2.3 New Total English - Pre-Intermediate (Photocopiables)

Contents
Activity Language focus Activity name
Unit 1
Vocabulary daily routine 24-hour quiz
Grammar 1 likes and dislikes How well do you know your
partner?
Grammar 2 Present Simple; adverbs of frequency How often … ?
Grammar 3 Present Continuous: now and around now What are you doing in London?
Communication describe your learning needs What are you learning?
Unit 2
Vocabulary music Pelmanism
Grammar 1 Past Simple Historical fact or fiction?
Grammar 2 Present Perfect Simple: experience How many people have … ?
Grammar 3 questions A question of music
Communication explain why you like a piece of music Musicians’ party
Unit 3
Pronunciation silent letters Silent letter maze
Grammar 1 be going to: future plans What are they going to do?
Grammar 2 Present Continuous: future arrangements A perfect weekend
Grammar 3 defining relative clauses It’s a place where …
Communication contribute to a simple discussion Unusual restaurants
Unit 4
Vocabulary describing people Personality quiz
Grammar 1 comparative adjectives Comparison challenge
Grammar 2 superlative adjectives World records
Grammar 3 indirect questions Ask politely
Communication agree on choices with other people Planning a holiday
Unit 5
Pronunciation connected speech Can you hear it?
Grammar 1 should, have to, can: obligation and permission Rules and customs
Grammar 2 Present Perfect Simple: for and since How long have you … ?
Grammar 3 used to: past habits What did life use to be like
before?
Communication tell someone’s life story Who is married to whom?
Unit 6
Pronunciation diphthongs Matching sounds
Grammar 1 will, may, might: prediction What will happen to Peter’s Bay?
Grammar 2 countable and uncountable nouns Find the difference
Grammar 3 too, too much/many, (not) enough What a terrible evening!
Communication explain your preferences A weekend with friends
Photocopiable © Pearson Education Limited 2011

Contents
Activity Language focus Activity name
Unit 7
Vocabulary parts of the body Find the word
Grammar 1 First Conditional Advertising promises
Grammar 2 gerunds and infinitives What type of person?
Grammar 3 stop, try, remember: gerunds and infinitives What’s my problem?
Communication discuss how you feel Stressful situations
Unit 8
Vocabulary speed; measurements The speed quiz
Grammar 1 Present Simple Passive Do you know your geography?
Grammar 2 prepositions of time At midnight on Mondays in May
Grammar 3 Past Continuous and Past Simple Who did it?
Communication talk for an extended period on a familiar topic Giving a presentation
Unit 9
Pronunciation changing word stress Matching patterns
Grammar 1 can, could, be able to: ability Who is the dance teacher?
Grammar 2 adverbs of manner The adverbs game
Grammar 3 Past Simple Passive An unsuccessful criminal
Communication take part in a simple negotiation Negotiated solutions
Unit 10
Vocabulary -ed and -ing adjectives Being interested in interesting
things
Grammar 1 Present Perfect Simple: just, yet, already Already done it?
Grammar 2 verbs with two objects Who has done what?
Grammar 3 Past Perfect Simple Explain that!
Communication talk about a journey Why did that happen?
Unit 11
Vocabulary phrasal verbs Is it correct?
Grammar 1 would: past habits School reunion
Grammar 2 articles Making a story
Grammar 3 will and be going to: decisions and plans Class party
Communication justify your opinions about people Which candidate, which job?
Unit 12
Vocabulary money The money game
Grammar 1 Second Conditional Crazy sentences
Grammar 2 reported speech What did you say?
Grammar 3 both, either, neither Adam’s family
Communication ask survey questions and report the results Could I ask you a few questions?

1 Communication
describe your learning needs
What are you learning?

Student A
Find someone who is learning to do something on the computer. Ask the questions.
1 Why are you learning it?
2 Do you have a teacher?
3 How often do you practise/study?
4 What do you find difficult?
5 How good do you think you are at it?
6 What do you want to work on?
$
Student B
Find someone who is learning a new hobby. Ask the questions.
$
Student C
Find someone who plays a sport. Ask the questions.
3 How often do you practise?
$
Student D
Find someone who is learning another language (not English). Ask the questions.

1 Communication
describe your learning needs
What are you learning?

Target language: describe your learning needs
Activity type: class mingle
When to use: Use this activity after the Unit 1 Communication.
Time: 20 minutes
Preparation: Photocopy and cut up one card for each student.
Procedure
Give one card to each student and tell them to read it. Tell students to mingle and to ask
each other what they are learning. When they find someone learning the thing on their card
they can ask their questions. Tell students to make a note of their partners’ answers.
When they have finished, put students into groups so that all the Student As work together,
all the Student Bs work together, all the Student Cs work together and all the Student
Ds work together. Then ask students to discuss their results and prepare to feed back to
the rest of the group, e.g. The students are learning to do lots of different things on the
computer. Two people are learning to use Photoshop … .
Get feedback from the whole class.

1 Grammar 1
likes and dislikes
How well do you know your partner?

1 Look at the pictures. Which picture shows: A B C
1 someone listening to heavy rock music?
2 someone going to a party?
3 someone doing English homework?

E F
4 snakes? D G
5 fast food?
6 someone doing sport?
7 someone having a lie-in?

J
8 someone chatting on his/her mobile? H I
9 babies?
10 someone speaking in public?
2 How well do you know your partner? Complete the sentences about your partner with the correct form of the phrases
from the box.
absolutely love be quite keen on not like really like don’t mind
can’t stand quite like not be very keen on really hate
1 My partner ________________ listening to heavy rock music. 6 My partner ________________ doing sport.
2 My partner ________________ going to parties. 7 My partner ________________ having a lie-in.
3 My partner ________________ doing English homework. 8 My partner ________________ chatting on his/her mobile.
4 My partner ________________ snakes. 9 My partner ________________ babies.
5 My partner ________________ fast food. 10 My partner ________________ speaking in public.
3 Check your answers with your partner.
I think you really hate listening to heavy rock.

No, you’re wrong. I absolutely love it, especially
ACDC early in the morning.

1 Grammar 1
likes and dislikes
How well do you know your partner?

Target language: likes and dislikes
Activity type: guessing activity
When to use: Use this activity after Lesson 1.1.
Time: 25 minutes
Preparation: Photocopy one worksheet for each student.
Procedure
Put students into pairs. It is a good idea to check that none of the pairs know each other
too well (e.g. best friends, family members, etc.). If they do, rearrange the class a little.
Give each student a copy of the worksheet and tell them to match the pictures and the
activities in exercise 1. When they have finished, check the answers with the class.
Then tell students to complete the sentences in exercise 2 for their partner. This part
is done in silence with students using their knowledge and their imagination. Then tell
students to check their answers, ticking or crossing their answers and correcting any which
were wrong. Encourage them to speak as much as possible about their likes and dislikes,
as in the example given.
Get feedback from the whole class and their correct or incorrect guesses.
Answers
1 G 2 F 3 H 4 A 5 I 6 C 7 B 8 D 9 J 10 E

1 Grammar 2
Present Simple; adverbs of frequency
How often … ?
$
1 2
Find someone who: Find someone who:
a never reads a newspaper. ____________ a hardly ever goes to the cinema. ____________
b usually reads in bed. ____________ b often goes to the theatre. ____________
c sometimes reads in English. ____________ c never stays in and watches DVDs. ____________
3 4
a never shops on the Internet. ____________ a hardly ever meets friends at the weekend. __________
b usually buys food at a supermarket. ____________ b sometimes goes clubbing. ____________
c hardly ever goes shopping for clothes. ____________ c doesn’t often go to concerts. ____________
5 6
a always does sport at the weekend. ____________ a usually eats fast food. ____________
b never watches sport on TV. ____________ b never drinks coffee. ____________
c sometimes listens to sport on the radio. ____________ c hardly ever eats breakfast. ____________
7 8
a often wears a hat. ____________ a often travels by plane. ____________
b usually wears a T-shirt. ____________ b always walks to school/work. ____________
c hardly ever wears jeans. ____________ c never catches a bus. ____________
9 10
a usually stays at home during the holidays. _________ a is hardly ever tired. ____________
b never goes abroad. ____________ b is always happy. ____________
c hardly ever sunbathes. ____________ c is often angry. ____________

1 Grammar 2
Present Simple; adverbs of frequency
How often … ?
Target language: Present Simple; adverbs of frequency
Time: 20 minutes
Procedure
Preteach abroad and check any other vocabulary you think students may have problems
with. Give one card to each student and tell them to ask the other members of the class
the question How often … ? Students answer the question using an adverb of frequency.
When they find a student who corresponds to a sentence they write their name in the space
provided. Students can write more than one name if they have time.
Before you begin, check students know how to form the correct question. Point out that
on the cards the sentences are written in third person singular and the question must be
formed in second person singular. Pay special attention to the student who has card ten as
here the verb to be is used and the question structure is slightly different.
Students mingle in order to ask and answer questions. Get feedback from the whole class
about their findings and ask them to make sentences about their classmates in the third
person singular or plural (if they have found more than one person).

1 Grammar 3
Present Continuous: now and
around now
What are you doing in London?

$
You are an actress/actor. You are a writer.
You are making a film in London. You are writing a book in London.
What is it called and who are you working with? What is it called and what is it about?
___________________________________ ___________________________________
Where are you from? _________________________ Where are you from? _________________________
Do you like London? yes/no Do you like London? yes/no
Are you having a fantastic/good/bad/terrible time at the Are you having a fantastic/good/bad/terrible time at the
party? Why? ___________________________________ party? Why? ___________________________________
You are a singer. You are a film director.

You are making a new record in London. You are making a film in London.
What is it called and what type of music is it? What is it called and who are you working with?
___________________________________ ___________________________________
You are a famous sportsperson. You are a TV presenter.

You are training for a competition in London. You are making a TV programme in London.
Which competition and where is it going to be? What is the programme about?
___________________________________ ___________________________________
$
actress/actor writer singer film director sportsperson TV presenter
Why is he/she in
London?
Where is he/she
from?
Does he/she like

London?
Is he/she enjoying
the party?

1 Grammar 3
Present Continuous: now and
around now
What are you doing in London?

Target language: Present Continuous: now and around now
Time: 30 minutes
Preparation: Photocopy and cut up one role card and one table for each student.
Procedure
Tell students they are going to a VIP party in London. Give each student a role card and tell
them to read and think of answers to the questions using their imagination. Give them two
minutes to fill in the information on their role card.
Then give each student a copy of the table. If there are six or more students, tell them they
have to find a person for each category (actor, singer, etc.) and complete the information.
If there are fewer than six students, tell students to complete their own information first
in the table before looking for the other students. Check students know which questions
to ask before they begin. Tell students to mingle and get as much information as possible
from their classmates in order to complete the table.
When they have finished, get feedback from the class. Ask them to report back in the third
person singular and use both the Present Simple and Present Continuous.

1 Vocabulary
daily routine
24-hour quiz
$
Student A Student B
a go for a walk a do nothing
b three hundred and sixty-five b early
c chat c check your emails
d lunch d take
e go clubbing e exercise
f get up f half past three
g nine o’clock g breakfast
h week h fifty-two
i quarter past five i weekend
1 Answer the questions using the words above (a–i). 1 Answer the questions using the words above (a–i).
1 What do seven days make? ________________ 1 What is the opposite of late? ________________
2 How many days are there in a year? ________________ 2 If you don’t work, study or play, what do you do?
________________
3 What can you do with your dog? ________________
3 What is the same as Saturday and Sunday together?
4 What’s a different way of saying five fifteen?
________________
________________
4 How many weeks are there in a year? ________________
5 What can you do with friends on the phone or the Internet?
________________ 5 What other verb means to get a train or bus? ________________
6 What meal do the British usually eat at 12:30? 6 What can you do at the gym? ________________
________________
7 What’s a different way of saying three thirty? ________________
7 What’s the opposite of go to bed? ________________
8 What meal do we eat in the morning? ________________
8 What time do the British often start work? ________________
9 What do you do to read messages on your computer?
9 What do you do if you want to dance? ________________ ________________
2 Listen to your partner’s questions and complete the 2 Listen to your partner’s questions and complete the
answers (1–9). answers (1–9).
1 e __ __ __ __ 1 w __ __ __
2 d __ n __ __ __ __ __ __ 2 t __ __ __ __ h __ __ __ __ __ __ a __ __ s __ __ __ __ - f __ __ __
3 w __ __ __ __ __ __ 3 g __ f __ __ a w __ __ __
4 f __ __ __ __ - t __ __ 4 q __ __ __ __ __ __ p__ __ __ f __ __ __
5 t __ __ __ 5 c __ __ __
6 e __ __ __ __ __ __ __ 6 l __ __ __ __
7 h __ __ __ p __ __ __ t __ __ __ __ 7 g __ __ u __
8 b __ __ __ __ __ __ __ __ 8 n __ __ __ o’ __ __ __ __ __
9 c __ __ __ __ y __ __ __ e __ __ __ __ __ 9 g __ c __ __ __ __ __ __ __

1 Vocabulary
daily routine
24-hour quiz
Target language: daily routine
Activity type: quiz
When to use: Use this activity at the end of Unit 1.
Time: 20 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students.
Procedure
Divide the class into pairs. Give half the pairs a Student A worksheet and the other half a
Student B worksheet. Tell students to answer the questions in exercise 1 by choosing words
from the first section, a–i. Go around the class and help students with any problems and
check they have the right answers.
Then rearrange the class into groups so that two Student As work with two Student Bs. Tell
students to ask and answer each other’s questions in exercise 2 and to write their answers
in the spaces. Each team gets one point for each correct answer.

2 Communication
explain why you like a piece of music
Musicians’ party
Part 1
$
You are an OPERA SINGER. You are a CLASSICAL PIANIST.
You have sung at the Sydney Opera House five times. You have won lots of prizes, because you are the world’s
Your favourite types of music are opera and heavy metal. number 1 classical musician.
Your favourite song/piece of music is ________________ . Your favourite song/piece of music is ________________ .
You like it because ________________ . You like it because ________________ .
You do not like rap and pop music. But you do not like classical music. And you hate rap –
you don’t like all the rude words in the songs.
Your tastes in music
classical 
classical 
opera 
opera 
jazz 
jazz 
pop 
pop 
heavy metal 
heavy metal 
rap 
rap 
You are a DRUMMER in a heavy metal band. You are a RAPPER.

You have toured all over the world. You finished a tour last You have recorded thirty-two albums. You love rap and
week (but you can’t remember where you went to). you like classical music.
You like lots of different kinds of music. Your favourite Your favourite song/piece of music is ________________ .
song/piece of music is ________________ . You like it You like it because ________________ .
because ________________ . You do not like heavy metal or pop music.
You do not like classical music or opera. And you think
jazz is really boring. Your tastes in music
classical 
opera 
classical 
jazz 
opera 
pop 
jazz 
heavy metal 
pop 
rap 
heavy metal 
rap 
$
Part 2
Student 1 Student 2 Student 3

what/do?
achievements/experiences
what music/really like?
what/favourite song/piece
of music? Why?
what/music/not like?

2 Communication
explain why you like a piece of music
Musicians’ party
Target language: explain why you like a piece of music
Activity type: roleplay
When to use: Use this activity after Unit 2 Communication.
Time: 35 minutes
Preparation: Photocopy and cut up one role card and one table for each student.
Procedure
Put students into groups of four. Give each student a role card. Explain that they are
musicians at a party in New York. Give them five minutes to read through their role cards.
Explain that at this party they are going to meet and talk about music with other musicians.
They must ask each other questions to complete the table and see what they have in
common with each other. Elicit the questions they need to ask to complete the table.
Encourage them to discuss what music and songs they like/dislike and why.
When they have finished, get feedback from each group.

