up activity
Ask the students to write an opinion essay based on the issues in the article and the ones
they raised during the roleplay.
You could also run a debate. Rather than using an invented situation you could take one
from current news. You will often find newspaper articles on a variety of animal rights
issues such as hunting, fishing, etc. Make copies of the various stories and design up role
cards to fit the different people / positions in the story.
Worksheet 1
Word cards
Beggar Charity Volunteer
• Money • Street • Home
• Aid • Organization • Volunteer
• (Un)paid • Money • Help
Ambassador Altruism Rainforest
• Represent • Person • Important
• Care • Generous • Give
• Trees • Animals • Protect
Grant Seed Blood transfusion
• money • give • help
• plant • grow • earth
• accident • operation • surgery
To shiver Aid To donate
• Shake • Money • Give
• Shock • Charity • Money
• Movement • Organization • Non-profit
Worksheet 2
Discussion statements
Charity begins at home.

Idiom
All healthy citizens should be obliged to give blood at least once a year.
Everybody who earns over a certain amount should give a percentage of their
salary to charity.
All young people with spare time should do some sort of voluntary work in their
community.
Giving money to beggars only helps to keep them on the streets.
Aid workers should be paid very large salaries.
Neither a borrower, nor a lender be!

From Shakespeare's Hamlet
It’s better to have a lot of job satisfaction than a very high salary.
Discussion statements – Teacher’s notes

Introduction & aim

This activity provides an opportunity to recycle vocabulary from Unit 10, by playing a
word game. It also gives students the opportunity to practise expressing their opinions on
the issues raised in the unit. The activity should last about 30 minutes.
Preparation
1 Copy one set of word cards (Worksheet 1) for each group of three and one set of
discussion statements (Worksheet 2) for the class.
2 Cut up the word cards and the discussion statements.
3 If necessary, revise the functional language for expressing opinions that was covered
in Unit 2B.
Procedure
1 Divide your class into groups of three and set a five-minute time limit for the game.
To play the word game, students mustn’t look at the cards in advance.
2 You should give four cards to each member of the group. The students take it in turns
to try and define the key word (at the top of the card) without using any of the three
words below. If they succeed, and someone guesses the word correctly, the group
wins a point. If the word isn’t guessed, the group should move on and not waste too
much time on one word as each group only has five minutes to see how many words
they can guess. At the end of the five minutes, ask all the groups how many words
they succeeded in guessing to find the winning group.
3 Now, having revised some useful vocabulary you can move on to the discussion
statements activity. Give each group one discussion statement and ask them to talk
about it for a set time. Set the time according to the ability and energy levels of your
class, between two and four minutes should be appropriate. If a group runs out of
steam and has nothing left to say, encourage them to try and keep going until the time
limit it up. This is good practice for any formal speaking exams where students may
have to speak for a set time.
4 The students should discuss each statement and express their own opinion.
5 When the time limit is up, rotate the statements around the groups systematically so
all the groups get a new statement to discuss.
6 Keep the rotations of the statements snappy. It’s almost better to take the statement
away from a group who are still talking than to let the groups run out of things to say.
Don’t be tempted to give the groups more time than the time you set at the beginning.
You can always go back to the statements later and discuss them in more detail.
7 As your students are discussing the statements you can easily monitor and listen in on
their conversation. This is a perfect opportunity for you to make a note of good
language they used and of any mistakes they made, which you could use afterwards in
a feedback and error correction session. Try to be as unobtrusive as possible as you
monitor and take notes.
Variations
• Use one statement for the whole class to discuss. You could divide the group into
‘Agree’ and ‘Disagree’ and give the two groups time to gather their ideas before
going head to head, in pairs, with a student from the other group.
• Following this activity, ask students to write an essay which discusses the statement
they found the most interesting.
• Give each student a blank strip of paper and ask students to write a discussion
statement each based on another topic you have covered in class. Collect the
statements in and then redistribute them to the groups to discuss. Rotate the
statements in the same way for students to thoroughly revise the topic.
• Rather than monitoring and taking notes as your students discuss the statements, join
in with their discussions. As you go around the groups you could deliberately provoke
discussion by disagreeing with them!
Talking cats
Give names to the cats in the clip and decide what they are talking about. Write their
dialogue in the spaces below. On the left-hand side, write the name of the cat that is
speaking – just as you would see it in a film script.
(Write the name

of the speaking
cat here)
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Some common language for spoken English:

Yeah Well … …, you see? Do you think / know / etc. …?
What? Erm … …, you know? I don’t think / know / etc. ….
Are you …? Can you …?
Talking cats
Aim: Students create and act out a dialogue to practise conversational skills.
Functional language: This will depend on the chosen topic of conversation.
Preparation:
This activity centres around the following three YouTube video clips:
• Clip 1: The two talking cats
• Clip 2: First translation
• Clip 3: Second translation
In preparation for the activity, the teacher should set up a computer with online access
and decide how the clip is to be displayed (on the computer screen, projected onto a
whiteboard, etc).
Tip: Activities that make use of online video can go wrong when connections are bad. In
order to avoid problems, prepare for this activity by opening the YouTube clips
beforehand and allowing them to downstream in full before playing them to your
students. (You will know when a clip has downstreamed when the red bar underneath the
picture has progressed all the way to the right-hand side.)
You will also need to make a copy of the Talking cats Worksheet for each student.
Procedure:
1. Write the following on the board and ask if anyone can identify the missing collocate
(Answer: cat). Ask your students if they can explain the resulting terms.
2. Find out if there are any cat lovers or animal lovers in the class. Ask if they ever talk to
their pets. If they do, find out what sort of things they say and how their pets respond.
3. Show your students Clip 1 (the two talking cats).
4. Put your students into pairs and ask them to make a list of as many things as possible
that the cats could be talking about. Conduct a feedback session with the whole class.
Also see table below.
5. Give out copies of the Worksheet and ask your students to work in pairs to complete it.
Offer your students assistance while they carry out the task.
6. Tell your students that they are going to perform their dialogues for the rest of the
class. Give them a few minutes to practise and prepare.
7. Ask for a pair of volunteers to sit beside the computer screen and provide the cats’
voices as you replay the video clip with the sound turned down. For each dialogue, check
for errors and offer corrections afterwards.
NB: Do not let your students worry too much about synchronising their voices with the
cats’ silent meows. This will be very difficult and potentially distracting.
8. Once everyone has performed their dialogue, let your students compare their work with
the dialogues in clips 2 and 3.
NB: The talking cats clip can be used to revise or strengthen the language that is met in a
number of units from Straightforward Upper Intermediate. For example, following Unit
1C, your students’ task could be to write a dialogue between the cats in which they gossip
about their neighbours. Some other units which could be used:
• Talking about family and friends (Unit 1A)
• Talking about your neighbours (Unit 1C)
• Solving problems in a shared flat (Unit 3A)
• Talking about your favourite drinks (Unit 6C)
• Talking about TV (Unit 9B) [NB: The cats in the clip look like they might be watching
TV]
• Talking about pets and animals (Unit 10A)
• Describing a favourite possession (Unit 11A)
Grammar Casino: chips Units 1 – 4
Grammar Casino: Voting cards 1 (right cards) Units 1 – 4
------------------------------
RIGHT
------------------------------
RIGHT
------------------------------
RIGHT
------------------------------
RIGHT
Grammar Casino: Voting cards 2 (wrong cards) Units 1 – 4
----------------------------
WRONG
----------------------------
WRONG
----------------------------
WRONG
----------------------------
WRONG
Grammar rights and wrongs Worksheet 1

