4.1 New Total English - Upper-Intermediate (Photocopiables)

Contents
Activity Language focus Activity name
Unit 1
Vocabulary 1 family/relationships Pairs
Grammar 1 the present and future Guess the question
Grammar 2 the past Sentence squeeze
Grammar 3 obligation and ability Modal chase
Vocabulary 2 phrasal verbs Phrasal verb mingle
Communication talk about past and present members of your family Family mystery
Unit 2
Pronunciation connected speech: linking sounds Link the sounds
Grammar 1 Present Perfect Simple and Continuous Perfect proverbs
Grammar 2 questions The travel quiz
Grammar 3 modifying comparatives Changing ideas
Vocabulary expressions with go Go, go, go!
Communication ask and answer questions in an interview The travel guide
Unit 3
Vocabulary 1 age, time expressions and materials Trading words
Grammar 1 Past Perfect Simple and Continuous Ordinary heroes
Grammar 2 articles Your rule, my rule
Grammar 3 adjectives and adverbs In addition
Vocabulary 2 making nouns Talk for a minute about …
Communication tell a short anecdote Silly stories
Unit 4
Pronunciation stress: sounding sure Job fair
Grammar 1 futures (1) Future forms risk
Grammar 2 Future Perfect and Future Continuous A wild guess
Grammar 3 verb patterns: -ing forms and infinitives Mixed doubles
Vocabulary collocations with prepositions Who wrote this?
Communication ask and answer questions in an interview The right response
Unit 5
Vocabulary 1 risk/achievement Risk assessment
Grammar 1 Conditional structures (1) Sentence scramble
Grammar 2 advice and permission A problem shared
Grammar 3 emphasis And the award goes to …
Vocabulary 2 distances and dimensions Hot rocks
Communication participate actively in a debate For and against
Photocopiable © Pearson Education Limited 2011

Contents
Activity Language focus Activity name
Unit 6
Pronunciation consonant clusters Categories
Grammar 1 used to, be used to, get used to, would Same old, same old
Grammar 2 wishes and regrets Relationship regrets
Grammar 3 preparatory it Story board
Vocabulary idioms to describe people Personality bingo
Communication give your opinions and justify your choices Who’s the greatest?
Unit 7
Vocabulary 1 food and cooking Food survey
Grammar 1 quantifiers with countable and uncountable nouns The same mistake
Grammar 2 passives Passive verb swap
Grammar 3 have/get something done Getting it done
Vocabulary 2 prefixes Prefix puzzle
Communication communicate clearly in a restaurant, a shop and Four in one
a hairdresser’s
Unit 8
Pronunciation intonation: reporting Pass it on
Grammar 1 It’s time, I’d rather, I’d better The fastest finisher
Grammar 2 reported speech Say what?
Grammar 3 reporting verbs Reporting verb dominoes
Vocabulary phrasal verbs with three parts It’s mine!
Communication take an active part in a discussion Community challenge
Unit 9
Vocabulary 1 crime, law and insurance Six convicts
Grammar 1 participle clauses for sequencing Escape!
Grammar 2 deduction: past and present Name the classmate
Grammar 3 relative clauses Find the five
Vocabulary 2 news headlines In the news
Communication solve problems with other people Who’s to blame?
Unit 10
Pronunciation intonation: sounding enthusiastic The powers of persuasion
Grammar 1 reflexive pronouns Up and down
Grammar 2 Conditional structures (2): with conjunctions Under what conditions?
Grammar 3 futures (2) Is it true?
Vocabulary commonly misspelt words Spelling bee
Communication describe what kind of person you are and how you Who do you think you are?
think/learn

1 Communication
talk about past and present
members of your family
Family mystery
1. 2.
1880–1955 m. 1900 1882–1962
3. 4. 5. 6.
1905–1985 m. 1930 1910–2000 1913–1973 m. 1940 b.1920
7. 8. 9. 10.
b. 1935 m. 1962 b. 1938 b. 1950 m. 1978 b. 1955
11. 12. 13.

b. 1971 m. 2006 b. 1975 b. 1982
14.
b. 2010
$
$
William and Doris had only When Henry’s daughter-in-law
Henry married Berta at the turn
known each other for six months Harriet died in 2000, she’d lived
of the century.
when they got married. for 90 years.
When Cynthia married her

Clarence met Harriet when he Clarence wasn’t very close to his
husband in 1962, she was
was working as a postman. brother William.
studying to be a teacher.
David has his own business

Ken is three years’ younger than Cynthia gets on really well with
which he’s now running with his
his wife. her sister-in-law Carol.
son Richard.
Tim will start school in the next Both Richard and his cousin Stephen often passes his uncle
few years. Stephen are only children. David when he’s driving to work.
Karen works from home so she Cynthia’s been married sixteen Doris is going to have a big party
can look after her son. years longer than her brother. for her hundredth birthday.

1 Communication
talk about past and present
members of your family
Family mystery
Target language: talk about past and present family members
Activity type: class mingle
When to use: Use this activity after Unit 1 Communication.
Time taken: 20 minutes
Preparation: Photocopy and cut up one family tree and one clue for each student in
the class.
Procedure
Give each student a copy of the family tree and each student one clue. With smaller classes,
give some students two clues. Ask students to memorise the information on their clue card.
Students now mingle and share their clues with each other until they have completed the
family tree. The winner is the student who completes the family tree correctly first.
Answers
1 Henry 8 Ken
2 Berta 9 David
3 Clarence 10 Carol
4 Harriet 11 Stephen
5 William 12 Karen
6 Doris 13 Richard
7 Cynthia 14 Tim

1 Grammar 1
the present and future
Guess the question

Student A
Write an answer to each question on the lines. Do not write complete sentences, just two or three words.
1 What will you have for dinner today? 1
2 What kind of weather do you like the best? 2
3 Where are you going for your next night out? 3
4 What activity do you enjoy doing in your free time? 4
5 What TV series are you enjoying watching at the moment? 5
6 When are you next going to have a holiday? 6
7 How are you feeling at the moment? 7
8 What sport, activity or hobby would you like to try in future? 8
$
Student B
1 What do you do on weekend mornings? 1
2 What book or magazine are you reading at the moment? 2
3 What do you think you’re going to enjoy the most about your English course? 3
4 When will you next see your friends? 4
5 Which of your English skills are you planning on improving the most? 5
6 Where do you work or go to school? 6
7 How often are you going to study English at home during this course? 7
8 Where are you going to for your next holiday? 8
$
Student C
1 When are you next going to use public transport? 1
2 What do you think the weather will be like tomorrow? 2
3 Which member of your family are you meeting over the next few days? 3
4 What activities are you going to do during your next holiday? 4
5 How do you feel when you wake up in the mornings? 5
6 What food do you love eating the most? 6
7 How often do you go shopping? 7
8 Where would you like to live in the future? 8

1 Grammar 1
the present and future
Guess the question

Target language: the present and future
Activity type: group discussion
When to use: Use this activity after Lesson 1.1.
Preparation: Photocopy and cut up one worksheet for each group of three students in
the class.
Procedure
Divide the class into groups of three. Give one student in each group a copy of the Student
A worksheet, one student the Student B worksheet and the third student the Student C
worksheet. Tell them not to look at each other’s worksheets. Ask students to write answers
to each question on the lines of their worksheet. Students should write down just one or
two words and should not write complete sentences. They should write clearly so that other
students can read it. When they have finished, ask the students to tear the worksheet in
half down the dotted line. One student places his/her answers on the table so that the
other two students can see it. These two students read the first answer and take it in turns
to guess the question until one of them gets it right. It is not important for students to say
the question with the exact wording on the worksheet, but the tense and overall meaning
should be the same.
Remind students that the questions are about the present or future. The student who
guesses correctly gets one point. If students need help, the writer of the answer can
give them a clue, e.g. It’s a question about the future. It’s about holidays. Students take
it in turns to guess the questions until all three students’ questions have been guessed
correctly. The winner is the student with most points. Elicit any surprising information from
each group in feedback.

1 Grammar 2
the past
Sentence squeeze
$
Student A Student B
I’d been studying for over an hour. I played with my siblings a lot.
He was cooking dinner. By the time I got home last night, I’d
argued with both my brother and my
I saw the most amazing rabbit in the
sister.
field.
I’d discovered something amazing.
I hadn’t passed my driving test.
While I was walking through the woods,
I wasn’t feeling very well.
I thought I saw an elephant.
When they arrived, I’d spent an hour
I hadn’t been waiting long.
getting ready.
She’d bought me a lovely present.
He always took the biggest piece of
cake. They weren’t listening to me at all.
It made me laugh so much that my I saw a strange shadow in the garden.
stomach hurt.
Student C Student D
They’d already left when I arrived. I couldn’t read it clearly.

I fell asleep in my next door neighbour’s They were walking down the street with
garden. flowers in their hair.
I’d been living there for a long time. It’d already started, when I got there.
I really wanted to buy it. She’d been going to classes.
When I was on holiday, I won a new car. I joined lots of clubs.
I thought I’d lost it. She was standing on one leg.
He was singing a song in Russian and We hadn’t seen it yet.
dancing round the room.
I was trying to read a book but I kept
I hadn’t seen her at first. falling asleep.

1 Grammar 2
the past
Sentence squeeze
Target language: the past
Activity type: discussion and guessing game
Preparation: Photocopy and cut up one worksheet for each group of four students in
the class.
Procedure
Divide the class into groups of four. Give one student in each group a Student A worksheet,
one student a Student B worksheet etc. Tell students not to look at each other’s
worksheets. Tell students that they are going to have a conversation in their groups about
the past and they must try to include all of their sentences in the conversation without the
other students noticing. If they think that a sentence another student has said is from his/
her list, they should make a note of it.
Give students a few minutes to read their sentences and think about how they can include
them in the conversation. If necessary, prompt topics such as last weekend, last holiday,
childhood memories. Allow about fifteen minutes for the conversation. Afterwards ask
students to count up the number of sentences they managed to use from their lists. They
should tell each other if they noticed any sentences that they thought another student
had on his/her list. If they guess correctly, the speaker can no longer get a point for that
sentence. The winner is the student with the most points.

1 Grammar 3
obligation and ability
Modal chase
START
mustn’t mustn’t be should have should have have got to should have
must take should call
wear making cooked taken make called
don’t have should have to stay weren’t able don’t have

could read
to take attend out to read to wear
should has couldn’t did have to have to should be

should read
been cook call make cooked
didn’t have must to shouldn’t should have have to

had to call
to apply send have gone on attend wear
could to should to mustn’t not

has to apply can’t wear has to wear
pass calling stay out
don’t must mustn’t mustn’t don’t have should have

should take
read attend make to call been
was able to shouldn’t shouldn’t

had to send mustn’t call can read
pass have taken have been
should have didn’t have must have

must go on should wear must pass
worn to go on worn
don’t must should have mustn’t

can call had taken must send
to send applied cook
mustn’t stay had to shouldn’t must to go must stay have to should to

had to take
out attend have left on out apply take
1 I’ve put on a lot of weight recently. I really a diet.
2 Men a tie to that restaurant, otherwise they won’t let you in.
3 You an umbrella with you when you go out later, in case it rains.
4 The children are asleep, so we too much noise.
5 When I started my first job, I my boss ‘Sir’.
6 When I was six, my teacher was really pleased that I simple books well.
7 I’ve got a long day tomorrow, so I late tonight.
8 We Jim and arrange to meet tonight. Have you got his number?
9 Before you get a job abroad, you for a work permit.
10 You the food more carefully; this chicken could kill someone!
11 It’s my father’s birthday in two weeks. I him a card.
12 I was ill when I took my driving test but still I .
13 Our flight left early, so we a taxi to the airport.
14 If you want to pass your exams this year, you more of your classes.
15 He really late; he missed some really important information.
16 She studies hard and English newspapers and magazines really well now.