2 Grammar 1
Past Simple
Historical fact or fiction?

Student A
have (×2)
1 Two British men, Alcock and Brown, _________________ from non-stop from Canada to Ireland in 1919. fly
2 The first modern Olympic Games _________________ in Buenos Aires in 1896. arrive
3 The year 1752 _________________ 354 days. paint
travel
4 Diana Ross _________________ a number 1 single every year between 1964 and 1996.
study
5 Gandhi _________________ in Australia when he was a young man. be (×2)
6 Until 1965, people _________________ on the left of the road in India. die
7 Yuri Gargarin was the first man who _________________ in space.
drive
record
8 The White House was red before they _________________ it white.
9 Christopher Columbus first _________________ in America in 1492.
10 Hastings Banda _________________ President of Malawi until he was eighty-four.
11 British writers C.S. Lewis and Aldous Huxley _________________ on the same day as Princess Diana.
12 Louis Armstrong _________________ the song Wonderful World in 1968, when he was sixty-seven.
$
Student B
have (×2)
1 Two British men, Alcock and Brown, _________________ from non-stop from China to Ireland in 1919. fly
2 The first modern Olympic Games _________________ in Athens in 1896. arrive
travel
4 Diana Ross _________________ a number 1 album every year between 1964 and 1996.
study
5 Gandhi _________________ in England when he was a young man. be (×2)
6 Until 1965, people _________________ on the left of the road in Sweden. die
7 Neil Armstrong was the first man who _________________ in space. drive
record
8 The White House was pink before they _________________ it white.
10 Hastings Banda _________________ President of Malawi until he was ninety-four.
11 British writers C.S. Lewis and Aldous Huxley _________________ on the same day as Michael Jackson.
12 Bob Marley _________________ the song Wonderful World in 1968, when he was sixty-seven.
$
Student C
have (×2)
1 Two British men, Alcock and Brown, _________________ from non-stop from Ireland to Australia in 1919. fly
2 The first modern Olympic Games _________________ in Moscow in 1896. arrive
travel
4 Diana Ross _________________ a hit single every year between 1964 and 1996.
study
5 Gandhi _________________ in Canada when he was a young man. be (×2)
6 Until 1965, people _________________ on the left of the road in Egypt. die
7 Buzz Aldrin was the first man who _________________ in space. drive
record
8 The White House was grey before they _________________ it white.
10 Hastings Banda _________________ President of Malawi until he was 104.
11 British writers C.S. Lewis and Aldous Huxley _________________ on the same day as President Kennedy.
12 Cliff Richard _________________the song Wonderful World in 1968, when he was sixty-seven.

2 Grammar 1
Past Simple
Historical fact or fiction?

Target language: Past Simple
Activity type: gap-fill exercise
Time: 25 minutes
Procedure
Divide the class into three groups. Give one group the Student A worksheets, one group the
Student B worksheets and one group the Student C worksheets. Tell them to complete the
sentences with the verbs from the box in the correct tense (Past Simple).
Tell them that only four of their sentences are true and the other eight are false. Tell them to
work together to decide which four they think are true.
Rearrange the class so that a Student A works with a Student B and a Student C. Explain
that for each sentence one student has the true information and the other two have false
information. Tell them to discuss the sentences and decide which student has the correct
information for each sentence.
Answers
1 flew 2 were 3 had 4 had 5 studied 6 drove 7 travelled 8 painted 9 arrived 10 was
11 died 12 recorded
1 A 2 B 3 A 4 C 5 B 6 B 7 A 8 C 9 C 10 B 11 C 12 A

2 Grammar 2
Present Perfect Simple: experience
How many people have … ?

$
1 How many people in the class have been abroad? 2 How many people have seen all the Harry Potter films?
Which country did they like the most? Which one did they prefer?
____________________________________________ ____________________________________________
3 How many people have argued with a teacher? 4 How many people have run a marathon?
What did they argue about? When did they do it?
____________________________________________ ____________________________________________
5 How many people have met a famous singer? 6 How many people have been on TV?
Who was it? Did their family see them?
____________________________________________ ____________________________________________
7 How many people have sung in public? 8 How many people have been to a classical concert?
Where did they sing? Did they enjoy it?
____________________________________________ ____________________________________________
9 How many people have broken a part of their body? 10 How many people have had more than one job?
Which part did they break? What did they do?
____________________________________________ ____________________________________________

2 Grammar 2
Present Perfect Simple: experience
How many people have … ?

Target language: Present Perfect Simple: experience
Time: 20 minutes
Preparation: Photocopy and cut up one role card for each student.
Procedure
Give one card to each student and tell them to read the information. Explain that students
have to find out how many people in the class have done the thing that is written on their
card by asking the question: Have you … ? Students can write the question on their card.
Point out that with some of the questions students may have to use Have you ever ... ? If a
student has done this thing, students should ask for extra information, this time in the Past
Simple. Tell students to mingle and ask the questions. Students can either make a note of
the answers or they can try to remember.
When they have finished, get feedback from different members of the class. If there are
more than ten students, you can put students with the same card together so that they can
compare information before the feedback session.

2 Grammar 3
questions
A question of music
Student A
1 Who did Eminem sing/Eminem sang the duet Stan with?
a Dido b Alicia Keys c Madonna
2 In The Beatles, what instrument played Ringo Starr/did Ringo Starr play?
a guitar b piano c percussion
3 Who’s/Whose album is Alma Mater (one of the top classical albums of 2010)?
a Nelson Mandela b Pope Benedict XVI c Ex-President George Bush
4 Does/Is Robbie Williams a member of the band Take That?
a yes b no c not anymore – he left the band in 1995
5 How many keys does a piano have/a piano has?
a 44 b 66 c 88
6 Where did/do the band U2 first meet?
a at school in Dublin b at university in London c on holiday in Barcelona
7 ____________________________________________________________________________________________ ?
a b c
8 ____________________________________________________________________________________________ ?
a b c
Fold here
Student A: 1 a 2 c 3 b 4 c 5 c 6 a
Answers
$
Student B
1 How many/much strings does a violin have?
a four b five c six
2 Can you/You can listen to music on the London underground?
a yes b no c only using earphones
3 Is/Are Alicia Keys Jamaican?
a yes b no c not exactly – she’s half Jamaican (and quarter Irish and quarter Italian)
4 Taiwanese band S.H.E. is one of Asia’s top pop groups. But what does S.H.E. mean/what does S.H.E. means?
a S, H and E are the first letters of the singers’ names. b S.H.E. means ‘Seriously Huge Everywhere’.
c SHE means music in Chinese.
5 What/Who is Madonna’s real name?
a Madonna Madonna b Madonna Smith c Madonna Louise Veronica Ciccone
6 What was/were Lady Gaga’s first number one single?
a Just dance b Poker face c Alejandro
7 ____________________________________________________________________________________________ ?
a b c
8 ____________________________________________________________________________________________ ?
a b c
Fold here
Student B: 1 a 2 c 3 c 4 a 5 c 6 a
Answers
2 Grammar 3
questions
A question of music
Target language: questions
Activity type: quiz
Time: 30 minutes
Procedure
Divide the class into pairs. Give half the pairs a Student A worksheet and the other half
a Student B worksheet. Make sure that you fold the worksheets so that students cannot
see the answer key. Tell students to choose the correct question form and to cross out the
incorrect one.
Then tell students to answer the questions (you could allow them to research on the
Internet if possible).
Let students check the answers to their questions by unfolding the answer key. Tell each
pair to write two more questions about music, giving three options, one of which must be
correct.
Then rearrange the class into groups so that two Student As work with two Student Bs. The
students take turns to ask each other the questions, awarding two points for each correct
answer.
Answers
Student A: 1 did Eminem sing 2 did Ringo Starr play 3 Whose 4 Is 5 does a piano have
6 did
Student B: 1 many 2 Can you 3 Is 4 what does S.H.E. mean 5 What 6 was
Quiz:
Student A: 1 a 2 c 3 b 4 c 5 c 6 a
Student B: 1 a 2 c 3 c 4 a 5 c 6 a

2 Vocabulary
music
Pelmanism
$
the main song from a film THEME SONG
recorded music from a film SOUNDTRACK
to get music (or programs) from the Internet onto a

computer
DOWNLOAD
a person who writes music (especially classical music) COMPOSER
a piece of music for two singers or players DUET
when a song or album is number 1 in sales TOP OF THE CHARTS
the person in a band who sings LEAD SINGER
the part of a song which the singer repeats CHORUS
something that was unsuccessful, e.g. a song that people

didn’t like or buy
FLOP
one song (not a number of songs) that you can pay for as
a CD or download
SINGLE
the words of a song LYRICS
pop music from South America LATIN
a group of people who play music together, especially

pop, rock or jazz
BAND

2 Vocabulary
music
Pelmanism
Target language: music
Activity type: pelmanism
Time: 20 minutes
Preparation: Photocopy and cut up one set of cards for each group of students. (Use
different coloured sheets of paper for this, if possible).
Procedure
Put students into groups of four (or three) and arrange the classroom so that each group
is seated around a table. Ask students to put the cards face down. One student starts by
turning over a small card (a word or phrase) and putting it face up in the same place on the
table. He/she then turns over a large card (a definition) and leaves it face up in the same
place on the table. If the word/phrase and the definition match, the student wins the pair
and repeats the procedure with a second pair of cards. However, if the cards do not match,
the student must turn over both cards so that they are once again face down and then the
next player takes their turn. The winner is the player with the most pairs at the end of the
game. During the game, monitor closely, ensuring that the pairs have been matched up
correctly and that cards are being left face up in the same place for long enough for other
players to see which cards were where.
Once students know the words, give them practice at using them in sentences. Put students
into groups of four and give each group the words (but not the definitions). Tell students to
make sentences using the words and they can keep the card if they use the word correctly.
The winner is the one who collects the most cards.
Alternatively, tell students to place the words face down on the table. They then take turns
to turn over any two of the words and make a sentence using both of them. So if a student
turned over lead singer and flop, they could say: The lead singer left the band because their
last album was a flop.

3 Communication
contribute to a simple discussion
Unusual restaurants
name of restaurant location (city and food reason why it is unusual
country)
$
$
Student A Student B
There is a restaurant in The Netherlands that is very Isdaan is a really interesting restaurant in Gerona in the
different. The staff are all children. Some of them are Philippines. A lot of people bring their cameras here,
just five years old. There is always an adult there to because there’s so much to take photos of. The best
help of course, but the children write the menus (they thing is the wall for angry people. You can buy cups and
serve international food), do all the cooking, serve the plates and then throw them at the wall to break them. If
food and add up the bill. If you want to go, it’s called you’re really angry, you can even buy a new TV and then
KinderKookKafe and it’s in Amsterdam. But you’ll have to break it! It gets very noisy of course. But because they
book, because it’s very popular! serve fast food, you don’t have to stay there for too long!
Student C Student D
Have you ever had lunch with an astronaut? If the answer ‘Eat as you like and pay as you feel’ says a sign in the
is ‘yes’, then you’ve probably been to the Kennedy Space Annalakshmi Restaurant in Perth, Australia. It serves
Centre Restaurant, near Orlando, Florida, US. You book Indian food, but you don’t get a bill after your meal.
a table online, so you can have lunch with your favourite You just pay what you want. So if you aren’t happy,
astronaut! And while you have your grilled chicken and you don’t pay much. All the money is used to help poor
potatoes, you listen to the astronaut’s stories! people in India.

3 Communication
contribute to a simple discussion
Unusual restaurants
Target language: contribute to a simple discussion
Activity type: information gap
Time: 20 minutes
Preparation: Photocopy one information card and one table for each student.
Procedure
Tell students they are going to read and talk about four of the most unusual restaurants
in the world. Ask students if they know of any unusual restaurants, or if they can suggest
what might happen in the world’s most unusual restaurant.
Divide the class into four groups. Give one group the Student A worksheets, one group
the Student B worksheets, one group the Student C worksheets and the last group the
Student D worksheets. Tell students to read their text and find what is unusual about their
restaurant.
Give each student a copy of the table. Explain that they are going to complete the table
by asking students in other groups questions to find out information about the other
restaurants. Elicit the questions they will need to ask to find the information, e.g. What’s
the name of the restaurant?/What’s the restaurant called? Where is it?/Which city/country
is it in? What food do they serve there?/What can you eat there? Why is it unusual?/What
is unusual about it? Put students into pairs within their groups and ask them to practise by
asking and answering the questions. Tell them to complete the table with the information
about their restaurant.
Then rearrange the class into groups of four so that a Student A works with a Student
B, a Student C and a Student D. Tell them to ask and answer the questions, discuss the
restaurants and complete the table.
When they have finished, tell students to decide which one they would like to visit together
and why.
Answers
name of restaurant location (city and food reason why it is
country) unusual
KinderKookKafe Amsterdam, The international Young children

Netherlands cook and wait.
Isdaan Gerona, fast food Customers can

Phillippines break things.
Kennedy Space near Orlando, US grilled chicken and Customers eat with
Centre Restaurant potatoes an astronaut.
Annalakshmi Perth, Australia Indian Customers pay

Retaurant what they want.

3 Grammar 1
be going to: future plans
What are they going to do?

1 2 3
4 5 6
7 8 9
10 11 12

3 Grammar 1
be going to: future plans
What are they going to do?

Target language: be going to: future plans
Activity type: memory game
Time: 25 minutes
Preparation: Photocopy one worksheet for each pair of students.
Procedure
Put students into pairs. Give a copy of the worksheet to each student or pair of students.
Tell them to discuss what they think the people are going to do in each picture. Go around
the class and help with any vocabulary they might need and check that students are using
the tense correctly.
When they have finished, tell students they are going to play a memory game. Student A
looks at the worksheet, holding it so that Student B can’t see it and asks a question, e.g. In
picture 3, is he going to make a cake? The other student answers: Yes, he is! or No, he isn’t.
The student asks five questions and then they change roles.
As follow-up, ask students to talk about their own future plans with reference to the
pictures.
Answers
1 They are going to rob the bank. 2 They are going to go on holiday. 3 He’s going to
make a cake. 4 She’s going to learn to drive. 5 They’re going to play football.
6 She’s going to see a film. 7 He’s going to give up chocolate. 8 She’s going to buy a
new car. 9 They’re going to go fishing. 10 He’s going to build a house. 11 She’s going
to buy some food. 12 He’s going to open a restaurant.

3 Grammar 2
Present Continuous: future
arrangements
A perfect weekend
1 Arrange a perfect weekend with your partner. Plan eight activities and write them in your diary. Choose from the
ideas below and/or use your own ideas, e.g. having dinner with Britney Spears, playing tennis with Peter.
• have breakfast/lunch/dinner (what type of restaurant?) • go clubbing (where?)
• play a sport (what type?) • visit a museum (which one?)
• go to the cinema/theatre/opera to see (what?) • go shopping (for what?)
• meet a famous person (who?) • do nothing
• go to a place (where?) • study (what?)
• have a lie-in (why?) • play a game (what?)
• go to a live concert (what band?) • go for a walk (where?)
FRIDAY SATURDAY SUNDAY

9 a.m.
12:30 p.m.
4 p.m.
7 p.m.
10 p.m.
2 Now talk to other members of the class. Try to persuade one more person to do the activities you have chosen with
your partner. Write his/her name next to the activity. If someone persuades you to do something in your free squares,
write down the activity.
A: Why don’t you come for a walk in the mountains with me and Lola at 9 o’clock on Sunday morning?
B: No, thank you. I’m having a lie-in on Sunday. What are you doing on Friday afternoon? I’m going shopping in Paris.
Do you want to come?
3 Grammar 2
Present Continuous: future
arrangements
A perfect weekend
Target language: Present Continuous: future arrangements
Time: 20 minutes
Procedure
Put students into pairs and give each student a copy of the worksheet. Tell them to work
together to make arrangements for a perfect weekend. Encourage them to discuss the
options and to come to a compromise about what they are going to do. Students write
these things down in the diary, leaving some spaces free.
Then tell students to mingle with other classmates. Tell them to try to persuade one student
to do each activity with them and write the name in the diary next to that activity. They also
complete their free spaces with activities they have been persuaded to do. The winner is
the first person to find somebody to do all the activities with them.

3 Grammar 3
defining relative clauses
It’s a place where …

$

3 Grammar 3
defining relative clauses
It’s a place where …

Target language: defining relative clauses
Activity type: guessing activity
Time: 20 minutes
Preparation: Photocopy and cut up one set of cards for each group of students.
Procedure
Divide the class into groups of four (five or six if numbers demand it) and within each group
put students into two teams, each consisting of at least two students. Give each group a set
of cards and tell them to put them face down. Tell the teams to toss a coin or throw a dice
to see who goes first. One student takes a picture and describes it to the other members of
his/her team, using defining relative clauses e.g. It’s a person who … , It’s a place where ... ,
It’s a thing which ... . Tell students they have thirty seconds to describe it. If a team member
guesses correctly, they keep the card. If not, it is put on a separate used pile. Then a
member of the other team has a go. This continues until all the cards have been used.
The winners are the team which has the most cards at the end.

3 Pronunciation
silent letters
Silent letter maze

1 2 3 4 5 6 7
wrong knife write yes argument syrup present
START
8 9 10 11 12 13 14
pasta menu yoghurt lemon grand enjoy plan
15 16 17 18 19 20 21
spicy lamb know music Wednesday talk calm
22 23 24 25 26 27 28
diet why seven plum cousin problem vegetable
29 30 31 32 33 34 35
recipe receipt comb potatoes autumn Friday who
FINISH
(35) (28) (21) (20) (19) (26) (33) (32)

3 Pronunciation
silent letters
Silent letter maze

Target language: silent letters
Activity type: paired maze activity
Time: 25 minutes
Preparation: Photocopy one worksheet for each group of students. If you have access
to dictionaries which include the pronunciation of the words, or an online pronouncing
dictionary, it would be helpful for each group of students.
Procedure
Put students into groups of three and give one worksheet to each group. Explain that the
worksheet is a maze. They must start at number 1 (the start square) and get to number 35
(the finish) by moving around the board from box to box of words with silent letters. There
is only one possible route. They may move horizontally and vertically, but not diagonally.
If any of the groups finish early, tell them to identify the silent letters in the boxes to work
out the message.
Answers
START wrong, knife, write, yoghurt, know, lamb, why, receipt, comb, potatoes, autumn,
cousin, Wednesday, talk, calm, vegetable, who
Message: Well done!