(Revision of grammar structures from Straightforward Upper Intermediate Units 1 to 4)
Decide if the following sentences are RIGHT or WRONG and place a bet.
1. Like any other wild animal, dolphins are attacking to protect their territory or
their young.
2. Urban foxes are forever turning over dustbins and making a mess.
3. It’s amazing how quickly we can learn to get used to living a new life.
4. My aunt Hilda used to dressing her pet Chihuahua in doll’s clothes.
5. You’re the only person I know with only one pair of trainers.
6. I’ve got a yellow scarf always brings me luck in exams and interviews.
7. People suffered from Imagined Ugly Syndrome are often very attractive.
8. Adverts selling images of youth and happiness are very common on TV.
9. Suzi signed up for a gladiator course two months ago and has loved it from the
first day.
10. Joanna Smith has been eating 36 hotdogs in the last hour.
-------------------------------------------------------------------------------------------------------

Decide if the following sentences are RIGHT or WRONG and place a bet.
1. Like any other wild animal, dolphins are attacking to protect their territory or
their young.
2. Urban foxes are forever turning over dustbins and making a mess.
3. It’s amazing how quickly we can learn to get used to living a new life.
4. My aunt Hilda used to dressing her pet Chihuahua in doll’s clothes.
5. You’re the only person I know with only one pair of trainers.
6. I’ve got a yellow scarf always brings me luck in exams and interviews.
7. People suffered from Imagined Ugly Syndrome are often very attractive.
8. Adverts selling images of youth and happiness are very common on TV.
9. Suzi signed up for a gladiator course two months ago and has loved it from the
first day.
10. Joanna Smith has been eating 36 hotdogs in the last hour.
Grammar Casino
Teacher’s notes
Aim: This is a grammar revision game. It is a collaborative activity and requires

students to recognize, correct and explain grammatical mistakes. It can be used with
practically any grammar structures and at a range of levels. The worksheet which has
been provided here is for use with Straightforward Upper Intermediate Units 1 - 4.
The activity will last a minimum of 30 minutes, but the precise time needed will
depend on the size and level of the class.
Preparation
1. Make one set of casino chips for each team (the students will be divided into
teams of between 2 and 5 students, depending on the size of your class). You will
also need 4 or 5 extra sets to pay out on winning bets.
2. Cut out the casino chips You might want to paste the chips onto card before
cutting them out or photocopy them directly onto coloured card.
3. Prepare one set of right/wrong cards for each team. You may want to copy the
“right” cards on green card and the “wrong” cards on red card.
4. Prepare a copy of Worksheet 1 and the answer key (given below) for yourself.
Procedure 1 – teams (large class)

1. Pre-teach ‘place a bet’. Divide the class into teams. Explain that you are going to
play a game called Grammar Casino. You may want to ask a volunteer to help you
host the game and keep a track of the betting.
2. Distribute a set of right/wrong cards and a set of chips to each team. Prepare the
board with a column for each team so that you can keep track of the betting.
Grammar Casino: Rules of the game

• In this game students will be betting on their grammar knowledge.
• They will start the game with 20 chips (each chip is worth ten points).
• They will be given a worksheet with ten sentences. For each sentence each team must
decide if the grammar is right or wrong. Advise students to keep their discussion private
so that other groups can’t listen in.
• When they have decided if the sentence is right or wrong they must then decide how
many chips to place on their decision (maximum of 5).
• Once all the bets have been taken ask your students to raise one of the right/wrong
cards on the count of three. If they think the sentence is correct, raise the ‘right’ card, if
they think the sentence is incorrect, raise the ‘wrong’ card.
• If they raise the correct card their chips will be doubled.
• If they raise the incorrect card they will lose the chips they bet on that sentence.
3. Explain the rules of the game to the students:
4. Distribute the worksheet (grammar rights and wrongs) and allow the teams time to
read through the sentences and decide if they are right or wrong.
5. Start the game by asking students to bet on the first sentence. Once you have
collected in all the bets, ask them to show their cards. Collect the chips from the
losers, pay off the winners and continue with the game.
Variation
Instead of dictating the sentences one by one, distribute copies of the sentences to
each student. Allow the students time to read through the sentences and identify and
correct the ones that contain mistakes. Divide the class into groups. They compare
their answers before playing the game.
Procedure 2 – individuals or pairs (small class)
1. Distribute a set of right/wrong cards and a set of chips to each student or pair of
students. Prepare the board with a column for each student/pair so that you can
keep track of the betting.
2. Dictate this example sentence and ask the students to write down what they hear:
Paintballing became very popular as a team-building activity over the last few years.
3. When students have stopped writing, write the sentence on the board and ask
students to check it against their version. Explain that the students must decide if
the example sentence is right or wrong, grammatically. Explain that you are not
collecting bets this time.
4. On the count of three, ask all the students to show their right/wrong cards. In this
particular example, the sentence is wrong (Paintballing has become very popular as a
team building activity over the last few years). When this happens, (numbers 1, 4, 6, 7,
and 10) give the students 60 seconds to write a correct version of the incorrect
sentence. Ask one volunteer to come to the board to correct the sentence and
explain why it is wrong.
5. Check each student’s corrected sentence and explain that all the teams who had
successfully corrected the sentence win a bonus of 10 points.
6. Start the game proper and follow the procedure above, dictating each sentence to
the class before taking bets.
Optional final activity
Clean all the sentences from the board and ask each team to write down as many of
the right sentences as they can remember, without referring to their notes.
Grammar rights and wrongs Worksheet 1 answer key