1 Grammar 3
obligation and ability
Modal chase
Target language: obligation and ability
Activity type: board game
Preparation: Photocopy one worksheet for each pair of students in the class; dice
and counters.
Procedure
Put students into pairs and give each pair a copy of the worksheet. They will need a dice
and counter each. They should place their counters in the box marked ‘START’ at the top of
the grid. Explain that sentences 1–16 have had some words removed which can be found
somewhere in the grid. These sentences express obligation and ability, using modals.
Some of the options in the grid either do not fit any of the sentences or are grammatically
incorrect.
Both students first look at sentence 1, and then look for the box on the grid containing
the missing words for that sentence. When they find it, they should not tell each other
what they think those words are. They then take it in turns to roll their dice and move their
counter towards the box they have chosen. They can move their counter up and down or
left and right but not diagonally or across the black areas. As soon as they land on the box
they have chosen, they ‘claim’ it by putting either a circle or a cross in that box, writing the
correct words in the appropriate sentence and writing their initials next to that sentence.
The box cannot then be claimed by the other student on this round. Both students then
look at the next sentence and move their counters on from the squares they are already
on. Allow them about twenty minutes to complete all the sentences, and then check
their answers. The winner is the student in each pair who claims the most correct boxes/
completes the most sentences.
Answers
1 must go on
2 have to wear
3 should take
4 mustn’t make
5 had to call
6 could read
7 mustn’t stay out
8 should call
9 have to apply
10 should have cooked
11 must send
12 was able to pass
13 had to take
14 should attend
15 shouldn’t have been
16 can read

1 Vocabulary 1
family/relationships
Pairs
$
Have you bumped into a neighbour recently?
Have you got a half- brother or sister?
Do you see eye to eye with your siblings?
Are you good at keeping in touch with old school friends?
Do you think you come across as a happy person?
Do you believe that everyone has a soulmate?
on your wife, husband, partner or

Did you make a good first impression
best friend?
Have you ever clicked with a colleague immediately?
by its cover when meeting new

Do you tend to judge a book
people?
Do you prefer to talk to friends face to face?
Have you or your family ever not seen eye to eye with a neighbour?
an acquaintance and then become

Have you ever clicked with
close friends?

1 Vocabulary 1
family/relationships
Pairs
Target language: family/relationships
Activity type: pelmanism and discussion
When to use: Use this activity after Unit 1 Lead-in.
Preparation: Photocopy and cut up one worksheet for each group of three students in the
class.
Procedure
Put students into groups of three or four and give each a set of cut up cards. Ask students
to spread the cards out on the desk face down. Each student turns over two cards. If the
cards match and make a question, the student can keep the cards. If the cards do not
match, the student places them back down on the table in the same place he/she took
them from. The rest of the group can check the questions are correct and if there is any
dispute, they consult with you. The winner is the student with the most cards after all the
questions have been matched. The students now ask the questions on their cards to the
other group members. When they have finished, elicit any surprising information from each
group in feedback.

1 Vocabulary 2
phrasal verbs
Phrasal verb mingle

Replace the underlined words in each sentence with a phrasal verb from the box in the appropriate form.
show off look up to get on really well with take after fallen out with bringing up
split up with going out with make up with growing up
1 Find out which parent one of your classmates has a similar character to.

2 Find out who one of your classmates admires the most in his/her family and why.

3 Find out about a classmate’s best memory of changing from an adult to a child.

4 Find out how one of your classmates used to try to make people admire him/her in an obvious
way when he/she was a child.

5 Find out what one of your classmates thinks is the most difficult thing about looking after and
educating a child.

6 Find out which family member one of your classmates had a very good relationship with when
he/she was a child.

7 Find out which age one classmate thinks is good for teenagers to start dating each other.

8 Find out why one classmate thinks it is acceptable to end a relationship with someone by text.

9 Find out which family member one classmate has had an argument with and stopped talking to.

10 Find out which friend one of your classmates often argued with and then became friends again
at school.


1 Vocabulary 2
phrasal verbs
Phrasal verb mingle

Target language: phrasal verbs
Activity type: mingle
When to use: Use this activity after Unit 1 Vocabulary.
Preparation: Photocopy one worksheet for each student in the class.
Procedure
Give each student a copy of the worksheet and ask them to change the underlined
phrases in the statements with a phrasal verb from the text box in the appropriate form.
Check answers with the class. Students now mingle and interview their classmates,
asking questions in the second person for each statement, e.g. Which parent do you take
after? Students ask one question per classmate, making a note of the answer on his/
her worksheet and then moving on to a new partner. If a student is unable to answer a
question, a different question can be asked until an answer can be given. If there are fewer
than eleven students in the class, each student can be asked more than one question. Give
students around fifteen minutes to mingle. When they have finished, ask students to sit
in pairs and share the information they discovered with each other. Elicit any surprising
information from one or two pairs in feedback.
Answers
1 takes after
2 looks up to
3 growing up
4 show off
5 bringing up
6 got on really well with
7 going out with
8 split up with
9 fallen out with
10 made up with

2 Communication
ask and answer questions in an
interview
The travel guide
My place My classmate’s place My classmate’s place
Place name
Location
Places to stay
Food/places to eat
Places to visit
Things to do
Getting around
Facilities
Special events
The people
Weather
Other useful information

2 Communication
interview
The travel guide

Target language: ask and answer questions in an interview
Activity type: interview
Procedure
Give each student a copy of the worksheet and ask them to think of a place that they are
familiar with and that a classmate might enjoy visiting. This could include a country, a city,
a town, a village or tourist spot anywhere in the world. Ideally a place where other students
might not have been. Ask students to complete the first column with notes about each
category. They do not need to write full sentences.
When they have finished, put students into pairs, checking that they have made notes
about different places. One student starts by asking his/her partner about his/her place
and making notes in the second column on the worksheet. They then swap roles and the
second student asks questions and make notes. When they have finished, ask students
to sit with a different partner. Each student asks his/her new partner questions about the
place that his/her previous partner described and makes notes in the final column. When
they have finished, ask students to find another new partner and to share information,
discussing which of the six places they would prefer to visit, and why. If you have a small
class and it is not possible to find another new partner, ask students to return to their
original partner to discuss their preferences. Elicit choices from two or three students in
open class.

2 Grammar 1
Present Perfect Simple and
Continuous
Perfect proverbs
1 I ( just do) a practice test for my English exam and I got 85%, so I’ll a Don’t worry. His bark is worse
definitely pass the real exam next week. than his bite.
2 Thanks for the invitation to go camping on Saturday, but my cousin b Yes, actions speak louder than
( just call ) me and said that he’s coming over this weekend. Can I bring him with words.
me?
c Well, you shouldn’t count your
3 Ana ( arrive) late to her lessons all term. She promises to come on chickens before they’re hatched.
time from now on but I’m not sure she will.
d Why not? Many hands make
4 I’m very worried. My son went on holiday last week and I ( wait ) to
light work.
hear from him since then, but so far nothing.
e Oh dear. Well, you know what
5 I ( learn) German for three months, but I don’t seem to be making
they say: too many cooks spoil
much progress.
the broth.
6 I only moved into my new flat last week, and my new neighbour
( already shout) at me twice. f Oh dear. It never rains but it
pours.
7 Originally my husband was putting up the tent and everything was fine. Three of
our children ( just join) him, and now it’s in such a mess! g Sure. The more the merrier.
8 Our teacher gave us lots of homework this afternoon. I ( already h Are you sure? A bad workman
finish) it, but because I did it so quickly, it’s full of mistakes. always blames his tools, you
9 All week my daughter ( promise) us that she’s going to pack her know.
clothes ready for the trip, but it would be nice if she actually did it!
i Oh come on! You shouldn’t make
10 I ( just look) at the essay I wrote last night, and it’s full of spelling a mountain out of a molehill.
mistakes. There must be something wrong with my computer.
j I see. When the cat’s away, the
11 We ( try) to organise this jungle trip for ages now. Perhaps if we
mice will play, right?
asked some of our friends to help we might be more successful.
k Relax. No news is good is news.
12 Remember when I helped fix your computer? Well, I ( have) some
problems with my car recently, and I was wondering if you could look at it. l Good idea. You should strike
13 I don’t believe it! Emma ( break) my favourite cup. The stupid, while the iron is hot.
careless woman! I’m never going to speak to her again.

m Oh well, more haste, less speed.
14 Our boss ( go) on a two-week holiday, so there’s a really relaxed
n Of course. One good turn
atmosphere in the office, and we aren’t getting much work done.
deserves another.
15 What a terrible morning! First of all my suitcase broke. Then, when I got to the
o You might be surprised. It’s
airport, I realised I’d left my passport at home and had to go back for it. Now I
never too late to mend your
( just hear) that my flight has been cancelled.
ways.
16 Last week I sent off an application form to be a tour guide in the Amazon. I
( already receive) an offer to attend an interview. I’m going to make p Give it time. Rome wasn’t built
an appointment to see them as soon as possible. in a day.

2 Grammar 1
Present Perfect Simple and
Continuous
Perfect proverbs
Target language: Present Perfect Simple and Continuous
Activity type: matching
Preparation: Photocopy one worksheet for each pair of students in the class.
Procedure
Put students into pairs. Give each pair a copy of the worksheet. Explain bark, hatch, broth,
molehill and mend or make sure that students have access to a dictionary. Students take it
in turns to choose one of the sentences in the left‑hand column, and complete it using the
verb in brackets. They must decide whether to use a Present Perfect Simple or Continuous
form to complete the gap in the sentence. They then match the sentence with an
appropriate response in the right-hand column. These responses all include a well-known
English proverb. Set a time limit of about 10–15 minutes for this. The winner is the student
in each pair who made the most correct matches.
Answers
1 have just done, c
2 has just called, g
3 has been arriving, o
4 have been waiting, k
5 have been learning, p
6 has already shouted, a
7 have just joined, e
8 have already finished, m
9 has been promising, b
10 have just looked, h
11 have been trying, d
12 have been having, n
13 has broken, i
14 has gone, j
15 have just heard, f
16 have already received, l

2 Grammar 2
questions
The travel quiz

Student A
Complete the questions to match the answers.
1 The Netherlands is directly north of Belgium.

Which country ? (Answer: The Netherlands/Holland)
2 You don’t travel across the International Date Line if you fly east from the USA to Japan.
Do ? (Answer: no, only if you fly west.)
3 Ethiopia does not have a coastline.
Do you know ? (Answer: no it doesn’t, it is landlocked)
4 Red, white and green make up the Italian flag.
Which three colours ? (Answer: red, white and green)
5 The elephant is the national animal of Thailand.
Can you tell me ? (Answer: the elephant)
6 The Taj Mahal is in Agra, India.
Where ? (Answer: Agra, India)
7 The kimono is the national dress of Japan.
What ? (Answer: the kimono)
8 Christopher Columbus discovered America.
Do you know ? (Answer: Christopher Columbus)
$
Student B
Complete the questions to match the answers.
1 Penguins live in the South Pole not the North Pole.

Do the South Pole or the North Pole? (Answer: the South Pole)
2 The trading of tea originated in China.
Where ? (Answer: in China)
3 The dish ‘paella’ comes from Spain.
Can you tell me ? (Answer: Spain)
4 The Notting Hill Carnival in London takes place in August.
When ? (Answer: in August)
5 Mount Kilimanjaro is situated in Tanzania, not Kenya.
Do you know Tanzania or Kenya? (Answer: Tanzania)
6 Australia is the world’s largest island.
What ? (Answer: Australia)
7 Switzerland consumes the most chocolate per person in the world.
Do you know ? (Answer: Switzerland)
8 People dance the samba in Brazil.
Where ? (Answer: in Brazil)

2 Grammar 2
questions
The travel quiz

Target language: questions
Activity type: paired quiz
Procedure
Put students into pairs. Give half the pairs a Student A worksheet and the other half a
Student B worksheet. Students work in their pairs and make questions from the statements
and prompts. Check answers with each group, taking care not to give the answers away.
Then rearrange the class so that a Student A works with a Student B. Students take it
in turns to ask their quiz questions while the other student guesses the answers. Each
student gets one point for each correct answer. The winner is the student with the most
points.
Answers
Student A:
1 Which country is directly north of Belgium?
2 Do you travel across the International Date Line if you fly east from the USA to Japan?
3 Do you know if Ethiopia has a coastline?
4 Which three colours make up the Italian flag?
5 Can you tell me the national animal of Thailand?
6 Where is the Taj Mahal?
7 What’s the national dress of Japan?
8 Do you know who discovered America?
Student B:
1 Do penguins live in the South Pole or the North Pole?
2 Where did the trading of tea originate?
3 Can you tell me where paella comes from?
4 When does the Notting Hill Carnival in London take place?
5 Do you know if Mount Kilimanjaro is situated in Tanzania or Kenya?
6 What is the world’s largest island?
7 Do you know which country consumes the most chocolate per person in the world?
8 Where do people dance the samba?

2 Grammar 3
modifying comparatives
Changing ideas
Decide whether you agree or disagree with each statement below (1=strongly disagree, 2=slightly disagree,
3=neither agree nor disagree, 4=slightly agree, 5=strongly disagree). Circle the appropriate number next
to each statement.
Moving abroad is more suitable for single people than families.

1 2 3 4 5
If you travel to another country alone, you’ll make new friends more quickly.
1 2 3 4 5
People in warmer climates tend to be more open.

1 2 3 4 5
If you live in a country where you don’t speak the language, life is more difficult.
1 2 3 4 5
The older you get, the less adventurous you become.

1 2 3 4 5
Children who travel around the world with their family for a year become more
knowledgeable than those who spend the year at school. 1 2 3 4 5
Moving away from your parents when you are young makes you happier.
1 2 3 4 5
A weekend away is just as good as a two-week holiday.

1 2 3 4 5
Backpacking around the world is more interesting than staying in five-star hotels.
1 2 3 4 5
As many people emigrate from my country as immigrate to my country.

