World Pass Advanced Teacher 39 S Resource

.... - -~-----_.
"
Advanced
Expanding English Fluency
Teacher's Resource Book
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Susan Stempleski
Nancy Douglas • James R. Morgan
Kristin L. Johannsen
Introduction
This Teacher's Resource Book has been designed to provide support for the material in the World Pass Advanced Student
Book, although it can be used to supplement any course. It contains photocopiable classroom activities that build on and
recycle key language structures and vocabulary from World Pass Advanced Student Book, as well as helping students to
develop oral fluency. This resource allows the teacher to vary the pace and mood of the class and bring some fun into the
lesson.
Organization and content

There are two photocopiable activities for each unit of World Pass Advanced Student Book, i.e., one activity for each unit
lesson (A and B). Each activity is a full-page photocopiable worksheet, together with a page of comprehensive teaching
notes. Activity types include:
• pair work activities, such as information gap tasks and role plays
• small group tasks (usually involving 3-5 students), such as cooperative games and interviews
• whole class activities, such as discussions and surveys
In addition, there are crosswords that review key vocabulary covered every three units.
The Teacher's Notes on the page facing each activity provide the following information:
Interaction explains whether the activity requires pair work, group work, or whole class involvement. Often these can be
adapted to suit your needs.
Time 15-20 minutes is the average but this time can be adapted according to your schedule.
Objective explains the communicative purpose of the activity.
Activity Language describes the target language for the activity. You may wish to first model this language by writing it
on the board and having students practice the pronunciation and word and sentence stress.
Preparation explains how many copies you need to photocopy and indicates if the teacher needs to cut out cards.
Procedure gives step-by-step instructions on how to set up and carry out the activity.
Sample Conversation gives an example of the language students should be producing during the activity.
Follow Up provides ideas for related language games and tasks. These can be used if there is time for a further activity, or
for students who complete the main activity very quickly, or as a way to review the target language at a later date.
When to use the activities

Activities can be used as additional practice for the language points taught in the Student Book. For example, activity 4B
on page 20 of this book, What's Wrong?, allows the students to practice the collocations they learned in section 4B of the
Student Book in a new context. Alternatively, activities can be used at the beginning of the lesson to review previously
learned language points or even a few days later when the class is working through the next unit of the Student Book. The
teacher could also use the activities as a fun way to bring a class to closure when there is enough class time remaining. In
all of these cases, the activity can serve as a useful diagnostic tool to determine how well students have internalized the
language and which language areas need more work.
The crosswords can be used as quiet class review activities or else they can be assigned for homework.
How to use the activities

The success of the activities depends on appropriate classroom management. Some considerations are:
Managing the resources:
• Some of the activities have cards that need to be cut out. These can be recycled. The teacher can collect the cutouts at
the end of each class, or, for more permanent versions, paste the cards onto cardboard and laminate them. It's useful to
keep the cards in an envelope labeled with the unit number and activity name.
Managing the students:
• It's better to demonstrate the format of each activity rather than explain it. Students will understand better from seeing
the teacher or other students modeling the activity.
• Provide a clear time limit at the start, and give a time warning near the end, e.g., You have two minutes left!
Managing the learning:
• It's helpful if the teacher can walk around the.lass helping with vocabulary while students are preparing for the
activity.
• During the activity, the teacher can note any common errors and review them at the end of the activity or at the
beginning of the next class.
• The activity ideas in the Follow Up section of the Teacher's Notes can be used for further practice if necessary.

3
Wor'd Pass Advanced
Worksheet Objective Activity Language Time Preparation
Unit IA: To practice agreeing with Yes, she's such a good actor; I agree. It's so 15-20 Photocopying
So and Such someone using so and such expensive; Me, too; There's so much violence. minutes Cutting
6
Unit IB: To practice arranging a lV reality show; talk show; documentary; sports 15-20 Photocopying
lV Schedule schedule show; news bulletin; game show; cult sci-fi series; minutes
time slot; target audience
8
Unit 2A: To talk about bad vacations You should have . .. ; I would have . .. ; That must 15-20 Photocopying
Vacation Disasters and give advice have been . .. ; You could have . .. , then you minutes Cutting
would have ...
10
Unit 2B: To playa game practicing Do you ever get travel sickness?; Have you ever 20-30 Photocopying
Journey Around collocations with tour, trip, been on a backpacking trip?; Would you ever minutes
the World journey, travel, voyage, follow a pop group on a tour?; When was the last
ride, and outing time you made a wasted journey?
12
Unit 3A: To playa game practicing I wish my friend were here now; I wish you would 15-20 Photocopyi ng
Hope and Wish expressions with hope and hurry up; I hope you know what you're doing; I minutes Cutting
Concentration wish hope everything is going OK.
14
Unit 3B: To discuss qualities of a A good . .. should be/have . .. ; What about . .. ? 15-20 Photocopying
Education Qualities good education Isn't that important?; I don't think ... is as minutes
important as . .. ; etc. Positive qualities: kind;
16 patient; engaging; challenging; fair; varied
Unit 4A: To unscramble expressions I wouldn't do that if I were you; If it were up to 15-20 Photocopyi ng
Conditional with unreal conditionals me, I'd let you borrow it; If you had listened to minutes
Scramble me, none of this would have happened; If you
happen to see him, tell him to call me.
18
Unit 4B: To practice using argue; brawl; confront; combat; dispute; fight; 15-20 Photocopyi ng
What's Wrong? appropriate collocations for threat; intimidate minutes Cutting
vocabulary connected with
conflict
20
Unit 5A: To complete a written Wanting to finish his report, Mr. Smith stayed 20-30 Photocopying
Police Report report by interviewing a late at the office; After leaving work at 8:00, he minutes Cutting
classmate went to the parking garage to get his car.
22
Unit 5B: To discuss differences Boys tend to ... ; Girls often . .. ; Boys are more 20-30 Photocopying
Girls and Boys between men and women likely to ... ; Generally, girls . .. minutes
24
Unit 6A: To ask other members of Andy admitted that . .. ; Bianca said that . .. ; 10-15 Photocopyi ng
Gossip the class for information to Carlos told me that . .. ; Danni announced that minutes Cutting
complete a chart ... ; Hyun Joo convinced me to . ..
26
Unit 6B: To playa game identifying Is this person known for . .. ?; Is this person 15-20 Photocopying
Guess Who? famous people famous for . .. ?; Is this person influential? minutes Cutting
28
Unit 1A: To tell and listen to a story get sto~n; get arrested; get run over; get my nails 15-20 Photocopyi ng
A Very Bad Day done minutes
30
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Scope and Sequence
Worksheet Objective Activity Language Time Preparation
Unit 7B: To discuss and choose sets a good example for others; conscientious; 20-25 Photocopying
Choose the Family people to make up a gets on everyone's nerves; a bit tactless minutes
1V family based on
32 personalities
Unit 8A: To playa game practicing show up; run into; call in; make up; clear up; 20-30 Photocopying
Phrasal Verb Snakes phrasal verbs give up, etc. minutes
and Ladders
34
Unit 8B: To ask and talk about What puts you in a good mood?; What kind 15-20 Photocopying
Moods moods and feelings of music do you listen to when you're in a bad minutes
mood?; What colors cheer you up?
36
Unit 9A: To playa game describing This is someone whose job is . .. ; This is someone 20-30 Photocopyi ng
What's My Job? and guessing jobs who works . .. ; This is someone whom people . .. ; minutes Cutting
This is ajob which involves . .. ; This is ajob which
38 ... shouldn't do.
Unit 9B: To role-play persuading get my stomach pierced; get a tattoo; It could 15-20 Photocopying
Don't Do It! other people not to change lead to an infection; It'll make you look strange; minutes Cutting
their appearance You'll regret it when you're older.
40
Unit IDA: To interview classmates independent store; chain store; hunt for/find 15-20 Photocopyi ng
Shopping about shopping habits bargains; spend time window-shopping; go on minutes
oshopping spree; used items; haggle; designer
42 I els; brand names
Unit lOB: To make guesses about This person is definitely . .. because of the . .. ; 15-25 Photocopying
Who Am I? someone based on their I think this person is probably . .. ; There's a . .. , minutes
possessions so he might be a ... ; The . .. makes me think this
44 person is/likes . ..
Unit llA: To have short conversations What I'd really like to see in real life is . .. ; 15-20 Photocopying
What I Really Need based on sentence starters What I don't like about . .. is ... ; Where I'd really minutes Cutting
Is ... like to live is . .. ; What really annoys me is when
people ...
46
Unit lIB: To playa game talking verb + noun collocations connected with art: 20-30 Photocopying
Art Walk about and practicing paint/hang att.nting; put up/erect/unveil a minutes
vocabulary related to art statue; go to VISIt a museum
48
Unit 12A: To discuss statements I'm going to be spending my next vacation doing 20-25 Photocopying
Future Match about the future this; I'm doing this tonight, but I'll be free later; minutes Cutting
Hopefully, by this time next year, I'll have finished
50 this; I wasn't planning on doing this, but if I have
any free time, I might.
Unit 12B: To create a scenario for There has been a major ecological disaster; 20-30 Photocopying
This Future Earth a sci-fi movie set in the Humans live in caves; The Earth is ruled by minutes
future super-intelligent computers; The climate is a lot
52 colder.
Crossword: Review of Units 1-3 54

Scope and Sequence 5
Teacher's Notes 1A: SO and Such
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Interaction b Student B then reads sentences 6-10 and

Pair work Student A responds using so or such a/an.
e Both Student A and Student B then think
Time about how they ean complete five more
15-20 minutes sentences by adding their own information.
Remind them that it should be connected
Objective with the topic of movies.
To practice agreeing with someone using so and d Students then take turns saying and
such responding to their sentences. Encourage
students to keep the conversation going.
Activity Language 3 For extra practice, have students exchange
Yes, she's such a good actor; Iagree. It's so papers and repeat the first part of the activity.
expensive; Me, too; There's so much violence.
Sample Conversation
Preparation A: I prefer to see movies on the big screen.
Make one copy of the activity on page 7 for each S: Me too. The experience is so much better. Have
pair of students. Cut the activity page in half as you ever seen a film on an IMAX screen?
indicated. A: I saw one about Antarctica once. It was
amazing.
Procedure
1 Remind students of how so is used with an Follow Up
adjective, adverb, or determiner + noun; and 1 Ask students to write five opinion statements
such is used with adjective + noun. Explain on a piece of paper. For example: I think the
that we sometimes use these structures to beach is the best place to go on vacation. Go
emphasize something when we are agreeing around and help as necessary.
with an opinion. Write the following on the 2 Have students circulate and speak to five
board as an example: different people. They should tell each person
Ireal/y liked the last Star Wars movie. one of their opinions.
Yeah, Iagree. It was such a/an . .. /It was so . .. 3 Ask students to reply to the opinions they hear
Ask the class for two ways to complete the with so or such a/an statements.
second sentence: one using such a/an, and the
other using so. For example: It was such a weI/-
written story; The special effects were so good.
2 Put students in pairs. Give one student in each
pair a copy of the A half of the activity, and the
other student a copy of the B half. Explain the
task as follows:
a Student A reads the sentences 1-5. Student
B responds to each one by agreeing and then
following up with a so or such a/an
statement.