1. WRONG Like any other wild animal, dolphins attack/will attack to protect their
territory or their young.
2. RIGHT
3. RIGHT
4. WRONG My aunt Hilda used to dress her pet Chihuahua in doll’s clothes.
5. RIGHT
6. WRONG I’ve got a yellow scarf which always brings me luck in exams and
interviews
7. WRONG People suffering from Imagined Ugly Syndrome are often very attractive
8. RIGHT
9. RIGHT
10. WRONG Joanna Smith has eaten 36 hotdogs in the last hour.
Alternative medicine
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Alternative medicine
Patient cards
A - You’ve been suffering from insomnia for months. You regularly spend three or
four hours awake every night. You’re exhausted and your work is beginning to suffer.
B - You are recovering from a sports accident and you’ve had your leg in plaster for a
month. You’ve put on weight and you feel like you need to get back in shape. Your
leg isn’t as strong as it used to be.
C - You really want to give up smoking. You’ve tried several times but haven’t
managed to kick the habit.
D - You are really stressed out. You’re working fourteen-hour days and you just don’t
have time to see your friends or relax. You have a pain in your wrist that you believe
is caused by working all day on the computer. You have also recently started getting
headaches and backache.
E - You have been on a diet for a year but don’t seem to be able to lose much weight.
You really want to reach your ideal weight before the summer as you’re getting
married and want to look really good on your wedding day.
F - You have just moved to a new house in a new area and are feeling quite depressed.
Following the move you have terrible backache from moving boxes. You work from
home and your new house needs to be completely redecorated.
Patient cards
A - You’ve been suffering from insomnia for months. You regularly spend three or
four hours awake every night. You’re exhausted and your work is beginning to suffer.
B - You are recovering from a sports accident and you’ve had your leg in plaster for a
month. You’ve put on weight and you feel like you need to get back in shape. Your
leg isn’t as strong as it used to be.
C - You really want to give up smoking. You’ve tried several times but haven’t
managed to kick the habit.
D - You are really stressed out. You’re working fourteen-hour days and you just don’t
have time to see your friends or relax. You have a pain in your wrist that you believe
is caused by working all day on the computer. You have also recently started getting
headaches and backache.
E - You have been on a diet for a year but don’t seem to be able to lose much weight.
You really want to reach your ideal weight before the summer as you’re getting
married and want to look really good on your wedding day.
F - You have just moved to a new house in a new area and are feeling quite depressed.
Following the move you have terrible backache from moving boxes. You work from
home and your new house needs to be completely redecorated.
Alternative therapies – Teacher’s notes