3 Vocabulary
numbers
Write the right number

Student A
1 Read the numbers to your partner.
a 15 f 130 k
% 01186 587523
b
¿ 2:30 g 19 l 600
c 121 h
¿ 5:40 m 60
d
¿ 5:55 i 50,000,000 n 130
e 16,000 j
% 01866 877432 o
¿ 3:20
2 Write the numbers you hear in the table.

a f k
b g l
c h m
d i n
e j o
$
Student B
1 Read the numbers to your partner.
a
% 01855 875523 f 6000 k
% 01886 578234
b 113 g 15,000,000 l
¿ 12:15
c
¿ 2:20 h 50 m 140
d 17 i
¿ 8:05 n 70
e
¿ 4:55 j
¿ 8:45 o 5,000,000,000
2 Write the numbers you hear in the table.

a f k
b g l
c h m
d i n
e j o

3 Vocabulary
numbers
Write the right number

Target language: numbers
Activity type: paired information gap
Time: 20 minutes
Procedure
Put students into pairs. Give each pair a Student A and Student B worksheet. Tell students
not to show their worksheets to each other.
Tell students to read the numbers to their partner, who writes down the numbers that they
hear. Sometimes these numbers are phone numbers and sometimes they are times (shown
by the symbols). Monitor the pairs to make sure they are not showing their worksheets to
each other.
When they have read, listened to and written down all the numbers, tell students to
compare the numbers they have written with the numbers that were read to them. The
winner is the first pair to finish with all the correct answers.

4 Communication
agree on choices with other people
Planning a holiday
$
$
mobile phone map satellite navigation
sun cream book first-aid kit
MP3 player tent chocolate

4 Communication
agree on choices with other people
Planning a holiday
Target language: agree on choices with other people
Activity type: roleplay/negotiation
Time: 20 minutes
Preparation: Photocopy and cut up one worksheet for each group of students.
Procedure
Put students into groups of four (or three or five, depending on numbers). Explain that they
are going on a long journey together and must decide what to take.
Give out the nine picture cards and explain that they must arrange the cards on the
diamond, with the most important object at the top, followed by the two next most
important things, etc., with only the least important at the bottom. Tell students to work
together to agree which items are the most useful.
Get feedback from each group.

4 Grammar 1
comparative adjectives
Comparison challenge
TRAIN YOU MOUNTAIN CANADA
? ?
CLIMBING
RUSSIA
START BUS TEACHER SWIMMING
(big)
(comfortable) (tall) (dangerous)
EXAM MEXICO CITY LION ICE CREAM
? ? ?
KOLKATA
PARTY
(FROM CAPE MOUSE FRUIT
(bad) TOWN)
(far) (dangerous) (delicious)
SNAKES RUNNING OPERA THEATRE
INSECTS
(disgusting)
WALKING
(energetic)
? JAZZ
(relaxing)
? CINEMA
(expensive)
?
MEAT SATURDAY BREAKFAST 12 p.m. IN A BABY’S
? ?
PARIS HAND
VEGETABLES
MONDAY LUNCH 12 p.m. IN MOUSE
(cheap) ISTANBUL
(good) (early) (late) (small)
PASTA ENGLISH MATHS
? RICE
(nice)
? YOUR
LANGUAGE
(difficult)
? HISTORY
(easy)
FINISH
$
Student A Student B
1 What’s the comparative of good? (better) 1 What’s the comparative of bad? (worse)
2 What’s the comparative of far? (further) 2 How do you spell the comparative of happy? (h-a-p-p-i-e-r)
3 Is this sentence correct? Peter is more tall than me. 3 Is this sentence correct? This book is more boring than
(7 – taller) that one. (3)
4 How do you spell the comparative of hot? (h-o-t-t-e-r) 4 What’s the comparative of crazy? (crazier)
5 What’s the missing word? She arrived later me. 5 What’s the missing word? She isn’t intelligent as me.
(later than me) (as intelligent as)
6 What’s the missing word? I am beautiful than my sister 6 What’s the missing word? We are better at sport them.
(more beautiful than) (sport than them)
7 Can you name a meal later than lunch? (dinner or supper) 7 Can you name an animal smaller than a cat? (e.g. bird)
8 What’s the opposite of longer? (shorter) 8 What’s the opposite of more expensive? (cheaper).

4 Grammar 1
comparative adjectives
Comparison challenge
Target language: comparative adjectives
Activity type: board game
Time: 25 minutes.
Procedure
Put students into pairs. Give a copy of the board game, a dice, a Student A and a Student B
worksheet to each pair of students. Explain the rules and make sure that students know
how to play the game. Tell students they throw a dice and move that number of squares. If
the square has words, tell them to make a comparative sentence. If the square has a ?, their
partner asks them a question. If the student gets it right, tell them to stay where they are. If
they get it wrong, they go back two squares.
Tell students to roll the dice to see who goes first, the person with the highest number goes
first. Then students move around the board making comparative sentences with the words
provided or answering their partner’s question when they land on a ? square. If students
answer all eight of these questions, they no longer have to do anything on the ? square. The
winner is the first to reach the finish.
NB: Mexico City is further from Cape Town than Kolkata is. (Cape Town – Mexico City =
8,500 miles. Cape Town – Kolkata = 6,000 miles)

4 Grammar 2
superlative adjectives
World records
$
1 2
The ______________ (long) rabbit ears in the The world’s ______________ (popular) tourist destination
world are … is France. The number of visitors to France is …
3 4
The Vatican, in Rome, is the world’s ______________ The world’s ______________ (tall) building is …
(small) country. Its area is …
5 6
The ______________ (small) cinema in the world is The ______________ (fast) animal on land is the
in Rome and it has … cheetah, which can run at …
7 8
The world’s ______________ (large) stir-fry was at The world’s ______________ (heavy) apple was …
Wesvalia High School in South Africa. It weighed …
9 The Royal Villa at Lagonissi, Greece, 10

is the world’s ______________ (expensive) hotel. The world’s ______________ (tall) man was the
One night there costs … American Robert Wadlow. He grew to …
11 12
The world’s ______________ (long) river is the Nile. The ______________ (far) planet from Earth is Neptune.
It is … It is …
a b
… 120 kiloametres per hour. Some birds can fly … 2 metres 72 centimetres.
even faster.
c d
… 1.849 kilograms. It was in a fruit farm in Japan … 79 centimetres. The rabbit is a pet in California, US.
in 2005.
e f
… just 63 seats. It is called the Cinema Dei Piccoli. … 6,650 kilometres long and flows through ten African
countries, including Kenya, Rwanda and Egypt.
g h
… 828 metres tall. It is the Burj Khalifa in Dubai. … 1,052 kilograms. The students made it for a
school party.
i j
… $50,000 a night. For that money, you get your … 0.5 square kilometres and just 770 people
own chef, waiter and pianist! live there.
k l
… around 78 million every year. The US is second … usually about four billion kilometres away.
and Spain is third.

4 Grammar 2
superlative adjectives
World records
Target language: superlative adjectives
Activity type: matching
Time: 20 minutes
Preparation: Photocopy and cut up one set of cards for each pair of students. Cut the papers
up into strips, keeping cards 1–12 and cards a–l in separate groups.
Procedure
Elicit examples of any world records that students know (e.g. the world’s tallest building,
oldest person, most expensive car). Explain that they are going to learn about some other
world records.
Put students into pairs and give each pair a set of cards numbered 1–12. Ask them to
complete the sentences with the superlative form of the adjective in brackets. When
checking students’ answers, encourage them to speculate about some of the records by
asking them some questions, e.g. Where is the world’s tallest building? How fast do you
think the world’s fastest animal can run?
Then give students cards a–l and tell students to match them to cards 1–12 to make world
records.
Answers
1 d 2 k 3 j 4 g 5 e 6 a 7 h 8 c 9 i 10 b 11 f 12 l

4 Grammar 3
indirect questions
Ask politely
Student A
You are a secretary at Queen’s College Language School. Give the following
information to new students:
1 Language courses are £300 for one month or £750 for three months.
2 Full time courses are seven hours per day.
3 Classes in the morning are from 9 a.m. until 12:30 p.m. and in the afternoon from 2 p.m.
until 5:30 p.m.
4 The maximum number of students per class is fifteen.
5 Students can do extra activities for £8 each, e.g. visits to art galleries, cinema trips and
parties in the evenings.
6 Student placement tests are every Monday morning.
$
Student B
You want to study at Queen’s College Language School. Ask the secretary politely
for some information. You want to know:
1 How much do the courses cost?
2 How many hours a day do you study?
3 What time do the classes start and finish?
4 Is there a limit to the number of students per class?
5 Are there any organised trips or activities in the evenings?
6 Do you have to do a placement test? When?
Ask any further questions and then decide which course to take.
$
Student A
You are staying at the Royal Park Hotel in London. Ask the receptionist politely for
some information. You want to know:
1 What time is breakfast served?
2 Is there any access to the Internet in the hotel?
3 What is the international dialling code?
4 How far is the nearest underground station?
5 How do you get to the swimming pool and gym?
6 How do you get to Buckingham Palace from the hotel?
Thank the receptionist and ask her/him to give you an early morning call to
wake you.
$
Student B
You are a receptionist at the Royal Park Hotel in London. Give the following
information to guests:
1 Breakfast is from 7:30 a.m. to 10 a.m.
2 The Internet can be used in every room at a cost of £2 per hour.
3 The international dialling code is 00.
4 The hotel is in central London so there are two underground stations about five minutes’
walk from the hotel.
5 There is also a swimming pool and a gym for guest’s use on the fifth floor.
6 Buckingham Palace is at the end of the street, on the left.

4 Grammar 3
indirect questions
Ask politely
Target language: indirect questions
Time: 20 minutes
Procedure
Put students into pairs. Give each pair a Student A and a Student B worksheet for the
Queen’s College Language School roleplay. Tell students to read the information and go
around the class helping them with any difficulties.
Tell students to act out the first situation. Remind students to use indirect questions and
encourage them to elaborate the dialogue in any way they want. Ask for volunteers to act
out the situation for the rest of the class. Correct any problems with the indirect questions
when they have finished.
Then do the same with the hotel role cards. Make sure that Student A now plays the role of
hotel guest and Student B now plays the role of the receptionist so that both students have
a chance to practise indirect questions.

4 Pronunciation
/æ/ and //
What’s the word?

$
salad apple bag cash
laptop sandwich bank travel
actor carrot uncle cup
sunbathe fun run cousin
butter lunch bus husband

4 Pronunciation
/æ/ and //
What’s the word?

Target language: // and //
Activity type: guess the word/matching
Time: 20 minutes
Procedure
Put students into groups of three or four. Give each group a set of cards in a pile, face
down. Make sure they are shuffled thoroughly.
Groups compete against each other. When you tell students to start, one student in each
group takes a card and, without showing it to the other students in the group, describes the
word on the card. They must not say the word on the card while they are doing this. When
one of the other students has guessed the word, he/she takes the next card and describes
this word to the group. When the group has finished guessing all the words, they must then
divide them into two groups, those words with the // sound and those words with the //
sound. If a word has more than one vowel sound, it is the sound which is underlined that
the students should consider. The winner is the group which guesses all the words correctly
and puts them into the correct group first.
As an alternative, you could ask the students to draw the items rather than describe them.
While this does not produce as much language, it can be motivating for some students.
Answers
// salad, apple, bag, cash, laptop, sandwich, bank, travel, actor, carrot
// uncle, cup, sunbathe, fun, run, cousin, butter, lunch, bus, husband

4 Vocabulary
describing people
Personality quiz
Student A
confident determined generous reliable talented
Match the questions (1–5) with the adjectives.
1 Your friend tells you it is his/her birthday today. What do you do? a question to see if your partner is generous
a You buy him/her a present. very
b You buy him/her a card. quite
c You ask him/her to lend you some money. not very
2 You agreed to go to your friend’s home to help him/her do a question to see if your partner is
something at 5 a.m. What do you do?
a You arrive at 4:59 a.m., ready to help. very
b You phone and ask if your friend really needs you. quite
c You do not go and just say you were ill. not very
3 Do you think you will earn a lot of money in your life? a question to see if your partner is
a Yes, of course. You know you will! very
b You think you probably will. quite
c No. not very
4 Are you good at doing different things? a question to see if your partner is
a Yes, you’re a great musician, sports player and you can speak very
several languages.
b You’re quite good at doing some things. quite
c No, you can’t do anything! not very
5 What do you do if you are doing something, but it is very difficult? a question to see if your partner is
a You continue until you have finished. very
b You rest for a bit, then continue. quite
c You stop. not very
$
Student B
brave fit funny intelligent motivated
Match the questions (1–5) with the adjectives.
1 You have a test, but you forgot to study for it. What is your score? a question to see if your partner is intelligent
a eighty percent very
b sixty percent quite
c forty percent not very
2 How good do you want to be at English? a question to see if your partner is
a You want to speak perfectly and to write books in English. very
b You’d like to get to Upper Intermediate level. quite
c Your English is good enough already. not very
3 What are you afraid of? a question to see if your partner is
a You are not afraid of anything. very
b You are only afraid of very dangerous things. quite
c You are afraid of lots of things, e.g. mice, the dark. not very
4 How many jokes do you know? a question to see if your partner is
a You know lots – you love telling them and hearing them. very
b You know a few. quite
c You don’t know any. not very
5 How far can you run? a question to see if your partner is
a You can run 10 km before breakfast. very
b You can run 2–3 km. quite
c You can’t run very far. not very

4 Vocabulary
describing people
Personality quiz
Target language: describing people
Activity type: questionnaire
Time: 20 minutes
Procedure
Put students into pairs. Give half the pairs a Student A worksheet and the other half a
Student B worksheet. Explain that students are going to ask each other questions to find
out what sort of personality they have. Explain that each question is to find out about
one aspect of someone’s character, e.g. whether they are confident, brave, intelligent,
generous, etc. Give them two minutes to decide which adjective of personality each
question relates to.
Then rearrange the class so that a Student A works with a Student B. Tell them to ask each
other their questions and note down the answers.
Then ask students to tell each other what they think their partner’s answers mean, e.g. You
want to speak perfect English, so I think you’re very ambitious … .
Then get feedback from different members of the class by asking students to explain their
partner’s characters.
Answers
Student A: 1 generous 2 reliable 3 confident 4 talented 5 determined
Student B: 1 intelligent 2 motivated 3 brave 4 funny 5 fit

5 Communication
tell someone’s life story
Who is married to whom?

Each woman is married to the one of the men. Each couple got married in a different year and live in a different country.
Use the information to work out who the couples are and where they live.
Anna Beata Clara Darren Edward Franz
Couple Home town
Anna and __________________________

Beata and __________________________
Clara and __________________________
$
Student A
1 Anna has been married since 2006.
2 Beata last played tennis eight years ago.
3 Edward hasn’t spoken to his school friends since several years ago.
4 Franz used to live in London.
5 The couple who live in Tokyo have been married for three years.
6 Edward and Darren have never been in the army.
$
Student B
1 Beata’s wedding was one year before Anna’s.
2 Darren’s wife used to play tennis.
3 Since they left school, Franz and Darren have kept in touch with their school friends.
4 Anna and her husband live in London.
5 Clara has been married for three years.
6 Franz did military service.
$
Student C
1 Darren has been married since 2005 and lives in Buenos Aires.
2 Darren’s wife hasn’t played tennis for eight years.
3 Anna’s husband hasn’t kept in touch with his old friends from school.
4 Edward lives in London with his wife.
5 Franz got married three years ago.
6 Clara’s husband used to be in the army.
5 Communication
tell someone’s life story
Who is married to whom?