6 lA • So and Such
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JlA: So and Such

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Student A
A Say sentences 1-5 to your partner. Add your own information for the last two.
1. I prefer to see movies on the big screen. 4. I really like [actor's name].
2. I really like movies set in Europe. 5. I can't stand [kind of movie].
3. I don't bother watching the Oscars anymore.
B Now listen to your partner's sentences. Agree with each one, and add a follow-up statement using
so or such a/an. Try to keep the conversation going. Use the following patterns and expressions in
your answers.
so + adjective/adverb such a/an + adjective + noun
so many/few + count noun Me too. Me neither. Yes, I agree.
so much/little + non-count noun I don't think so either.
C Now say five more sentences with your own information about movies using these patterns. Take
turns telling each other your sentences. Agree with your partner's sentences by using so or such
a/an.
I love anything with. . . I don't really like ...
I really like. . . When I was younger I used to ... but not
, I'd much rather. . . anymore. ,
~ ;X
, '
Student B
A Listen to your partner's sentences. Agree with each one, and add a follow-up statement using
so or such a/an. Try to keep the conversation going. Use the following patterns and expressions in
your answers.
so + adjective/adverb such a/an + adjective + noun
so many/few + count noun Me too. Me neither. Yes, I agree.
so much/little + non-count noun I don't think so either.
B Say sentences 6-10 to your partner. Add your own information for the last two.
6. I really like low-budget independent films. 9. I like anything by [director's name].
7. I don't go to the movie theater much these days. 10. I don't really like movies about [subject].
8. I don't bother watching movies on TV anymore.
C Now say five more sentences with your own information about movies using these patterns. Take
turns telling each other your sentences. Agree with your partner's sentences by using so or such
a/an.
I love anything with ... I don't really like ...
I really like ... When I was younger I used to ... but not
I'd much rather ... anymore.

lA • So and Such 7
Teacher1s Notes 1B: TV Schedule
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Interaction 7 Get students into groups of three or four

Groups of three or four students again. Explain that each group should now
share their ideas and as a group agree on the
Time best schedule.
15-20 minutes 8 Finish up by inviting someone from each group
to explain his/her schedule. Have the class vote
Objective on the best schedule.
To practice arranging a N schedule
Sample Conversation
Activity Language A: So what do you think we should have in the
reality show; talk show; documentary; sports show; 5:00 p.m. time slot?
news bulletin; game show; cult sci-fi series; time B: Well, I think there should be a cartoon because
slot; target audience younger kids will be watching at that time too.
C: But what about a news bulletin?
Preparation B: We could show a news bulletin at 9:00. What
Make one copy of the activity on page 9 for each do you think?
student.
Follow Up
Procedure 1 Find N schedules from different English-
1 Explain to the class that they are going to do speaking countries on the Internet. Ask
an activity arranging a N schedule with students in pairs to compare two or three
different kinds of N shows. Then give each different schedules.
student a copy of the activity. 2 As a class, ask pairs to comment on the
2 Ask students individually to look at the similarities and differences they found.
vocabulary in Part A and put a question mark
next to any item whose meaning they are not
sure of. Set a time limit of one to two minutes.
3 Put students in groups of three or four. Ask
the groups to think of an example for each kind
of show. They should also help each other with
the meanings of any vocabulary marked with a
question mark.
4 As a class, briefly check answers by inviting
different groups to share their examples.
5 Explain Part B of the activity. Remind them that
most of the audience consists of 14-25 year-
olds and that the schedule is for a Thursday.
6 Ask students to work on their own filling their
schedule with different types of shows. Set a
time limit of five minutes. Remind them that
they should write their ideas in the first column.
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1lIffi: TV Schedule
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Part A
1. Look at the following types of TV shows. Write "?" next to any whose meaning you are not sure of.
talk show docu-drama reality show educational show news bulletin

sports show game show nature show music show sitcom soap opera
infomercial cartoon lifestyle show celebrity news crime show cult sci-fi series
2. In groups. think of an example for each of the shows above.
Part B
1. Imagine that you work for a TV network and are a member of a team in charge of scheduling. Your
particular time frame is from 5:00 p.m. to 9:30 p.m. on Thursday. Most of your audience consists of
14-25 year-olds. Complete the schedule below with different program types. Write your ideas in the
first column.
TELEVISION PROGRAM SCHEDULE

YOUR IDEAS FINAL SCHEDULE
5:00 p.m.
5:30 p.m.
6:00 p.m.
6:30 p.m.
7:00 p.m.
7:30 p.m.
8:00 p.m.
8:30 p.m.
9:00 p.m.
2. Now discuss your schedule with members of your group. Your goal is to decide on a schedule that
everyone agrees on. Write your group's schedule in the second column above.
1B • TV Schedule 9
Teacher's Notes 2A: Vacation Disasters
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Interaction A: Hi . .. , how was your vacation?

Whole class B: Oh, it was terrible. I wish I hadn't gone.
A: Why, what happened?
Time Then demonstrate with one student using the
15-20 minutes sample conversation below.
5 Ask the class to mingle and role-play the
Objective conversations with a partner. When they have
To talk about bad vacations and give advice finished, they should exchange cards and have
another set of conversations with a different
Activity Language partner with their new card. Explain that they
You should have . .. ,. I would have . .. ,. That must should speak to at least four different people.
have been . .. ,. You could have . .. , then you would 6 Take part in the activity yourself as a way to
have ... check on students' performance.
Preparation Sample Conversation

Make one copy of the activity on page 11 for every A: Hi, how was your vacation?
five students. Cut out the cards as indicated. B: Oh, it was terrible. I wish I hadn't gone.
A: Why, what happened?
Procedure B: Well, first of all our flight was delayed for three
1 As a class brainstorm a list of things that could hours because of fog, so we didn't leave until
go wrong on a vacation. For example: getting ten at night.
robbed, losing your passport, getting stuck at an A: That's terrible. You must've been starving.
airport, bad accommodations, terrible weather, B: Yes we were, but when the food arrived it was
etc. terrible.
2 Ask students to imagine they have just returned A: Oh no. You know, I would've ordered the
from a vacation where everything went wrong. vegetarian meal. It's much better.
Give each student a role-play card and ask B: Yes, maybe I should have. Then the flight
them to read the information. Go around and attendant spilled coffee allover me.
help with vocabulary as necessary. A: You're kidding! I would've complained and
3 Write the following patterns on the board: demanded to be moved to first class.
You should've/shouldn't have . ..
I would've/wouldn't have . .. Follow Up
If you 'd/hadn 't ... , then you could've . .. 1 Divide the class into pairs, and give each pair
You must've ... one of the role-play cards.
I should've/shouldn't have . .. 2 Ask each pair to write a letter of complaint
4 Explain that students are going to role-play based on the card: for example, to an airline,
conversations in which they tell each other travel agent, hotel, ambassador etc.
about their terrible vacations and give each 3 Encourage students to write a polite but firm
other advice. Write the following on the board letter and teach some appropriate expressions.
as a conversation starter:

10 2A· Vacation Disasters
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7d,A,: Vacation Disasters
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Terrible Flight
• Your flight home was delayed for three hours.
ROLE-PLAY CARD:
j
• The food on the plane was terrible. :
• The flight attendant spilled coffee all over you. i
• Your clothes were falling out of your suitcase on the baggage claim. :
• You were searched by customs. i
• You missed the last train home and had to wait two hours to get a taxi. i,
.----~ ------------------------------------~----------------- -----------------------------------------------------------------,
ROLE-PLAY CARD
B Terrible Road Trip
•
•
Your rental car was too small.
Your friend refused to help you drive.
• You got lost trying to get out of the city.
• The car broke down in the middle of the desert.
• The police stopped you for speeding.
• The car was stolen. You didn't have any insurance.
ROLE-PLAY CARD
C Terrible Hiking Trip
•
•
It rained every day.
Your tent let in water.
• You had an argument with your friend, who went back home.
• You got lost.
, • A bear ate all your food. ,
i • You fell and broke your leg and had to be rescued by helicopter, which cost you $1,000. :
l,
i
i
D Terrible Hotel
• The hotel was two kilometers from the beach.
ROLE-PLAY CARD :
~
:
,
: • Your room was too small. '

i • There was no hot water in the mornings.
j • The breakfast was included but was terrible and gave you food poisoning.
: • A group of noisy teenagers moved into the room next to yours.
j • Someone broke into the hotel and stole all your belongings.
,
~~---------------------------------------------------- ------------------------------------------------------ ---------------------~
I
ROLE-PLAY CARD
I
E Terrible Package Tour

I
I
i
I • The tour guide didn't speak your language very well.
i • Everyone else on the tour was really unfriendly.
,i
,,
I
• There was a strike, so you couldn't go to the museums.
I
• It was unbearably hot.
• Your travelers' checks were stolen.
• You lost your passport and you weren't allowed to leave the country for two weeks.

2A • Vacation Disasters 11
,
Teacher's Notes 28: Journey Around the World

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Interaction d The game ends when all players have reached

Groups of three or four the finish.
3 As students play, go around and act as
Time an arbiter on whether the collocations are
20-30 minutes acceptable. Note that sometimes more than one
noun is acceptable.
Objective
To playa game practicing collocations with tour, Sample Conversation
trip, journey, travel, voyage, ride, and outing A: Have you ever been on a backpacking trip?
B: Yes, I've just come back from one.
Activity Language A: Oh really? Where did you go?
Do you ever get travel sickness?; Have you ever been B: The coastal mountain trail. I went with a group
on a backpacking trip?; Would you ever follow a pop of friends. We spent a week there.
group on a tour?; When was the last time you made A: How was it?
a wasted journey? B: Fantastic. The scenery was amazing and the
weather was perfect.
Preparation
Make one copy of the activity on page 13 for each Follow Up
group of students. Also for each pair, make a copy 1 Ask students to draw seven columns on a blank
of the random number generator sheet on page 63. page in their notebook and write the seven
noun collocations from the activity at the top
Procedure of each column.
1 Tell the class that they are going to playa game 2 Put students in pairs. Ask them to write as
using the words tour, trip, travel, journey, ride, many phrases as they can remember from the
outing, and voyage. Explain that it is often activity in the appropriate column. Set a time
easier to learn the differences between these limit of three or four minutes.
words by learning how they are used in phrases. 3 Ask each pair to tell you how many phrases
2 Put students in groups of three or four. Explain they could remember.
how to play the game as follows.
a Each student places a coin on the start
square.
b One person begins. With eyes closed, the first
player touches the random number generator
sheet with a pen or pencil, and then moves
ahead that number of squares. All movement
is in a clockwise direction.
c If the player lands on a square containing a
question, the player chooses the best noun
from the box to complete the sentence,
and then asks the player to his/her left the
completed question. The idea is to also try to
keep the conversation going by asking
follow-up questions.