1 2 3 4 5
The more time you spend living in a country, the more you forget your own culture.
1 2 3 4 5
It’s better to move out of a city if you start a family.

1 2 3 4 5

2 Grammar 3
modifying comparatives
Changing ideas
Target language: modifying comparatives
Activity type: discussion
Procedure
Give each student a copy of the worksheet. Ask them to read the statements and grade
each statement depending on how strongly they agree or disagree with it. They should
circle the appropriate number next to each statement (1=strongly disagree 2=slightly
disagree 3=neither agree nor disagree 4=slightly agree 5=strongly disagree). Now
ask them to amend or rewrite the statements in line with their opinions, modifying the
comparatives appropriately, e.g. Moving abroad is more suitable for single people than
families might be changed to Moving abroad is far more suitable for single people than
families. Monitor and help where necessary.
When students have finished, put them into groups of three or four and ask them to discuss
each statement, giving their opinion and using as many modified comparatives as possible.
Elicit feedback from students in open class and deal with any errors you heard while
monitoring.

2 Pronunciation
connected speech: linking sounds
Link the sounds

/j/ start ▼ /w/ start ▼ /r/ start ▼
1 2 3 4 5 6
We are here. The exam was No, it isn’t. Tomorrow is Are you A bar of
difficult. Monday. staying in chocolate.
tonight?
7 8 9 10 11 12
I’ve seen it You are very The sky is It’s her apple. The play He’s too
before. kind. clear. was interest- far away.
ing.
13 14 15 16 17 18
I’d like a bottle This shoe is Winter is A tea and a Put the Do you want
of water. broken. coming. piece of cake, chair on the water or a
please. table. coffee?
19 20 21 22 23 24
They went to Anita and Tom Go away! There’s a They liked it. Yes, she did it.
the cinema. are late. boy over
there.
25 26 27 28 29 30
He must take I haven’t seen I am very That cow ate My Do we need
the test next him for ages. hardworking. my hat. friends often an umbrella?
week. meet there.
31 32 33 34 35 36
Can you I can’t make it It started to He ate a It was a She earned
hear a strange tomorrow. rain so I went sandwich. noisy event. lots of money.
noise? home.
/r/ finish ▲ /w/ finish ▲ /j/ finish ▲

2 Pronunciation
connected speech: linking sounds
Link the sounds

Target language: connected speech: linking sounds
Activity type: maze
Procedure
Put students into pairs and give each pair a copy of the worksheet. Explain that there are
three routes through the maze. One route follows sentences that include an /r/ sound
when a vowel is linked to another vowel; one route follows sentences that include a /j/
sound and the third route follows sentences that include a /w/ sound.
Students should start at one of the ‘start’ squares at the top of the maze and work their
way down to the corresponding ‘finish’ square at the bottom of the maze. They can move
either left, right, up, down or diagonally. Some squares include sentences where vowel
sounds are not linked and therefore there is no /r/ /j/ or /w/ sound added. Instead there
are examples of consonant to consonant or consonant to vowel linking so these sentences
should be ignored. Give students time to find the three different routes and then check
answers with the class.
Answers
/r/ – 6, 12, 18, 17, 10, 15, 20, 26, 31
/w/ – 4, 3, 8, 14, 21, 28, 33
/j/ – 1, 2, 9, 16, 22, 27, 34, 35, 36

2 Vocabulary
expressions with go
Go, go, go!

$
1 Is the Internet a good place to … without saying that you can find
… a go if you can’t find what you
book hotels? Well, obviously, it just about any place you want there.
want in your travel agency.
goes … It’s certainly worth …
2 The thing I like the most about

Penelope and Jim is that once … back a long time, you know. I’ve
… back on their word. We go …
they promise something, they known them both for years.
never go …
… away for a few months. I’ve got

3 I’m really quite excited because a temporary job in Melbourne. … for it. There are lots of things to do
I’m going … Everyone says it’s a city that’s got a there.
lot going …
… to great lengths to make sure

4 They were both dedicated,
that everyone enjoyed their trip. Of … to show that hard work and
hardworking guides, and they
course their business really grew, dedication can pay off.
went …
which just goes …
5 There’s such a choice of

… for the local fish. I would try the
wonderful things to eat here. I … off lamb a while ago.
chef’s special, but I went …
think I’ll go …
6 I’m not particularly adventurous, … go at parachuting. However, at … go, it’s not exactly a cheap way of
but I’d love to have a … almost £150 a … having fun.
7 After buying her ticket, Sara

wished she hadn’t agreed to go … a go of it anyway. Her flight leaves … back now! You never know, she
backpacking, but has decided to tonight, so there’s no going … might really enjoy it.
make …
… go since seven this morning. That’s

8 I’m not surprised they’re both so
the trouble with working in a hotel. … go day and night.
tired. They’ve been on the …
It’s all …
9 I’ve been trying to book a flight

… on, but I have a feeling that the
all day, but can’t get through. I’m … down again.
line has gone …
not sure what’s going …
… down with some sort of horrible

10 Andrea and Graham can’t come
stomach bug. Apparently, there’s a … around the hostel at the moment.
out tonight, as they’ve gone …
lot of it going …

2 Vocabulary
expressions with go
Go, go, go!

Target language: expressions with go
Activity type: matching race
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.
Procedure
Put students into pairs. Cut up, shuffle and give each pair a set of cards which they
should spread out in front of them, face up. Explain that the thirty cards form ten short
monologues. Each monologue can be made up by joining three of the cards. Each section of
the monologue is joined by an expression using go. The expression joining parts 1 and 2 of
the monologue appears in their course book, but the expression joining parts 2 and 3 might
be new to them. Tell the students they can use the context to work out the answer. Working
in their pairs, they form the ten monologues (using a monolingual dictionary, if they like).
The first part of each monologue is on one of the shaded cards. The winner is the pair to
correctly complete all ten monologues first.
Answers
The answers are in the correct order (left to right) on the worksheet.

3 Communication
tell a short anecdote
Silly stories
Who was your friend?

How old was he/she at the time?
Where was he/she?
How did he/she feel?

What had he/she been doing up to that point?
Why had he/she been doing it?
What was he/she doing when the funny thing

happened?
What was the funny thing that happened?
Who was watching?

What did they think had happened?
What did they do?
How did the observer feel?

What did he/she say to your friend?
What did he/she realise?
What did your friend reply?

What did he/she wish he/she had done
differently?
How did the situation end?

3 Communication
tell a short anecdote
Silly stories
Target language: tell a short anecdote
Activity type: consequences
Procedure
Put students into pairs and give each pair a copy of the worksheet. Tell students that they
are going to create an anecdote about an imaginary friend. Ask them to read the questions
in the first row and make up answers. They should then write the first part of the anecdote
in full sentences in the second column using that information. Give them five to ten minutes
to do this. When they have finished, ask each pair to fold over the top of the worksheet so
that their paragraph cannot be seen and pass the worksheet to another pair.
Each pair now reads the second set of questions and writes the second part of their
anecdote in the second row before folding over the worksheet so it cannot be seen and
passing it onto another pair. This continues until all of the pairs have completed their
anecdotes, each time folding over the worksheet and passing it onto a new pair. When
finished, the pairs should unfold their worksheets and read their anecdotes to the class.
Finally, ask the class to vote on the silliest anecdote.

3 Grammar 1
Past Perfect Simple and Continuous
Ordinary heroes
$
a You’d been walking in the park for an hour when you heard a scream. You ran to help and discovered that a little
girl’s dog had fallen in the lake. You swam after the dog and rescued it.
b You’d been speaking to your bank manager when you noticed a strange man enter the bank. When you saw that the
man had a gun, you jumped on him and managed to hold him there until the police arrived.
c You’d been jogging and had just got home when one of your neighbours’ sons asked you for help. His cat had got
stuck in the tree and the boy was very upset. You climbed up the tree and rescued the cat. Now, whenever a cat
gets stuck up a tree, all the neighbours come to you for help. You’ve rescued thirty cats.
d You’d just finished lunch at a café when you saw a man steal an old lady’s handbag. You chased after him and
managed to stop him. You got the lady’s bag, but the man ran away. You later learnt that the woman had been
keeping her life savings in that bag.
e You ran seven marathons in seven days and raised over £1,000,000 for a local hospital that treated your baby. You
managed to finish the final race, even though you’d been suffering from flu for 24 hours.
f You ran into a burning building and rescued a family, even though the situation had been very dangerous. The
family, who’d been sleeping, are all safe and well.
g You’re a policeman. One day you’d been shopping when you saw a man in the car park that you knew had
kidnapped the child of a rich family for money. You followed him in your car, found the child and arrested the man.
h You saved the life of a colleague by giving him an injection which he’d forgotten to give himself. You knew that he’d
been suffering from an illness and found the medicine in his bag after he collapsed.
i Although you’d been saving for years to buy a house, you decided to give all your money to charity and move to
India, where you helped children who’d been orphaned, for over thirty years.
j You’re a retired doctor who spent many weekends during your career giving free care to the elderly who’d become
sick, even though you’d been working all week.
k You spent twenty years cycling round the world visiting areas where natural disasters had occurred. You wrote a
book about your experiences and donated the profit to several international charities.
l You climbed a mountain to save the life of a friend who’d broken a leg and had been lying there injured for over four
days. Despite the danger to yourself, you managed to reach your friend and bring him down the mountain safely.
$
Complete the sentences and then decide who the greatest hero is.
a (Name) rescued a dog that into a river. (fall)
b (Name) saw a man with a gun after he/she to his/her bank manager. (speak)
c (Name) rescued a cat that stuck up a tree. (get)
d (Name) helped a woman who her life savings in a handbag. (keep)
e (Name) ran seven marathons to raise money for the hospital which his/her baby. (treat)
f (Name) rescued a family, who , from a burning building. (sleep)

g (Name) stopped a man who a child. (kidnap)
h (Name) saved the life of a colleague who from an illness. (collapse)
i (Name) gave all the money that he/she to a charity. (save)
j (Name) gave free medical care to the elderly who ill. (become)
k (Name) spent twenty years cycling to areas where natural disasters . (occur)
l (Name) climbed a mountain to save a friend who there for several days with a broken leg. (lie)

3 Grammar 1
Past Perfect Simple and Continuous
Ordinary heroes
Target language: Past Perfect Simple and Continuous
Preparation: Photocopy and cut up one card for each student in the class and one sentence
completion worksheet for each pair of students in the class.
Procedure
Tell students that they are all ordinary people who have done something heroic in their
lives. Give each student in each group a role card but not in letter order. Smaller classes
work as a whole group with two role cards for some students if necessary. Larger classes
should be divided into smaller groups of twelve students or fewer. Ask them to read the
information on their cards and ask any questions if necessary. Tell students that they have
been invited to an awards ceremony to celebrate ordinary heroes.
Students now mingle to find out how they have all been heroes. Allow ten to fifteen minutes
for them to exchange their stories. Put students into pairs and give each pair a sentence
completion worksheet. Elicit the first sentence from the whole class so that it begins with
the appropriate name of the student and the verb in brackets in the correct form, e.g. Alvaro
rescued a dog that had fallen into the river. Give students ten minutes to complete the
sentences from memory. Check answers with the whole class. Ask the pairs to discuss who
they think is the greatest hero. Elicit one or two suggestions from the class in feedback.
Answers
a had fallen
b had been speaking
c had got
d had been keeping
e had treated
f had been sleeping
g had kidnapped
h had collapsed
i had been saving
j had become
k had occurred
l had been lying

3 Grammar 2
articles
Your rule, my rule

Student A
Student B’s
sentence
1 The Bahamas are an ideal place to go for a winter holiday.
2 The very first microscope was invented in the Netherlands.
3 A discovery of 4,000-year-old noodles suggests that the pasta was invented in China.
4 My Mum bought me a silk shirt and a cotton shirt for my birthday. The silk one was nice but the cotton
one was horrible.
5 The Black Mamba is more poisonous than any other snake.
6 The first attempt to map the Himalayas was in 1590.
7 The first TV transmission of moving images took place in the London.
8 Can you imagine what life would be like without mobile phones?
9 The Chinese are considered to be very industrious.
10 The sky suddenly turned black and it started raining heavily.
11 Just before Christmas, you can hardly walk along the Regent Street in London because there are so
many people.
12 Every year there is a big boat race between Oxford and Cambridge on the Thames.
13 The wheel is probably the most important invention ever made.
14 It was a Russian man who invented the first satellite.
15 I haven’t been to the theatre for ages.
$
Student B
Student A’s
sentence
a Only very rich people can afford to live on the Park Lane.
b Could you lend me a pen? I’ve left mine at home.
c The Ancient Romans invented a lot of things that we still use today.
d I’d love to sail along the Nile.
e I’m bored. Let’s go to the cinema.
f When the sun went down, it became very cold.
g I think Thomas Edison was the most important inventor of all time.
h John Harvey Kellogg invented the corn flake breakfast cereal in the USA.
i She spent four months relaxing in the Maldives.
j Computers have had a huge impact on employment.
k Strict national laws have been introduced to protect the African elephant.
l Air conditioning was invented in the New York over a hundred years ago.
m There’s a documentary on Channel 4 and a film on BBC1. The documentary sounds good but I’d rather
watch the film.
n The Alps stretch across Western Europe from France to Austria.
o It was in Ethiopia that the coffee was apparently first drunk.