Target language: tell someone’s life story
Time: 20 minutes
Procedure
Put students into groups of three. Give each group a table, a Student A, Student B and
Student C worksheet. Explain that each student has some information about the three
women (Anna, Beata and Clara) and the three men (Darren, Edward and Franz) in the
pictures. The women are married to the men. Tell students to take turns to each read out
each clue and to share the information to work out who is married to whom and where the
couples live. Tell students to each read out their first clue, then to take turns to read the
second clue, etc.
Answers
Anna and Edward, London
Beata and Darren, Buenos Aires
Clara and Franz, Tokyo

5 Grammar 1
should, have to, can: obligation and
permission
Rules and customs

Student A
Your country is called Strictopia and the rules there are very, very strict. You enjoy living in Strictopia and think the rules
there are very good.
Rules and customs In Strangeland …
1 Everybody in the country has to get up at 5 a.m. and brush 1 … what do people have to do? ______________________
their teeth for two hours. 2 … what can’t people do? ______________________
2 When you meet someone in the street, you should say hello 3 … what should people do? ______________________
seventeen times. 4 … what shouldn’t people do? ______________________
3 Only people with young children can drive into the city.
Everyone else has to use public transport.
In Relaxania …
4 You can’t play music after 8 p.m.
1 … what do people have to do? ______________________
5 In Strictopia, you can’t ______________________ .
2 … what can’t people do? ______________________
6 Everybody has to ______________________ .
3 … what should people do? ______________________
7 You shouldn’t ______________________ because people
4 … what shouldn’t people do? ______________________
think this is very rude.
8 Nobody can ______________________ .
$
Student B
Your country is called Strangeland and the rules there are very, very strange. You enjoy living in Strangeland and think the
rules there are very good.
Rules and customs In Strictopia …
1 Everybody in the country has to wear yellow trousers and 1 … what do people have to do? ______________________
green shoes every day. You can only wear orange trousers on 2 … what can’t people do? ______________________
your birthday. 3 … what should people do? ______________________
2 Nobody can have a car, but everybody has to use a donkey 4 … what shouldn’t people do? ______________________
for transport.
3 You should sing to your donkey every day.
In Relaxania …
4 You shouldn’t eat chicken on Tuesdays.
5 In Strangeland, you can’t ______________________ .
6 You can only ______________________ .
7 Everybody has to ______________________ .
8 People should always ______________________ .
$
Student C
Your country is called Relaxania and the rules there are very, very relaxed. You enjoy living in Relaxania and think the rules
there are very good.
Rules and customs In Strictopia …
1 Children don’t have to go to school. At schools the rules are 1 … what do people have to do? ______________________
also very relaxed, for example, you can sleep in lessons. 2 … what can’t people do? ______________________
2 The Relaxanian government are so relaxed that visitors don’t 3 … what should people do? ______________________
have to show their passports when they come to the country. 4 … what shouldn’t people do? ______________________
Visitors can stay for as long as they like.
3 People can’t do any work at weekends. And on Sundays, you
In Strangeland …
should get up very late.
4 You shouldn’t talk about the weather, because people think it
is very rude.
5 In Relaxania, you don’t have to ______________________ .
6 You can ______________________ if you want to.
7 Most people think you shouldn’t ______________________ .
8 Everybody has to ______________________ .

5 Grammar 1
should, have to, can: obligation and
permission
Rules and customs

Target language: should, have to, can: obligation and permission
Time: 30 minutes
Procedure
Divide the class into three equal groups. Give one group the Student A worksheets, another
the Student B worksheets and the third the Student C worksheets. Put students into pairs
within their groups. Explain to students that they are going to imagine that they come from
countries with some rather unusual rules and customs. Give students time to read the
instructions and example rules. Ask them what they think of the example rules.
Then tell students to invent and write some more rules, completing the sentences on their
role card and adding others. Encourage them to be creative and give suggestions as to the
kinds of rules and customs that a very strict/relaxed/strange country might have.
When students have finished, rearrange the class into new groups of three so that each
group contains one citizen of Strictopia, Strangeland and Relaxania. Explain that they are
going to meet people from other countries. Tell them to explain their rules and customs
and find out about the rules and customs in the other countries by asking and answering
questions. Tell students to make notes on their cards.
When they have finished, ask them to decide which country they would most like to live in.
Encourage students to discuss the advantages and disadvantages of living in each country.

5 Grammar 2
Present Perfect Simple: for and since
How long have you … ?

1 How many people have an MP3 2 How many people have a best
player? friend?
_____________________________ ? _____________________________ ?
Who has had it for the shortest or Who has known their best friend for
longest period of time? the shortest or longest period of time?
_____________________________ ? _____________________________ ?
3 How many people have a favourite 4 How many people use a social
band or singer? networking site?
_____________________________ ? _____________________________ ?
Who has liked a band or singer for the Who has used the site for the
shortest or longest period of time? shortest or longest period of time?
_____________________________ ? _____________________________ ?
5 How many people know how to 6 How many people work?

drive?
_____________________________ ?
_____________________________ ?
Who has had their current job for
Who has known how to drive for the the shortest or longest period of
shortest/longest period of time? time?
_____________________________ ? _____________________________ ?
7 How many people can ski? 8 How many people live in a flat?
_____________________________ ? _____________________________ ?
Who has known how to ski for the Who has lived there for the shortest
shortest or longest period of time? or longest period of time?
_____________________________ ? _____________________________ ?
question Student 1 Student 2 Student 3

1 MP3 Yes, for 4 years Yes, since February
2 best friend
3 band/singer
4 social networking site
5 drive
6 work
7 ski
8 flat
5 Grammar 2
Present Perfect Simple: for and since
How long have you … ?

Target language: Present Perfect Simple: for and since
Time: 20 minutes
Procedure
Put students into groups of four. Elicit the questions they will need to ask to find out the
information for question 1. (Do you have an MP3 player? How long have you had it? ) Then
ask which tense the questions use (Present Simple and Present Perfect). Tell students to
look at the example answers and point out the use of for and since.
Tell students to work together to write a question for each piece of information. Check
students’ answers.
Then tell students to take turns to ask each other the questions and record the answers
in the table, following the example. Encourage students to give further information about
each answer.
If the group is large enough, rearrange the class so that members of different groups work
together. Tell them to exchange information and to find out the answers to the questions.

5 Grammar 3
used to: past habits
What did life use to be like before?

Student A
Work in pairs and complete the sentences below. Try to think of at least two ideas for each invention.
1 Before the invention of the plane

• people used to .
• people didn’t use to .
2 Before the invention of electricity

3 Before the invention of clocks

4 Before the invention of money

5 Before the invention of the wheel

$
Student B
Work in pairs and complete the sentences below. Try to think of at least two ideas for each invention.
1 Before the invention of the TV

2 Before the invention of the computer

3 Before the invention of fast food

4 Before the invention of the phone

5 Before the invention of motorways


5 Grammar 3
used to: past habits
What did life use to be like before?

Target language: used to: past habits
Activity type: guessing game
Time: 20 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students. If possible,
bring a set of dictionaries to the class.
Procedure
Divide the class into groups of three or four. Give half the groups a Student A worksheet
and the other half of the groups a Student B worksheet. Preteach invention. Tell students
to work together to complete the sentences saying how things were different before the
invention of each thing. Encourage them to write as many ideas as possible. Go around the
class helping with vocabulary.
Then rearrange the class so that a Student A works with a Student B. Tell them to take turns
to read their sentences to their partners without saying the invention. The listener has to
guess the invention from the clues.

5 Pronunciation
connected speech
Can you hear it?

Student A
Look at the underlined phrases. Circle the consonant that
is not pronounced, where possible.
1 What is the best age to get married?

2 In your country, do parents usually take children to school?
Or do the children walk to school themselves?
3 How often should people eat junk food?
4 Have you ever lost touch with a best friend?
5 Do you think parents love their first child more than their second child?
6 Do you worry about things a lot? What kind of things do you worry about?
$
Student B
Look at the underlined phrases. Circle the consonant that
is not pronounced, where possible.
1 How often do you get together with friends?

2 Do you think positively about life?
3 How often do you go out to a café?
4 Do you keep in touch with your friends every day?
5 Do you always eat healthily?
6 How easy is life for old people in your country?
5 Pronunciation
connected speech
Can you hear it?

Target language: connected speech
Time: 20 minutes
Procedure
Divide the class into pairs. Give half the pairs a Student A worksheet and the other half a
Student B worksheet. Make sure all students have a worksheet. Take care when setting up
the task that students understand exactly what they must do. Tell students that in some
of the underlined phrases, the consonant sound at the end of the first underlined word is
usually not pronounced. Write an example on the board, e.g. Do you often sit around doing
nothing? Ask students to tell you which letter is often not pronounced. (The d is often not
pronounced.)
Then tell students to look at the underlined phrases on their worksheet and to decide
whether the final letter of the first word can be silent or not. Encourage them to say the
phrases out loud in different ways and decide which version sounds best. Get feedback
from the whole class.
Then rearrange the class so that a Student A works with a Student B. Tell them to discuss
the questions together.
Answers
Student A: 1 get married 2 take children 3 junk food 4 lost touch
5 first child … second child 6 about things
Student B: 1 get together 2 think positively 3 out to 4 touch with 5 eat healthily
6 old people

5 Vocabulary
homes; furniture and equipment
Find the differences

Student A

5 Vocabulary

Student B

5 Vocabulary

Target language: homes; furniture and equipment
Time: 20 minutes
Preparation: Photocopy one Student A and one Student B worksheet for each pair of
students.
Procedure
not to show their worksheets to each other.
Explain that their pictures are very similar, but that there are a lot of small differences
between them. Tell Student A to ask Student B questions to try to find twelve differences,
e.g. Is there a … ? or Are there any … ? When he/she finds a difference, he/she puts a circle
around it.
Allow them about ten minutes to find the differences. Check the answers with the class,
encouraging students to use the target language, e.g. In my picture there’s a swimming
pool, but in his picture there isn’t.
To give students additional writing practice, you could ask students to write sentences that
describe the differences before eliciting them from the whole class. While students are
writing, monitor and correct where necessary.
Answers
Student A’s picture: Living room: cat not dog, woman not man, a clock and music
system, no bookcase, tea not magazines on the coffee table Kitchen: man not woman,
TV not CD player, no clock on the wall, a microwave next to the cooker Dining room:
food on the table, six chairs not four, fruit not flowers Child’s bedroom: boy not girl,
clothes on the bed, toys on the floor, slippers on the floor, no CD player next to the
computer, no desk lamp Bedroom 2: alarm clock on the bedside table not a phone,
armchair in the corner of the room, two pictures on the wall not three, no mirror on the
wall above the chest of drawers Bathroom: water in the sink, bath instead of shower, a
cupboard next to the sink Outside, a swimming pool, no tree, no bicycle at the front of
the house

6 Communication
explain your preferences
A weekend with friends

Student A
You want to spend a weekend with some old friends. You want to rent a villa on the beach in Florida and you think it
will be a fantastic weekend. Explain to your friends why this is the best idea.
Useful language
• I like the idea of going somewhere new / staying at home / going to the beach.
• It’ll be brilliant / terrible / great fun / dangerous.
• I’m not keen on flying / going somewhere boring / staying at home /
travelling a long way.
• We might really enjoy it / have a terrible time / get ill / be cold.
• You’ll probably spend too much / save money / have a great time.
Student B
Some old friends want you to spend a weekend with them. They want to go to some places which are expensive and
dangerous to go to. You love computers and you hate travelling. You think the best idea is for everyone to stay at
home and use the Internet to chat to each other. Explain to your friends why this is the best idea.
Useful language
Student C
You’re planning to spend a weekend with some old friends. You would like to go skiing and stay in a tent. It might be
a little bit cold, but it’ll be cheap and fun! Explain to your friends why this is the best idea.
Useful language

6 Communication
explain your preferences
A weekend with friends

Target language: explain your preferences
Time: 25 minutes
Procedure
Divide the class into three groups. Give one group the Student A worksheets, one group
the Student B worksheets and one group the Student C worksheets. Explain that students
are old friends who now live in different towns. Some of them have suggested spending a
weekend together.
Give students a few minutes to read their role cards, get ‘into character’ and decide how
to complete the sentences. They can choose any of the suggested endings (or make their
own), but for the first sentence, Student A would be likely to say I like the idea of going to
the beach. Student B may choose I like the idea of staying at home. Student C may go for
I like the idea of going somewhere new. Tell them to think of arguments to persuade their
friends how to spend the weekend.
Then rearrange the class into groups so that a Student A works with a Student B and a
Student C. Tell them to discuss their ideas for the weekend and to agree on how they are
going to spend the weekend. They should work together to explain their preferences and
decide what to do.

6 Grammar 1
will, may, might: prediction
What will happen to Peter’s Bay?
Peter’s Bay is a small fishing village in Scotland. It’s a very beautiful place on the coast. The local community is very
close and everybody knows and helps each other. They have never had many visitors. However, Dreamworld holiday
company has made a proposal to the villagers. They want to make Peter’s Bay into a new, modern tourist destination.
They are planning to build hotels, restaurants, fun areas and souvenir shops. To do this they need to buy land from the
residents and they are offering a lot of money. Tonight, there is a meeting in the village hall to discuss the matter.
$
$
Student A Student B
You are the director of Dreamworld. You must convince You are the owner of a very small hotel. You don’t like
people that your plan is a good idea. Think about the the idea: people come to your hotel because the place
positive things that will happen, e.g. more jobs, more is very peaceful. Think about the negative things that
choice for shopping, more modern things like Internet may happen, e.g. you might lose business, there will be
cafés and a more cosmopolitan atmosphere. more pollution, more noise and ugly buildings, and there
might also be more crime.
Student C Student D
You are a mother/father of two small children. You like You are a young man/woman who has just finished
Peter’s Bay because you think it is a good place to bring a tourism course. You love your village but you’d like
up children. Think about the negative things that might it to change. Think about the good things that will
happen, e.g. more pollution, more noise, ugly buildings happen, e.g. more jobs, more choice for shopping, more
and more crime. You think it will be a dangerous place modern things like Internet cafés and restaurants. The
for the children. atmosphere might be much better and there may also be
more money for the villagers and you, of course.

6 Grammar 1
will, may, might: prediction
What will happen to Peter’s Bay?

Target language: will, may, might: prediction
Time: 30 minutes
Preparation: Photocopy and cut up one role card and one information sheet for each
student.
Procedure
Give students a copy of the top half of the worksheet with the information about Peter’s
Bay. Read through the text together as a class and check that students understand the
situation.
Then divide the class into four groups. Give one group the Student A worksheets, one
group the Student B worksheets, one group the Student C worksheets and the last group
the Student D worksheets. If the class is large you may wish to subdivide each group.
Give students time to read through the information and then tell them to work within their
groups to prepare what they will say at the meeting. Tell them to make predictions using
will, may, might and the ideas from the role card, but suggest that they think of some more
ideas of their own.
Then rearrange the class into groups of four so that a Student A works with a Student B,
Student C and a Student D. If you don’t have multiples of four, double up the role cards of
Student C and/or Student D. Tell students to have a debate within their groups about the
future of Peter’s Bay.
When they have finished, get feedback from the whole class. Then tell students to forget
their roles and pretend they are simply villagers. Have a class vote to see whether the
project should go ahead or not.

6 Grammar 2
countable and uncountable nouns
Find the difference
$
Student A Student B
1 Look at the picture below. Which words from the box 1 Look at the picture below. Which words from the box
can you find? can you find?
sunshine dog rubbish cage sunshine dog rubbish cage

monkey bear food juice apple monkey bear food juice apple
2 Work in pairs and find differences between your 2 Work in pairs and find differences between your
pictures. Use the words in the box. pictures. Use the words in the box.
In my picture, there are two tables. How many tables are In my picture, there’s one table. How many tables are
there in your picture? there in your picture?
some any many much a few some any many much a few
a little a bit a piece of a little a bit a piece of
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________

6 Grammar 2
countable and uncountable nouns
Find the difference

Target language: countable and uncountable nouns
Time: 20 minutes
Procedure
Divide the class into pairs. Give half the pairs a Student A worksheet and other half a
Student B worksheet. Tell students to identify the things in the box in the picture. You may
need to preteach cage, monkey, bear, rubbish.
Explain that they are going to describe their picture to their partner and find differences
between their pictures. Tell them they will need to ask questions such as: How many
monkeys are there in the cage? Is there any food on the table? How much food do
they have? Elicit other suitable questions, encouraging accurate use of countable and
uncountable nouns.
Then rearrange the class so that a Student A works with a Student B. Tell students not to
show their worksheets to each other. Tell them to talk to each other about the pictures and
find the differences.
When they have finished, have each pair compare both pictures. Invite students to report
back on the differences. Check they are using countable and uncountable nouns correctly.
Answers
1 Student A: cages, monkeys, bear, food, juice
Student B: sunshine, rubbish, cages, monkeys, bear, food, juice
(There are no dogs or apples in the pictures.)
2 The differences are: 1 number of monkeys 2 information board 3 number of
tables and chairs 4 child eating ice cream (boy/girl) 5 juice in jug 6 number
of hamburgers 7 cake 8 napkins on the table 9 rubbish/paper on ground
10 zookeeper’s actions 11 woman’s map/leaflet 12 weather/clouds 13 birds in
the sky 14 winter/summer clothing

6 Grammar 3
too, too much/many, (not) enough
What a terrible evening!

$
A F I
E G C
B D H

6 Grammar 3
too, too much/many, (not) enough
What a terrible evening!

Target language: too, too much/many, (not) enough
Activity type: picture story
Time: 45 minutes
Procedure
Put students into groups of three or four. Give one set of cards to each group. Tell students
to arrange the cards in an appropriate order to make a story. They must use every picture
and use too, too much, too many or (not) enough with pictures where possible. Set a time
limit (e.g. twenty minutes) for this. Monitor closely, moving around the groups and asking
them to retell you their story.
When they have finished, rearrange the class so that students work in new groups. Tell
students to tell each other their stories and then decide which was the happiest/saddest/
funniest/longest/shortest story.
As follow-up, tell students to write the full story, either collaboratively in class in groups, or
individually for homework.
Possible answers
A, F, I, E, G, C, B, D, H

6 Pronunciation
diphthongs
Matching sounds
$
/e/ bay may great table
/a/ like guide bike might
/ɔ/ noise boys unspoilt join
/əυ/ coast those go romantic
/aυ/ town mountains crowded thousands
/ə/ near here theatre year
/eə/ hair where chair bears
/υə/ pure sure cure tourist

6 Pronunciation
diphthongs
Matching sounds
Target language: diphthongs
Activity type: card game
Time: 25 minutes
Procedure
Put students into groups of three (or four). Give each group one complete set of cards.
Separate the cards into the two groups: the eight large dark phoneme cards and the
twenty-four small white playing cards.
Tell students to put the large cards face down in one pile and to distribute the small cards
evenly between the players. Each player keeps their small cards face down on the table.
Explain that the goal of the game is for students to get rid of their small cards by matching
words with the same sound as the sound in the word on the large dark card. One student
turns over the first large dark card, leaving it on the table face up. Students then take turns
to pick one card from their pile of small white cards and must try to match its sound to the
sound in the word on the large card. If it is the same, they put it down next to the card. If
it is different, they keep the small card and must try to get rid of it later. If no student can
match up their words, then a second large black card is turned over and placed face up
alongside the first. Each student then turns over a second small white card which they try
to match. The game continues until one player wins. The winner is the student who uses all
his/her cards.
Answers
See the worksheet.