Introduction & aim

This activity develops the topic of alternative therapies introduced in Unit 8C. The ideal
time to do the activity would be after completing Unit 8C as it extends the material in the
Student’s Book. Students take the roles of alternative therapists or potential clients and
speak to several therapists in order to decide which form of alternative therapy they feel
would be best for them. There are no right or wrong answers; the therapies the students
choose will depend on how well the therapists can convince them that they have the
solutions to cure their ailments. The activity should last approximately 30 minutes.
Preparation
1 If you have a class of eighteen students or less you will need just one copy of the
worksheet. If you have more than eighteen, you can divide the class into two groups
to do this activity, and you’ll need two copies of the worksheet.
2 You will need sticky labels or ‘Post-It’ Notes for the therapists to wear so the whole
group can see their specialty. The sticky labels should read: Acupuncturist,
Aromatherapist, Colour Therapist, Hypnotist, Reflexologist and Tai Chi Tutor.
3 If possible, arrange the classroom so that the six therapists each have an area to work
in. They should be spread around the room as far away from each other as possible.
Procedure
1 Ask students to list the different therapists that they say in Unit 8C.
2 Ask the students what qualities they think the different therapists need to have in
order to do their job well, and ask students if they have any experience of any of the
therapies mentioned.
3 Ask students what type of people may want to receive the different types of therapies
and what type of illnesses or problems they may have.
4 Choose six students in the group to take the roles of therapists. You could ask
students to volunteer to be the therapists or you could nominate students. The
therapists need to wear their corresponding sticky label or Post-It note with their type
of therapy clearly written on it for all to see. Give each therapist their advert too.
5 Now give all the other students in the class a Patient card. Tell them they are going to
talk to several, or all the therapists about their problem and then they are going to
decide which therapist they think will be able to offer them the most help.
6 This roleplay is quite an open mingle activity so tell your students that sometimes the
patients may have to wait to speak to the therapists. If they find a queue, they should
move on and speak to another, then come back to the therapist they want to talk to. If
they do have to wait for a minute or two to talk to a therapist who is busy with
another consultation, encourage them to eavesdrop on the conversation to see if they
learn anything useful that may save them time when it’s their turn.
7 When the patients have had a chance to speak to most of the therapists, stop the
activity and round it up by asking all the patients which therapist was the most
convincing, and which one they would choose.
Variations
• Revise the six alternative therapies in the pre-reading task on page 80 of the Student’s
Book by playing a mime game. The six therapies are: acupuncture, aromatherapy,
colour therapy, hypnosis, reflexology and Tai Chi. Write these on strips of paper.
• To play the mime game, ask for volunteers to come up to the front of the class and
mime the therapy. The rest of the class should guess which therapy is being mimed. If
students are struggling they could refer back to page 80 to help them, or write the six
possible therapies on the board for students to choose from.
• Rather than giving out the ailment cards, students could use their own, either invented
or real, ailments and then find a therapy they think would help them.
• Students work in pairs, one therapist with one patient. Students should sit on chairs
that are placed back to back. Instead of a face-to-face consultation with the therapist,
this time the patients are telephoning the therapist for advice. Patients should gather
all the information they need in order to decide whether or not they think the therapy
will help them.
• Before starting the activity, tell the therapists that they don’t have many clients at the
moment. They really need to get more clients in order to keep their businesses going,
so when potential clients contact them they will need to really try and convince them
to try their therapies.
Disappearing dialogue
Aim: Students work on a dialogue to practise functional language.
Functional language: Evaluating, clarifying, giving examples and changing the subject.
Preparation:
This activity has been designed as a ‘low-tech’ / ‘pens-down’ lesson. No prior preparation
is required and the only equipment needed is a blackboard / whiteboard. Students should
write nothing during the whole sequence of activities.
Procedure:
1 Put the students into pairs and ask them to brainstorm everything they know about
James Bond. Conduct a brief feedback session with the whole class.
2 Divide the board into twelve horizontal sections and one column on the right as below:
3 Nominate one student (or ask for a volunteer) and ask them to come to the board at the
front of the class. Ideally, this student should be someone within the middle to lower
ability range of the class. Give them a board pen (or chalk) and tell them to write on the
board what you dictate. They should begin at the top and then write on alternate lines.
Encourage the rest of the class to help and give suggestions / make corrections.
Dictate the following:
You seen the new Bond movie yet?
You’re kidding! What did you think was so awful about it?
What, you’re saying you thought Daniel Craig was no good?
Like who, for example?
I thought they were great. I mean, that scene in Venice was fantastic.
Never heard of it. Anyway, as I was saying, I can’t believe you didn’t enjoy it.
4 When this has been completed, check for and correct any errors. Now put the class in
small groups / pairs and ask them to try to work out the missing lines of the dialogue.
When they have had enough time to do this, conduct feedback with the whole class,
accepting or rejecting their suggestions as appropriate. Do not write anything on the
board at this stage, and do not let the students write anything down.
5 Write the following groups of words in the right hand column of the board. Tell the
students that they must (1) rearrange these words to make phrases, and (2) decide in
which order these phrases should go in the dialogue. The students can begin this work
before you have completed writing all the groups of words (in order to save time) and
you should ask one (volunteer) pair of students to come to the board and attempt to
complete the dialogue there.
1. rubbish of what load yeah a
2. acting among and other plot the the things well
3. as but for he OK others the was
4. and boss but girlfriend his his name to two
5. Death favourite films in my of of one talking Venice Venice was
6. all at but features had I it no redeeming sorry thought
6 With the volunteer students still at the board, conduct feedback with the whole class
until you have reached a complete, correct dialogue.
A: You seen the new Bond movie yet?
B: Yeah, what a load of rubbish!
A: You’re kidding! What did you think was so awful about it?
B: Well, the plot and the acting, among other things.
A: What, you’re saying you thought Daniel Craig was no good?
B: He was OK, but as for the others …
A: Like who, for example?
B: His girlfriend and his boss to name but two.
A: I thought they were great. I mean, that scene in Venice was fantastic.
B: Talking of Venice, ‘Death in Venice’ was one of my favourite films.
A: Never heard of it. Anyway, as I was saying, I can’t believe you didn’t
enjoy it.
B: Sorry, but I thought it had no redeeming features at all.
7 Tell the students to practise the dialogue in pairs twice, with the students exchanging
roles the second time.
8 Tell the students to continue practising the dialogue, but delete some of the dialogue
with the board cloth (see below). The students then continue to practise the dialogue
(exchanging roles each time). Periodically, you should erase more of the dialogue so
that in the end very little remains visible.
Note: to introduce more variety to this work, you can ask the students to perform the
dialogue in different ways – e.g. happy / sad / bored / friendly / unfriendly / tired / etc.
9 For homework, ask the students to write the dialogue.
Wall reading
Worksheet 1A
Days lost through illness cost Britain over £10 billion a year, with stress and back pains
being the leading causes. The average worker takes about seven days off for illness each
year, and the figures for the public sector are significantly higher than for those who work
for private employers and small companies. It is estimated that about 13% of these sick
days may not be genuine and employers know that absenteeism increases dramatically
when England is playing in the World Cup. If you are sick, you do not have to get a sick
note from your doctor until after the seventh day of absence. This may seem a long time,
but in some parts of the country, you may have to wait four or five days for an appointment
with your doctor.
• What are the rules concerning sick leave in your school or college?
• Do you think these rules should be changed in any way? Why or why not?
• How much of a problem is absenteeism?
One of the most famous buildings in the world, with a roof resembling a collection of
capsized ships, the Sydney Opera House was opened in 1973. It was designed by the
Danish architect, Jørn Utzon, after a competition for which over 200 plans were submitted.
Utzon had previously won a number of architectural competitions, but this was the first of
such projects to be built. The Australian government had been hoping that construction
would take about five years, but it took an additional ten years and the final cost was
1,400% higher than the first estimates. Situated near the equally famous Sydney Harbour
Bridge, the Opera House has recently been included in a list of the New Seven Wonders
of the World.
• What is the most well-known building in your town?
• What do you know about it?
• What do you like or dislike about the design of this building?
Canada has a population of over 31 million people although fewer than 4% are descended
from the indigenous tribes of North America. The territory was colonized by the French
and English from the seventeenth century, although Vikings had been there 700 years
before. The majority of Canadians now speak either English (59%) or French (23%), but
the country has the highest rate of immigration in the world. In the last ten years, over
200,000 people have arrived per annum, and there are more than 30 ethnic groups with a
population of over 100,000 people. Germans, Italians, Chinese and Ukrainians are the
largest of these communities. Since the 1970s, the government has had a policy of
multiculturalism that recognizes the value to Canada of this ethnic and cultural variety.
• What ethnic groups are there in your country?
• Do they suffer from racism?
• How do most people feel about new arrivals in your town?
If you hear someone in Britain talking about ‘chavs’, they are referring to poorly educated,
working-class people who wear designer sportswear (branded trainers, tracksuits and
‘hoodies’ – sweatshirts with a hood) and a lot of gold jewellery. The stereotypical chav is
antisocial, drunk and violent, and is involved in minor crime and football violence. Similar
expressions are found in other countries: ‘dres’ in Poland or ‘coatto’ in Italy, for example.
However, like all stereotypes, the use of the word says as much about the person
speaking as the person they are speaking about. Some commentators have said that the
use of the word is simply an expression of snobbery or class prejudice. The word first
appeared in British dictionaries in 2005 and has become part of everyday vocabulary.
• How would you describe a stereotypical working-class youth in your country?
• What kinds of class prejudice do you find in your town?
Wall reading
Worksheet 1B
In the late 1970s in a run-down part of the English south-coast town of Brighton, a small
shop was selling a range of cosmetics made from exotic ingredients. Along with
neighbouring shops selling second-hand records, punk fashions and organic food, it was
especially popular with students. Unlike other shops, the Body Shop, as it was called, sold
products that had not been tested on animals and advertised its commitment to
environmental causes and fair trade. The idea for the shop originally came from a store
with the same name that the Body Shop’s founder had seen in California. The shop’s
popularity grew fast and it now has over 2000 stores in 55 countries. In 2006, the company
was sold to the French cosmetics group, L’Oréal, for 650 million pounds.
• How popular are environmentally-friendly and organic products in your country?
• In what ways, if any, does your choice of places to shop reflect your politics?
The Irish author, James Joyce (1882–1941), is often considered to be one of the most
th
important literary figures of the 20 century. His most well-known novel, ‘Ulysses’, was
published in 1922. The plot, which all takes place in one day, explores life in the city of
Dublin, but is based on the ‘Odyssey’ of Homer. At first, it was banned in the United States
after a judge ruled that it was obscene, but it was recognized by most critics as a
masterpiece. Despite its fame, it is a book that few people have actually read. Its extreme
length is off-putting to many readers and, even if they begin it, many do not finish, finding
the complex language too difficult. The contemporary Irish writer, Roddy Doyle, described
‘Ulysses’ as overrated, and admitted that he had only got as far as the third page of
‘Finnegan’s Wake’, the follow-up to ‘Ulysses’.
• Who is the most important literary figure in your country? Why?
• Have you read any of their works? What did you (honestly!) think of them?
Most people have heard of the British Commonwealth, although few realize that it is now
called the Commonwealth of Nations or that the British have no power over the other
member states. Most of the 53 Commonwealth countries belonged at one time to the
British Empire, but some, like Mozambique or Namibia, have never been ruled by the
British. The Commonwealth’s main function is to encourage cooperation and consultation,
both economic and cultural, between the member states. Its aims include the promotion of
human rights and democracy. Representing about a quarter of the world’s population, the
Commonwealth is an important organization, but it has no political or economic power.
• What international organizations does your country belong to?
• What benefits does membership of these organizations bring to your country?
Singaporeans take their health very seriously. The country has one of the highest life
expectancy rates in the world and experts believe that it will have overtaken European
countries like Spain and France by 2030. All schools in Singapore have to take part in a
National Physical Fitness programme and tests are regularly carried out to find out how
fast children can run and how well they can do exercises such as sit-ups and pull-ups.
Singapore has only ever won one medal in the Olympic Games – a silver for weightlifting
in 1960 – but the country only has about three and a half million citizens.
• In what ways do schools and colleges in your country promote health?
• What are / were your feelings about taking part in sport and physical exercise at school?
Wall reading
Worksheet 2
Part 1 14. When did the Vikings visit Canada?