3 Grammar 2
articles
Your rule, my rule

Target language: articles
Activity type: matching
Procedure
Put the students into pairs. Give one student the Student A worksheet and the other the
Student B worksheet. Explain that each of their sentences contains the definite article the.
Most of the sentences are correct, but three use the when they shouldn’t. Working together,
but without looking at each other’s papers, they match their sentences by identifying
a common rule for the use of the. They must also match the sentences which use the
incorrectly. To do this they first individually read through their sentences deciding where
and how the is used correctly or incorrectly. They then take it in turns to read out their
sentences while their partner looks for the matching sentence. They write down the number
or letter of their partner’s matching sentence in the right-hand column. The winners are the
first pair to correctly match all their sentences.
Answers
1 i
2 h
3 o (we do not need the before pasta or coffee)
4 m
5 k
6 n
7 l (London and New York are not preceded by the)
8 j
9 c
10 f
11 a (Regent Street and Park Lane are not preceded by the)
12 d
13 g
14 b
15 e

3 Grammar 3
adjectives and adverbs
In addition
heavily colourful definitely badly late leisurely surprisingly probably
closely hard beautifully increasing completely strong fast
Points won Points lost
11 He found learning a language challenging and at times considered giving up, but he was
a worker and by the end of the course he had improved.
12 I remember spending all my days outside when I was a child. We only stayed in when it
was raining.
13 Carl had the measles for several weeks when he was young and so missed most of his
lessons. As a result, everyone thought he would fail his exams, but he did well.
14 When it was a lovely day, we would take a walk through the park, look at the flowers and
enjoy the beautiful weather.
15 Roger is a talented musician and he plays the piano and the guitar, but he only knows
two or three songs!
16 I never understood my friend Claire. She always came to class. I didn’t understand why
she didn’t try catching an earlier bus.
17 He works for an environmental group because he is a believer in protecting the world

around us.
18 I would love to have a job that pays me lots of money and gives me lots of benefits, but
employees are finding well-paid jobs with difficulty these days.
19 Amanda is a dresser, and always wears bright and unusual clothes that she’s found in
markets and charity shops in the town.
10 I can’t believe how I did in the exam, especially after all the work I did and the extra
lessons I went to.
11 I remember one day racing against my younger brother who I always beat, but to my
surprise he ran and I couldn’t catch up with him.
12 ‘Please try to remember to meet me at the shopping centre on Saturday,’ she said. ‘Don’t
worry, I’ll be there at nine,’ I replied.
13 I’d love our town to become more modern, but it’s been the same for the last twenty
years and won’t change for another twenty.
14 I keep telling Brian that being interested in politics and joining a political party are two
different things but he won’t listen to me.
15 There was a lot of noise outside in the hall, then the door opened and Christine ran into
the room, followed by her dog.

3 Grammar 3
adjectives and adverbs
In addition
Target language: adjectives and adverbs
Activity type: sentence completion and auction
Procedure
Put students into pairs and give each pair a copy of the worksheet. Explain that each
sentence has had an adjective or adverb removed from it, which can be found in the box.
Sometimes the sentence retains its meaning without the adjective/adverb, and sometimes
the adjective/adverb is required to give the sentence meaning. Working in their pairs, they
decide what the missing adjective/adverb is, and then decide where in the sentence that
word goes. Allow them about 10–15 minutes to do this. There may be several possible
answers, but all the words in the box must be used once.
Students then decide how certain they are that their sentences are correct, and award
themselves points as follows: Very certain: 3 points. Quite certain: 2 points. Not very
certain: 1 point. Tell them to write the points on the line at the end of each sentence. Review
the answers with them. For each correct sentence, they win the points that they awarded
themselves. If their sentence is wrong, they lose the points that they awarded themselves.
For each sentence they should complete the ‘Points won’ or ‘Points lost’ column. When all
the sentences have been checked they add up all the ‘Points won’ and subtract the ‘Points
lost’. The winner is the pair with the most points.
Answers
1 … hard worker …
2 … raining heavily.
3 … did surprisingly well.
4 … leisurely walk …
5 … plays the piano and the guitar beautifully …
6 … came late …
7 … strong believer …
8 … increasing difficulty …
9 … colourful dresser …
10 … how badly I did …
11 … ran fast …
12 … definitely be there …
13 … probably won’t change …
14 … completely different …
15 … closely followed … / … followed closely …

3 Vocabulary 1
age, time expressions and materials
Trading words
Student A
1 I couldn’t afford a new computer, so I bought a cheap antique one from my friend.
We’d like to change the word/expression: for (from student B)
2 During I was walking to school, I was stopped by the police.
3 The furniture in my bedroom is very modern, but the rest of the furniture in the house is more ancient.
4 This watch must be worth a lot of money: it’s made of solid silk.
5 He didn’t thank me for the work I had done, so up until that point I didn’t offer to help him again.
6 My exams were at the beginning of June. Since then I went for a long holiday to recover.
7 We don’t have any lessons at the afternoon this Friday, so let’s go to the cinema.
8 Andy refuses to wear porcelain shoes and anything else made from dead animals.
9 The shirt I bought was so slippery that it gave me a red rash around my neck.
10 Environmental groups often criticize supermarkets for giving away free rubber bags to their customers.
$
Student B
a The shirt she gave me was made of pure gold and felt really comfortable.
We’d like to change the word/expression: for (from student A)
b The aeroplane was invented in the beginning of the 20 century.
th

c She threw the ball to me, but I couldn’t catch it because it was wet and itchy.
d Car tyres are made of plastic, which is produced in many tropical countries.
e I inherited a wonderful set of leather plates and cups from my grandmother.
f I didn’t go anywhere while my last holiday: I just stayed at home and studied.
g I bought a digital camera last month. After that I’ve taken hundreds of photographs.
h Our town opened its first restaurant last year. From that point on, you had to go to the next town to eat out.
i At the museum, my teacher accidentally knocked over a valuable second-hand vase.
j I’m very interested in history, and especially in the history of traditional Rome.

3 Vocabulary 1
age, time expressions and materials
Trading words
Target language: age, time expressions, materials
Activity type: paired information gap
Procedure
Put students into pairs. Give one person in each pair a Student A worksheet and the other a
Student B worksheet. Tell students not to show their worksheets to each other. Explain that
each of their sentences contains a word/expression that is wrong. They need to replace
these with a more suitable word/expression which the other student has in one of his/her
sentences. To do this each student reads through his/her sentences and circles the words
they think are wrong. Then students take it in turns to read their sentences one by one to
their partners, who look for the corresponding sentence. They then make a direct exchange
(e.g. in Student A’s sentence 1: antique should be replaced with second-hand, in Student
B’s sentence i, which in turn should be replaced with antique). Students make a note of
this in the space provided on the worksheet. Allow them about ten minutes to do this. The
winner is the pair which made the most correct exchanges.
Answers
1 antique = i second-hand
2 During = f while
3 ancient = j traditional
4 silk = a gold
5 Up until that point = h From that point on
6 Since then = g After that
7 at = b in
8 porcelain = e leather
9 slippery = c itchy
10 rubber = d plastic

3 Vocabulary 2
making nouns
Talk for a minute about …

20 … your
22 … how you’ll
(neighbour) and 21 … your favourite MOVE FORWARD
what you can find form of (entertain). ONE SPACE
feel on (complete)
of this course.
FINISH
there.
19 … an act of
(kind) you’ve
received from
someone.
15 … when your
18 … a (teach) 17 … a (disagree) 16 … an (arrange)
(produce) is at
that made an you’ve had with MISS A TURN you’ve recently
its best at work/
impression on you. someone. made.
school.
14 … something
that gives you a lot
of (enjoy).
11 … an 12 … a new
10 … a time of MOVE BACK ONE 13 … a (celebrate)
organisation you (develop) you’d like
(excite) in your life. SPACE you’ve had.
have (member) of. in your town.
9 … your
favourite kind of
(communicate).
7 … a (donate)
8 … your (involve) 5 … the (employ)
you’ve made 6 … your favourite
in a club or MISS A TURN situation in your
to a charity or (write).
organisation. country.
organisation.
4 … the effects of
(pollute) in your
country.
2 … a modern 3 … an important
1 … a time you were MOVE FORWARD
START full of (happy).
(invent) you can’t
live without.
ONE SPACE
(friend) you’ve had
with someone.

3 Vocabulary 2
making nouns
Talk for a minute about …

Target language: making nouns
Preparation: Photocopy one worksheet for each group of three or four students in the class;
a dice and counters
Procedure
Put students into groups of three or four and give each group a worksheet, dice and set of
counters. If you do not have counters, coins will do. Students take it in turns to throw the
dice and move forward on the board, starting at the ‘START’ square. They then read the
information in the square and change the word in brackets to the correct noun form, with
the other students checking the answer. The student then speaks for one minute about the
topic in the square. If he/she cannot speak for one minute, he/she must return to his/her
previous square. The winner is the student who reaches the ‘FINISH’ square first.
Answers
1 happiness 12 development
2 inventor 13 celebration
3 friendship 14 enjoyment
4 pollution 15 productivity
5 employment 16 arrangement
6 writer 17 disagreement
7 donation 18 teacher
8 involvement 19 kindness
9 communication 20 neighbourhood
10 excitement 21 entertainment
11 membership 22 completion

4 Communication
interview
The right response

Interviewer’s questions and comments
a Hello, it’s Jonathan, isn’t it?
b Hello, Jonathan. I’m Alex Rice. Pleased to meet you.
c Come in and take a seat.
d Did you have a good journey here today?
e First of all I’d like to ask you some questions about your experience, if that’s all right.
f I understand you’ve worked in a similar position before. Tell me about that.
g And what exactly did you do there?
h Did you enjoy the work?
i What qualities do you think you possess that make you suitable for this kind of work?
j What are your plans for the future?
k That sounds interesting. I hope things work out the way you want them to.
l Finally, is there anything you’d like to ask me?
m It lasts from the beginning of July to the middle of September, and you would be expected to be here
from ten in the morning until six in the evening.
n Yes, you would be needed on the first Sunday of each month. Is that all right?
o Good. Well, thank you for coming in today. We’ll let you know by tomorrow morning. Goodbye, Jonathan.
$
$
1 You must be joking. I’m not a slave, 2 No, nothing at all. Can I go now,
3 Yes, please do.
you know. please?
4 Well, I’m very much a people person, 6 Yes, I was wondering how long this
5 Well, it was all right, you know, but at
I work well in a team and I’m good at position is for, and the hours I would
the end of the day it was just a job.
using my own initiative. need to be here every day.
8 I organised sporting and social 9 When I leave school, I’d like to do
7 If you must, but I’d rather you didn’t. activities for the students, and some voluntary work overseas, then
accompanied them on trips in the city. train to be a vet.
11 Yes, very much. I enjoyed meeting and 12 No, our school is in the middle of
10 Who knows.To tell the truth, I really
working with students from around nowhere, and the bus service is
don’t care either way.
the world. rubbish.
15 Thank you very much for seeing me.

13 Thank you. It will be good if they do. 14 Of course it is.
Goodbye.
17 Well, last summer I worked as a social 18 I don’t know really. I suppose I can
16 Yes, thank you. There’s a very good
activities organiser at the Bradfell work hard if I have to, when the
bus service from my home.
School of English. money is good.
20 Oh yes, I don’t have a problem

19 I’d rather stand, thanks. 21 And you too, Mr Rice.
working weekends.
22 That sounds fine. What about 23 Yes, I did, but there’s really not much
24 Yeah, bye. See you around.
weekends? to tell you.
27 I have absolutely no idea. I might

25 Oh, this and that. Nothing much in 26 Not a chance. My weekends are for
become a rock star or something like
particular. me and nobody else.
that.
28 Hi there. And the same to you. 29 Yes, that’s right. 30 Thank you.