12 2B· Journey Around the World
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~Iffi: Journey Around the World
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tour trip travel ride

journey voyage outing
START »> Have you ever been

on a backpacking
? ,----'-------.,.
How long is the
___ from your
I • •~~.:~~r Would you ever
follow a pop group
house to the airport? on a ? - - ' - - - - - - -........
Have you ever When was the last
been on a walking time you made a
--_? wasted ?
Have you ever gone
When was the last on a bird watching
time you went on a ?,- ...J-_ _----.,.
field ? L====~D Have you ever

gone on a guided
Do you usually ?
take out _
When was the last time
insurance? you went on an overnight
What would you include ?
I When was the last
on a short sightseeing time you went on a
of your city? shopping ?
Have you ever gone Has anyone in your

on a fishing ? family been on a
Have you ever been business ?
on a very long train When was the last
? time you went on a
When was the last short family ?
time someone gave I Would you ever
you a ? go on a package
Would you ever go on a _ ?
across the Pacific in a boat? Would you ever want
Do you think people to go on a round-
wi II ever ta ke -::==:=:::.s!_·_·_·_._.~~~~:""'-- _~~th~e=-~w~o~rld~===?::::::~
to the moon? /"
Have you ever been Do you buy a guide
on a of a before you visit a new
factory? place?
Do ever book
vacations with a
agent?

2B • Journey Around the World 13
Teacher's Notes 3A: Hope and Wish Concentration
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Interaction c The turn then passes to the next player, and

Groups of three or four students so on. The idea is to remember where
matching cards are.
Time d The game continues until all the pairs have
15-20 minutes been found. The winner is the person with
the most cards at the end.
Objective 4 Go around and help groups as necessary.
To playa game practicing expressions with hope
and wish Sample Conversation
A: "I wish my friend" and "were here now." They
Activity Language match.
I wish my friend were here now; I wish you would B: OK. Now give us an example.
hurry up; I hope you know what you're doing; I hope A: I wish my friend were here now because she has
everything is going OK. a really good memory and she could help me
with this game.
Preparation
group of students. Cut out the cards as indicated. 1 Put students in pairs. Ask each pair to
write a short dialogue containing several of the
Procedure expressions from the game.
1 Review the different grammar patterns for 2 Have pairs act out the dialogue for another
wish and hope. Explain to the class that they group or for the whole class.
are going to playa game matching two halves 3 As an alternative, have pairs test each other.
of expressions with these two verbs. One person reads the first half of the
2 Put students in groups of three or four. Give expression. The other person has to remember
each group a set of cards. Ask someone in the the second half of the expression.
group to shuffle the cards and spread them face
down on the table or floor.
3 Explain how to the play the game as follows:
a The idea of the game is to collect matching
pairs of cards that form grammatical,
meaningful, and typical sentences.
b One person begins by turning over two cards.
If the two cards make an acceptable
sentence, the player has to say the sentence
and a follow-up sentence. The player then
keeps the two cards. If the two cards do not
form a sentence, the cards are turned back
over.

14 3A· Hope and Wish Concentration
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I
?iJA: Hope and Wish Concentration
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~ I wish my friend ... ~ I hope ...
~ ... talking about it. ~ ... be able to make it.
:~ ... haun
. . _,t come. ~ ... what you're doing.
~ ... help you, but I can't. ~ ... going OK.

3A • Hope and Wish Concentration 15
Teacher's Notes 38: Education Qualities
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Interaction 3 Ask pairs to join another pair and discuss their

Pair work and groups of four ideas. Explain that as a group they should try to
agree on the three best qualities.
Time 4 Finish up by developing the activity into a
15-20 minutes whole class discussion by asking groups to tell
you what they decided. Write their ideas on the
Objective board.
To discuss qualities of a good education
Sample Conversation
Activity Language- A: So, what do you think are the qualities of a
Agood . .. should be/have . .. ; What about . .. ? good classroom?
Isn't that important?; Idon't think ... is as B: Well, for one thing, I think it should have a lot
important as . .. ; Iagree . .. is important, but don't of light. There should be a lot of windows.
you think . .. is more important?; Why do you think A: Why do you think that's important? Don't you
that's important?; I totally agree; think students would spend their time looking
Positive qualities: kind; patient; engaging; out the windows instead of listening to the
challenging; fair; varied. teacher?
B: Maybe, but people feel happier when there is a
Preparation lot of natural light.
Make one copy of the activity on page 17 for each
pair of students. Follow Up
1 Have students work in pairs to design a poster
Procedure for their ideal school. They should try to include
1 Introduce the activity by telling the class that some of the qualities they decided on in the
they are going to be talking about good activity.
qualities, i.e., what makes something good. As 2 Ask each pair to present their poster to the
an example, elicit from the class the qualities class and answer questions.
that make up a good vacation. For example:
relaxing, good weather, good food, beautiful
scenery. Explain that the class is going to do
an activity discussing qualities of things related
to education.
2 Put students in pairs and give each pair a copy
of the activity. Explain that together they
should decide on the three most important
qualities for each of the five categories. Model
and practice the pronunciation of the useful
expressions. Ask them to write their answers
in the spaces provided and set a time limit of
ten minutes. Go around and help with
vocabulary as needed.

16 3B· Educatiorf Qualities
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~m: Education Qualities

II • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
A. With a partner discuss what the three most important qualities of each of the following are.
Write your ideas in the spaces provided.
Useful Expressions
Agood . .. should be/have . ..
What about ? Isn't that important?
I don't think is as important as. . . . . "
B. Now join another group and explain I agree . .. is important, but don't you think
your answers. As a group, try to ... is more important?, . 7
agree on the best three qualities Why do you think that s Important.
for each category. I totally agree.
38 • Education Qualities 17
Teacher's Notes 4A: Conditional Scramble
••••••••••••••••••••••••••••• I ••••••••••••••••••••••••••••••••••
Interaction Answers
Pair work 1 It would be great if you could.
2 I wouldn't do that if I were you.
Time 3 I would if I could but I can't.
15-20 minutes 4 It might make it worse if you did that.
5 I would have come sooner if you had told me.
Objective G I would have done it if I hadn't been so busy.
To unscramble expressions with unreal conditionals 7 Would it make a difference if I told her?
8 If it were up to me, I'd let you borrow it.
Activity Language 9 If I'd known, I never would have done it.
!wouldn't do that if I were you; If it were up to me, 10 It would never have happened if you'd been
I'd let you borrow it; If you had listened to me, none more careful.
of this would have happened; If you happen to see 11 If you happen to see him, tell him to call me.
him, tell him to call me. 12 If you had listened to me, none of this would
have happened.
Preparation
pair of students. 1 Ask students to work in the sa me pa irs and
write a dialogue. They should try to use as
many of the unscrambled expressions as they
Procedure
can.
1 Put students in pairs and give each pair a copy
2 Ask students to memorize the dialogue and
of the activity.
then perform it for another group or for the
2 Explain that on the page there are twelve
whole class.
expressions where the words have been mixed
3 As an alternative, ask students to work in A/B
up. Their task is to unscramble the expressions.
pairs. Student B should memorize the first six
3 Do the first one together as an example. Point
conditional expressions. Student A then reads
out that the first two words of the expression
the prompts. Student B tries to remember the
have already been given.
matching expression.
4 Go around and give advice or hints as needed.
You may need to remind students of what forms
are typically found in unreal conditionals.
5 As pairs finish, have them compare answers
with another pair. Go through the answers as a
class when everyone has finished.
G Explain that in the second part of the activity
students should think of appropriate statements
or questions that might prompt these
expressions. Ask them to write their answers in
the spaces provided. Give students about 10-15
minutes to complete this. Go around and help
as necessary. Again have pairs compare
answers.

18 4A· Conditional Scramble
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41&: Conditional Scramble

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Unscramble each of the following sets of words to make responses. Use correct pronunciation. Then
write a statement or question that could prompt the response in the space above.
1. A:
B: It would
if I you I great I could I be
2. A:
B: I wouldn't
do I that I were I if II I you
3. A:
B: I would
if I but I can't I could 1I1I
4. A:
B: It might
did I that I make I worse I you I it I if
5. A:
B: I would
if I you I sooner I told I me I had I have I come
6. A:
B: I would
so I busy III hadn't I been I have I done I it I if
7. A:
B: Would it ?
told I make I difference I if III her I a
8. A:
B: If it
let I borrow II'd I were I up I to I me I you I it
9. A:
B: IfI'd
never I would I known III done I it I have
10. A:
B: It would
more I careful I never I happened I you'd I have I if I been
11. A:
B: Ifvou
~
callI me I see I him I tell I him I to I happen I to

12. A:
B: If,you
listened I me I none I of I this I happened I to I would I have I had

4A • Conditional Scramble 19
Teacher's Notes 48: What's Wrong?
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Interaction students to tell you their suggestions. Those

Pair work students with the new copy can fill in the
answers as you do this.
Time 5 Create new pairs by pairing each student in
15-20 minutes Group A with one from Group B. Explain
that they should ask each other their questions.
Objective Encourage them to keep the conversation going
by asking follow-up questions. Demonstrate
To practice using appropriate collocations for
vocabulary connected with conflict with a student by using the sample
conversation below.
Activity Language
argue; brawl; confront; combat; dispute; fight; Sample Conversation
A: When was the last time you lost your temper?
threat; intimidate
B: Oh, about two months ago.
A: So, what happened?
Preparation
B: Well, I came home one day after school and I
found my little brother in the living room
pair of students. Cut the page in half as indicated.
reading my diary.
A: Oh no. That's terrible.
Procedure
B: Yeah, I just grabbed it and started shouting at
1 Explain that the class is going to practice
him. He was really shocked.
vocabulary related to conflict and disagreement.
Write the following sentence on the board:
Answers
Igot into a battle with my sister over what to
A: 1. lost 2. fight 3. fight 4. intimidating
watch on TV last night.
5. combat 6. argued 7. threat 8. angry
Explain that the word battle isn't really
B: 1. combat/fight 2. hit 3. confront 4. fight
appropriate for this situation. Ask the class
5. argue 6. brawl/fight 7. fight 8. dispute
to suggest an alternative. For example: fight or
argument.
2 Divide the class into two groups: A and B. Then Follow Up
1 Choose four or five nouns from the activity,
divide each group into pairs. Give each pair in
for example: fight, battle, argument, dispute,
Group A a copy of the A part of the activity and
each pair in Group B a copy of the B part.
conflict and write them on the board.
3 Explain that each of the questions on the sheets 2 Ask students in pairs to think of three or four
collocations for each noun. Suggest they also
contains a vocabulary mistake. Ask students in
pairs to find the inappropriate word, cross it use dictionaries.
out, and write a better word from the box. Set a 3 As a class, have students tell you what they
time limit of three or four minutes. came up with.
4 Give each pair in Group A another copy of
the A part of the activity and then give each
pair in Group B another copy of the B activity.
Each student should now have a copy. Check
both sets of answers by asking individual

20 48· What's Wrong?
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41Iffi:What's Wrong?
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Student A
Each of these eight questions contains one word that does not fit. Cross out the wrong word and
replace it with a word from the box below. Sometimes more than one answer is possible.
angry argued combat fight intimidating lost threat
1. When was the last time you missed your temper?