1. How is the fitness of Singaporean
children tested? 15. When did the word ‘chav’ become
common in England?
2. How long did the Sydney Opera
House take to build? 16. When do English people dishonestly
take time off work?
3. How many countries belong to the
Commonwealth? 17. Where was the architect of the
Sydney Opera House from?
4. How many people migrate to Canada
each year? 18. Where was the first Body Shop?
5. How much time do British people 19. Who wrote ‘Finnegan’s Wake’?
take off sick each year?
20. Why was ‘Ulysses’ banned in
6. How was the design for the Sydney America?
Opera House chosen?
Part 2
7. In how many countries can you find Find words or phrases that match the
Body Shops? definitions below.
1. a message from a doctor saying that
8. In which sport did Singapore win an you cannot work because you are ill
Olympic medal? 2. an unreasonable feeling of not liking a
particular group of people
9. What are the most common health 3. encouraging or supporting something
problems in Britain? 4. given formally to someone so that
they can make a decision about it
10. What is the Polish equivalent of a 5. in bad condition because no one has
chav? spent money on repairs
6. the length of time that someone is
11. What is the population of Singapore? likely to live
7. used for describing something that
12. What is the primary purpose of the you want to avoid because it is
Commonwealth? unpleasant and not attractive
8. used to describe someone who lived
13. What was special about cosmetics in a place for a long time before
from the Body Shop? other people came there
Wall reading
Worksheet 3A
Days lost through illness cost Britain over £10 billion a year, with stress and back pains
the leading causes. The average worker (1) has taken / is taking / takes about seven days
off for illness each year, and the figures for the public sector are significantly higher than
for those who work for private employers and small companies. It is estimated that about
13% of these sick days may not be genuine and employers know that absenteeism
increases dramatically when England is playing in the World Cup. If you (2) are / will be
/ were sick, you (3) do not have to / have to / must not get a sick note from your doctor
until after the seventh day of absence. This (4) may / should / will seem a long time, but in
some parts of the country, you may have to wait four or five days for an appointment with
your doctor.
One of the most famous buildings in the world, with a roof resembling a collection of
capsized ships, the Sydney Opera House was opened in 1973. It (5) could have been / has
been / was designed by the Danish architect, Jørn Utzon, after a competition for which
over 200 plans were submitted. Utzon (6) had / has / was previously won a number of
architectural competitions, but this was the first of such projects to be built. The
Australian government (7) had been hoping / is hoping / may be hoping that construction
(8) can / will / would take about five years, but it took an additional ten years and the final
cost was 1,400% higher than the first estimates. Situated near the equally famous Sydney
Harbour Bridge, the Opera House has recently been included in a list of the New Seven
Wonders of the World.
Canada has a population of over 31 million people although fewer than 4% are descended
from the indigenous tribes of North America. The territory was colonized by the French
and English from the seventeenth century, although Vikings (9) had been / have been /
would be there 700 years before. The majority of Canadians now speak either English
(59%) or French (23%), but the country has the highest rate of immigration in the world.
In the last ten years, over 200,000 people (10) arrived / had arrived / have arrived per
annum, and there are more than 30 ethnic groups with a population of over 100,000
people. Germans, Italians, Chinese and Ukrainians (11) are / had been / have been the
largest of these communities. Since the 1970s, the government (12) has / has had / had a
policy of multiculturalism that recognizes the value to Canada of this ethnic and cultural
variety.
If you (13) are hearing / hear / will hear someone in Britain talking about ‘chavs’, they
(14) are referring / referred / will refer to poorly educated, working-class people who
wear designer sportswear (branded trainers, tracksuits and ‘hoodies’ – sweatshirts with a
hood) and a lot of gold jewellery. The stereotypical chav is antisocial, drunk and violent,
and is involved in minor crime and football violence. Similar expressions are found in
other countries: ‘dres’ in Poland or ‘coatto’ in Italy, for example. However, like all
stereotypes, the use of the word says as much about the person speaking as the person
they (15) are speaking / speak / will speak about. Some commentators (16) have said /
might have said / said that the use of the word is simply an expression of snobbery or
class prejudice. The word first appeared in British dictionaries in 2005 and has become
part of everyday vocabulary.
Wall reading
Worksheet 3B
In the late 1970s in a run-down part of the English south-coast town of Brighton, a small
shop (17) is selling / sells / was selling a range of cosmetics made from exotic
ingredients. Along with neighbouring shops selling second-hand records, punk fashions
and organic food, it was especially popular with students. Unlike other shops, the Body
Shop, as it was called, sold products that (18) can’t have been / had not been / will not be
tested on animals and advertised its commitment to environmental causes and fair trade.
The idea for the shop originally came from a store with the same name that the Body
Shop’s founder (19) had seen / used to see / was seeing in California. The shop’s
popularity (20) grew / grows / should have grown fast and it now has over 2000 stores in
55 countries. In 2006, the company was sold to the French cosmetics group, L’Oréal, for
650 million pounds.
The Irish author, James Joyce (1882-1941), is often considered to be one of the most
important literary figures of the 20th century. His most well-known novel, ‘Ulysses’, was
published in 1922. The plot, which (21) all takes / had all taken / may all be taking place
in one day, explores life in the city of Dublin, but is based on the ‘Odyssey’ of Homer. At
first, it was banned in the United States after a judge (22) ruled / rules / was ruling that it
was obscene, but it was recognized by most critics as a masterpiece. Despite its fame, it is
a book that few people have actually read. Its extreme length is off-putting to many
readers and, even if they (23) begin / will begin / would begin it, many do not finish,
finding the complex language too difficult. The contemporary Irish writer, Roddy Doyle,
described ‘Ulysses’ as overrated, and admitted that he (24) had only got / only gets / will
only get as far as the third page of ‘Finnegan’s Wake’, the follow-up to ‘Ulysses’.
Most people (25) have heard / hear / heard of the British Commonwealth, although few
realize that it is now called the ‘Commonwealth of Nations’ or that the British have no
power over the other member states. Most of the 53 Commonwealth countries belonged at
one time to the British Empire, but some, like Mozambique or Namibia, (26) are never
ruled / have never been ruled / were never ruling by the British. The Commonwealth’s
main function is to encourage cooperation and consultation, both economic and cultural,
between the member states. Its aims (27) are including / include / would include the
promotion of human rights and democracy. Representing about a quarter of the world’s
population, the Commonwealth is an important organization, but it (28) does not have /
has / is having no political or economic power.
Singaporeans take their health very seriously. The country has one of the highest life
expectancy rates in the world and experts believe that it (29) has overtaken / overtakes /
will have overtaken European countries like Spain and France by 2030. All schools in
Singapore (30) can’t / don’t have to / have to take part in a National Physical Fitness
programme and tests are regularly carried out to find out how fast children (31) can /
could have / must run and how well they can do exercises such as sit-ups and pull-ups.
Singapore (32) has won / wins / won only one medal in the Olympic Games – a silver for
weightlifting in 1960 – but the country only has about three and a half million citizens.
Wall reading – Teacher’s notes