4 Communication
interview
The right response

Target language: ask and answer questions in an interview
Activity type: dialogue building
Procedure
Put students into pairs. Give each pair a copy of the interviewer’s questions and comments
and a set of response cards which should be shuffled and placed on the table face down.
Explain that the interviewer’s questions are for a summer job as a social activities organiser
(organising sporting events, evening activities, etc.) at a summer language school, and
that some of the sentences on the cards are the interviewee’s responses. Give the students
time to read the interviewer’s questions and comments, but tell them not to look at the
response cards yet. Then one student in each pair takes a card and decides if it fits into the
dialogue. If it does not fit, the card should be discarded. If the student thinks it does fit, he/
she should decide where it fits and write the appropriate letter on the response card as well
as his/her initials. E.g. if the card is a response to dialogue sentence A, then the student
writes A on the response card. The students take it in turns to turn over a card and place it
in the dialogue until all the cards have been read and the dialogue is complete. The winner
is the student who managed to place the most response cards correctly in the dialogue.
Now ask the class to think of a different job to be interviewed for or suggest a job, e.g.
a shop manager. The pairs practise reading the dialogue, changing the information
underlined in the dialogue so that it fits the job.
Answers
a 29 i 4
b 21 j 9
c 30 k 13
d 16 l 6
e 3 m 22
f 17 n 20
g 8 o 15
h 11

4 Grammar 1
futures (1)
Future forms risk

Read the dialogues and decide if the future form in the second sentence of each dialogue is used correctly.
Decide how much you want to bet on your decision (minimum £1.00 maximum £10.00).
3 or 7 Bet Win Lose

11 A: ‘Are you OK? You don’t look well at all.’
B: ‘Actually, I feel awful. I think I’m going to tell the boss
that I have to go home.
12 A: ‘Is Toby from Accounts coming out with us Friday night?’
B: ‘I hope he’ll come. He’s such good fun to be with.’
13 A: ‘I was late again today.’

B: ‘That’s the third time this week! You’re going to get into
real trouble with the boss if you’re not careful.’
14 A: ‘How are you getting to the meeting in Italy next week?’
B: ‘We take a train from London to Paris, and another one
from Paris to Milan.’
15 A: ‘Have you heard about this big new contract that we’ve
just got?’
B: ‘Yes, it’s great news. There’s sure to be an end of year
bonus for us now.’
16 A: ‘My boss says I’m doing really well at work.’
B: ‘That’s great. You’re getting a promotion soon if you
keep it up.’
17 A: ‘I hate to complain, but this T-shirt fell apart after I’d
worn it just once.’
B: ‘Oh dear, I’m sorry to hear that, sir. I have a word with
the manager to ask if I can give you a refund.
18 A: ‘Sally’s got a lot of work to do, hasn’t she?’
B: ‘She certainly has. I think she won’t come out tonight.’
19 A: ‘That jacket doesn’t look very warm.’

B: ‘It’s OK. I heard on the weather forecast that it’s being
really hot later.’
10 A: ‘Here’s the new schedule for our project meetings.’
B: ‘Thanks. Oh no, look! Our first meeting begins at seven
o’clock!’
11 A: ‘Can you help me with this report?’
B: ‘I’ll have lunch in a minute. Can I help you after?
12 A: ‘Have you got any plans for Friday evening?’

B: ‘Yes, I’ll meet Basil for an early supper, but I’m not sure
where yet.’
Your final score:

4 Grammar 1
futures (1)
Future forms risk

Target language: futures (1)
Activity type: grammar auction
Preparation: Photocopy one worksheet for each pair or group of three students in the class.
Procedure
Put students into pairs or groups of 3. Give each pair/group a copy of the worksheet.
Students must look at dialogues 1–12 and decide if the future form in bold in the second
sentence of each dialogue is being used correctly. They tick (3) or (7) accordingly. Then they
bet on their answer, (minimum £1.00 and maximum £10.00) depending on how sure they
are. Allow them about 10–15 minutes for this, then tell them to stop and check their answers
with you. If students have bet on a correct sentence, they write the amount in the ‘Win’
column. If they bet on an incorrect sentence, they write the amount in the ‘Lose’ column. At
the end, the students add up the ‘Win’ column and the ‘Lose’ column and then subtract the
‘Lose’ column from the ‘Win’ column. The winner is the pair with the most money.
Answers
1 7 (I’ll tell)
2 3
3 3
4 7 (’re taking)
5 3
6 7 (You’re going to get/You’ll get)
7 7 (I’ll have)
8 7 (I don’t think she’ll come)
9 7 (it’s going to be)
10 3
11 7 (I’m about to/I’m having)
12 7 (I’m going to meet or I’m meeting)

4 Grammar 2
Future Perfect and Future
Continuous
A wild guess
1 will (watch) TV at nine o’clock this
evening.
2 will (pass) an important test or
exam by the end of the year.
3 will (cook) a meal by the end of
today.
4 will (work) at midday tomorrow.
5 will (live) in a different place a
year from now.
6 will ( get married) within the next
three years.
7 will (visit) more than fifteen
countries by the time he/she retires.
8 will (work) as a manager this time

next year.
9 will (already get up) by six o’clock
tomorrow morning.
10 will (spend) time with friends on
Saturday night.
11 will (achieve) their dream by the
time he/she is forty years old.
12 will (make) something before the
end of the week.
13 will (do) the same thing this time
tomorrow as he/she’s doing now.
14 will (buy) something quite
expensive by the end of the month.

4 Grammar 2
Future Perfect and Future
Continuous
A wild guess
Target language: Future perfect and Future Continuous
Procedure
Put the students into pairs. Give each pair a copy of the complete worksheet. Ask them to
put the verbs in each sentence in the correct form – Future Perfect or Future Continuous –
e.g. will be watching TV at nine o’clock tonight. When they have finished, check answers
with the whole class. Now ask each pair to write a name of a classmate at the beginning of
each statement so that it is, as far as they believe, true. E.g. Marco will be watching TV at
nine o’clock tonight. The students should make predictions and should not yet ask any of
their classmates for information or confirmation.
When the pairs have completed their sentences, ask them to cut or tear the worksheet
in half down the dotted line. One student takes the first set of sentences and the other
student takes the other. The students then mingle and ask/answer questions to find out if
their sentences are true or are likely to be true, e.g. ‘Marco, do you think you’ll be watching
TV at nine o’clock tonight?’ ‘Yes, probably.’ When they have finished, the students return
to their pairs and share what they found out. The winner is the pair who guessed the most
correct sentences. Elicit information from one or two pairs in open class.
Answers
1 (name) will be watching TV …
2 (name) will have passed an …
3 (name) will have cooked a …
4 (name) will be working at …
5 (name) will be living in …
6 (name) will have got married within …
7 (name) will have visited more …
8 (name) will be working as …
9 (name) will have already got up by …
10 (name) will be spending time …
11 (name) will have achieved his/her …
12 (name) will have made something …
13 (name) will be doing the …
14 (name) will have bought something …

4 Grammar 3
verb patterns: -ing forms
and infinitives
Mixed doubles
$ $
… to talk to Bob in the I chatted to my boss … to go out for a
After university my
Sales Department. about work, then drink when we both
grandfather went on …
arranged … finished for the day.
My Dad planned to I went to the

… to become an … working with the
change jobs after a supermarket but
accountant for a major same company until
few years, but went I’m afraid I didn’t
company. he was 58.
on … remember …
I’ll be at work early We’re short of money

… to get those things … to do it first thing in
tomorrow, so I at the moment so
you wanted. Sorry! the morning.
promise … can’t afford …
… spending my
… to go abroad for our Perhaps for a change holiday at home and
I really regretted …
holiday. we should consider … decorating the house
instead.
I got really annoyed

I’m really scared
… calling him stupid with my colleague and … to speak to me
of flying, so I try to
and useless. shouted at him. He’s since then.
avoid …
refused …
… travelling by train,
… going anywhere by I don’t like driving but
especially if it’s a long My new job involves …
plane. I do enjoy …
journey.
Although he found
… flying to and from I don’t like my job very … looking for a job
his Spanish lessons
the USA on business much and have to that doesn’t involve
difficult, Tom carried
a lot. consider … so much travel.
on …
We couldn’t meet
… studying the He needed to learn … to give up, no
you at 3:00 p.m. as
language as hard as English for his new matter how hard it
our teacher wouldn’t
possible. job, so he refused … was.
allow …
We tried to persuade
I wanted to speak to
… us to leave the our boss to give us
… to change his mind. Jo about the party so I
lesson early. a pay rise but didn’t
tried …
manage …
I couldn’t find anyone … to do it all by I was really busy

… calling her, but she
to help me, so in the myself, but it was in the office, but I
was out.
end I tried … much too difficult. stopped …

4 Grammar 3
verb patterns: -ing forms
and infinitives
Mixed doubles
Target language: verb patterns: -ing verbs and infinitives
Activity type: dominoes
Preparation: Photocopy and cut up one worksheet for each group of three or four students in
the class.
Procedure
Put students into groups of three or four students and give each group a set of dominoes
which they should shuffle and divide equally between each other. One student puts a
domino card on the table. The next student tries to place a matching domino at either end.
If he/she is unable to, he/she misses a go. When the student matches the two halves of
a sentence, the others must say if they think the sentence is correct or not. The students
continue to do this, in turn, until the first student to place his/her final domino on the
table wins.
Answers
The answers are in the correct order on the worksheet.

4 Pronunciation
stress: sounding sure
Job fair
$
Teacher Journalist
You are going to give a two-minute You are going to give a two-minute
presentation at a job fair to attract people to presentation at a job fair to attract people to
this career. Talk about: this career. Talk about:
• What the job involves • What the job involves
• What skills a teacher needs • What skills a journalist needs
• Why it is an attractive career • Why it is an attractive career
Make sure your talk is as interesting and Make sure your talk is as interesting and
engaging as possible. engaging as possible.
Police officer Librarian

• What skills a police officer needs • What skills a librarian needs
Vet Nurse
• What skills a vet needs • What skills a nurse needs

4 Pronunciation
stress: sounding sure
Job fair
Target language: intonation: engaging the listener
Activity type: presentation
Preparation: Photocopy and cut up one worksheet for each group of six students in
the class.
Procedure
Divide the class into six groups, or for smaller groups divide the class into pairs. Students
in each group receive the same job card and work together to prepare their two-minute
presentations. Give them about ten minutes to make notes and then give them another
five minutes to think about how to engage the listener through their intonation. Encourage
them to practise out loud at the same time so that they are not listening to each other.
Monitor and help where necessary.
Regroup students so that one student from each group (or pair if it is a small class) forms a
new group where each person has a different job card. Students take it in turns to give their
presentations to the group. Monitor and take notes on the intonation used. When all the
students have completed their presentations, ask them to vote for the job which sounds
the most interesting. Elicit feedback from each group and deal with any pronunciation
issues in whole class feedback.

4 Vocabulary
collocations with prepositions
Who wrote this?

$
I’m afraid .
When I travel long distances, I usually insist .
I often complain to companies .
When I was young, I was really interested becoming a/an .
People at work think I’m good .
I’d like to apply a job in .
I’m thinking next year.
Last week I was a little worried .
When I think back at my life, I’m most proud .
Soon I have to prepare .
In my family, I’m very similar .
At work/school, I’m very different .
One day I hope to succeed .
I’m passionate .
I believe very strongly .
The last thing I paid was .
One of my colleagues is modest .
What I do after work/school depends .
I don’t believe .
I’m keen at work/school.

4 Vocabulary
collocations with prepositions
Who wrote this?

Target language: collocations with prepositions
Activity type: sentence completion and guessing game
the class.
Procedure
Divide the class into groups of four. Give each group a set of sentence cards and ask them
to divide the cards equally between the members of the group. They must not show their
sentences to each other. Ask students to complete the sentences using an appropriate
preposition and additional information so that the sentence is a true statement. E.g. I’m
afraid of high places. When finished, ask the students to fold their sentences, place them in
the middle of the table and then mix them all up.
The groups should then swap all their sentence cards with another group. One student
picks up a sentence card from their new pile, reads it out loud and together with his/her
group decides who wrote the sentence. They must not speak to any students in any other
groups while they are doing this. When decided, the student should write that student’s
name on the sentence and keep it. Another student now picks up a sentence and reads it
out loud and the group decides who wrote it. This continues until all of the sentences have
been read and a name written on the sentence card.
The students now mingle to find out if they were correct about their guesses by asking the
student whose name they wrote on the card. If incorrect, they should try to find out who
wrote it by asking the other students in the group. Finally, students return to their groups
and feed back how many they got correct and how many they got wrong. The winning group
is the one who guessed the most sentences correctly.
Answers
afraid of; insist on; complain about; interested in; good at; apply for; thinking of;
worried about; proud of; prepare for; similar to; different from; succeed in; passionate
about; believe in; paid for; modest about; depends on; believe in; keen on

5 Communication
participate actively in a debate
For and against

$
Student A Student B
Your name’s Sandy Taylor and you’re the Your name is Dr Young and you’re a psychologist.
presenter of a radio debate show. On today’s You believe that media such as films, TV and
show you’re going to be discussing whether computer games are a danger to society. Today
films, TV and computer games are a danger to you’re going to be a guest on Sandy Taylor’s
society. You’ve invited four guests to the show. radio debate show along with Sam Smart, the
Dr Young, a psychologist, and Sam Smart, the director of a children’s charity, film director Chris
director of a children’s charity, will argue that Cook and Professor Whatley, a media expert. You
they are a danger to society. Film director Chris and Sam are going to argue that films, TV and
Cook, and Professor Whatley, a media expert, computer games are a danger to society. Chris
will argue that they are not. Cook and Professor Whatley will argue that they
Prepare the questions that you are going to ask are not.
your guests in order to find out more about their Prepare your arguments in preparation for the
views on the subject. show.
Student C Student D
Your name is Sam Smart and you’re the director Your name is Chris Cook and you’re a film
of a children’s charity. You believe that media director. You believe that media such as films,
such as films, TV and computer games are a TV and computer games are not a danger to
danger to society. Today you’re going to be a society. Today you’re going to be a guest on
guest on Sandy Taylor’s radio debate show along Sandy Taylor’s radio debate show along with
with Dr Young, a psychologist, film director Chris Professor Whatley, a media expert, Dr Young,
Cook and Professor Whatley, a media expert. a psychologist, and Sam Smart, the director of
You and Dr Young are going to argue that films, a children’s charity. You and Professor Whatley
TV and computer games are a danger to society. are going to argue that films, TV and computer
Chris Cook and Professor Whatley will argue that games are not a danger to society. Dr Young and
they are not. Sam Smart will argue that they are.
Prepare your arguments in preparation for the Prepare your arguments in preparation for the
show. show.
Student E
Your name is Professor Whatley and you’re a
media expert. You believe that media such as
films, TV and computer games are not a danger
to society. Today you’re going to be a guest on
Sandy Taylor’s radio debate show along with film
director Chris Cook, Dr Young, a psychologist,
and Sam Smart, the director of a children’s
charity. You and Chris Cook are going to argue
that films, TV and computer games are not a
danger to society. Dr Young and Sam Smart will
argue that they are.
Prepare your arguments in preparation for the
show.