2. What would you do if you saw a combat between two people on the street?
3. What is something that you would argue to protect?
4. What is a situation that you would find a little harassing?
5. Do you think women should be sent into war?
6. Have you ever confronted with a teacher over a grade?
7. What do you think is the biggest harassment to our planet? ,,
,,,
8. Do you ever get a little furious with anyone in your family? ,,
~--------------------------------------------------------------------------------------------------------------------------------~ ~
,
,
0
0
, 0
o ,
: Student B :,
Each of these eight questions contains one word that does not fit. Cross out the wrong word and
replace it with a word from the box below. Sometimes more than one answer is possible.
argue brawl combat confront dispute fight hit

I
1. What do you think the government should do to dispute crime?

2. If someone hit you, would you fight him back?
3. If you saw someone stealing something, would you intimidate him?
4. What rights do you think young people should stand up and combat for?
5. What is something that you and your friends sometimes clash over?
6. Have you or one of your friends ever gotten into a conflict at school?
Was anyone hurt?
7. When was the last time someone picked a war with you?
8. Do you know anyone who has gone to court to settle a battle?

4B • What's Wrong? 21
Teacher's Notes SA: Police Report
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Interaction paper. Explain that they should try to use reduced

Pair work adverb clauses when possible. Note: when
students are telling each other their stories, they
Time probably won't be using reduced adverb clauses
20-30 minutes because this structure is more a feature of written
English.
Objective 6 Have students exchange their reports with their
To complete a written report by interviewing a partner. They then read the report to check for
classmate both factual and grammatical accuracy.
Activity Language Sample Conversation

Reduced adverb clauses: Wanting to finish his B: So, tell me what happened.
report, Mr. Smith stayed late at the office; After A: Well, I left work at about 8:00 and went to the
leaving work at 8:00, he went to the parking garage parking garage to get my car.
to get his car; Noticing the tires were flat, he B: I see. Why did you leave so late?
decided to walk home. A: I wanted to finish writing a big report before the
weekend. Anyway, just as I was about to get in the
car, I noticed that all my tires were flat.
Preparation
B: And how did you feel?
A: Angry. I was really tired and I just wanted to get
pair of students. Cut the page in two as indicated.
home.
B: So what did you do next?
Procedure
1 Divide the class into AlB pairs. Give one student in
each pair the Student A sheet and the other
Follow Up
1 Bring in some synopses of movies, either taken from
student the Student B sheet.
newspapers or the Internet.
2 Explain that each student has a different cartoon
2 Ask students to work in pairs to identify any reduced
story. Ask students to imagine that they are the
adverb clauses and/or to find adverb clauses which
main character in their story and that they are
could be reduced.
about to tell the story to a police officer. Give the
class a few minutes to prepare their stories.
3 Ask Student B to play the role of a police officer.
Student B should interview Student A about his/
her story. Student B should take notes. Write these
expressions on the board for Student B.
So why did you .. . ?
What were you doing at the time?
What did you do next?
What did you do before that?
How did you feel?
4 Student A then interviews Student B about his/her
story and also takes notes.
5 When both students in the pair have finished,
explain that they should each use their notes to
write a report of the story on a separate piece of
22 SA· Police Report
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5)&: Police Report

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Student A
.....................................................................................................................................>:g
Student B
1 3
4 5 6

5A • Police Report 23
Teacher's Notes 58: Girls and Boys
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Interaction 4 As a class, ask each group to report on the

Groups of three or four students sentences they decided upon. Develop it into a
class discussion by inviting other groups to
Time react.
20-30 minutes
Follow Up
Objective 1 Ask each student to choose and memorize one
To discuss differences between men and women of their original sentences.
2 Have students move around the class and tell
Activity Language each other their sentences. They should then
Boys tend to ... ,. Girls often ,. Boys are more react by agreeing or disagreeing.
likely to ... ,. Generally, girls . 3 Alternatively, ask students to reflect on the
group discussion in Step 3. Ask them if the
Preparation communication styles of the group members
Make one copy of the activity on page 25 for each conformed to the generalizations made in the
student. article on page 59 of the Student Book.
Procedure
1 Explain to students that they are going to do
an activity practicing generalizations. Write the
following expressions on the board:
... tend to ...
. . . are more/less likely to ...
often/typically/generally
Explain that these expressions are often used
when making a generalization because
they make the statement less absolute. Ask
students to use the expressions to tell you
some generalizations about men's and women's
communication styles from the readings on
page 57 and 59 of the Student Book. For
example: Women tend to use more personal
pronouns.
2 Ask students to complete the sentences with
their own ideas. Have them add two original
sentences of their own. Set a time limit of five
minutes. Go around and help as necessary.
3 Put students in groups of three or four. Try to
have a balance of male and female students if
possible. Ask students to share and discuss their
sentences in their group. Explain that their
goal is to reach a consensus on the best way to
complete each sentence.

24 5B· Girls and Boys
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I
5)Iffi: Girls and Boys
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Complete the following sentences comparing men/boys and women/girls with your own ideas.
Generalizations Avout Men, Women, Girls, and Boys
1. are more likely to do better in _

classes than do.
2. tend to spend more money on _
than do.
5. _ _ _ _ _ _ _ _ _ _ _ _ _ _ usually prefer to talk to their friends about
4. Generally, are more interested in _

than are.
5. typically want to be when they
grow up, whereas want to be _
6. tend to communicate better with their (father/mother).
7. tend to be better at because they
8. At school, are often more interested in _

than are.
9. _____ spend moretime than
_____ do.
10. _____ are less likely to becausethey
11.
12.

5B • Girls and Boys 25
Teacher's Notes 6A: Gossip
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Interaction 3 Explain that when telling another student the

Whole class gossip, they should use the reporting verb on
the card. Write the following conversation
Time pattern on the board to use as a basis:
10-15 minutes A: Hey, _ _. What's new?
B: Oh, nothing much, except I was talking with
Objective _ _ the other day and he/she _ _.
To ask other members of the class for information A: Oh wow. That's _ _. Anyway, guess what?
to complete a chart B: What?
A: I was having lunch with _ _ the other day
and he/she _ _.
Activity Language
Encourage students to develop the conversation
Andy admitted that . .. ,. Bianca said that ,. Carlos
by asking further questions and giving further
told me that . .. ,. Danni announced that ,. Hyun
details.
Joo convinced me to . ...
4 Take part in the activity yourself as a way to
monitor students' language. Give general
Preparation
feedback on any problems when everyone has
finished.
student. Cut out enough character cards so that
there is one per student.
Follow Up
Have students do the activity again but this time
Procedure
they invent their own gossip about the people.
1 Explain that the class is going to do an activity
using reporting verbs. Write the following verbs
on the board and check that students
understand the meanings and the grammatical
patterns they use:
say
tell
announce
admit
mention
complain
remind
convince
2 Give each student a copy of the chart and one
character card. Explain that from their
character card they know information about
one of the characters. Their task is to talk to
other students in the class and find out the
gossip about the seven other characters. They
should write the information they find out in
the space provided in their chart.

26 6A· Gossip
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@&: Gossip
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"I'm going to
"I'm dating Andy." quit my job
at the end of
the month."
Bianca Carlos
(say) (tell)
Danni Estoban Felicita

~ (anna unce) (mention) (complain)
"Don't forget "You should

my party next ask Kim out
weekend." on a date."
·
Gang ·
·
(remind)
........................................................................................
·
...................................................................................................................................eX
Andy:
Bianca:
Carlos:
Danni:
Estoban:
Felicita:
Gang: _
Hyun Joo:
6A • Gossip 27
Teacher's Notes 68: Guess Who?
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Interaction asking yes/no questions. Remind them that

Pair work they can use the expressions on the board.
c Student A can ask up to five questions
Time before making a guess as to the identity.
15-20 minutes If the guess is correct, Student A marks an
X on the square. The turn then passes to
Objective Student B who chooses a number 1-6 and
To playa game identifying famous people asks yes/no questions to identify the person
in the corresponding square on Student B's
grid.
Activity Language
d A player cannot choose another square if
Is this person known for . .. ?; Is this person famous
he/she doesn't guess correctly; he/she must
for . .. ?; Is this person influential?
wait until the turn passes back whereupon
he/she is allowed another set of five
Preparation
questions to ask about the same person.
e The goal of the game is to be the first person
pair of students. Cut the page in half as indicated.
to form a line of three-horizontally,
vertica lly or diagona lly-correctly guessed
Procedure squares.
1 Explain that students are going to playa game
where they can practice asking questions about
Follow Up
well-known people.
Have students play the game again but this time
2 Tell the class that you are thinking of a famous
they should choose influential objects/inventions,
person. Use a person the class is sure to know.
for example the wheel.
Ask them to try to guess who it is by asking you
yes/no questions. Write some example questions
on the board for students to use: Is the person
famous for (something good/bad)?; Is the person
influential?; Is the person still alive?; Did the
person invent something?; Is this person
renowned for (doing something)?
Answer the class's questions until someone
guesses correctly.
3 Divide the class into A/B pairs. Give pairs one A
sheet and one B sheet.
4 Explain the rules of the game as follows:
a Each student thinks of six famous people and
writes one name in each empty box on his/
her sheet. Ask students to choose people they
think their partner will know.
b Student A begins by choosing a number
1-6. Student A has to now find the identity
of the person whose name is written in the
corresponding square on Student B's grid by

28 6B· Guess Who?
Thomson ELT © 2006
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(Q)ffi): Guess Who?