7 Communication
discuss how you feel
Stressful situations
A B
C D
E F
$
1 What do you think are the top causes of stress in today’s society? Make a list of ten things.
2 Do you think there is more stress in some countries than others? Write three countries where you think is life is very stressful and
three countries where you think life is not very stressful.
3 Do you think men and women react differently to stress?

7 Communication
discuss how you feel
Stressful situations
Target language: discuss how you feel
Activity type: discussion
Time: 20 minutes
Preparation: Photocopy and cut up one worksheet for each student.
Procedure
Give a copy of the worksheet to each pair of students and ask them to look at the pictures.
Tell them to talk about each picture, discussing the reasons for the stress, how much they
relate to the situation and ways of avoiding that stress. Get feedback from the class and
then give out a copy of the questions to each student and focus their attention on the
discussion questions.
Divide the class into groups and tell each group to choose one of the questions. Tell them
to talk about that question and to be prepared to report back to the rest of the class.
When they have finished, tell students to mingle and ask questions to see if other students
agree with them. Get feedback from the whole class.

7 Grammar 1
First Conditional
Advertising promises
courses in management washing powder vitamins perfume slimming aid

high-energy drink flight company dating agency car insurance

7 Grammar 1
First Conditional
Advertising promises
Target language: First Conditional
Activity type: slogan writing
Time: 20 minutes
Procedure
Put students into pairs. Give a copy of the worksheet to each pair of students. Tell them to
name the products being advertised, using the words from the box. Get feedback from the
whole class.
Now tell students they are going to think of slogans for each advert based on the promised
result of using each one. Focus their attention on the example and elicit possible sentences
from the class, e.g. If you use Flash, you will have the cleanest clothes in town or You won’t
worry about dirty clothes ever again if you use Flash. Remind students that the result
clause can be negative or positive.
When they have finished, get feedback from the whole class and then tell them to think of
another product to advertise and a slogan for it. This can be done in small groups or as a
whole class. Encourage them to be as imaginative as possible.
As a follow-up, these can be made into whole radio adverts that can then be performed for
the rest of the class.

7 Grammar 2
gerunds and infinitives
What type of person?

Student A
1 C omplete the questions with the gerund or infinitive form of the verbs in brackets.
1 What jobs in the home do you often avoid ____________ (do)?
2 How many children (or grandchildren) do you hope ____________ (have)?
3 Do you ever promise ____________ (do) things and then not do them?
4 Which place in the world would you really like ____________ (visit)?
5 Have you ever considered ____________ (change) your hair colour?
6 When do you expect ____________ (retire)?
2 In groups, take turns to ask and answer your questions from exercise 1. Then try to describe each person in the group.
$
Student B
1 Do you avoid ____________ (speak) to people you don’t like?
2 Is it possible to promise ____________ (love) someone for the rest of your life?
3 What thing can’t you afford ____________ (buy)?
4 Do you always finish ____________ (do) jobs that you start?
5 Do you want ____________ (earn) a lot of money in the future? Why/Why not?
6 Can you imagine ____________ (live) in another country?
$
Student C
1 Where do you hope ____________ (be) in ten years?
2 Can you imagine ____________ (become) a famous pop star, sports star or film star?
3 When do you think you will finish ____________ (study) English?
4 What do you expect ____________ (eat) for breakfast tomorrow morning?
5 Would you like ____________ (live) to the age of 150?
6 What are you considering ____________ (do) in the future?

7 Grammar 2
gerunds and infinitives
What type of person?

Target language: gerunds and infinitives
Activity type: question completion
Time: 25 minutes
Procedure
Divide the class into three groups. Give one group the Student A worksheets, one group the
Student B worksheets and one group the Student C worksheets.
Tell students to complete the questions with the correct form of the verb in brackets and
then to check with the other students in their group. Monitor to check that all students
have the correct verbs.
Then rearrange the class into groups of three, so that a Student A works with a Student
B and a Student C. If necessary, make extra groups of four rather than two. Tell students
to ask each other the questions and encourage them to respond to their answers and ask
more follow-up questions.
Then ask students to think of adjectives to describe the other students in their group,
based on the answers they gave to the worksheet questions. Write an example on the
board, e.g. My partner is organised, because she always finishes jobs that she starts.
Then rearrange the class again into new pairs and ask students to tell each other about
their original partners.
Get feedback from different members of the class.
Answers
Student A: 1 doing 2 to have 3 to do 4 to visit 5 changing 6 to retire
Student B: 1 speaking 2 to love 3 to buy 4 doing 5 to earn 6 living
Student C: 1 to be 2 becoming 3 studying 4 to eat 5 to live 6 doing

7 Grammar 3
stop, try, remember: gerunds and
infinitives
What’s my problem?
$
1 2
PROBLEM: You can’t stop using the Internet. PROBLEM: You never remember to send birthday cards
You have this problem because … on time.
You have this problem because …
ADVICE:
Why don’t you try … ? ADVICE:
You should … Why don’t you try … ?
Have you tried … -ing? You should …
Have you tried … -ing?
3 4
PROBLEM: You’re trying to learn a new language, but it’s PROBLEM: Your baby won’t stop crying.
very difficult. You have this problem because …
You have this problem because …
ADVICE:
ADVICE: Why don’t you try … ?
Why don’t you try … ? You should …
You should … Have you tried … -ing?
Have you tried … -ing?
5 6
PROBLEM: When you are driving somewhere, you always PROBLEM: You never remember to take your mobile
have to stop to look at a map. phone with you when you go out.
You have this problem because … You have this problem because …
ADVICE: ADVICE:
Why don’t you try … ? Why don’t you try … ?
You should … You should …
Have you tried … -ing? Have you tried … -ing?
7 8
PROBLEM: You can’t remember coming to class today. In PROBLEM: When you are reading something in English,
fact, you can’t remember anything. you always stop to find words in the dictionary. You have
You have this problem because … this problem because …
ADVICE: ADVICE:
Why don’t you try … ? Why don’t you try … ?
You should … You should …
Have you tried … -ing? Have you tried … -ing?

7 Grammar 3
stop, try, remember: gerunds and
infinitives
What’s my problem?
Target language: stop, try, remember: gerunds and infinitives
Time: 20 minutes
Procedure
Tell students you have an imaginary problem and write it on the board, e.g. I get angry
very often. Elicit reasons for this problem from students, e.g.You’re stressed/You’re very
sensitive.
Now ask them to give you advice, e.g.You should count to ten when you get angry/Don’t do
too many things so that you don’t get stressed.
Divide the class into small groups of four (or larger) and give them one set of problem cards
and tell them to put them face down on the desk. Tell all the students in the group except
one to look at a problem card. They must imagine that this one student has the problem
on the card. They have to give the student advice, without saying the problem. The student
who doesn’t look has to guess what their problem is.
When they have finished, another student takes the turn of guessing and so on until the
cards have been used.

7 Vocabulary
parts of the body
Find the word

1
$
Student A Student B Student C
1 Women often paint these with 1 They are part of your face. 1 You have two of them.
make-up. 2 It can be brown, black, blonde or 2 It begins with h.
2 It is on your head. red. 3 You have ten of them.
3 It begins with t. 3 It is on your foot. 4 It is part of your hand.
4 You have two of them. 4 You use this part of your body to 5 It begins with p.
5 Some people can read it. say OK without speaking. 6 It is the part of your face between
6 It is flat. 5 It is in the middle of your hand. your eyes and your hair.
7 It bends. 6 It begins with f. 7 You have two of them.
8 You wear a watch here. 7 It is in the middle of your leg. 8 It joins your hand to your arm.
9 You have one of them. 8 You have two of them. 9 You use it to smell.
9 It is part of your face.

7 Vocabulary
parts of the body
Find the word

Target language: parts of the body
Activity type: word puzzle
Time: 20 minutes
Preparation: Photocopy and cut up one card for each student and one grid for each group.
Procedure
Put students into groups of three. Give each group a Student A, Student B and Student C
worksheet. Tell them to take turns to read out their clues to fill in the grid. Tell students that
there is a secret word in the puzzle.
When they have finished, get feedback from the whole class and ask students what the
secret word is.
As follow-up, ask students to make clues for other groups for other body parts.
Answers
1 lips 2 hair 3 toe 4 thumb 5 palm 6 forehead 7 knee 8 wrist 9 nose
secret word: shoulders

8 Communication
talk for an extended period on a
familiar topic
Giving a presentation
A FAMOUS PERSON
Plan to talk about a famous person from your country.
1 Why is he/she famous?
2 When did he/she become famous?
3 Where does he/she live and work?
$
THE INTERNET
Plan to talk about what you can use the Internet for.
1 What are your favourite websites?
2 Why do you like them?
3 Can you imagine life without the Internet?
$
SHOPS
Plan to talk about shopping.
1 How do you feel about shopping?
2 What shop(s) do you really like/not like?
3 How often do you shop online? What do you buy?
$
FILM
Plan to talk about a film you have all seen.
1 What is the film about?
2 Who are the actors and what characters do they play?
3 What did you like most about the film?
$
BUSINESS
Plan to talk about an international company.
1 How did the company start?
2 What are their main products?
3 Would you like to work for this company? Why/Why not?
$
HISTORY
Plan to talk about an important event from history.
1 What caused this event?
2 What happened after this event?
3 Why do you think it was very important?

8 Communication
talk for an extended period on a
familiar topic
Giving a presentation
Target language: talk for an extended period on a familiar topic
Activity type: presentation
Time: 40 minutes
Preparation: Photocopy and cut up one card for each group of students.
Procedure
Put students into groups of three. Explain that they are going to work in groups to plan and
give a presentation. Give a topic card to each group. You may wish to let students choose
their topic. Give them a fixed time to prepare a presentation for the whole class.
When they are ready, invite students to give their presentation to the whole class. Tell the
other students to listen to the presentation and to think of a question to ask the presenters
at the end.

8 Grammar 1
Present Simple Passive
Do you know your geography?

Student A
1 seventy percent/earth/cover/water
____________________________________________________________________________________
2 Hindi/speak/in Sri Lanka
____________________________________________________________________________________
3 ten million/new cars/sell/in China/every year
____________________________________________________________________________________
4 barszcz/eat/in Poland
____________________________________________________________________________________
5 100,000 text messages/send/every second/around the world
____________________________________________________________________________________
6 the third letter/not pronounce/in the word average
____________________________________________________________________________________
7 restaurant customers/in the United Arab Emirates/not charge/for service
____________________________________________________________________________________
Fold here
Answers
1 Seventy percent of the earth is covered by water. TRUE
2 Hindi is spoken in Sri Lanka. FALSE (in India)
3 Ten million new cars are sold in China every year. FALSE (1.5 million)
4 Barszcz is eaten in Poland. TRUE (it is beetroot soup)
5 100,000 text messages are sent every second around the world. TRUE
6 The third letter is not pronounced in the word average. TRUE
7 Restaurant customers in the United Arab Emirates are not charged for service. TRUE
$
Student B
1 gazpacho/traditionally eat/in Spain
____________________________________________________________________________________
2 the fifth letter/not pronounce/in the word grandmother
____________________________________________________________________________________
3 £100,000,000/spend/on fish and chips/every year/in Britain
____________________________________________________________________________________
4 the Tokyo subway/use/nine million people/every day
____________________________________________________________________________________
5 eighty-eight percent/Antarctica/cover/ice
____________________________________________________________________________________
6 Arabic/speak/thirty-four countries
____________________________________________________________________________________
7 Chinese food/eat/two billion people/every day
____________________________________________________________________________________
Fold here
Answers
1 Gazpacho is traditionally eaten in Spain. TRUE
2 The fifth letter is not pronounced in the word grandmother. TRUE
3 £100,000,000 is spent on fish and chips every year in Britain. FALSE (£1 billion)
4 The Tokyo subway is used by nine million people every day. TRUE
5 Eighty-eight percent of Antarctica is covered in ice. FALSE (ninety-eight percent)
6 Arabic is spoken in thirty-four countries. FALSE (Arabic is an official language in twenty-four countries)
7 Chinese food is eaten by two billion people every day. TRUE

8 Grammar 1
Present Simple Passive
Do you know your geography?

Target language: Present Simple Passive
Activity type: quiz
Time: 20 minutes
Procedure
Divide the class into pairs. Give half the pairs a Student A worksheet and the other half
a Student B worksheet. Make sure that the answer keys are folded back. Tell students to
work in pairs and write sentences using the Present Simple Passive. Go around the class
checking that they have the correct sentences.
Then tell students to work together to decide if the sentences are true or false. Give
students a few minutes and then tell them to unfold the answer key to check their answers.
Rearrange the class so that two Student As work with two Student Bs so that you have two
teams to take part in a quiz. Tell students to read their sentences to the other team. The
other team must say if they are true or false. They may give one point for a correct answer.
The winner is the team with the most points.
Answers
Student A
1 Seventy percent of the earth is covered by water. TRUE
2 Hindi is spoken in Sri Lanka. FALSE (in India)
3 Ten million new cars are sold in China every year. FALSE (1.5 million)
4 Barszcz is eaten in Poland. TRUE (it is beetroot soup)
5 100,000 text messages are sent every second around the world. TRUE
6 The third letter is not pronounced in the word average. TRUE
7 Restaurant customers in the United Arab Emirates are not charged for service. TRUE
Student B
1 Gazpacho is traditionally eaten in Spain. TRUE
2 The fifth letter is not pronounced in the word grandmother. TRUE
3 £100,000,000 is spent on fish and chips every year in Britain. FALSE (£1 billion)
4 The Tokyo subway is used by nine million people every day. TRUE
5 Eighty-eight percent of Antarctica is covered in ice. FALSE (ninety-eight percent)
6 Arabic is spoken in thirty-four countries. FALSE (Arabic is an official language in
twenty-four countries)
7 Chinese food is eaten by two billion people every day. TRUE

8 Grammar 2
prepositions of time
At midnight on Mondays in May

$ $
midnight the moment
New Year the weekend

at
lunchtime the end of March
5:30 p.m. the beginning of summer
your wedding day weekdays
25 December your birthday

on
Saturday evening 2 November
Mondays Valentine’s Day
July 2009 2015
the spring May last year

in
the morning the 1990s
the autumn the evening
$
Worksheet A
1 Complete the questions with a prepositional phrase.
1 What do you usually do in the evenings ?
2 What are you reading ?
3 What were you doing ?
4 Where did you eat ?
5 What are you going to do ?
6 Where were you living ?
7 Where will you be ?
2 Now work in pairs and discuss your questions.

8 Grammar 2
prepositions of time
At midnight on Mondays in May

Target language: prepositions of time
Time: 20 minutes
Preparation: Photocopy and cut up one set of cards and one copy of worksheet A for each
group of students.
Procedure
Put students into groups of three. Give one set of cards to each group of students. Tell them
to match the prepositions of time with the words and phrases. Allow them to refer to the
Active grammar box in the Student’s Book if they wish.
When they have finished, ask them to leave the cards in place. Give worksheet A to each
group and tell students to complete the questions with a preposition of time and a phrase.
They should then ask each other questions, e.g. What do you usually do on your birthday?
What are you reading at the moment?