5 Communication
participate actively in a debate
For and against

Target language: participate in a debate
Activity type: debate roleplay
the class.
Procedure
Put students into five groups. Give one group the Student A role card, one group the
Student B role card, one group the Student C role card, one group the Student D role card
and one group the Student E role card. Each student in the group should have a role card.
Additional students could be given a Student A or Student C role card. Ask students to read
their role cards and ask any questions they may have. They then work in their groups and
prepare their arguments for the radio show.
When they have finished, regroup the class so all the students with the same role cards
are working together. Together they roleplay the radio debate show. Give students fifteen
minutes to discuss all the issues. When they have finished, ask students to discuss their
own views in open class and encourage a cross-class debate.

5 Grammar 1
Conditional structures (1)
Sentence scramble
Pair A Pair B
$
$
A1 advice, any help or need I you give If call a I’ll. B1 car If year, travel I next Peru around I’ll a hire.

A2 we If boring take risks life be would very, B2 climbing braver, I was bit a I would go
didn’t. mountain If.

A3 world I a off work, year I might travel If took B3 more If I charity had I some could work for, do
the around. a time.

A4 wouldn’t If all job was more time I be so B4 eat I less take If wanted weight more and
exciting, bored my the. exercise to, I’d lose.

A5 wouldn’t I had more carefully, I accident had B5 train have we we left hadn’t so wouldn’t If
the If have driven. missed the late,.

A6 had If properly, you the chicken have become B6 it I known how If skiing had done I dangerous
we ill cooked wouldn’t. have was, wouldn’t.

A7 at be I had harder at worked I would university B7 university, you hadn’t be to If what gone would
now If school,. you instead doing?

A8 we have map we had lost taken, If a us, with B8 careless you camera, it hadn’t been have
wouldn’t got. dropped so with your you wouldn’t If.

A9 accept what If job, don’t you instead the will B9 will you certificate miss many If too, you get a
you do? classes,?

$
Pair B – correct answers Pair A – correct answers
B1 If I travel around Peru next year, I’ll hire a car. A1 If I need any help or advice, I’ll call you.
B2 If I was a bit braver, I’d go mountain climbing. A2 If we didn’t take risks, life would be very boring.
B3 If I had more time, I could do some work for a charity. A3 If I took a year off work, I might travel around the world.
B4 If I wanted to lose weight, I’d eat less and take more A4 If my job was more exciting, I wouldn’t be so bored all
exercise. the time.
B5 If we hadn’t left so late, we wouldn’t have missed the train. A5 If I had driven more carefully, I wouldn’t have had the
B6 If I had known how dangerous skiing was, I wouldn’t have accident.
done it. A6 If you had cooked the chicken properly, we wouldn’t have
B7 If you hadn’t gone to university, what would you be doing become ill.
instead? A7 If I had worked harder at school, I would be at university
B8 If you hadn’t been so careless with your camera, you now.
wouldn’t have dropped it. A8 If we had taken a map with us, we wouldn’t have got lost.
B9 If you miss too many classes, will you get a certificate? A9 If you don’t accept the job, what will you do instead?
$

5 Grammar 1
Conditional structures (1)
Sentence scramble
Target language: conditionals (1)
Activity type: sentence reordering race
the class.
Procedure
Put the students into groups of four. Within each group, divide the students into pairs.
Give the A sentence cards to one pair and the B sentence cards to the other pair. The cards
should be in a pile, in number order, face down. Explain that on each card is a sentence but
the words are not in the correct order so the students must reorder them. Each sentence
begins with If, the conditional clause ends with the word in italics and the main clause ends
with the word in bold. Give pair A the answers to pair B’s sentences, and give pair B the
answers to pair A’s sentences. The pairs should not show these answers to the other pair.
At the same time, each pair takes the first sentence card from their pile (i.e. A1 and B1) and
rearranges the words to make a conditional sentence as quickly as possible. They should
write their answer on the card. When both pairs have finished, the other pair checks their
answers. The pair that finished first and got their sentence correct wins one point. If the
pair that finished first did not get their sentence correct, the other pair automatically gets
one point regardless of whether their sentence was correct or not. The winning pair is the
one that wins the most points when all of the sentences have been reordered.

5 Grammar 2
advice and permission
A problem shared
$
You went to a football match yesterday, shouted a lot and lost your voice.
Your choir director says you can’t take part in the concert tonight.
You missed your training session this morning because you didn’t set your
alarm clock. As a punishment you won’t be able to play in the next match.
You got a speeding ticket this morning. You didn’t know that you can’t drive
more than 50 kmph in that area. You don’t have money for the fine.
Your dog ran into a public garden where dogs aren’t allowed to go and ruined
the flowers. You feel really awful about it.
You’ve booked a short break in Paris to celebrate your birthday, but your boss
has told you that you can’t take the time off. You don’t know what to do.
In your old job you could work flexi-time, but in your new job you can’t.
You’re finding it difficult to manage your job and your family commitments.
You’re having a party with all your friends tonight to celebrate moving to a
new village. Your neighbours say you can’t have the party because parties are
banned in the village.
You want a cat, but your landlord says that you can’t keep one in his flat.
You feel really lonely there on your own without a pet.
You told your teenage son that he couldn’t stay out late last night, but he got
home at midnight on a school night. It’s the third time he’s done it this month.
You couldn’t take your normal route to work/school this morning, so you were
late for a really important meeting. Your boss is threatening to fire you.

5 Grammar 2
advice and permission
A problem shared
Target language: advice and permission
Preparation: Photocopy one worksheet for each group of ten students in the class.
Procedure
Tell the class that you have a problem. Explain that you are not allowed to park at the
school and so you have to walk a long way. Other teachers are allowed to park next to the
school which does not seem fair and you are starting to get backache from carrying all your
books with you. Ask for some advice from the students using You should/shouldn’t (have)/
If I were you. Tell the students that they also have a problem because they weren’t or aren’t
allowed to do something and they need to give each other some advice.
Divide large classes of more than twenty students into groups of ten or less, otherwise
work as a whole class. Give each student a role card and ask them to read the information.
They can elaborate their problems however they like. The students mingle and tell each
other their problems and give advice. Allow the students about fifteen minutes to do this
depending on the size of the class/group. Elicit feedback from two or three students about
the best and worst advice they received.

5 Grammar 3
emphasis
And the award goes to …

1 Which is the best film genre? 6 Which is the most dangerous sport?
a comedy a sky diving
b drama b rock climbing
2 Which is the most interesting sport to watch? 7 Where’s the best place to watch a film?
a tennis a at home
b football b at the cinema
3 Which is the riskiest job? 8 Which is the worst characteristic?

a coal miner a arrogance
b window cleaner of skyscrapers b laziness
4 Which is the most important issue? 9 Which is better?

a the environment a reading the book
b poverty b watching the film
5 Who’s the best actor? 10 Which would be the most exciting trip?
a Tom Hanks a sailing to the other side of the world
b Tom Cruise b cycling across a continent
5 Grammar 3
emphasis
And the award goes to …

Target language: emphasis
Time taken: 30-40 minutes
Procedure
Divide the class into two groups, A and B. Give each student a copy of the worksheet and
ask the students to read through the questions. Students in group A will argue for the A
choice in each question on their worksheets and students in group B will argue for the B
choice. Give students time to make notes on each question, working in pairs with someone
from their group if they prefer. Rearrange the class so that a Student A works with a Student
B. Students discuss each question, arguing their viewpoint according to the worksheet and
emphasising the points that they think are important. Give them twenty minutes to discuss
all of the questions. Alternatively, give the pairs three minutes to discuss each question
before stopping them and asking each Student A to find a new Student B partner. The new
pairs discuss the next question for two minutes before moving onto a new partner. This
continues until all the questions have been discussed.
Get feedback from one or two pairs about which questions they found difficult to argue for.
Ask the class to vote on each question depending on the students’ real opinions.

5 Vocabulary 1
risk/achievement
Risk assessment
Student A
1 How many people would like the opportunity to be

famous? Why?
Prediction: Actual:
2 How many people like taking a bit of a gamble? Why?
Prediction: Actual:
3 How many people have taken a big risk in their life? What?
Prediction: Actual:
4 How many people have already achieved a big dream? What?
Prediction: Actual:
5 How many people know someone who has been incredibly
brave in their life? Why?
Prediction: Actual:
$
Student B
1 How many people have a hobby which has become an all-

consuming passion? What?
Prediction: Actual:
2 How many people would be willing to take a substantial
risk in life? Why?
Prediction: Actual:
3 How many people have had the chance to do something
really worthwhile in their life? What?
Prediction: Actual:
4 How many people in the class have a big ambition? What?
Prediction: Actual:
5 How many people would do anything they could to
succeed at work, even if it put a friendship at risk?
Prediction: Actual:

5 Vocabulary 1
risk/achievement
Risk assessment
Target language: risk/achievement
Activity type: class survey
When to use: Use this activity after Unit 5 Lead-in.
Procedure
Put students into pairs. Give one student in each pair a Student A worksheet and the
other a Student B worksheet. Ask them to work together and predict how many students
in the class will answer yes to each of the questions on their worksheets. When they have
finished, ask all the Student As to stand together and all the Student Bs to stand together.
Students mingle within their groups and ask their five questions to all the students in
their group, making a note of how many answer yes. Encourage students to ask for more
information where possible.
When they have finished their interviews, ask students to return to their original partner
and to share their answers, comparing their predictions with the actual number. Elicit any
surprising information from the class.