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Student A
1. 2.
3. 4.
5. 6.
................................................................................................................................ ~
Student B
1. 2.
3. 4.
5. 6.
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Teacher's Notes 7A: A Very Bod Day
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Interaction correct order. At the end of the story,

Pair work Student A checks to see if Student B has the
squares connected in the right order.
Time b The process is then repeated with Student B
15-20 minutes telling his/her story.
5 Ask students to tell each other the story again,
Objective but this time the listener should ask questions
To tell and listen to a story and react. Write the following expressions on
the board to help: Why did you do that?; What
Activity Language happened next?; That must have been terrible·I
Get passives: get stolen; get arrested; get run over; You must've felt awful; That's too bad.
get my nails done
Sample Conversation
A: What a day I had. I was walking my dog, Goldie,
Preparation
when she saw a rabbit. She chased it across the
street and got hit by a car.
student.
B: Oh that's terrible. Was she OK?
A: Well her leg was broken. I had to take her to
Procedure
the vet's to get it fixed. She had to stay there
1 Elicit five "negative" get passives from the class
overnight.
and write them on the board. Explain that you
B: So, how did you get home?
are going to tell the class about a really bad day
A: I got the subway, but it was very crowded and I
that you had recently. Start telling a story and
kept getting pushed over, and then a fight
try to incorporate all the get passives on the
started and I got hit in the face.
board. Use the expressions in any order. At the
end, check with the class to make sure they
heard all the expressions by asking them to tell
Follow Up
1 Cut out a set of the 16 pictures from the
you in which order you used them.
activity for each group of four or five students.
2 Divide the class into A/B pairs. Give each student
2 Give each group a set of cards and ask someone
a copy of the activity.
to deal out all the cards.
3 Tell pairs that one student looks at Story A and
3 The person to the left of the dealer begins by
the other at Story B. They should think about
telling a story and incorporates the action in
how the pictures in their grid can all be
one of his/her cards into the story, laying the
connected into a single story. The story should
card down as he/she does so. The next person
use all the pictures but in any order. Give
has to then take up the story and incorporate
students five minutes to think of their story.
one of his/her own cards.
Remind them that they should try to use get
4 The story goes on like this until all the cards
passives when appropriate.
have been used up.
4 Explain the activity as follows:
a Student A begins telling his/her story to
Student B. Student B listens and without
looking at Student A's paper draws a line
connecting the squares in Story A in the

30 7A· A Very Bad Day
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I
"lA: A Very Bad Day
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Story A
.---------------------------------._----------_ .. _-_.- ... _-_. __ ._._-------_._---.------ -------------_. __ ... --.---------_ ..... -_.-
o
·
o
.--------_._-------------------------------j ----------------------------------_ .. _--_.~------------------_._---_.. ---------------
Story B
·
.---------._-------------------------------- --------------.--------------------------- ----------_ ... _-_.----------------_._-_.--.
.
·
o
o
o
··
o
o
o
·
o
·
.------------_._. __ . __ .. _------------------~-------------------------------------------
o
o
o
o
··
o
o
o
o
книга выложена группой vk.com/englishlibrary 7A • A Very Bad Day 31

Teacher's Notes 78: Choose the Family
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Interaction Sample Conversation

Groups of three or four students A: Well, who did you choose?
B: I think personality A should be in the show. I
Time think this person should be male and he should
20-25 minutes be the eldest child in the family, so he is 19. I
chose Mo for his name.
Objective C: Why do you think he should be the eldest?
To discuss and choose people to make up a TV B: Because he sets a good example for others.
family based on personalities
Follow Up
Activity Language 1 Put students in pairs.
sets agood example for others; conscientious; gets 2 Ask each pair to write a short scene in the TV
on everyone's nerves; a bit tactless show between two of the characters they have
chosen. Go around and help as needed.
Preparation 3 Have pairs perform their scene for the whole
Make one copy of the activity on page 33 for each class.
student.
Procedure
1 Introduce the activity by asking the class to tell
you about any TV series-for example, sitcoms or
soap operas-they know where there is a big
family of siblings.
2 Ask students to imagine that they are producers
of a TV show about a large family. Their task is
to select the age, gender, and personalities of the
characters in the show. They should consider
what personalities would make for an interesting
story.
3 Give each student a copy of the activity. Read
the directions to the class, and then go through
the details of the different personalities,
reviewing any vocabulary as necessary. Set a
time limit of about five minutes to complete the
task.
4 Put students in groups of three or four. Explain
that, as a group, they should reach an agreement
on the five characters. Set a time limit of about
15 minutes.
5 Invite each group to explain their choices to the
whole class.
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~Iffi: Choose the Family

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
You are a producer for a TV show about a large family. Your job is to choose the different ages,
genders, and personalities of the five characters who are going to play the children. The oldest will be
19. Check the boxes next to the five personalities you would like in your show. Write in the gender and
age. Then choose a name for each character from the name box.
Names Male: Mo, Ken, Jin, Felipe, Jo Female: Daisy, Kim, Jen, Amy, Mari
A. Gender M I F Age: Name: _

Personality: sets a good example for others; creative; a little introverted.
B. Gender M I F Age: Name: _

Personality: a bit bossy; gets on everyone's nerves; likes taking risks.
C. Gender M / F Age: Name: _

Personality: considerate of others; very talkative; doesn't take things seriously.
D. Gender M / F Age: Name: _

Personality: outgoing; spoiled; jealous of others.
E. Gender M I F Age: Name: _

Personality: a great sense of humor; extroverted; a bit tactless.
F. Gender M / F Age: Name: _

Personality: diplomatic; dependable; boring.
G. Gender M I F Age: Name: _

Personality: conscientious; ambitious; has lots of energy.
H. Gender M / F Age: Name: _

Personality: a loner; argumentative; serious.
I. Gender M I F Age: Name: _

Personality: usually gets along well with everybody; noisy; gets bored easily.
J. Gender M I F Age: Name: _

Personality: amusing; fun-loving; rebellious.

78 • Choose the Family 33
Teacher's Notes 8A: Phrasal Verb Snakes and Ladders
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Interaction c If a player lands on a square at the bottom

Groups of four or five students of a ladder-either as a result of making
a correct/incorrect sentence or throwing the
Time die-they automatically go up to the square
20-30 minutes at the top of the ladder. However, if a player
lands on a square at the mouth of a snake,
Objective they go down to the square at the end of a
To playa game practicing phrasal verbs snake.
d A player can only complete one sentence
per turn. The game ends when all the players
Activity Language
have reached the finish.
show up; run into; call in; make up; clear up;
2 Go around and adjudicate when necessary.
give up, etc.
Preparation Follow Up
1 Ask the class to imagine that they have just had
an argument with a friend/partner, and that
group of students. Also for each pair, make a copy
they are writing an e-mail to another friend
of the random number generator sheet on page 63.
explaining the situation.
2 Put students in pairs. Ask students to work
Procedure
together writing the e-mail. They should use six
1 Give each group a copy of the game board
phrasal verbs from the activity in their e-mail.
and a copy of the random number generator.
3 Have pairs exchange their e-mails. Each pair
Ask students to use a coi n or some other sma II
should read another pair's e-mail and write a
object as a token. Explain how to play the game
reply.
as follows:
a Everyone places their token on the first
square. With eyes closed, the first player
touches the random number generator sheet
with a pen or pencil, and then moves ahead
that number of squares.
b If the player lands on a shaded square, the
player should make a sentence using the
phrasal verb in the square, and another
sentence or two to help with the meaning.
As an example, write pick up on the board
and then model several sentences, for
example: Can you pick up my bag for me?
I'm carrying too much stuff If they can make
a grammatically correct and meaningful
sentence, they can move their token forward
two squares. If the sentence is grammatically
incorrect or they can't make a sentence, they
have to move back two squares. In either
case, the turn then passes to the next player.
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Ladders
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~A: Phrasal Verb Snakes and Ladders

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cut off leave back out break up pass over

behind with
46 45 44 43 42
roll in go out for write back dress up
36 37 41
break simmer
down down
35 34 30
hit off use up bottle up
24 26 27 29
keep up face up to talk into burst out

with
23 20 19 18
give up close down pick up go over

do over
13 14 17
count on move on put away give up
11 10 9 8 7 6
show up run into call in make up clear up
1 2 3 4 5
8A • Phrasal Verb Snakes and Ladders 35
Teacher's Notes 81: Moods
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Interaction Follow Up
Whole class and groups of four or five 1 Put students in pairs. Ask them to imagine that
they are putting together a compilation CD of
Time music to cheer people up. Explain that they
15-20 minutes should think of five songs or pieces of music.
2 When pairs have finished, ask them to explain
Objective their ideas to another pair.
To ask and talk about moods and feelings
Activity Language
What puts you in a good mood?; What kind of music
do you listen to when you're in a bad mood?; What
colors cheer you up?
Preparation
student.
Procedure
1 Explain to the class that they are going to ask
each other questions about moods. Give each
student a copy of the activity and ask them to
look through the questions. Then ask them to
add their own ideas for the two questions at
the end. Go around and help as necessary.
2 Have students ask other students in the class
the questions. Explain that they should ask a
different person a different question each time.
Encourage them to ask follow-up questions. Ask
them to write the name of each person and
some details in the spaces provided.
3 Demonstrate with one student using the sample
conversation below.
monitor students' language.
S After sufficient time, stop the activity and put
students in groups of four or five. Ask them to
use their notes to tell each other what they
found out.
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I
~Iffi: Moods
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1. What puts ~ou in a bad mood? Name:

-------------
Details:
------------------------------------
2. What puts ~ou in a Bood mood? Name: _
Details:
------------------------------------
3. What helps ~ou Bet out of a bad mood? Name: _
Details: _
4. What colors depress ~ou? Name: _

Details: _
5. What colors cheer ~ou uP? Name: _

Details: _
6. What kind of weather do ~ou rnd depressinB? Name: _

Details: _
7. What da~ do ~ou dislike the most? Name: _

Details: _
I
8. What helps to create a reiaxinB mood for ~ou? Name: _
~
Details: _
9. What kind of music do ~ou listen to if ~ou're in a sood mood? Name: _

Details: _
10. What kind of music do ~ou listen to if ~ou're in a bad mood? Name: _
Details: _
11. What kind of _ do ~ou ___________ when ~ou're in a

I.
__________ mood? Name: _
Details: _
12. What kind of puts ~ou in a - - - - - - - - - - 2 f

mood? Name: - - - - - - - - - -......"t"""i:...
Details: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -.. Q:r.;I~{~-
. ,
__ _ _ _ _..-;!.,s., ....
книга выложена группой vk.com/englishlibrary 8 • M s

Teacher's Notes 9A: What's My Job?
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Interaction a One person begins by describing the job on

Groups of four or five students one of his/her cards, using some of the
patterns on the board. This person should
Time give at least three descriptions before
20-30 minutes allowing other members of the group to
guess.
Objective b When someone guesses correctly, that
To playa game describing and guessing jobs person wins the card and keeps it, face up.
c Then the next person in the group describes
one of his/her cards.
Activity Language
d The game continues like this until all the
This is someone whosejob is .. . ,. This is someone
cards have been described. The winner is the
who works . .. ,. This is someone whom people . .. ,.
person with the most cards.
This is ajob which involves . .. ,. This is ajob which . ..
shouldn't do.
Sample Conversation
Preparation A: This is someone who has to be good with
Make one copy of the activity on page 39 for each numbers. This is a job which would suit
group of students. Cut out the cards as indicated. someone who likes working independently. This
is a job which pays well.
B: Is it an accountant?
Procedure
A: No. This is someone who works mostly on a
1 Review subject and object relative clauses with
computer. This job involves making things.
the class. Also review the use of whose. Explain
C: A graphic designer?
that the class is going to playa game practicing
B: A software maker?
relative clauses.
A: Yes, but what's the exact name of the job?
2 Write the following sentence patterns on the
C: A software engineer?
board:
This is someone who has to .
A: Right!
This is someone whose job is .
This is someone who works . Follow Up
This is someone whom people . .. 1 Put students in pa irs.
This is ajob which involves . 2 Ask them to role-play an interview where they
This is ajob which would suit . take turns applying for one of the jobs
This is ajob which . .. shouldn't do. from the activity.
Explain to the class that you are thinking of a
job-for example, a software engineer-and that
they have to guess what job it is. Use some
of the patterns on the board to describe the
job. Move from vague to more specific in your
descriptions until someone guesses correctly.
3 Put students in groups of four or five. Give each
group a set of cards. Ask one person to deal out
all the cards. Explain the game as follows:
38 9A· What's My Job? книга выложена группой vk.com/englishlibrary

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@A: What's My Job?

II • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
...--------------.-....---------.x
··
·
··
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ • • • _ • • j • • • • • • • • • • • __ • • ~ • __ • • _ • • • __ • • • _ • • • • __ J
·· • • __ • ••• _J
BANK chef
tour
guide
-... -.. ------------------------~----------------.-------·-------r-----------------------------··~····---·---
---------- ..... ------,
newscaster plumber
-;::::::::::::-
-:~r·_
'~--
~
-----'<....
.........
lifeguard
----------_._._._--------_ .... -~
-------._ .... _-_._-------------,-------------------------------- ----------------------------_ .. ..... _----------_ ..... ----------, ~
·
···
taxi driver .
9A • What's My Job? 39
Teacher1s Notes 98: Don't Do It!
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Interaction 3 Explain that students should find a partner and

Whole class tell him/her their plan and their reasons for
doing it. Their partner should try to persuade
Time them not to do it. They then switch roles and
15-20 minutes have a second conversation. When both
students have finished, they exchange role-play
Objective cards and find a new partner and role-play two
To role-play persuading other people not to change more conversations with their new cards.
their appearance 4 Demonstrate with a student using the sample
conversation below.
Activity Language
get my stomach pierced; get a tattoo; It could lead Sample Conversation
to an infection; It'll make you look strange; You'll A: What's new?
regret it when you're older. B: Oh, nothing much except that I'm going to have
my stomach pierced.
Preparation A: You're kidding! Why do you want to do that?
Make enough copies of the activity on page 41 so B: Well, I saw a picture of an actor in a magazine
that each student gets a card. Cut out the cards as and it just looked so cool.
indicated. A: I wouldn't do it if I were you. It'll probably be
really painful and it might get infected.
B: I'm going to do it anyway.
Procedure
A: I bet you haven't told your parents. It'll make
1 Elicit from the class some radical cosmetic
them furious when they find out.
changes or changes in appearance. For example:
B: Yeah, I know.
having your stomach pierced. Ask the class to
A: And another thing: you'll probably regret it
imagine that a friend has just decided to do one
when you're older.
of these things and that they are trying to
dissuade him/her against it. Write the following
sentence starters on the board: Follow Up
It'll make you look . .. 1 Ask students to work in pairs to design a poster
It'll make your parents .
as part of an advertising campaign on a health
It could cause/lead to .
or social issue. For example: smoking, unhealthy
You'll . .. when you're older. food, getting more exercise.
Ask them to use some of these expressions to 2 Have half the class display their posters on the
try to persuade their friend. For example: It wall or on tables while the other half wanders
might become infected; It'll probably hurt;
around talking to the different groups. Then
It'll make your parents mad; It could lead to have the other half display their posters.
an infection; You'll probably regret it when
you're older.
2 Give each student a role-play card. Ask them
to imagine that they are planning to have
the cosmetic change indicated on the card.
Their reasons for doing it are also listed. Go
around and help with vocabulary as needed.

40 9B· Don't Do It!
Thomson ELT © 2006
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®Iffi: Don't Do It!

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
--------------- -------------------------------------------------- --------------------_....-----------------_. _.. --------_. --.._..;:>cg

ROLE-PLAY CARD ROLE-PLAY CARD
·
o
o
You are planning to get your stomach You are planning to shave all your hair o
pierced. An actor you like has had it done. off. You think it'll make people notice you ·
You saw a picture in a magazine. You
·
o
o
more. o
o
o
think it would look cool. o
··
o
o
: 0
A ~------------------------------------------ .A
ROLE-PLAY CARD ROLE-PLAY CARD

You are planning to get a tattoo on your You are planning to dye your hair the
forehead with the name of your favorite colors of your favorite sports team.
·
o singer. You really like the singer and you The team has just reached the final of a
o
o want to show everyone how you feel. national competition.
o
o
o
o
o
!-.------.------------------------.-------.-.---- .. ---·· 1
o
---------------------------_ •• --------------------.-------------t 0
o 0
ROLE-PLAY CARD : o
ROLE-PLAY CARD :
0
o 0
o 0
You are planning to have surgery to make : You are planning to have your tongue .
your eyes wider. You think it'll make you · pierced. Your older brother has just had it
look more attractive and improve your : done and you want to be just like him.
o
social life.
··
·
o
,
•
• J
.
•
• • • • __ • • ,
0
o
: ROLE-PLAY CARD ROLE-PLAY CARD

You are planning to shave off your You are planning to have a nose job to
eyebrows. You think it'll be funny make your nose shorter. You are tired
because it will make other people feel of always getting teased about it by your ,
uncomfortable. friends.
··
o
o
o
·
o
~----------------------------------------------------- J • •
·
•
ROLE-PLAY CARD ROLE-PLAY CARD ·

You are planning to have your earlobes You are planning to have a tattoo of a
lengthened so that it will look better when snake on your neck. You saw an ancient
you wear ear rings. snake design in a magazine recently and
you thought the image was very powerful.
You want everyone to be able to see your
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tattoo.
9B • Don't Do It! 41
Teacher1s Notes lOA: Shopping
•••••••••••••••••••••••••••••••••••••••••••••• I •••••••••••••••••
Interaction Sample Conversation

Whole class A: Given the choice, do you prefer shopping at
independent stores or big chain stores?
Time B: I prefer independent stores.
15-20 minutes A: Why's that?
B: Well, the service is much better and the people
Objective are friend Iier.
To interview classmates about shopping habits A: But don't you think that sometimes the
selection isn't as good?
Activity Language B: Maybe, but they can always order it if they
independent store; chain store; hunt for/find don't have it.
bargains; spend time window-shopping; go on a
shopping spree; used items; haggle; designer labels; Follow Up
brand names. Choose or elicit from the class five examples of
consumer items and write them on the board.
Preparation For example: cell phone, sneakers, jeans, car,
Make one copy of the activity on page 43 for each computer.
student. 2 Put students in pairs. Explain that each pair
should discuss and decide on the best or their
Procedure favorite brand for each item and the best place
1 Explain to the class that they are going to ask to buy it.
each other questions about shopping. Give each 3 Have pairs explain their choices to another
student a copy of the activity. Go through the pair.
questions with the class, explaining any
vocabulary as necessary.
2 Have students ask other students in the class
the questions. Explain that they should ask a
different person a different question each time.
Encourage them to ask follow-up questions. Ask
them to write the name of each person and
some details in the spaces provided.
conversation below.
monitor students' language.
5 After sufficient time, stop the activity and
divide the class into groups of four or five. Ask
them to use their notes to tell each other what
they found out.
42 lOA· Shopping
••••••• .
I
]@Ii}. SOpplng
O!ll.
••••••••
h'
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•••••••••••
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.
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••• ••••••••••• • ••• •
••••••••••••••••
• • • • • • • • • • • • • • • • •• •
Shopping Survey
1. Given the choice, do you prefer shopping at independent stores or big chain stores?
Name: Details: _
2. Do you spend time trying to hunt for bargains? What places are good for finding
bargains?
Name: Details: _
3. Do you ever buy used things? Where do you buy them?

Name: Details: _
4. Do you ever buy things online? What do you think are the advantages and
disadvantages of online shopping?
Name: Details: _
5. Do you ever haggle? Where are good places to haggle?

Name: Details: _
6. Where do you do most of your shopping? At malls? At department stores?

At street markets?
Name: Details: _
--------
7. Do you like to buy designer labels? What are your favorite brand names?
Name: Details: _
8. Do you ever buy things because you're depressed? Do you know anyone who
is a ICshopaholic"?
Name: Details: _
9. Do you like to spend time window-shopping?

Name: Details: _
10. Have you ever gone on a shopping spree? What things did you buy?
Name: Details: _

10A • ShoPPing 43
Teacher1s Notes 108: Who Am I?
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Interaction 4 Ask pairs to make guesses about the person.

Pair work and small groups Write the expressions from the Activity
Language on the board for students to use.
Time Encourage them to be creative and to develop
15-25 minutes a story about the person. Set a time limit of
about ten minutes.
Objective 5 Have pairs join with another pair to share their
To make guesses about someone based on their story.
possessions
Follow Up
1 Ask students on a piece of paper to draw-or
Activity Language
write a list of-five or six objects that are
This person is definitely because of the . .. ; I think
significant for them. Do this yourself as an
this person is probably ; There's a ... , so he might
be a ; The . .. makes me think this person is/ example.
2 Put students in groups of three or four. Explain
likes .
that each member should show their paper to
the rest of the group. The other members of the
Preparation
group should try to guess something about the
student.
pair of students.
Procedure
1 Tell the class that we can often tell what kind of
person someone is by the possessions they have.
As an example, remind students of the article
about John D. Freyer on page 123 of the Student
Book. Ask the class if they can guess anything
about the man from any of the items mentioned
in the article. For example, he might be a sci-fi
fan because of his Star Wars sheet.
2 Put students in pairs. Give each pair a copy of
the activity sheet. Ask students to spend a
minute looking at the picture making sure they
know what each item is.
3 Read the following information to the class: You
are walking in a forest when you see a bag lying
on the ground. You open the bag and empty out
the contents. The items in the picture are what
you find. With a partner try to guess what kind
of person this bag belongs to. For example, think
about the following things: gender, age,
occupation, interests, nationality, and personality.
Also, what could be the reason that the person
left the bag in the forest?