8 Grammar 3
Past Continuous and Past Simple
Who did it?

Worksheet A
Last Saturday at 7 o’clock in the evening a famous actress was murdered in her mansion in Beverly Hills. Now you are at a
party and you know that the murderer is here. The other people at the party were doing one of the things listed below. Ask
people questions and try to guess who the murderer is. Start with: What were you doing last Saturday at 7 o’clock?
1 ____________ was watching a film. 6 ____________ was driving somewhere.
2 ____________ was playing a sport. 7 ____________ was studying French.
3 ____________ was shopping. 8 ____________ was watching a play at the theatre.
4 ____________ was having a dance class. 9 ____________ was practising in a band.
5 ____________ was having a meal. 10 ____________ was killing the actress.
$
You were watching a film. Think about: You were playing a sport. Think about:
1 where you were. 1 where you were.
2 which film you were watching. 2 what sport you were playing.
3 who you were with. 3 who you were with.
You were shopping. Think about: You were having a dance class. Think about:
2 what you were looking for. 2 what type of dancing you were doing.
You were having a meal. Think about: You were driving somewhere. Think about:
1 where you were. 1 where you were going.
2 what you ate. 2 why you were driving.
You were studying French. Think about: You were watching a play at the theatre. Think about:
2 what you learnt. 2 which play you were watching.
You were practising in a band. Think about: You were murdering the actress, but pretend you were doing
something else from the list. Think about:
1 where you were.
1 what you were doing.
2 what type of music you were playing.
2 where you were.
3 who you were with.
3 who you were with.

8 Grammar 3
Past Continuous and Past Simple
Who did it?

Target language: Past Continuous and Past Simple
Time: 25 minutes
Preparation: Photocopy and cut up one role card and one copy of worksheet A for each
student.
Procedure
Give each student a copy of worksheet A and read through the instructions with the whole
class. Now give each student a role card. If you have more than ten students, separate them
into two groups or double some of the role cards. If you double the role cards, tell students
that some of the activities were being done by more than one person. Make sure you give
the role of murderer to a strong student.
Tell students to mingle with the other students and to ask questions to find out what they
were doing, e.g. What were you doing last Saturday at 7 o’clock? Tell them to try to find
out more information and decide if the person is telling the truth or not. Put examples on
the board if you think students need them, e.g. Who were you with? What was it like? Tell
students to write a name next to each activity.
When they have finished, put students into pairs and tell them to discuss who they think
the murderer is, giving reasons. Get feedback from the class and then get the murderer to
identify him/herself.

8 Vocabulary
speed; measurements
The speed quiz

11 How much did a Ferrari driver have to pay for speeding 12 What is the maximum speed limit of some of the newer
in Switzerland in 2010? motorways in Italy?
a $290 a 135 kmph
b $2,900 b 150 kmph
c $29,000 c 180 kmph
13 In which countries is the speed limit written in miles per 14 How fast can a rabbit run?
hour?
a 12 kmph
a the UK and Australia
b 38 kmph
b the UK and Germany
c 56 kmph
c the UK and the US
15 How many people use London Waterloo station during 16 When you are driving a car and you want to speed up,
rush hour? which pedal do you press?
a 24,600 a the left one
b 51,100 b the middle one
c 93,700 c the right one
17 When were speed cameras invented? 18 What was the fastest selling album in history?
a the 1950s a Bad by Michael Jackson in 1987
b the 1970s b Be Here Now by Oasis in 1997
c the 1990s c Spirit by Leona Lewis in 2007
19 How fast can a snail move? 10 What is the time difference between New York and
London?
a 1.3 millimetres per second
a 3 hours
b 1.3 centimetres per second
b 5 hours
c 4.3 centimetres per second
c 7 hours
8 Vocabulary
speed; measurements
The speed quiz

Target language: speed; measurements
Activity type: quiz
Time: 15 minutes
Preparation: Photocopy one worksheet for each group of students.
Procedure
Put students into groups. Give a copy of the worksheet to each group and tell them to
discuss the questions and choose the correct answer.
Take in the papers and redistribute them so that another group corrects the answer of each
group. Tell them to give one point for each correct answer. The winner is the group with the
most points.
Answers
1 c 2 b 3 c 4 c 5 b 6 c 7 b 8 b 9 b 10 b

9 Communication
take part in a simple negotiation
Negotiated solutions
Student A
Read the situations. Work in pairs and try to negotiate a solution.
1 You are the mother/father of a 16-year-old boy/girl. Your child’s school work has not been
very good recently. You’ve decided that he/she can only go out with friends once a week
(at weekends) and must be home by 11 p.m.
2 You live in a flat with another person. You are very busy and don’t have much time for
cleaning. Recently you’ve noticed that your flatmate is always angry.
3 Next summer, you are going on holiday with your best friend. You’d like to go to the beach,
relax and lie by the swimming pool. You really want to leave the city as you spend all year
there. Talk to your friend to plan the holiday.
4 You are planning to open a restaurant with a partner. You think that the best idea is to start
a fast food restaurant as there are a lot of students in your town and there is only one other
fast food restaurant. You think that you could make a lot of money. Discuss your plans with
your partner.
Student B
Read the situations. Work in pairs and try to negotiate a solution.
1 You are a 16-year-old boy/girl. Next Thursday your favourite group is playing a concert in
your city. The concert starts at 10 p.m. and your friends are going. Try to persuade your
mother/father to let you go.
2 You live in a flat with another person. You like the flat to be very tidy and clean every day.
But your flatmate never cleans anything. You don’t like this situation and have decided to
ask him/her to help more in the flat.
3 Next summer, you are going on holiday with your best friend. You’d like to travel to lots of
monuments and museums in different cities. You like to do lots of things when you are on
holiday and learn about new places. Talk to your friend to plan the holiday.
4 You are planning to open a restaurant with a partner. You think that the best idea is to start
a very expensive restaurant with very special food and an elegant atmosphere. You think
that you could earn a lot of money from the business. Discuss your plans with your partner.

9 Communication
take part in a simple negotiation
Negotiated solutions
Target language: take part in a simple negotiation
Time: 30 minutes
Procedure
to read the first situation and check they understand. Then tell them to roleplay the
situation and negotiate a solution. Give students a few minutes and then stop them and get
feedback from different members of the class about the solutions they reached.
Then tell students to roleplay the other situations. If you don’t have much time, students
can read all the situations and then choose two of the four situations to roleplay.

9 Grammar 1
can, could, be able to: ability
Who is the dance teacher?

Ethel, Doris and Maria are eighty-two years old and are best friends.
One of them is a lorry driver, one is a bank robber and one is a dance teacher.
Ethel Doris Maria
1 Can she drive?
2 Does she know how to read maps?
3 Is she a good dancer?
4 Can she play the piano?
5 Was she able to celebrate her eightieth birthday?
6 Is she a fast runner?
7 What is her job?
$
Student A
1 The dance teacher can’t drive.
2 Maria can’t read maps. Doris can’t either.
3 Ethel and Doris were both able to dance when they were little girls. But Maria couldn’t.
4 The lorry driver can’t play the piano. But the dance teacher can.
5 Doris and Ethel were able to celebrate their eightieth birthdays. They both had big parties.
6 Maria could run very fast when she was younger.
$
Student B
1 The bank robber can’t drive.
2 The lorry driver is the only one who can read maps.
3 Ethel can’t dance very well. But she could when she was younger.
4 Doris was able to play the piano when she was six. And she’s still very good.
5 Maria wasn’t able to celebrate her eightieth birthday.
6 The bank robber could run very fast (until she was seventy-five). She’s a bit slower now.
$
Student C
1 Ethel can drive; Maria and Doris can’t.
2 The dance teacher and the bank robber can’t read maps.
3 Only the dance teacher can dance – the other two aren’t very good.
4 The bank robber can’t play the piano, but the dance teacher can.
5 On her eightieth birthday, the bank robber was in prison. So she wasn’t really able to celebrate her birthday.
6 Doris and Ethel couldn’t run very fast when they were younger. And they can’t now.

9 Grammar 1
can, could, be able to: ability
Who is the dance teacher?

Target language: can, could, be able to: ability
Time: 25 minutes
Preparation: Photocopy and cut up one card for each student and one table for each group
of students.
Procedure
Set up the task by explaining that the three old ladies, Ethel, Doris and Maria still work.
Elicit guesses as to what they do. Tell them that one is a dance teacher, one is a lorry driver
and one is a bank robber.
Put students into groups of three. Give each group a Student A, Student B and Student C
worksheet and a copy of the table. Tell them to read out their clues and share the
information to complete the table and work out what jobs the ladies do.
Answers
Ethel is a lorry driver, Doris is a dance teacher and Maria is a bank robber.

9 Grammar 2
adverbs of manner
The adverbs game

$
Do and say things quickly. Do and say things angrily. Do and say things nervously.
Find other students who are doing Find other students who are doing Find other students who are doing
things: things: things:
angrily ______ confidently ______ quickly ______ confidently ______ quickly ______ confidently ______
nervously ______ carefully ______ nervously ______ carefully ______ angrily ______ carefully ______
sadly ______ slowly ______ sadly ______ slowly ______ sadly ______ slowly ______
rudely ______ quietly ______ rudely ______ quietly ______ rudely ______ quietly ______
noisily ______ happily ______ noisily ______ happily ______ noisily ______ happily ______
politely ______ politely ______ politely ______
Do and say things sadly. Do and say things rudely. Do and say things noisily.
quickly ______ confidently ______ quickly ______ confidently ______ quickly ______ confidently ______
angrily ______ carefully ______ angrily ______ carefully ______ angrily ______ carefully ______
nervously ______ slowly ______ nervously ______ slowly ______ nervously ______ slowly ______
rudely ______ quietly ______ sadly ______ quietly ______ sadly ______ quietly ______
noisily ______ happily ______ noisily ______ happily ______ rudely ______ happily ______
politely ______ politely ______ politely ______
Do and say things politely. Do and say things confidently. Do and say things carefully.
quickly ______ confidently ______ quickly ______ politely ______ quickly ______ politely ______
angrily ______ carefully ______ angrily ______ carefully ______ angrily ______ confidently ______
nervously ______ slowly ______ nervously ______ slowly ______ nervously ______ slowly ______
sadly ______ quietly ______ sadly ______ quietly ______ sadly ______ quietly ______
rudely ______ happily ______ rudely ______ happily ______ rudely ______ happily ______
noisily ______ noisily ______ noisily ______
Do and say things slowly. Do and say things quietly. Do and say things happily.
quickly ______ politely ______ quickly ______ politely ______ quickly ______ politely ______
angrily ______ confidently ______ angrily ______ confidently ______ angrily ______ confidently ______
nervously ______ carefully ______ nervously ______ carefully ______ nervously ______ carefully ______
sadly ______ quietly ______ sadly ______ slowly ______ sadly ______ slowly ______
rudely ______ happily ______ rudely ______ happily ______ rudely ______ quietly ______
noisily ______ noisily ______ noisily ______

9 Grammar 2
adverbs of manner
The adverbs game

Target language: adverbs of manner
Time: 20 minutes
Procedure
Explain that all students are going to have an adverb and they are going to move around
the room, speak to other students and behave like that adverb. Demonstrate with an
example, e.g. angrily. Make sure that you move angrily, look angry and ask and answer
questions angrily. Explain that students cannot tell anyone their adverb, but they can
discuss what they think other students’ adverbs are. They must speak briefly to every other
student in the class. Set a time limit for this.
When they have finished, put students into groups of three or four. Tell them to discuss how
the other students were speaking or behaving and to write the student’s name next to the
most suitable adverb. Monitor and encourage students to use sentences (e.g. Adam was
behaving/speaking/moving nervously, rather than Adam nervously.) Then get feedback
from the whole class and invite students to suggest who was the best actor/actress.

9 Grammar 3
Past Simple Passive
An unsuccessful criminal
$
C E H
was seen were called
G D K
was seen
F A I
was opened, was seen were called was opened
J L B
was searched, was heard was opened, was found was arrested, was given
9 Grammar 3
Past Simple Passive
An unsuccessful criminal
Target language: Past Simple Passive
Activity type: picture story
Time: 40 minutes
Procedure
Put students into groups of two or three. Give one set of cards to each group and tell them
to take turns to pick up a picture and describe it to the group.
Then tell students to arrange the pictures in order to make a story. They must use at
least five verbs in the passive. They can (but do not have to) use the passive verbs in the
captions. Set a time limit for this and then ask each group to tell their story to the whole
class. Monitor their output, ensuring that the passive is used appropriately.
As a follow-up, you could ask students to write the story for homework.
Possible answers
Burglar found hiding in fridge
A thief was found yesterday – in a fridge! The forty-eight-year-old thief, from Bytom in
Poland, had broken into an office building. But he was seen by a security guard. The
police were called, but the man left before they arrived. But then the police were called
and told where the man was. He was seen by neighbours when he went to his girlfriend’s
house. The police went to the woman’s house, but they could not find the man.
Suddenly, a sound was heard in the fridge. When the door was opened, the man was
found inside. ‘I don’t know how long he was in the fridge,’ said one of the policemen,
‘but he’d caught a cold.’ The man was given a warm coat and a packet of tissues. Then
he was taken away to the police station.

9 Pronunciation
changing word stress
Matching patterns
$
A
  able ability
  advertisement advert
  person personality
  employer employee
  application applicant
  qualify qualification
  secretarial secretary
  interviewee interviewer
  imagination imaginative
  communicative communication

9 Pronunciation
changing word stress
Matching patterns
Target language: changing word stress
Time: 20 minutes
Preparation: Photocopy and cut up one set of cards for each group of students. Also,
photocopy, but do not cut up one worksheet for each student as a written record.
Procedure
Explain to students that they are going to learn about syllables and word stress. Start
by checking that students can identify the number of syllables in words, e.g. able (2),
employer (3), interviewer (4) and communicative (5). Explain the convention of using small
and large circles () to represent stressed and unstressed syllables.
Put students into groups of three and give one set of cards to each group. Tell them to
match the stress patterns with the pairs of words. NB. If students follow the alphabetical
order (A–J), they will start with the shorter words and move on to the longer ones, which
should make the task easier.
As a follow-up, you could give each student one card. Give out an equal number of syllable
cards and word cards, ensuring that the cards you distribute match each other. Then ask
students to go round and find their partner. Explain that they cannot show other students
their cards, but must say the word or the stress pattern. So if a student has the card with
/ he/she must say I’m looking for da DA da da and DA da and find the student
whose words match the stress patterns.
Alternatively (perhaps as revision in a subsequent lesson), stronger students could play
pelmanism with the cards.

9 Vocabulary
the arts and films
Arts crossword
Student A
1
2
c i n e m a
3
c l a s s i c a l m u s i c
6
0
7 8
h o r r o r f i l m
10 11 12
b a l l e t p a i n t i n g
13
t h e a t r e
14
c o m e d y
$
Student A
1
s
2
c
i
e
n
3
c
e
4
f c
5
i a r
c r o
t t c
6
0
i o a k
7 8
o o l m m
n n o u u
9
v s o s
10 11 12
e i p n i
s c e o c
13
t a r v
o l a e
r l
14
y

9 Vocabulary
the arts and films
Arts crossword
Target language: the arts and films
Activity type: half a crossword
Time: 20 minutes
Procedure
Put students into pairs. Give half the pairs a Student A worksheet, and the other half a
Student B worksheet. Tell students to check with their partners that they understand and
can explain all the words on their crosswords.
When they are ready, rearrange the class so that a Student A works with a Student B. Tell
students not look at each other’s worksheets.
Preteach how to ask What’s 2 across? or What’s 1 down? Then tell students to help each
other to complete their crosswords by describing the words/phrases they have without
saying the words.
The winner is the first pair to finish the crossword.

10 Communication
talk about a journey
Why did that happen?

$

10 Communication
talk about a journey
Why did that happen?

Target language: talk about a journey
Activity type: picture stories
Time: 30 minutes
Preparation: Photocopy and cut up one set of cards and pin the cards up around the
classroom. Also photocopy, but do not cut up one worksheet for each group of students.
Procedure
Put students into groups of three and ask them to walk around the classroom and choose
three of the pictures on the walls. Explain that students are going to imagine that each
picture shows them going on a journey. They must imagine that they are the blank cut-out
person. Tell students to invent an interesting story about why they were travelling in the
way shown in the picture. Tell students to work together to make up a different story for
each card that they have chosen. Encourage students to use the phrases from the Students’
Book to make the story more interesting, e.g. Something really frightening happened to me
the other day … . Give students enough time to devise and practise their stories together.
When they are ready, rearrange the class into new groups so that students from different
groups work together. Give each new group a worksheet and tell them to take turns to tell
their stories about the pictures, e.g. Oh, this picture was me yesterday. Do you know what
happened to me? Well, I was late, so I had to go to work in my plane and … . Encourage the
other students to listen and respond in an interested way and to ask questions about the
stories they hear.