Aim: Students are given practice in scan reading (reading quickly for detail) and in
revising verb forms.
Preparation:
Print one copy of Worksheets 1A and 1B. Cut these into eight sections and attach them to
the walls in various parts of the classroom. Photocopy a sufficient number of Worksheets
2, 3A and 3B for each student in the class.
Procedure:
1 Distribute copies of Worksheet 2 to each student in the class. Indicate the texts that you
have attached to the wall around the classroom. Tell the students that they must answer
all the questions on the Worksheet and that it is a ‘race’.
Insist that the students leave their Worksheets on their desks (rather than carrying them
around with them). This is to encourage them to use their short-term memory and it also
makes the activity more challenging.
As soon as one student claims to have found all the answers, put the students into pairs
and tell them to compare their answers. Tell them that they can return to the texts on the
wall if they need to check any of their answers.
2 Distribute copies of the double-sided Worksheet (3A and 3B). In pairs, students must
select the correct verb forms. (This activity is more valuable in pairs because it will
encourage students to share their reasons for selecting a particular form.)
Once this task has been completed, students can again check their answers with the
texts on the wall. At the end, ask the students which items they got wrong, and check
that they understand the relevant rules.
3 Arrange the students into groups of three or more. Remove the texts from the wall and
distribute one text to each group. Ask them to look at the questions below the texts and
to prepare a short (maximum five minutes) presentation, based on these questions.
4 Rearrange the groups so that students are no longer with other students from their
original group. The students in each new group should then take it in turns to make their
presentations. Encourage the other (listening) students in each group to discuss each
presentation after it has been made.
Answers Worksheet 3
1 takes
Worksheet 2 2 are
Part 1 3 do not have to
1 running and exercises such as sit-ups 4 may
and pull-ups 5 was
2 fifteen years 6 had
3 53 7 had been hoping
4 200,000 8 would
5 seven days on average 9 had been
6 a competition 10 have arrived
7 55 11 are
8 weightlifting 12 has had
9 stress and back pains 13 hear
10 a ‘dres’ 14 are referring
11 3.5 million 15 are speaking
12 to encourage international 16 have said
cooperation 17 was selling
13 they are not tested on animals (they 18 had not been
contain exotic ingredients) 19 had seen
14 in the sixteenth century 20 grew
15 in (or before) 2005 21 all takes
16 when England are playing in the 22 ruled
World Cup 23 begin
17 Denmark 24 had only got
18 in California 25 have heard
19 James Joyce 26 have never been ruled
20 it was considered obscene 27 include
28 has
Part 2 29 will have overtaken
1 sick note 30 have to
2 prejudice 31 can
3 promotion 32 has won
4 submitted
5 run-down
6 life expectancy
7 off-putting
8 indigenous
Interactive crossword
Across clues
Clues
Across
3. _____________________ 15. _____________________
5. _____________________ 17. _____________________
8. _____________________ 19. _____________________
9. _____________________ 20. _____________________
13. _____________________ 21. _____________________
14. _____________________ 22. _____________________
Down clues
Clues
Down
1. _____________________ 11. _____________________
2. _____________________ 12. _____________________
4. _____________________ 13. _____________________
6. _____________________ 15. _____________________
7. _____________________ 16. _____________________
10. _____________________ 18. _____________________
Clues
Across Down
3. interrupt something and prevent it 1. a thick woollen cover that you use to
from continuing by creating a problem keep warm
5. send a missile or rocket into space 2. get rid of someone or something that
8. inside part of the hand you no longer want or need
9. someone who supports the work of 4. force a liquid out of a container
writers, artists, musicians, etc, especially through a small hole into the air
by giving them money 6. fall down suddenly
13. unlikely to change frequently, or 7. the amount of enthusiasm that a
unlikely to fall or move in the wrong way person or group of people feel about
14. possibility that something will their situation at a particular time
happen, especially something good 10. an elected official who is the political
15. back part of the foot, below the ankle head of a state in the US
17. piece of clothing that covers the hand 11. reasonable and morally right
and fingers 12. behave in a friendly way to someone
19. felt or done in the same way by each when you meet them
of two or more people 13. pain caused by an insect bite
20. a part of an amount or total 15. hard hat to protect the head
21. used to describe someone who is 16. far away from other towns, cities, or
very good at something people
22. have blood flowing from your body 18. stop someone from being affected by
an illnes
Interactive crossword – Teacher’s notes