5 Vocabulary 2
distances and dimensions
Hot rocks
$
3 I want to make a
1 House prices have now become so 2 When two of its engines stopped,
-distance call to my sister in
that nobody can the aircraft rapidly began to lose
Australia. Is it expensive from
afford them any more. (high) . (height)
London? (long)
4 Bill is usually an easy-going person, 5 The bed in my hotel was so 6 The cave descends to a
but when I broke his new camera he that my head was of almost 200
went off at the end. pressed up against the wall and my metres, and parts of it have never
(deep) feet hung over the end. (short) been explored. (depth)
7 She fell from such a great 8 This exercise is designed to 9 The hotel pool, which is open to
that it’s a miracle she your awareness of both residents and non-residents
didn’t break anything or seriously the construction of nouns and verbs. is an impressive 60 metres in
hurt herself. (height) (heighten) . (length)
10 I really recommend this shop, as 11 House prices are extremely

12 His name is Richard, but most people
it sells a range of at the moment, and
his name to Rick.
-quality computer equipment at are expected to drop even further.
(shorten)
excellent prices. (high) (low)
13 The new Spielberg film goes on 14 The airport authority have said that
15 She was so in
for almost four hours: films of this they plan to the
thought that she didn’t even hear us
are quite rare these runway at the airport from 2.5 km to
come into the room. (deep)
days. (length) over 3 km. (lengthen)
17 I asked him if he could 18 The road is too narrow for two cars
16 This is quite a -risk
his price from £150 to pass each other safely, so the
strategy, so we don’t have much to
to £130, but he said it wouldn’t be council is going to it
lose if things go wrong. (high)
possible. (lower) by two metres. (widen)
21 The Government is worried that

19 The window is three metres high and
20 As summer approaches, the days unless major steps are taken, the
almost 5 metres in .
begin to . (lengthen) economic crisis will .
(width/breadth)
(deepen)
22 My father is about two metres tall, 23 A lot of people like to 24 She seems to know so much: her
with shoulders and a their horizons by travelling and of knowledge is
thick neck. (broad) meeting other people. (broaden) amazing. (breadth)
25 It’ll take us an hour to walk there 27 We couldn’t get the new cupboard
26 The shop sells a
along the main road, but I know a into the room because the door
variety of camera equipment at very
-cut that will only take wasn’t enough.
good prices. (wide)
about half an hour. (short) (wide)
28 In the next two weeks I want to pass 29 Does travel the

30 The longest day of the year in Britain
my exams and look for a job, but I mind? I think so – you learn so many
is 21 June. After that the days begin
don’t have any -term new things about the world around
to . (shorten)
plans yet. (long) you. (broaden)

5 Vocabulary 2
distances and dimensions
Hot rocks
Target language: distances and dimensions
Activity type: guessing game
the class.
Procedure
Put the class into groups of four and give each group a set of cards, which they place face
down on the desk between them. Put the adjectives, long, short, wide, broad, high, deep,
low on the board. Explain that the aim of the activity is for them to collect as many cards as
possible. To do this, students in each group take it in turns to pick up a card and read out
the sentence using the word ‘BLANK’ in place of the gap in each sentence, e.g. House prices
have now become so BLANK that nobody can afford them anymore. They must not read the
answer, which is written in brackets after each sentence. The other students in the group
must try to identify the missing word. They can use the root adjectives on the board to help
them. The student who says the correct answer gets the card. If no student gets the correct
answer, the card can be discarded and looked at again after the game. The winner is the
student in each group who has the most cards after about fifteen minutes of play.

6 Communication
give your opinions and justify
your choices
Who’s the greatest?

Add five more influential people in history to the list below.
in
Alber t Einste
(scientist) Simon Bpoolilitivcaarl leader)
Alexande erican
(South Am
r Graham
Bell
(inve
ntor)
o da Vinci Marie C
Leonard ntor)
urie
ientist, inve John F Kennedy (scientis
(artist, sc t)
(US political leader
)
Christoph
er Columb
us
Isaac Newton
(explorer)
(scientist)
Johann Gutenbe Helen Keller

rg and activist)
(deafblind author
(inventor)
n
Jane Auste
(author)
Mao Zerdoof Cnhgina) The Wright brothers

de (inventors)
(political lea
Queen
(Queen Victori
of Grea
t Britain
a
Florence Nighti 1837–1
901)
ngale
(founder of prof
essional nursing) Charles Darwin
(biologist)
Pablo Picass
s Gandhi
o
(artist) Mohanda ia)
ader of Ind
(political le
er King
Wolfgang Amadeus Martin Luth
Mozart tivist)
(civil rights ac
(composer)

6 Communication
give your opinions and justify
your choices
Who’s the greatest?

Target language: give your opinion and justify your choices
Time taken: 30–40 minutes
Procedure
Give each student a copy of the worksheet and ask them to work in pairs and add five
more influential people in world history to the list, living or dead. When they have finished,
ask students to call out some of the names they have suggested. Ask students to briefly
summarise what each person on the list is known for, sharing information where necessary.
Students now work alone and choose what they consider to be the ten most influential
people from the list of twenty-five.
When they have finished, students discuss and justify these choices with their partner
and finally agree on a top ten. Now put two pairs of students together to create groups of
four (or six if you have an odd number of pairs) and ask each group to discuss their top ten
before finally agreeing on the top five. Finally, open it up to the whole class (or with large
groups put two groups together to form groups of eight) and encourage students to agree
on the top three.
Additional information
Albert Einstein, a Nobel prize winning physicist who created the theory of relativity
Marie Curie, a pioneer in the field of radioactivity
Alexander Graham Bell, inventor of the telephone
Simon Bolivar, helped five South American countries to become independent
Leonardo da Vinci, master painter who advanced our knowledge of anatomy
John F Kennedy, youngest elected US president, assassinated in 1963
Helen Keller, author, activist and lecturer despite being deaf and blind
Isaac Newton, discovered the law of gravity
Christopher Columbus, explorer of the Americas
Johann Gutenberg, inventor of the first printing press
Charles Darwin, biologist who wrote the theory of evolution
Jane Austen, 19th century English writer of many novels still popular today
Martin Luther King, political activist for the civil rights of African Americans in the USA
The Wright brothers, inventors of the aeroplane
Florence Nightingale, a nurse who is credited with improving hygiene within the medical
profession and establishing nursing as a professional career
Mao Zedong, political leader and father of modern day China
Queen Victoria, Queen of Great Britain in the 19th century and monarch of the British
empire
Pablo Picasso, painter, sculptor and founder of the Cubist movement
Mohandas Gandhi, political and spiritual leader who helped India to become
independent of the British
Wolfgang Amadeus Mozart, Austrian composer of over 600 works

6 Grammar 1
used to, be used to, get used to,
would
Same old, same old

Complete the sentences so that they are true for you. Use used to, be used to, get used to or would.
You Name
1 When I was young, my parents

almost every day.
2 At school, my teachers didn’t .
3 After school I spend time .
4 I can’t .
5 When I first ,
it was a bit strange, but now I’m it.
6 When I was a child, I didn’t eat , but now I do.
7 I’m gradually getting

as time goes on.
8 I play a lot of in the past.
9 I thought it would be impossible to ,

but it wasn’t.
10 I’m not
, so I don’t enjoy doing it when I have to.
11 When I was young, one of my friends

, which really annoyed me.
12 My parents didn’t let me .
13 Last month I had to , which was strange because

I’m instead.
14 One day I hope to .

6 Grammar 1
used to, be used to, get used to,
would
Same old, same old

Target language: used to, be used to, get used to, would
Procedure
Ask students to complete the sentences so that they are true for them. The dotted lines
should be completed with used to, use to or would. Monitor and help where necessary
before checking answers with the whole class. The students now mingle to find people they
have something in common with. They find a partner and read out one of their sentences,
e.g. When I was young, my parents used to cook dinner together almost every day. Did your
parents? If the student’s partner answers yes, the student writes his/her name in column 2
(they do not have to have written it on their worksheets to answer yes, it just has to be
true). If the answer is no, the student can read out other statements until they get a yes
answer. Once students have received a yes answer, they move on to a different student.
Give students about 10–15 minutes to mingle and then get feedback from the whole class
about who they have things in common with.
In small classes, you may wish to allow students to get three yes answers before they move
onto a different partner. If you have a small classroom where students are unable to move
around, ask students to ask as many people around them as they can while sitting down.
Possible answers
1 would (+ infinitive)
2 used to (+ infinitive)
3 would (+ infinitive)
4 get used to (+ -ing/noun)
5 past simple verb/’m used to
6 used to (+ noun)
7 used to (+-ing/noun)
8 used to/noun
9 get used to (+-ing/noun)
10 used to (+-ing/noun)
11 would (+infinitive)
12 used to (+infinitive)
13 infinitive verb/used to (+-ing/noun)
14 get used to (+-ing/noun)

6 Grammar 2
wishes and regrets
Relationship regrets
Student A
When you were young, you and your cousin got on really well. You’d agreed to spend a year travelling together after
school, but you got a job at a restaurant and started to earn good money. You were ambitious and decided not to go
travelling. Your cousin hadn’t done very well at school and found it difficult to find a job, so you felt like you couldn’t talk
about work because your cousin was envious of you. You wanted to go out and enjoy your free time, but couldn’t because
your cousin couldn’t afford it. Your cousin seemed to get angry with you a lot, but you didn’t know why. Your cousin never
went travelling. You made a new friend at the restaurant. You started to spend lots of time together outside of work and
had lots of fun together. One day you introduced your cousin to your new friend and they fell in love and eventually got
married. You felt as if you’d lost both of your friends at the same time. You made an excuse and didn’t go to the wedding.
Your job became more difficult and you started to suffer from stress. You had no one to talk to about it. One day your
boss asked you to leave. It was then, two years ago, that you decided to leave the area and start over again. You haven’t
spoken to your cousin since. In fact you didn’t even tell your cousin that you were leaving. You’re now in a good job and a
happy relationship, but you miss many things from your old life.
Today you’re going to meet your cousin to talk about what happened.
Make a note of the regrets you have about your life and your relationship with your cousin.
I regret that … I wish I’d …
If only we’d … If I hadn’t … , we …
I was going … I could have … if …
I deeply regret not … I would have liked …
Now talk about your regrets with your cousin and discuss how you can have a
better relationship in the future.
$
Student B
When you were young, you and your cousin got on really well. You’d agreed to spend a year travelling together after
school, but your cousin got a job in a really good restaurant and decided to stay there. You were upset that you couldn’t
go travelling. You hadn’t studied hard at school and left with few qualifications. You tried several jobs, but you didn’t
enjoy any of them and none of them were well-paid. Your cousin tried to buy things for you and take you out, but you
thought that it was just to show off. You stopped spending so much time with your cousin and when you were together,
you weren’t very nice because your cousin made you feel small. You spent quite a lot of time on your own and became
very depressed. One day, your cousin introduced you to a new friend and you fell crazily in love. Your partner was very
close to your cousin which you didn’t like very much, so you told your partner that your cousin had said some negative
things about your relationship. Your partner stopped talking to your cousin. With the encouragement of your partner, you
decided to go back to college and train to be a chef. Today you have your own successful catering business and you’ve
been married for two years. Your wedding day was the happiest day of your life, but your cousin didn’t come and you’ve
never understood why. Your cousin moved away and never even told you. You didn’t try and get in touch. A year ago you
had a baby son, but your cousin does not know about him. You thought about writing an email, but changed your mind.
Today you’re going to meet your cousin to talk about what happened.
Make a note of the regrets you have about your life and your relationship with your cousin.
I wish I’d … I regret that …
If only we’d … If I hadn’t … , we …
I was going … I could have … if …
I deeply regret not … I would have liked …
Now talk about your regrets with your cousin and discuss how you can have a
better relationship in the future.
6 Grammar 2
wishes and regrets
Relationship regrets
Target language: wishes and regrets
Activity type: roleplay
Procedure
Divide the class into pairs. Give half the pairs a Student A worksheet and the other half a
Student B worksheet. Ask students to read their worksheets and complete the sentences
giving the regrets they have about their past lives and relationship with their cousin.
Monitor and correct where necessary. Now pair a Student A with a Student B. They
roleplay the conversation, talking about their regrets and making plans to build a future
relationship. When they have finished, elicit feedback from one or two pairs about their
regrets and plans.
Possible answers
Student A:
I regret that we didn’t go travelling.
I wish I’d been more sensitive about having more money.
If only we’d talked more about how we felt at the time.
If I hadn’t introduced you to my friend, we wouldn’t have fallen out.
I was going to tell you that I was leaving, but I didn’t.
I could have come to your wedding if I hadn’t been jealous.
I deeply regret not contacting you sooner.
I would have liked to go to your wedding.
Student B:
I wish I’d studied harder at school.
I regret that I was jealous of your job.
If only we’d gone travelling together.
If I hadn’t told my partner that you’d talked badly of him/her, we wouldn’t have fallen out.
I would have liked to talk to you about how I felt.
I could have been more helpful when you lost your job.
I deeply regret not trying to get in touch with you after you left.
I was going to write to you and tell you about my son, but I changed my mind at the
last minute.

6 Grammar 3
preparatory it
Story board
13 14 15 16 17 18
It’s suspicious
It’s annoying It’s hard
It seems that that books It’s a relief It’s clear that
that libraries
men (be) ( find ) films
(hold ) ( find ) really
(prefer) reading
fewer books and
available to a book or film (be) more
well‑written
FINISH
books written by download for that you can engaging than
more computers stories these
men. free on the really enjoy. books.
these days. days.
Internet.
MOVE BACK ONE

SPACE
12 11 10 9 8 7
It’s terrible that

It’s worth It’s exciting
young people It’s best It’s sad It’s important
(read ) a book ( finish) a book (invest) ( get)
only (read ) MISS A GO
before you see that you’ve in an e-book involved in
(read ) texts and regularly.
the film. enjoyed. reader. horror stories.
websites.
It’s a pleasure
(use) your
imagination
when reading a
book.
1 2 3 4 5
It’s good It seems that

It’s interesting It’s no use
It’s my intention fewer people
(read ) (try) MOVE FORWARD
START non‑fiction
(write) (read ) deep,
to read when ONE SPACE
(enjoy)
a book one day. meaningful reading these
books. you’re tired.
books. days.