44 lOB· Who Am 17
Thomson ELT © 2006
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Jl@Iffi: Who Am I?
•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

lOB • Who Am I? 45
Teacher1s Notes 11 A: What I Really Need Is ...
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Interaction 4 Collect all the cards and return them to the

Pair work and small groups original set(s). Put students in groups of three
or four. Give each group a complete set of cards
Time face down. Explain the next stage of the
15-20 minutes activity as follows:
a One person takes the top card from the pile
Objective and completes the sentence starter in a way
To have short conversations based on sentence that is true for them. The other members of
starters the group listen and ask follow-up questions.
They should try to keep the conversation
going.
Activity Language
b The next person then takes the next card and '
What I'd really like to see in real life is . .. ,. What I
completes that sentence starter and so on
don't like about ... is ... ,. Where I'd really like to live
until all the cards have been used.
is . .. ,. What really annoys me is when people . ..
conversation below.
Preparation
Make enough copies of the activity ori page 47 for
Sample Conversation
each group of three or four students. Cut out the
A: What I'd really like to see in real life is the
cards as indicated.
Mona Lisa.
B: Why's that?
Procedure
A: People say it's one of the most beautiful
1 Review the use of cleft sentences using wh-
paintings in the world.
words. Write the following on the board:
C: I see. That's in Paris, isn't it?
I want to see the new Van Gogh exhibit. (what)
I need a break. (what)
I really want to go to Paris. (where) Follow Up
Ask the class to make them into cleft structures 1 Ask students to write five more sentence
using the wh-word in parentheses. starters beginning with what on a separate
2 Give each student in the class one card. You piece of paper.
may need to break up a set of cards that you 2 Put students in pairs. Ask them to exchange
prepared. Explain that they should think of a papers with their partner and to complete the
way to complete the sentence starter on the five sentences.
card with something that is true for them. Ask 3 Have students explain and ask about how they
them NOT to write on the cards. completed the sentences they wrote.
3 Have students find a partner in the class and
say their completed sentences. The partner
listens and then says the sentence on his or
her card. Both then exchange cards and find
new partners. The process is repeated with a
new sentence based on the new card. Allow
five minutes for this stage as this provides
practice with the form and generates ideas for
the next stage.

46 11 A • What I Really Need Is ...
Thomson ELT © 2006
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RRA: What I Really Need Is ...

II • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
- - - - - - - - - - - •• - - - - ••••••••• - - ••••••••• - ••••••••• - •••••••• - ••• - ••• T • • • • • • • • • • • • - - - - - - - - - - - - - - - - - - • - •••••••• - - - - - - - - - - - - - - - •••• - - - - - .>cg

What I'd really like to see in real life is _ What I'd most like to own one day is _
________________________________________________________________ 6 ._ •• • .J
What I like about my hometown is _ What I'd most like to change about my
appearance IS _
r----------------------------------------------------------------,---------------------------.--------------------.---------------
What I don't like about _ What I'd rather be doing right now is _
_ _ _ _ _ _ _ _ _ _ IS _
L • • ._~
What interests me most about - - - - - - - What I'm definitely going to do next year is to
_ _ _ _ _ _ _ _ _ _ IS _
r----------------------------------------------------------------,----------------------.-----------------------.-------------.--.,
What really cheers me up is _ What really annoys me is when people _
_________________ . .. . .... .. . ._6. . . . . . ~
,,
,
Where I'd really like to live is _ What would really make me happy is if I could
r---------------------------------·----------------··------------,---------------------------------------------------- .. ----------,
What I'd really like to know more about is _ _ What I don't understand about some people is

llA • What I Really Need Is ... 47
Teacher1s Notes 11 B: Art Walk
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Interaction the square as indicated in parentheses.

Groups of three or four students The other members of the group decide if the
collocations are acceptable. If they are
Time acceptable, the player may move his or
20-30 minutes her token one square forward. If they are not
acceptable, the player's token remains where
Objective it is.
To playa game talking about and practicing e The game ends when all players have
vocabulary related to art reached the end of the walk.
Activity Language Sample Conversation

verb + noun collocations connected with art: paint/ A: What's your favorite museum?
hang a painting; put up/erect/unveil a statue; go to/ B: Well, it has to be the National Art museum. I've
visit a museum been there so many times.
C: Why do you like it so much?
B: Of course, I really like the paintings. But I also
Preparation
like the peaceful atmosphere.
group of students. Each student needs a coin. Also
for each pair, make a copy of the random number Suggested Answers
generator sheet on page 63. paint/hang/restore a painting; put up/erect/unveil
a statue; do/make a drawing; write/listen tot
perform/sing/record a song; go to/visit a museum;
Procedure
make/produce pottery; put on/see/direct/perform/
1 Explain that the class is going to playa game to
write a play; do/write/paint graffiti; paint/design/
practice talking about art. Put students in groups
create a mural; visit/go to an art gallery; watch/
of three or four. Give each group a copy of the
give/put on/arrange/cancel a performance; go tot
activity sheet and a copy of the random number
attend/give/hold a concert; make/do/draw a
generator. Each member will need a token such
sketch; draw/paint/pose for a portrait; take/
as a coin.
enlarge/develop a photograph; write/read/recite/
2 Explain how to play the game as follows:
memorize a poem; make/create a sculpture
a Each student places a token at the start of the
Art Walk as indicated on the game board.
b With eyes closed, the first player touches Follow Up
the random number generator sheet with a 1 Ask the class to imagine that they have been
pen or pencil, and then moves ahead that selected to choose five pieces of art to
number of squares. represent their country in a time capsule. Put
c If the player lands on a shaded square, he or students in pairs to discuss their choices.
she has to answer the question. The other 2 Have pairs join with another pair to explain
members of the group listen and ask follow- their decisions to each other.
up questions to keep the conversation going. 3 Invite groups to tell the whole class what they
d If the player lands on a white square, decided.
he or she has to think of as many typical
verb collocations for the noun written in

48 11 B • Art Walk
Thomson ELT © 2006
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JlliIffi: Art Walk

III • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
36.
FINISH
2.
What's
your
favorite
museum?
33.
книга выложена группой vk.com/englishlibrary 11B· Art Walk 49

Teacher's Notes 12A: Future Match
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Interaction 3 Expla in that the class is goi ng to do someth ing

Pair work similar in the activity. Divide the class into AlB
pairs. Give each student the corresponding part
Time of the activity.
20-25 minutes 4 Allow students five to eight minutes to read
through the statements and to write their
Objective phrases in the right hand column. Make sure
To discuss statements about the future they understand that, to make matching them
more difficult, the answers must be written out
of order.
Activity Language
5 Have students exchange papers with their
I'm going to be spending my next vacation doing
partner. Explain that they have two or three
this; I'm doing this tonight, but I'll be free later;
minutes to try to match the phrase with the
Hopefully, by this time next year, I'll have finished
corresponding statement.
this; I wasn't planning on doing this, but if I have
6 Have students find out from each other whether
any free time, I might.
their guesses were right, and then find out more
about the correct answers by asking follow-up
Preparation
questions.
Make one copy of the activity on page 51 for
each pair of students. Cut the page in half as
indicated. Sample Conversation
A: So, I think "Maybe I'll do it later today" refers to
"clean my room."
Procedure
B: That's right.
1 Review the different ways we can express
A: How often do you clean it?
future time in English. Also, review how verbs
B: I like to keep it pretty clean, so usually once a
like plan, hope, and expect are used to talk
week.
about the future.
A: I wish I were more like that. My room's a mess.
2 Write the following statements on one side of
the board:
Maybe I'll do this later today. Follow Up
I'm definitely going to try to do this by the end of 1 Ask students to stay in the same pairs. Then ask
the year. them to write a dialog containing four or five of
I'm not doing this until the end of the month. the statements from either part of the activity.
Think about how these statements could refer 2 Have students then perform the dialog for
to something true for you. Focus students' another pair or for the whole class.
attention on the three examples of this in the
sentences. Explain that in each case this refers
to something. Then write what each this refers
to in a few words on the other side of the
board. Mix the answers up so that they are not
in order. For example: visit my parents; watch
the game; go shopping. Ask the class to match
each phrase with its corresponding statement.

50 12A· Future Match
Thomson ELT © 2006
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llg&: Future Match

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Student A
Choose six statements from a-j below that you can say about yourself. Then write one or two
words about what the statement refers to in the spaces provided on the right.
a. Maybe I'll do this later today.

b. I definitely hope I'll be doing this in five
years.
c :::::-----)
c. I hope I won't be like this when I'm older.
d. I might do this if I ever have the chance.
e. I think I'm going have this for dinner
tonight.
f. I wasn't planning on doing this, but if I
have any free time, I might. -----Jc----J
g. Hopefully, by this time next year I'll have
finished this. C C:::::--_ _)
h. I'm doing this tonight, but I'll be free later.
i. I'm going to be spending my next
vacation doing this.
j. I'm probably going to do this before class
finishes . c__--J
................................................................................................................................. X
Student B
Choose six statements from a-j below that you can say about yourself. Then write one or two
words about what the statement refers to in the spaces provided on the right.
a. I'm definitely going to try to do this by the

end of the year.
J
b. This finishes next week.
c. I hope this comes true.
d. I expect I'll be living there in ten years. C J --------J---
e. I'll be doing this later in the week.
f. I'm going to do this some time next year.
g. :~:.robablYnever have the chance to do
h. I really hope it won't happen. C

-------......
)
r -C
-
~~
-::::::::::::===J
i. I hope I'll be like this when I'm older. -
j. I'm not doing this until later this week.
c___.._--J
книга выложена группой vk.com/englishlibrary 12A • Future Match 51
Teacher's Notes 128: This Future Earth
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Interaction Follow Up
Groups of three or four students 1 Ask each group to write a short scene from
their movie involving each member of the
Time group.
20-30 minutes 2 Ask each member of the group to spend a few
minutes memorizing her/his part of the scene.
Objective 3 Have groups perform their scene to another
To create a scenario for a sci-fi movie set in the group or for the whole class.
future
Activity Language
There has been a major ecological disaster; Humans
live in caves; The Earth is ruled by super-intelligent
computers; The climate is a lot colder.
Preparation
group of three or four students.
Procedure
1 Ask the class to give you some examples of sci-fi
movies or TV shows set on Earth in the future.
For example: Planet of the Apes. Discuss how
the Earth has changed in these stories. Point
out that in many cases there has been some
major catastrophe. Ask the class to suggest some
examples.
2 Ask the students to imagine that they are movie
writers and that they have an idea for a new sci-
fi film that takes place in the future after some
great catastrophe.
3 Put students in groups of three or four. Give each
group a copy of the activity. Read the directions
and make sure students understand scenario.
Give students two or three minutes to think by
themselves. Then ask them to discuss their ideas
with the other members of the group. Their goal
is to agree on a scenario for the movie. Set a
time limit of about ten to fifteen minutes.
4 When all the groups have finished, ask each
group to present their idea to the rest of the
class. Have the class vote on the best scenario.
52 128· This Future Earth

Thomson ELT © 2006
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1lgIffi: This Future Earth

••••••••••••••••••• I •••••••• I ••••••••••••••••••••••••••••••••••••••••••••••••••••••
A. Imagine that you are a movie writer. You need to come up with an idea for a sci-fi movie
set on Earth in the future after some great catastrophe. Think about the categories below and
write notes.
The catastrophe:
Humans:
The habitat/climate: ~~~J
~ ~ ~ ~ ~ " ~ ~ ~
Animals and plants:
Dail!::! life:
Transport and communication:
The basic plot:
B. With your group, discuss and choose the best ideas for your movie.
12B • This Future Earth 53