Aim: Students complete a crossword to revise a set of vocabulary. The activity can be
done either as a ‘quiet’ classroom task (or homework)or in an interactive manner
involving lots of speaking.
Vocabulary: High frequency words (i.e. words that have one, two or three red stars in the
Macmillan English Dictionary)
Preparation:
Copy a sufficient number of crosswords for your students.
Procedure:
Crosswords can, of course, simply be copied and handed out and the students asked to
complete them either in class or at home. (Use only the third page of the accompanying
worksheets.) If you choose to use the material in this way, the students’ task can be made
easier by reminding them that these words can be found in the word lists on the reference
pages at the end of each of Units 5 – 8 of Straightforward Upper Intermediate Student’s
Book.
If you choose to use the material in class, the activity will be more fun if the students
work in pairs or groups.
1 Put the students into pairs. Distribute copies of the gapped crosswords, giving half of
the pairs the ‘Across clues’ and the other half the ‘Down clues’. Tell the students to
write clues for the words that appear on the crossword grids in front of them. If they
cannot remember the meanings of these words, their memories can be jogged by
referring them, first, to the word lists at the end of Units 5 – 8, and, secondly, to look
for these words within the lessons A – D of the relevant unit. If they are still having
problems, encourage them to confer with other pairs of students working on the same
set of clues.
You can choose what kind of clues the students must prepare. With a monolingual
class, translations can be given. Alternatively, the students can write dictionary-style
definitions in English.
Before moving on to the next stage, encourage pairs of students (working on the same
set of clues) to compare and improve their definitions.
2 Rearrange the students into pairs, so that each pair includes one student with ‘Across
clues’ and one with ‘Down clues’. They must not show each other their pieces of paper.
Students must complete their crosswords by asking their partners for the missing clues.
Grammar Casino: chips Units 1 – 4
Grammar Casino: Voting cards 1 (right cards) Units 1 – 4
------------------------------
RIGHT
------------------------------
RIGHT
------------------------------
RIGHT
------------------------------
RIGHT
Grammar Casino: Voting cards 2 (wrong cards) Units 1 – 4
----------------------------
WRONG
----------------------------
WRONG
----------------------------
WRONG
----------------------------
WRONG

1 Many American well-known film stars often need to be protected from their obsessive
fans.
2 The film was a qualified success, some of the jokes were extremely funny but the
ending was absolutely weak.
3 He explained that his wife had put his coat in the recycling bin.
4 She suggested not to tell him until the next day.
5 We often deceive ourselves about our real reasons for doing something.
6 Zheng He sailed from Nanjing, across the Indian Ocean to Africa.
7 Such few people visit the islands that they are practically unknown.
8 It is believe that there is still buried pirate treasure hidden on the Coco Islands
9 Treasure hunters are hoping that some of its riches can still be found.
10 They’re having the whole house redecorated in time for the wedding.
-------------------------------------------------------------------------------------------------------
1 WRONG Many well-known American film stars often need to be protected from their
obsessive fans
2 WRONG The film was a qualified success, some of the jokes were extremely funny
but the ending was very weak
3 RIGHT
4 WRONG She suggested not telling him until the next day.
5 RIGHT
6 RIGHT
7 WRONG So few people visit the islands that they are practically unknown.
8 WRONG It is believed that there is still buried pirate treasure hidden on the Coco
Islands.
9 RIGHT
10 RIGHT
Grammar Casino
Teacher’s notes
Aim: This is a grammar revision game. It is a collaborative activity and requires students
to recognize, correct and explain grammatical mistakes. It can be used with practically
any grammar structures and at a range of levels. The worksheets which have been
provided here are for use with Straightforward Upper Intermediate. The activity will last
a minimum of 30 minutes, but the precise time needed will depend on the size and level
of the class.
Preparation
1 Photocopy several copies of the first page for your class and glue to a piece of card. Cut
out the casino chips and make sure you have enough for each group and enough to
provide some winning chips for the game (the class will be divided in teams of between
2 and 5 students depending on the size of your group).
2 Prepare one set of right/wrong cards for each team. If possible copy the ‘right’ cards on
green and the ‘wrong’ cards on red.
Each team will need one right card and one wrong card.
3 Prepare a copy of the appropriate worksheet for yourself.
Procedure
1 You may want to pre-teach ‘place a bet’. Divide the class into teams. You may want to
ask a volunteer to help you host the game and keep a track of the betting.
2 Distribute a set of right/wrong cards and 20 chips to each group. Prepare the board with
a column for each group so that you can keep track of the betting. Explain the rules of
the game:
Grammar Casino: Rules of the game