10 Grammar 1
Present Perfect Simple: just, yet,
already
Already done it?

A B C
D E F
G H I
J K L

10 Grammar 1
Present Perfect Simple: just, yet,
already
Already done it?

Target language: Present Perfect Simple: just, yet, already
Activity type: discussion
Time: 15 minutes
Procedure
Put students into pairs. Give a copy of the worksheet to each pair of students and tell them
to make sentences to describe the pictures using just, yet and already, e.g. They’ve just
got married. Go around the class helping with any vocabulary they might need. Then get
feedback from the whole class about the pictures.
Then tell students to discuss the pictures with regard to their own experiences, e.g.
I haven’t got married yet, but I’ve just got engaged. Get feedback from the whole class.

10 Grammar 2
verbs with two objects
Who has done what?

$
11 Find out how many students in 12 Find out how many people
the class have given somebody a have promised to cook dinner
present recently. for someone tonight.
Find out who they gave it to and Find out who for.
what it was.
13 Find out how many students 14 Find out how many students
have lent something to have written an email to
somebody recently. somebody today.
Find out what is was. Find out who they wrote to and
what it was about.
have sent a letter or card to have told somebody some
somebody recently. important information recently.
Find out who they sent it to and why. Find out what it was.
have taught somebody have bought somebody
something recently. something recently.
Find out who to and what it was. Find out what it was and who it
was for.
have shown some photos to have offered somebody some
somebody recently. help recently.
Find out what the photos were and Find out who they helped and what
who they showed them to. it was.

10 Grammar 2
verbs with two objects
Who has done what?

Target language: verbs with two objects
Time: 20 minutes
Procedure
Give one card to each student. Tell students to read the card and to prepare questions to
ask other students.
Then tell students to mingle with the others and to ask their questions and make a note
(mental or written) of the answers. Get feedback from the whole class on the answers. If
you have more than ten students, you might want to let students with the same card confer
before this feedback session.
As follow-up, put students into groups and ask them to look at the cards and to identity
the two patterns: 1 verb + indirect object + direct object and 2 verb + direct object + to +
indirect object.

10 Grammar 3
Past Perfect Simple
Explain that!
$
11 You came back from your holidays with a broken arm. 12 You arrived home completely wet on a sunny day.
13 You were speaking English to a French person. 14 You were walking down the street with Tom Cruise.
15 You threw your food at the waiter in a restaurant. 16 You were jumping up and down without stopping.
17 You were driving on the wrong side of the road. 18 You resigned from your job.
19 You paid for the whole class to go to Australia on holiday. 10 You sent the US President a letter.
11 You were riding an elephant through the city centre. 12 You were camping in the garden of your house.
13 You gave your English teacher a big kiss. 14 You were in a shop in Greece stealing bread.

10 Grammar 3
Past Perfect Simple
Explain that!
Target language: Past Perfect Simple
Time: 20 minutes
Procedure
Put students into groups of three or four and give a set of cards to each group. Tell students
to put the cards on the desk face down. Tell one of the students to take a card and read it
aloud. Tell the other students in the class to think of an explanation for the situation using
the Past Perfect. Brainstorm the explanations, encouraging students to elaborate their
explanations by asking follow-up questions using e.g. where, why, when, etc.
Then tell students to do the same with the rest of the cards in small groups. Tell students to
take turns to take a card and give an explanation. The other students should listen and ask
questions about the explanation.

10 Pronunciation
/I/
A-maze-ing vowels
START thick /I/ miss week three think

3
eat /i/ heat live feed jeans sit
7
big beans milk east dream teacher
listen keep biscuit swim beach big
this tree sleep hill meet disco
leave dinner building dish see rich
did drink sea cheap green spring
fish tea clean crisps machine six
sink ticket beef these street film
read visit bit niece cheese speak
linen Greece chicken fit sing FINISH

10 Pronunciation
/I/
A-maze-ing vowels
Target language: /I/ (and /i/)
Activity type: paired maze activity
When to use : Use this activity after Lesson 10.2.
Time: 15 minutes
Procedure
Put students into pairs. Tell students to work together and to begin at the start and to try
to find the path through the maze, following the words with the /I/ sound until they arrive
at the finish box. They can only move vertically or horizontally, not diagonally, i.e. you can
move from the start to either eat or thick but not heat. If a word has more than one vowel
sound, it is the sound which is underlined that the students should consider, e.g. teacher.
Encourage students to use a dictionary to check the pronunciation of words they are not
sure about. Highlighter pens would be useful to help students to colour code the different
words in the maze.
When they have finished, check answers with the class.
Answers
The maze path is as follows: thick, miss, live, milk, biscuit, swim, hill, dish, building,
dinner, drink, did, fish, sink, ticket, visit, bit, chicken, fit, sing
The other words in the maze have the following sounds in them:
/I/ think, sit, big, listen, big, this, disco, rich, spring, crisps, six, film, linen
/i/ week, three, eat, heat, feed, jeans, beans, east, dream, teacher, keep, beach, tree,
sleep, meet, leave, see, sea, cheap, green, tea, clean, machine, beef, these, street, read,
niece, cheese, speak, Greece

10 Vocabulary
-ed and -ing adjectives
Being interested in interesting things

Student A
Complete the sentences with the name of someone in your class.
1 _________________ finds the news depressed/depressing.
2 _________________ is excited/exciting about next weekend.
3 _________________ thinks adverts on TV are really bored/boring.
4 _________________ feels a bit tired/tiring at the moment.
5 _________________ is frightened/frightening of snakes.
$
Student B
1 _________________ is tired/tiring of learning English.
2 _________________ thinks football is really bored/boring.
3 _________________ is interested/interesting in history.
4 _________________ finds jazz music relaxed/relaxing.
5 _________________ has read lots of interested/interesting books.
$
Student C
1 _________________ has visited some amazed/amazing places.
2 _________________ sometimes says surprised/surprising things.
3 _________________ enjoys watching frightened/frightening films.
4 _________________ has been inspired/inspiring by someone famous.
5 _________________ gets bored/boring when he/she is travelling.

10 Vocabulary
-ed and -ing adjectives
Being interested in interesting things

Target language: -ed and -ing adjectives
Time: 40 minutes
Procedure
Divide the class into groups of three. Give each group a Student A, Student B or Student C
worksheet. Tell students to choose the correct adjective. Check students’ answers.
Then rearrange the class so that a Student A works with a Student B and a Student C. Then
tell students to discuss the other members of the class and write the name of at least one
student who meets the description of each sentence. As they have five sentences, they
should try to write the names of at least five different students.
Then tell students that they are going to speak to the people whose names they have
written and check to see if their guesses were correct. To do this, they must think of another
sentence. Encourage them to use various question types for this, e.g. Do you like watching
the news? Do you think it’s a bit depressing? I got depressed when I watched the news
yesterday – what about you?
Tell students to go and speak to all the people whose names they wrote. If they guessed
correctly, they get one point. The winner is the person with the most points.
Answers
Student A: 1 depressing 2 excited 3 boring 4 tired 5 frightened
Student B: 1 tired 2 boring 3 interested 4 relaxing 5 interesting
Student C: 1 amazing 2 surprising 3 frightening 4 inspired 5 bored

11 Communication
justify your opinions about people
Which candidate, which job?
PENROCK TOWN HOTEL is

looking for a manager. Our hotel PENROCK is looking for a town
is small and friendly and has ten mayor. The job involves attending
bedrooms. It is very near the beach meetings and speaking to
and attracts mainly national and journalists about Penrock. You
local tourists although occasionally will need to help local business
guests come from abroad. We have people and advise people on
a small, but very good restaurant, different problems. The mayor
must speak at least one foreign
a tennis court and a swimming
language because Penrock
pool. We’d like to organise extra
receives visitors from all over
activities and excursions for our
the world.
guests in the future.
Candidate 1 Candidate 2
NAME: Marie Holmes NAME: Peter Falmer
AGE: twenty-one years old AGE: fifty-five years old
QUALIFICATIONS: graduate in tourism QUALIFICATIONS: courses in computing, business and
WORK EXPERIENCE: Saturdays in a clothes shop administration at the local college
LANGUAGES: English, French, Spanish and a little WORK EXPERIENCE: Ten years as a tour guide. Twenty
German years managing own transport business.
DRIVING LICENCE: No LANGUAGES: English and a little French
INTERESTS: reading, sport and travelling DRIVING LICENCE: Yes
INTERESTS: computers, travelling and cooking
Candidate 3 Candidate 4
NAME: Susanna Ming NAME: John Schmidt
AGE: thirty-two years old AGE: thirty-six years old
QUALIFICATIONS: graduate in history. Courses in Public QUALIFICATIONS: graduate in business and
Relations and Computing. management
WORK EXPERIENCE: Regional Manager for an WORK EXPERIENCE: Administrative Assistant in
electronics company Germany for ten years
LANGUAGES: English and Chinese LANGUAGES: English and German
DRIVING LICENCE: Yes DRIVING LICENCE: Yes
INTERESTS: archaeology, dancing and art INTERESTS: football, travelling and economics
11 Communication
justify your opinions about people
Which candidate, which job?

Target language: justify your opinions about people
Activity type: discussion and roleplay
Time: 30 minutes
Procedure
Put students into pairs and give a copy of the worksheet to each student. Read through the
job advertisements with the whole class. Then tell students to discuss which of the four
candidates is the most suitable for each job and why. Get feedback from the whole class.
Then rearrange the class into groups of four. Tell Students A and B to take the roles of
interviewers, one for each of the two jobs. Students C and D each take the role of a different
candidate. Give students a few minutes to think of questions and answers. Then Student A
interviews Student C while Student B interviews Student D and then the candidates change
over. Each candidate has to convince the interviewer that he/she is the best for the job.

11 Grammar 1
would: past habits
School reunion
$
Francis Rowan
You are now a pop star. Your new album is coming out You are now an artist. You paint pictures of rich and
next month. famous people.
At school, you were a brilliant singer and all the At school, you would draw funny pictures of the
children used to love the songs you sang. teachers in lessons.
Your best friend used to draw funny pictures of all the Your best friend would sing songs all the time! (But
teachers. Find your best friend at the party. he/she wasn’t very good.) Find your best friend at the
You also remember two children who would talk about party.
football all the time. You didn’t like them. Find out what You also remember a child who used to dance all the
they are doing now. time. And he/she would pull your hair. It was really
annoying! Find out what he/she is doing now.
Robin Chris
You are now a writer. You write murder stories. You are now a professional dancer.
At school, you would spend a lot of time in the library, You used to dance all the time as a child.
reading books. Your best friend used to read in the library all the time.
Your best friend would dance all the time (even during Find your best friend at the party.
the lessons!) Find your best friend at the party. You also remember two children who would talk about
You also remember one child, who would tell football all the time. (You didn’t like them.) Find out
everybody what to do all the time. It was so annoying! what they are doing now.
Find out what he/she is doing now.
Jacky Jo
You are now a pilot. You are now a professional footballer.
At school, you would play with toy aeroplanes all the At school, you used to play football all the time with
time. You used to be really good at football (but you your best friend.
don’t play now). You remember that your best friend would play with
Your best friend was the only person who was better at aeroplanes all day. Find your best friend at the party.
football than you. Find your best friend at the party. You also remember one child who would sing songs all
You also remember one child who would draw horrible day. This would get really annoying, because the songs
pictures of the teachers. You did not like him/her. Find were really bad. Find out what he/she is doing now.
out what he/she is doing now.
Georgie Z
You are now a police officer. You are now a professional criminal.
At school, you used to help all the children. You would At school, you used to be very naughty. The teachers
tell them how to do things because they needed your would get angry with you and shout at you every day!
help. Your best friend would always tell the other children
Your best friend used to be very naughty and would what to do. Find your best friend at the party.
annoy the teachers every day. Find your best friend at You also remember one child who used to be a brilliant
the party. dancer. Find out what he/she is doing now.
You also remember one child who would sing all the
time. He/she couldn’t sing at all and the songs were
really bad! Find out what he/she is doing now.

11 Grammar 1
would: past habits
School reunion
Target language: would: past habits
Time: 25 minutes
Procedure
Give each student a role card. As the role cards are arranged in pairs, try to distribute the
role cards in the correct pairs, e.g. if you have ten students, allocate the eight cards and
then a second Francis card and a second Rowan card. For twelve students, do as above,
plus one Robin and one Chris. Tell students that they all used to go to Wood School as
small children. They have lost touch with their old classmates and have no idea what they
look like now. But now, after many years, they are going to attend a school reunion. Tell
students to mingle and to talk to other students about their lives now and their memories
of the other children they were at school with. Tell them to try to find their best friend at
school and the other people they remember. If you have a small class with less than eight
students they may not be able to find the additional people. While they are doing the
activity, encourage them not only to read the information from the cards, but to improvise
as well. Preteach phrases students may need, e.g. Sorry, I can’t remember your name? What
do you do now? What were you like at school? I’m looking for my best friend. She would
always … . Have you seen her?
Answers
The best friends were: Francis and Rowan, Robin and Chris, Jacky and Jo, Georgie and Z.

11 Grammar 2
articles
Making a story
$
a man an accident the problem
a question the way the only thing
on the street a delay a woman
a red rose the worst day the shopping
in the evening a banana skin the money
a murder at the moment a romantic meal
the washing-up the moon a fantastic day
the nicest thing a knife a piece of music
the name of round the corner a great time
the sky a pop-up advert a few days
on the TV a kiss a brilliant idea
the police a big surprise in the end

11 Grammar 2
articles
Making a story
Target language: articles
Activity type: story
Time: 20 minutes (+ writing time)
Procedure
Put students into groups of two or three. Give one set of cards to each group of students.
Tell them that they must make a story using as many of the phrases as possible. They can
choose what kind of story to make (science fiction, love story, murder mystery, etc.) and
which phrases to use. But they must use exactly the same phrase with the same article.
Encourage them to arrange the cards they have used in order on the table, so that they
can remember and retell the story. Emphasise that they will need to use other phrases as
well – sometimes the same noun with a different article: This story is about a woman … the
woman had the worst day of her life when … .
Monitor and correct as necessary.
When students have made their story, tell them that they will have to tell their story to
students from other groups and that they have three minutes to practise.
Put students into new groups, so that each group member has a different story. Allowing
the groups to move around the room, so that the story-teller can refer to the cards on the
table will make it easier.
As follow-up, you could tell students to write the story for homework.

11 Grammar 3
will and be going to: decisions and
plans
Class party
Student A
You are going to have a class party.
Decide:
1 where the party is going to be. You plan to have the party in the school hall so you can bring your own
food and drinks.
2 what food to eat. You are going to bring a huge chocolate cake.
You’re going to buy some nuts.
You’re going to pick some salad and vegetables from your own garden.
(Some people in the class are vegetarian.)
3 what drinks to have.
4 who is going to pay for the party.
5 what entertainment there is going Your brother plays in a heavy metal band. You don’t know how much
to be. they cost.
$
Student B
You’re going to have a class party.
Decide:
1 where the party is going to be. You need to ask the principal to use the school hall.
2 what food to eat. You’re going to make some chicken sandwiches.
You have bought some crisps for the party.
Remember that some students in the class can’t eat nuts.
3 what drinks to have. You are going to bring some plastic cups.
4 who is going to pay for the party.
5 what entertainment there is going to be. You would like a band or DJ.
$
Student C
You’re going to have a class party.
Decide:
1 where the party is going to be. You want to have the party in a restaurant.
2 what food to eat. You are going to bring some peanuts and other snacks.
3 what drinks to have. No problem – the restaurant will have lots of drinks.
4 who is going to pay for the party. You think the party’s going to be quite expensive. You’re going to ask
the restaurant owner for a discount.
5 what entertainment there is going to be. You would like some music at the party.

11 Grammar 3
will and be going to: decisions and
plans
Class party
Target language: will and be going to: decisions and plans
Time: 20 minutes
Procedure
Put students into groups of three and give out the role cards. Explain that students are
going to have a class party and that they are going to organise it together. When students
have read their role cards, ask them to appoint one student to be the secretary, whose job
it is to note down the group’s decisions on the arrangements. Tell students to negotiate, so
that everything for the party is well planned and everybody has different jobs to do. Explain
that they need to use be going to when they’ve already decided to do something, e.g. I’m
going to bring some crisps. I’ve already bought twenty packets. What about music? When
they decide at the moment of speaking, they need to use will, e.g. Music? No problem – I’ll
ask my brother. He’s a musician.
When they have finished, get feedback and ask each group to explain their party plans to
the rest of the class.