Thomson ELT © 2006
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(CIRS,(Q)§§\W'(Q)IrnID: Review of Units 1-3

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Across Down
1. made an emotional connection 2. _ _-wracking = making you feel tense
4. control = control of a device or 3. full of drama
machine from a distance 5. drop _ _ = quit
7. weird, bizarre 6. The _ _ of the talk show interviews stars every
9. someone who gives private lessons week.
10. average _ _ = regular guy 8. people who watch a N program
11. the desi re to travel 12. a broad view of the land
14. It's _ _ a lovely day! 13. causing extreme surprise or shock
16. the person who finances and plans a N program 14. I'm _ _ happy you came!
17. give _ _ = reveal 15. very sincere, true
19. in=view 17. do really well on something
20. television station's place on the dial and its 18. socially awkward
broadcasts of news, sports, etc. 20. _ _ N comes into your house on a wire and
21. original movie dialog replaced with other it's usually not free.
voices in another language 22. compete
23. the study of animals
24. one part in a continuing story
54 Crossword· Review of Units 1-3

Thomson ELT © 2006
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[IRS,(Q)§§\W!(Q)mJ]): Review of Units 4-6

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Across Down
1. learn how to do something nearly perfectly 2. Air Conditioning
4. _ _ up = refresh one's memory of a skill 3. _ _-fire = fast, quick
8. Automated Teller Machine 5. not morally right
9. at the of a hat 6. take my _ _ off to
10. _ _ in = belong, be accepted 7. sudden, impulsive desire
11. completely involved (in a language or culture) 9. nerdy, socially awkward person
13. the organization and distribution of goods, 10. a person or thing connected to a place for a long
services, and personnel time and not likely to leave it
14. keep an _ _ on someone 11. not confident, afraid, uncertain
15. not officially approved 12. it = survive
18. _ _ off = cheat, take advantage of, steal 13. saw the _ _ = understood something
from 16. result, conclusion
20. wait and _ _ = be patient 17. fear
22. American Sign Language 19. As Soon As Possible
23. homeless people often wear old, worn, 21. To Be Announced
clothes
24. moved suddenly and quickly
Crossword • Review of Units 4-6 55

Thomson ELT © 2006
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[IR?,©§§'\W©IRilD): Review of Units 7-9

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Across Down
3. people of the same age or status 1. combing the hair, cutting the nails, keeping the
5. _ _ for = going in the direction of body neat
7. showing skill at handling people sensitively 2. having a pattern made up of many small squares
9. _ _-blue = a very pale blue 4. _ _-black = a very dark black
11. forgetful 6. ridiculous; contrary to logic
14. think quickly to handle a changed situation 8. a special pattern of curving shapes and colors,
= think on your _ _ usua IIy on cloth
16. improved; made even better 10. in misery; extremely unhappy
18. make a change = turn over a new _ _ 12. show the correct way = set a good _ _
19. reach the highest level 13. cold, gray, unfriendly
20. _ _-white = not quite white in color 15. the opposite of beautiful
22. in a straight line; following a single path 17. all one color with no stripes or patterns
24. form a picture or idea in one's mind 21. (informal) feeling or emotional atmosphere
25. make use of 23. know-it-_

Thomson ELT © 2006
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[m,(Q)§§W¥(Q)IRSlID: Review of Units 10-12

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Across Down
5. _ _-and-mortar 1. _ _ the cost = pay for
6. very nearly happening = on the _ _ of 2. a terrible time in history = a _ _ age
happening 3. live peacefully together despite differences
8. in _ _ = trendy, in fashion 4. _ _ out = give equal parts of something to
10. cause a machine not to work (on purpose) each member of a group
12. start traveling = hit the _ _ 5. Great advances in science are sometimes called
13. Yours _ _, = a way to end a letter scientific _
15. _ _-shaped = shaped like an egg or ellipse 7. grow and do well or be successful
17. supported, paid for 9. I can't do it. = I am to do it.
20. style and good taste 11. the feeling of being uncomfortable
21. obstacles 14. _ _fa ithfu lIy, = a way to end a letter
22. a disease that spreads quickly among many 16. _ _ up = buy quickly
people 17. _ _ for = satisfy oneself with
18. give up all weapons
19. trouble and excitement

Thomson ELT © 2006
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(CIR?,(Q)§§\W(Q)IRSlID: Review of Units 1-12

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Across
1. showy and expensive 15. _ _ into = hit or meet by accident
4. recording the income and expenses of a business 16. _ _ in = do something pleasurable even if it's
11. make __ for = open up a space or opportunity for unwise
something or someone else 18. rooms or buildings where movies are produced
12. making it difficult to focus on something 19. having a round shape or design
14. remains to be _ _ = is not certain (what will 21. Keep it under your _ _' = Don't tell anyone,
happen) 22. _ _ college = a school where one goes to learn
a specific vocational skill
Thomson ELT © 2006
24. a special plan for eating or exercising that is 40. learn, find out
intended to improve your health 41. busy
25. something that someone must do because of moral 44. cast-_ _ = a hard metal often used in making
or legal necessity, or because of a job pots and pans
27. saw eye to _ _ = agreed; had the same opinion 45. quick and foolish, without thinking
29. _ _ movements are smooth, unbroken, 46. _ _-looking = attractive, handsome
and graceful. 48. think about something deeply
31. a class or period of teaching time 51. changes, variations
32. a large television or radio company with stations 53. unkind and unpleasant
across the cou ntry 55. confused, especially as to where one is and what to do
34. _ _ hat = already known and not interesting 57. _ _ off = play around
35. _ _-off = a 1V series based on another earlier 59. become smaller
series 60. _ _ green = bright green
36. decrease or fall quickly 61. Personal Identification Number
39. wealth, prosperity 62. stand _ _ = be distinguished, unique
Down
2. connections; memory links 35. a play, movie, 1V program, or other entertainment
3. criticize or attack someone again and again 37. a condition caused by lack of food
4. _ _ academy = a school where one goes to study 38. _ _ along = go along, often uninvited
drawing and painting 40. _ _ brown = a color similar to earth or wood,
5. someone who is good at talking with others closer to black
6. sign _ _ = enlist 42. happen at the same time
7. motivating, stimulating 43. feel like _ _ = feel terrible (informal)
8. wanting more of something, especially money, 44. lost _ _ = got very angry
control, or power 47. _ _ white = not quite white
9. given payment for a service 48. a series of classes in a particular subject
10. the special tone or mood created by a place 49. put on different clothes
13. _ _-do = optimistic and capable 50. increase as numbers are added; become larger than
15. It seemed like a _ _. = It happened so fast I don't usual
remember the details. 52. turn over a new __ = change one's behavior for
17. _ _ school = school where one studies to become the better
a lawyer 54. Thank Goodness It's Friday
19. a detailed, written assessment of another person's 56. wear _ _ hats = perform more than one job or task
work 58. pick _ _ = tease or bully
20. deeply connected to a place
23. make something exactly the way a customer wants it
26. all one color with no stripes or patterns
28. _ _ with = deal with; handle (a problem or
difficulty)
30. independent film
33. cheap imitation
34. duty or responsibility

Crossword Answer Keys
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Review of Units 1-3 Answer Key
60 Crossword Answer Keys

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Crossword Answer Keys 61

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62 Crossword Answer Keys

Thomson ELT © 2006
Random Number Generator

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Random Number Generator 63

Expanding English Fluency
To help students expand their fluency, listening, speaking, reading, and writing
World Pass focuses on dynamic vocabulary activities that emphasize the language they
building, essential grammar, and stimulating need for real world communication.
Each World Pass Teacher's Resource Book has been designed to provide communicative support for
the material in the World Pass Student Books. It contains photocopiable classroom activities for the
" practice and extension of key language structures and vocabulary introduced in the Student Book:
• two photocopiable consolidation activities for each unit in the Student Book, one is subtly more
geared for more adult learners while the other takes into consideration the scope of experience of
a slightly younger learner
• step-by-step teaching notes provide simple instructions on how to prepare for and carry out the
activities in the classroom
• crosswords for three units plus a cumulative "final" crossword are a fun and stimulating way to
review and practice target language
• easy to plan and organize, all the activities can be completed in 15-30 minutes
In the ~ S Series
For the Student: For the Teacher:
• Student Book • Teacher's Edition with Lesson • Professional Development
• Workbook Planning Guides Program
• Audio Program (Tape/CD) • ExamVieV'lt Pro Assessment Program • Teacher Web Site
• Video (VHS/DVD) • Teacher's Resource Book with • Presentation Tool CD-ROM
• Student Web Site reproducible activities in Power Point8
•Ste components list on inside covtr for ISBN information

Thomson Ell is a leading provider of materials for English
language teaching and learning throughout the world. ~ 0-8384-29::.9-0
90000
For your learning solutions: www.thomson.c:om/learning

Visit Thomson ELT online at elUhomson.c:om
http://eluhomson.com/worldpass
9 780838 425695

World Pass Advanced Teacher 39 S Resource

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.... - -~-----_.

Expanding English Fluency

Teacher's Resource Book

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Organization and content

When to use the activities

How to use the activities

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4 Scope and Sequence книга выложена группой vk.com/englishlibrary

Crossword: Review of Units 4-6 55

Crossword: Review of Units 7-9 56

Crossword: Review of Units 10-12 57

Crossword: Review of Units 1-12 58

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Interaction b Student B then reads sentences 6-10 and

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JlA: So and Such

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Interaction 7 Get students into groups of three or four

8 1B • TV Schedule книга выложена группой vk.com/englishlibrary

talk show docu-drama reality show educational show news bulletin

2. In groups. think of an example for each of the shows above.

TELEVISION PROGRAM SCHEDULE

Interaction A: Hi . .. , how was your vacation?

Preparation Sample Conversation

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: • Your room was too small. '

E Terrible Package Tour

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Teacher's Notes 28: Journey Around the World

Interaction d The game ends when all players have reached

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tour trip travel ride

START »> Have you ever been

field ? L====~D Have you ever

Have you ever gone Has anyone in your

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Interaction c The turn then passes to the next player, and

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~ I wish my friend ... ~ I hope ...

~ ... talking about it. ~ ... be able to make it.

~ ... help you, but I can't. ~ ... going OK.

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Interaction 3 Ask pairs to join another pair and discuss their

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~m: Education Qualities

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41&: Conditional Scramble

callI me I see I him I tell I him I to I happen I to

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Interaction students to tell you their suggestions. Those

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angry argued combat fight intimidating lost threat

1. When was the last time you missed your temper?

argue brawl combat confront dispute fight hit

1. What do you think the government should do to dispute crime?

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Interaction paper. Explain that they should try to use reduced

Activity Language Sample Conversation

5)&: Police Report

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Interaction 4 As a class, ask each group to report on the

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