• In this game students will be betting on their grammar knowledge.
• They will start the game with 20 chips (each chip is worth ten points).
• They will hear ten sentences in total and for each sentence each team must decide if
the grammar is right or wrong. Advise students to keep their discussion private so that
other groups can’t listen in.
• When they have decided if the sentence is right or wrong they must then decide how
many chips to place on their decision (maximum 5).
• Once all the bets have been taken ask your students to raise one of the right/wrong
cards on the count of three. If they think the sentence is correct, raise the ‘right’ card, if
they think the sentence is incorrect, raise the ‘wrong’ card.
• If they raise the correct card their chips will be doubled.
• If they raise the incorrect card they will lose the chips they bet on that sentence.
3 Dictate this example sentence and get the students to write down what they hear:
Jenny turned up to the party wearing a gorgeous satin red dress
Answer: WRONG Jenny turned up to the party wearing a gorgeous red satin dress.
4 When students have stopped writing, write the sentence on the board and ask students to
check their version. Explain that the students must decide if the example sentence is
right or wrong, grammatically. Allow the students 30 seconds to discuss and decide.
Explain that you are not collecting bets this time. On the count of three, ask all the
groups to show their right/wrong cards. In this particular example, the sentence is
wrong. When this happens, (numbers 1, 2, 4, 7, and 8) give all the teams 60 seconds to
write a correct version of the incorrect sentence. Ask a volunteer from one group to
come to the board to correct the sentence and explain why it is wrong. Check each
group’s corrected sentence and explain that all the teams who had successfully
corrected the sentence win a bonus of 10 points.
5 Start the game proper and collect bets from the students and follow the procedure
above.
Optional final activity: clean all the sentences from the board and ask each team to write
down as many of the right sentences as they can remember, without referring to their
notes.
Variation
Instead of dictating the sentences one by one, distribute copies of the sentences to each
student. Allow the students time to read through the sentences and identify and correct the
ones that contain mistakes. Divide the class into groups. They compare their answers
before playing the game.
Grammar rights and wrongs Worksheet 1 answer key

1 WRONG Many well-known American film stars often need to be protected from their
obsessive fans
2 WRONG The film was a qualified success, some of the jokes were extremely funny
but the ending was very weak.
3 RIGHT
4 WRONG She suggested not telling him until the next day.
5 RIGHT
6 RIGHT
7 WRONG So few people visit the islands that they are practically unknown.
8 WRONG It is believed that there is still buried pirate treasure hidden on the Coco
Islands
9 RIGHT
10 RIGHT

Straightforward 2e Upp Worksheets

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www.macmillanenglish.

bits pieces black white

born bred down out

flesh blood forgive forget

here now sick tired

to fro long hard

pick choose short sweet

Binomial Pelmanism – Teacher’s Notes

Vocabulary: Recycling binomials

6. Teacher feedback. Give students feedback on their language production.

bits and pieces here and now

A Walk on the Wild Side- Teacher’s notes

Vocabulary: animals and describing character

5. Further practice. In groups of at least three, each student chooses an animal to

7. Teacher feedback. Provide students with feedback on their language use.

Can you hide it?

all-time low all-consuming cold-calling

have egg on your

you know bits and pieces black and white

pick and choose here and now long and hard

short and sweet tried and tested sick and tired

give somebody the

live in the lap of

want for nothing be on the trail of make off with

Can you hide it? – Teacher’s Notes

Optional follow-up activity:

What kind of person are you?

1 What kind of person do you think you are?

2 If you have to speak in public. How do you feel?

4 If you get into an argument, how do you feel?

5 Before an exam do you feel:

6 Which of these best describes you:

7 If you saw a big dog would you:

8 How often do you get angry?

10 Are you frightened of any of the following things:

What kind of person are you? – Teacher's Notes

Language focus: Adjectives of personality and vocabulary connected to phobias and

Preparation: Make one copy of the questionnaire for each student.

Optional follow-up activity

Animal rights, animal

B Animal Rights Protestor.

C Police Officer (Optional)

Animal rights, animal wrongs! – Teacher’s notes

Beggar Charity Volunteer

• Money • Street • Home

• Aid • Organization • Volunteer

• (Un)paid • Money • Help

Ambassador Altruism Rainforest

• Represent • Person • Important

• Care • Generous • Give

• Trees • Animals • Protect

Grant Seed Blood transfusion

• money • give • help

• plant • grow • earth

• accident • operation • surgery

To shiver Aid To donate

• Shake • Money • Give

• Shock • Charity • Money

• Movement • Organization • Non-profit

Charity begins at home.

Giving money to beggars only helps to keep them on the streets.

Aid workers should be paid very large salaries.

Neither a borrower, nor a lender be!

Discussion statements – Teacher’s notes

3. _ 15. _

5. _ 17. _

8. _ 19. _

9. _ 20. _

13. _ 21. _

14. _ 22. _

1. _ 11. _

2. _ 12. _

4. _ 13. _

6. _ 15. _

7. _ 16. _

10. _ 18. _