11 Vocabulary
phrasal verbs
Is it correct?
$
Q
Q
Is it better to grow in a big city or in a small town up?
Who brought up you when you were little? Why?
Fold here Fold here
A WRONG A WRONG
Who brought you up when you were little? Is it better to grow up in a big city or in a small town?
Why?
Q Q
When did you last come a friend across when you didn’t Do you think that children are better at picking up a
expect to meet them? new language than adults? Why/Why not?
Fold here Fold here
A WRONG
When did you last come across a friend when you didn’t A CORRECT
expect to meet them?
Q Q
Do you know anyone who was brought up by their Who do you look to up in your family?
grandparents?
Fold here Fold here
A WRONG
A CORRECT Who do you look up to in your family?
Q Q
When did you last come across a really interesting Have you picked up any new English vocabulary from
podcast? What was it about? songs or TV?
Fold here Fold here
A CORRECT A CORRECT
Q
Q Do you agree that some people look their pets after
Who do teenagers look up to in your country? better than their families? Do you know anyone who
does this?
Fold here Fold here
A WRONG
A CORRECT Do you agree that some people look after their pets
better than their families? Do you know anyone who
does this?

11 Vocabulary
phrasal verbs
Is it correct?
Target language: phrasal verbs
Activity type: question correction
Time: 20 minutes
Preparation: Photocopy and cut up one set of cards for each group of students. Fold each
card along the solid line across the middle. If possible, laminate them, so that each card
has a ‘Q’ side and an ‘A’ side. Additionally, photocopy one worksheet for each student to
give out after the activity as a written record.
Procedure
Put students into groups of three or four and give one set of cards to each group. Explain
that half of the questions are correct and half have a grammatical mistake. Tell students to
take turns to take a question and to read it out. Tell students not to look at the answer. As
a group, they decide whether it is correct or incorrect. If it is incorrect, they must correct it.
They can then turn the card over to check their answer.
Then tell students to arrange the cards on the table so that the correct questions are facing
upwards and tell them to ask each other the questions and discuss their answers. Monitor
and correct as necessary.

12 Communication
ask survey questions and report
the results
Could I ask you a few questions?

MOBILE PHONES number of people
1 How often do you _______________ ? a very often
How often do you use your mobile phone to buy something? b occasionally
c never
2 What do you think is the best age to _______________ ? a under _____
b from _____ to _____
c over _____
3 What do you think of ____________________________ ? a I hate it.
b It’s OK.
c I love it.
4 Do you agree that _____________________________ ? a yes
b not sure
c no
5 How much do you spend on _______________ every a nothing
week? b less than $_____
c more than $_____
6 _____________________________________________ a
b
c
7 _____________________________________________ a
b
c
$
SHOPPING number of people
1 How often do you _______________ ? a very often
b occasionally
c never
2 What do you think is the best age to _______________ ? a under _____
b from _____ to _____
c over _____
What do you think of using the Internet to buy food from b It’s OK.
supermarkets? c I love it.
4 Do you agree that _____________________________ ? a yes
b not sure
c no
5 How much do you spend on _______________ every a nothing
week? b less than $_____
c more than $_____
6 _____________________________________________ a
b
c
7 _____________________________________________ a
b
c

12 Communication
the results

COMPUTERS AND THE INTERNET number of people
1 How often do you _______________________________ ? a very often
How often do you check your emails? b occasionally
c never
2 What do you think is the best age to ________________ ? a under _____
b from _____ to _____
c over _____
b It’s OK.
c I love it.
4 Do you agree that _______________________________ ? a yes
b not sure
c no
5 How much do you spend on ________ every week? a nothing
b less than $________
c more than $________
6 _______________________________________________ a
b
c
7 _______________________________________________ a
b
c
$
JOBS number of people
1 How often do you _______________________________ ? a very often
b occasionally
c never
2 What do you think is the best age to ________________ ? a under _____
b from _____ to _____
c over _____
b It’s OK.
c I love it.
4 Do you agree that _______________________________ ? a yes
Do you agree that people should work to live, not live to b not sure
work? c no
5 How much do you spend on ________ every week? a nothing
b less than $________
c more than $________
6 _______________________________________________ a
b
c
7 _______________________________________________ a
b
c

12 Communication
the results

Target language: ask survey questions and report the results
Activity type: class survey
When to use: Use this activity after Unit 12 Communication. (It would be better not to do this
in the same class as Unit 12 Communication.)
Time: 40 minutes
Preparation: Photocopy and cut up one survey for each pair of students.
Procedure
Tell students that they are going to write questions for a survey. Write the suggested topics
on the board: mobile phones, shopping, computers and the Internet, jobs
Put students into pairs and allow them to choose the topic of their survey. Allow them to
research a different topic if they prefer. Give out the worksheets, allocating a topic to any
students who have not expressed a preference.
Encourage students to complete the questions appropriately. Tell them to write two
additional questions of their own, as well as three possible answers. Check their questions
for accuracy.
Then tell students to ask their questions to their classmates. If appropriate, they could ask
these questions outside the classroom. Get feedback on their findings.
As follow-up, you could ask them to produce a written report for homework or class writing
practice. Alternatively, they could produce presentations to give to the rest of the group,
summarising their findings.

12 Grammar 1
Second Conditional
Crazy sentences
$
11 If I ______ (win) the lottery, … … ______________________________________________
12 If there ________ (be) no cars, … … ______________________________________________
13 If English ________ (not be) an international

… ______________________________________________
language, …
14 If I ________ (have) three hundred pairs of

… ______________________________________________
shoes, …
15 If school ________ (be) seven days a

… ______________________________________________
week, …
16 If I ________ (not have) an English lesson

… ______________________________________________
now, …
17 If I ________ (buy) a lion, … … ______________________________________________
18 If I _______ (live) in Thailand, … … ______________________________________________
19 If my home ________ (be) on fire, … … ______________________________________________
10 If only women ________ (work), … … ______________________________________________
11 If I ________ (not live) in this country, … … ______________________________________________
12 If my English ________ (be) perfect, … … ______________________________________________

12 Grammar 1
Second Conditional
Crazy sentences
Target language: Second Conditional
Activity type: sentence completion
Time: 25 minutes
Preparation: Photocopy and cut up one set of cards for each group.
Procedure
Put students into groups of four. Divide the group into two pairs. Give each pair six of the
If cards and six of the blank cards from the set. Tell them to work in pairs to complete the
If cards with the correct form of the verb in brackets. Monitor students and check their
answers. Then tell students to make second conditional sentences by finishing each if
clause by writing a would clause on a blank card. They should complete each sentence in a
logical and appropriate way, e.g. If I WON the lottery … I would travel round the world.
Then tell the two pairs in each group to work together. Tell them to combine their cards into
two piles (one pile of If cards and one pile of would clause cards). They should shuffle the
cards a little.
Then students pick one card from each pile to make a full sentence and decide if these
new combinations are possible and make sense, e.g. If there were no cars, the air would be
cleaner.✓ If I won the lottery, the air would be cleaner.✗ Tell students to keep count of the
number of possible sentences they have made. The winner is the group with the highest
number of sentences.
Answers
1 won 2 were 3 wasn’t 4 had 5 was 6 didn’t have 7 bought 8 lived 9 was 10 worked
11 didn’t live 12 was

12 Grammar 2
reported speech
What did you say?

Student A
1 Ask your partner the questions. Do not write the answers but try to remember them.
11 What’s your favourite animal? 16 How many brothers and sisters have you got?
12 What do you like doing in your free time? 17 Can you drive?
13 What did you do last night? 18 What was the last film you saw?
14 What’s the most beautiful place you have ever visited? 19 How often do you play sport?
15 Do you think you will be rich one day? 10 What are you going to do tonight?
2 Report your partner’s answers to a new partner.

11 ______________________________________________________________________________
12 ______________________________________________________________________________
13 ______________________________________________________________________________
14 ______________________________________________________________________________
15 ______________________________________________________________________________
16 ______________________________________________________________________________
17 ______________________________________________________________________________
18 ______________________________________________________________________________
19 ______________________________________________________________________________
10 ______________________________________________________________________________
$
Student B
1 Ask your partner the questions. Do not write the answers but try to remember them.
11 What’s your favourite food? 16 How many good friends have you got?
12 What do you usually do on Saturday night? 17 Can you ski?
13 What did you do last summer? 18 What was the last thing you ate?
14 What’s the most frightening experience you have ever had? 19 How often do you go out with your friends?
15 Where d0 you think you will live when you are old? 10 What are you going to do next weekend?
2 Report your partner’s answers to a new partner.

11 ______________________________________________________________________________
12 ______________________________________________________________________________
13 ______________________________________________________________________________
14 ______________________________________________________________________________
15 ______________________________________________________________________________
16 ______________________________________________________________________________
17 ______________________________________________________________________________
18 ______________________________________________________________________________
19 ______________________________________________________________________________
10 ______________________________________________________________________________

12 Grammar 2
reported speech
What did you say?

Target language: reported speech
Activity type: memory game
Time: 25 minutes
Procedure
to ask each other the questions and to try to remember the answers. Tell students not to
write at this stage.
Then rearrange the class so that each student works with a new partner. Tell them to
report what their first partner said. This time students may make notes of the responses.
Go around the class monitoring and checking that students are using reported speech.
Then tell students to sit with the student whose answers they have just been told. Tell them
to check the information that they heard. They do this by making sentences such as: Sam
told me that your favourite animal was a cat. Is that right? Again, monitor students carefully.
Get feedback from the class about how many students had remembered all the information
correctly.

12 Grammar 3
both, either, neither
Adam’s family
Male Adam Boris Jack Martin David Female Louisa Zara Barbara Anna
female (age 65) male (age 70)
male (age 45) male (age 40) female (age 37) male
Adam
female (age 12) female (age 7) male (age 3)
$
Student A
1 Either/Both Barbara or Louisa is married to Adam.
2 Louisa has two brothers. They are neither/both unmarried.
3 Both/Either of Adam’s brothers-in-law, Martin and David, are in their forties.
4 The little boy’s name is both/either Jack or Boris.
5 Zara and Martin both/all have a younger brother and a younger sister.
$
Student B
1 Adam’s wife is either/both Louisa or Anna.
2 Neither/Either Martin nor David is married – they’re both single.
3 Martin is older than both/either his brother and his sister.
4 Neither/Both of Jack’s sisters are as young as him: he’s the youngest in the family.
5 The name of Boris’s wife is either/both Barbara or Zara.

12 Grammar 3
both, either, neither
Adam’s family
Target language: both, either, neither
Time: 25 minutes
Preparation: Photocopy and cut up one card for each student and one family tree for each
pair of students.
Procedure
Put students into pairs. Give half the pairs a Student A worksheet and the other half a
Student B worksheet. Tell students to choose the correct word to complete the sentences.
Then rearrange the class so that a Student A works with a Student B. Give each pair a
copy of the family tree. Tell students to take turns to read out their sentences and to work
together to complete the family tree. Tell students not to show their worksheets to each
other.
Answers
Student A: 1 Either 2 both 3 Both 4 either 5 both
Student B: 1 either 2 Neither 3 both 4 Neither 5 either
grandmother (age 65) grandfather (age 70)

Barbara Boris
male (age 45) male (age 40) female (age 37) male
Martin David Louisa Adam
girl (age 12) girl (age 7) boy (age 3)

Zara Anna Jack

12 Pronunciation
rhymes
Rhyming pairs
$
pretty city ice

dream cream
farmer drama shop stop
eye sky play today
boat wrote son fun
ran began said red

12 Pronunciation
rhymes
Rhyming pairs
Target language: rhymes
Activity type: pelmanism and poetry writing
Time: 15 minutes
Preparation: Photocopy and cut up one set of cards for each pair of students.
Procedure
Put students into pairs (or groups of three). Give each pair/group a set of cards and ask
students to shuffle them and spread them out face down in front of them. One student
starts by turning over two cards, so that everyone can see them. If the cards contain words
which rhyme with each other, the student must make a sentence which includes both
words. If the sentence makes sense, the student can keep the cards. However, if the words
on the cards do not rhyme, or the student is unable to produce a sentence with both words
which makes sense, the cards must be placed back on the table, face down and in the same
position as before.
Each student takes it in turns to try to turn over two cards with rhyming words on them until
all of the cards have been matched. The winner is the student with the most pairs.
As an optional follow-up, ask each pair/group to choose three of the rhyming pairs and
write some song words. To demonstrate, take one pair, e.g. pretty/city and elicit two
possible song lines from the whole class, e.g. We walked around the city, the sun in the sky
was very pretty. Tell students to work in their pairs/groups and to write six lines of a song
using three rhyming pairs. Monitor and help where necessary. When they have finished, ask
each pair/group to read their song words to the class.
Answers
pretty–city, dream–ice cream, farmer–drama, shop–stop, eye–sky, play–today,
boat–wrote, son–fun, ran–began, said–red

12 Vocabulary
money
The money game

4 You get some
START 1 You get a good job and b________ when the
2 You get a s________ to 3 Children should do
e________ a good salary. shops are offering big
study at university. housework to earn
Go forward three discounts at the end of
Go forward five squares. money. Do you agree?
squares. the season.
FINISH
Go forward two squares.
23 You b________ some

5 Footballers earn too
money from a friend, but
much.
can’t pay it back.
Do you agree?
Go back seven squares.
22 You want to take your

new TV back to the shop
because it doesn’t work. 6 In which country is the
But you can’t find your currency called rupees?
r________.
Go back two squares.
21 In which country is the 7 It’s essential to save for

currency called yen? the future. Do you agree?
8 You l________ some

20 Money can’t buy money to someone, but
happiness. you never see him/her
Do you agree? again.
Go back four squares.
19 You have a good job,

9 You lose a £20
but you forgot to pay any
n________ . Go back two
t________ last year.
squares.
Go back five squares.
18 You don’t have enough

cash to pay for your 10 It’s better never to
f________ when you get borrow money. Do you
on the bus. agree?
Go back one square.
17 You get a large

d________ when you buy 11 You w________ £30 in
a new car from a friend. a competition.
Go forward three Go forward two squares.
squares.
14 You start paying all

16 You w________ £200 15 Money causes your bills by d________ 13 You s________ all your
from the cashpoint and problems in many d________ . This saves salary in the first three 12 In which country is the
then spend it all. families. you a little money each days of the month. currency called rand?
Go back four squares. Do you agree? month. Go back seven squares.
Go forward one square.

12 Vocabulary
money
The money game

Target language: money
Activity type: board game
When to use: Use this activity after Unit 12.
Time: 25 minutes
Preparation: Photocopy one worksheet for each group of students, enlarging if possible.
Procedure
Put students into groups of three or four. Give each group a copy of the worksheet, dice
and counters. Tell students to put their counters on the start and to roll the dice to see
who goes first. (The student with the largest number goes first.) Tell them that when they
land on a square they have to do one of three things: complete the sentence, answer the
question or discuss the statement. If a student can’t do the task, he/she misses the next
turn. Help students where necessary. The winner is the first student to reach the finish.
Answers
1 earn 2 scholarship 3 students’ answers 4 bargains 5 students’ answers 6 India
7 students’ answers 8 lend 9 note 10 students’ answers 11 win 12 South Africa
13 spend 14 direct debit 15 students’ answers 16 withdraw 17 discount 18 fare
19 tax 20 students’ answers 21 Japan 22 receipt 23 borrow

2.3 New Total English - Pre-Intermediate (Photocopiables)

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Contents

Activity Language focus Activity name

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Activity Language focus Activity name

Photocopiable © Pearson Education Limited 2011

What are you learning?

1 Why are you learning it?

2 Do you have a teacher?

3 How often do you practise/study?

4 What do you find difficult?

5 How good do you think you are at it?

6 What do you want to work on?

1 Why are you learning it?

2 Do you have a teacher?

3 How often do you practise/study?

4 What do you find difficult?

5 How good do you think you are at it?

6 What do you want to work on?

1 Why are you learning it?

2 Do you have a teacher?

3 How often do you practise?

4 What do you find difficult?

5 How good do you think you are at it?

6 What do you want to work on?

1 Why are you learning it?

2 Do you have a teacher?

3 How often do you practise/study?

4 What do you find difficult?

5 How good do you think you are at it?

6 What do you want to work on?

Photocopiable © Pearson Education Limited 2011

What are you learning?

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How well do you know your partner?

1 someone listening to heavy rock music?

2 someone going to a party?

3 someone doing English homework?

6 someone doing sport?

7 someone having a lie-in?

10 someone speaking in public?

2 My partner ________________ going to parties. 7 My partner ________________ having a lie-in.

4 My partner ________________ snakes. 9 My partner ________________ babies.

5 My partner ________________ fast food. 10 My partner ________________ speaking in public.

3 Check your answers with your partner.

I think you really hate listening to heavy rock.

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How well do you know your partner?

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What are you doing in London?

You are a singer. You are a film director.

You are a famous sportsperson. You are a TV presenter.

Does he/she like

Photocopiable © Pearson Education Limited 2011

What are you doing in London?

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Photocopiable © Pearson Education Limited 2011

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You are a DRUMMER in a heavy metal band. You are a RAPPER.

Student 1 Student 2 Student 3

what music/really like?

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2 My partner going to parties. 7 My partner having a lie-in.

4 My partner snakes. 9 My partner babies.

5 My partner fast food. 10 My partner speaking in public.