6 Grammar 3
preparatory it
Story board
Target language: preparatory it
Preparation: Photocopy one worksheet for each pair of students in the class; dice
and counters.
Procedure
Put students into groups of three and give each group a copy of the board, a coin and
counters (any small items the students have will do as counters if necessary). On the
board write Heads = 2 moves forward. Tails = 3 moves forward. One student flips the coin
and moves forward the appropriate number of squares from the ‘START’ square. He/She
then completes the sentence by putting the verb in brackets in the correct form. The other
students can check that this is correct and ask you if necessary. The student then tells the
other group members whether he/she agrees or disagrees with the sentence and why/why
not. Each student takes a turn until someone reaches the ‘FINISH’ square.
Answers
1 to read 10 to finish
2 to write 11 to read
3 to read 12 read
4 trying 13 prefer
5 enjoy 14 hold
6 to use 15 are
7 to get 16 to find
8 investing 17 are
9 to read 18 to find

6 Pronunciation
consonant clusters
Categories
/str/
1 An adjective beginning with /sk/

/sk/
/sp/
2 Something you find in a kitchen beginning with /sp/

3 A verb beginning with /sl/

/sl/
4 A job ending with /st/

5 An animal beginning with /skw/

/sw/
6 Something you find in an office ending with /sk/

7 A verb beginning with /sn/

/
8 A sport beginning with /sk/

9 A verb beginning with /sp/

/s m
10 A place beginning with /st/

11 An animal beginning with /sn/

/spr/
12 A verb beginning with /sm/
/skw/

13 A European country beginning with /sl/

14 A verb beginning with /sw/

15 A world landmark beginning with /sf/ or /st/

/skr/
16 An adjective beginning with /str/
/sn/

17 A verb beginning with /skr/

/st/
18 Something you might find in the countryside beginning with /spr/ or /str/

/sf/
6 Pronunciation
consonant clusters
Categories
Target language: consonant clusters
Activity type: quiz
Preparation: Photocopy one worksheet for each group of three students in the class.
Procedure
Put students into groups of three and give each group a copy of the worksheet. Each
group writes just one item for each category on their worksheet. Allow the students fifteen
minutes for this, encouraging them to think of answers that they feel the other groups will
not give. When the time has finished, ask the students to put their pens down. Go around
the class, eliciting each group’s answer for each question. Start with a different team each
time to make it fair and make sure that students know they must give the answer written on
their worksheets and cannot change them during the feedback stage. Each correct answer
gets one point. If a group has given an answer that no other group has given, that group
gets two points. The winner is the group that has the most points.
Possible answers
1 scared, sceptical, skilled, skinny
2 spaghetti, spice, spinach, spoon
3 sleep, slice, slip
4 dentist, florist, novelist
5 squid, squirrel
6 desk, disk
7 sneak, sniff, snooze, snore
8 skateboarding, skating, skiing, skydiving
9 speak, spell, spill, spin
10 stable, stadium, station, studio
11 snail, snake
12 smack, smile, smirk, smuggle
13 Slovakia, Slovenia
14 swallow, sweat, swim, swing
15 Statue of Liberty, The Sphinx
16 strange, straight, stressed, strong
17 scratch, scream, screw, scroll
18 spring, sprout, straw, strawberry

6 Vocabulary
idioms to describe people
Personality bingo
He/She’s a cold fish. He/She’s the salt of the earth. His/Her heart’s in the right place.
He/She’s as stubborn as a mule. He/She’s a killjoy. He/She’s a loner.
He/She’s a slave driver. He/She’s a troublemaker. He/She’s a windbag.
$
He/She’s an awkward customer. He/She’s a windbag. He/She’s a couch potato.
He/She’s got a chip on his/her

He/She’s the salt of the earth. He/She’s a pain in the neck.
shoulder.
He/She’s a slave driver. He/ She’s a real know-all. He/She’s an early bird.
$
He/She’s a windbag. He/She’s a troublemaker. He/She’s a busybody.
He/She’s a pain in the neck. He/She’s a killjoy. He/She’s as hard as nails.
He/ She’s a real know-all. He/She’s a loner. He/She’s a cold fish.
$
He/She’s a loner. His/Her heart’s in the right place. He/She’s a couch potato.

He/She’s an early bird. He/She’s an awkward customer.
shoulder.
He/She’s the salt of the earth. He/She’s as stubborn as a mule. He/She’s a slave driver.
$
He/She’s a stick in the mud. He/She’s a windbag. He/She’s a pain in the neck.
He/She’s a high-flier. He/She’s an awkward customer. He/She’s a troublemaker.
He/She’s a slave driver. He/She’s as hard as nails. He/She’s a cold fish.
$
He/She’s a killjoy. He/She’s a busybody. He/She’s as stubborn as a mule.

He/She’s an early bird. His/Her heart’s in the right place.
shoulder.
He/She’s the life and soul of the
He/She’s as hard as nails. He/She’s a couch potato.
party.

6 Vocabulary
idioms to describe people
Personality bingo
Target language: idioms to describe people
Activity type: bingo
Preparation: Photocopy one bingo card for each pair of students in the class.
Procedure
Briefly demonstrate the game of bingo on the board. Put the class into pairs and give
each pair a bingo card. Give students a few minutes to discuss what they think the
words/expressions on their cards mean. Tell them that you are going to read them some
sentences. Each sentence describes personality types or features that are expressed
with an idiom on their cards. Read out the sentences below, at random, and allow a few
moments between each sentence for students to look for an appropriate idiom on their
card. Read each sentence out twice. If they find the appropriate idiom, they tick the box
that it is in. The winners are the students who tick all their boxes and call Bingo!
As a follow-up, ask students to discuss people they know or have met that fit the
descriptions on their bingo cards.
Sentences
1 David seems to enjoy deliberately causing problems or starting arguments.
(a troublemaker)
2 Jennifer seems to spend all her time sitting in front of the television. (a couch potato)
3 My boss Mr Walton makes us all work very hard. (a slave driver)
4 The problem with Stan is that he behaves as if he knows everything. (a real know-all)
5 Martina doesn’t really enjoy spending time with other people: she prefers to be on her
own. (a loner)
6 Jane talks too much about really boring things. (a windbag)
7 Patricia is a nuisance and is always annoying people. (a pain in the neck)
8 Freddie is rather unfriendly and seems to have no strong emotions. (a cold fish)
9 Harriet is very kind and always tries to do good, even if she’s not always successful.
(Her heart’s in the right place)
10 Nellie is rather tough. I wouldn’t want to fall out with her. (She’s as hard as nails)
11 Mrs Manser is a very difficult and unhelpful person, and nobody likes dealing with her.
(an awkward customer)
12 Mike never changes his mind even when everybody tells him he is being
unreasonable. (as stubborn as a mule)
13 Chaz often becomes offended or angry because he thinks he’s been treated unfairly in
the past. (He has a chip on his shoulder)
14 Brian is very old-fashioned and refuses to try anything new. (a stick in the mud)
15 Mr Ford shows too much interest in other people’s private lives. (a busybody)
16 Peter really enjoys social occasions and is fun and exciting to be with. (the life and
soul of the party)
17 Gregory is always extremely successful in anything he does at work. (a high-flier)
18 John always wakes up at half past five and is at work by seven o’clock. (an early bird)
19 Caroline hates to see people having fun and always tries to spoil other people’s
pleasures. (a killjoy)
20 Nigel is a good and honest man who will always help you if you have problems. (the
salt of the earth)

7 Communication
communicate clearly in a restaurant,
a shop and a hairdresser’s
Four in one
$
Card 1 Card 2
Student A: you are the manager of a pet shop. Student A: you are a customer in a restaurant.
Student B: you are a customer. Student B: you are the waiter/waitress.
Look at the picture and talk about what you think the Look at the picture and talk about what you think the
customer’s complaint is. How can it be dealt with? customer’s complaint is. How can it be dealt with?
Card 3 Card 4
Student A: you are a hairdresser. Student A: you are a customer.
Student B: you are a customer. Student B: you are the manager of a clothes shop.
Look at the picture and talk about what you think the Look at the picture and talk about what you think the
customer’s complaint is. How can it be dealt with? customer’s complaint is. How can it be dealt with?

7 Communication
communicate clearly in a restaurant,
a shop and a hairdresser’s
Four in one
Target language: communicate clearly in a restaurant, a shop and a hairdresser’s
Activity type: mini roleplay
Procedure
Divide the class into two groups, A and B. Put a Student A with a Student B and give them a
copy of role card 1. Give the students time to read the role card and discuss the complaint.
Elicit feedback from one or two pairs if you like. Now ask Student As to find a new Student
B and give out role card 2 to each pair. Give students time to read the role card and discuss
the complaint. Ask Student As to find another new Student B and give out role card 3 for
the pairs to discuss. Finally, ask Student As to find one another new Student B and give out
role card 4 to discuss. On the board write 1 Pet shop 2 Restaurant 3 Hairdresser’s
4 Clothes shop.
The students now have four different partners. Explain that when you shout a number, they
must find the appropriate partner and roleplay that situation, e.g. when you shout 1, they
should find their first partner and roleplay making a complaint in a pet shop. Explain that
students playing the role of shop manager, waiter/waitress and hairdresser must refuse to
help at first, blaming the customer for the problem. Give students two minutes to start their
first roleplay before shouting the next number. Once you have got to roleplay 4, shout out
previous numbers again randomly. Students should continue the roleplay from where they
finished. Keep shouting out numbers randomly every two minutes until the roleplays have
been completed.
If space is an issue in your classroom, omit the fourth roleplay, and ask students to sit
together in groups of four. They should partner a different person in their group for each
roleplay and can remain seated. If you have fewer than eight students in your class, omit
one or more of the roleplays.

7 Grammar 1
quantifiers with countable and
uncountable nouns
The same mistake

Student A
1 How many time have I told you not to leave the door open when the dog’s in the room?
2 Could you give me some informations about train times to Cardiff, please?
3 I like eating most meats, but I refuse to eat a chicken unless it’s been cooked properly.
4 There was a party last night, so there weren’t much students in the class today.
5 If you want to know how many luggage you can take onto the aircraft, call the airline.
6 We should probably go now. There’s a little reason to stay.
7 We’ve got little time left before our next lesson begins. Shall we get a coffee?
8 Don’t go into the kitchen yet. I accidentally dropped egg, and the floor is really sticky.
9 There were a lots of people in town today. I think there must have been a demonstration or something.
10 The meal was very expensive, but we’ve got a bit money left. Let’s go for a drink.
11 I don’t have much time for breakfast. I usually just have a tube of toast with butter and marmalade.
12 I don’t believe it! You’ve eaten a whole can of chocolate by yourself. I hope you’re sick!
$
Student B
a One of the problems with living in a big city is that there are too much cars on the road.
b We can’t go yet. I need few minutes to pack my bags, and then we can leave.
c You can’t go to your interview in that shirt. It looks like you’ve been sleeping in it! Let me get iron and
press it for you.
d I don’t like vegetables much, but I eat a lots of fresh fruit, so I suppose my diet must be fairly healthy.
e Be careful when you go into the room. I dropped a bottle, so there’s a glass all over the floor.
f Let me give you a piece advice: lobster really doesn’t taste good with tomato ketchup all over it.
g I’ve had a horrible morning. First of all I overslept, then I slipped over on a slice of soap in the shower,
and then I missed my bus.
h The shop sells many different wine, but they’re all very expensive and none of them are very good.
i My sister made this cake and it’s absolutely delicious. Would you like a lump to go with your coffee?
j This smells delicious! But I’m on a diet, so don’t give me too many spaghetti, please.
k Adam has a few interests outside work. He prefers to spend all his time in the office.
l We can’t repair the computer ourselves because we haven’t got the right equipments.

7 Grammar 1
quantifiers with countable and
uncountable nouns
The same mistake

Target language: quantifiers with countable and uncountable nouns
Activity type: error correction and matching
Procedure
Put students into pairs. Give one student in each pair a Student A worksheet and the
other a Student B worksheet. Tell students not to show their worksheets to each other.
Explain that they have a different set of sentences, but each set contains the same kinds
of mistakes which are all connected with countability/uncountability of nouns, e.g. the
mistake in sentence 1 on Student A’s worksheet matches the mistake in sentence H on
student B’s worksheet. The students should first look through their own sentences to
identify and correct the mistakes in their sentences. Then they work together to match
equivalent mistakes in the sentences. To do this, students take it in turns to read their
sentences while their partner looks for the corresponding sentence. They should not look
at each other’s worksheets. Allow them about fifteen minutes for this, then review the
answers with the class.
Answers
1 How many times … h … many different wines, …
2 … some information … l … the right equipment.
3 … eat chicken … e … there’s glass …
4 … many students … a … many cars …
5 … much luggage … j … much spaghetti …
6 … little reason … k … few interests
7 … a little time … b … a few minutes …
8 … an egg, … c … an iron…
9 … lots of (or a lot of ) … d … lots of (or a lot of ) …
10 … a bit of money … f … a piece of advice: …
11 … a slice/piece of toast … i … a slice/piece to …
12 … bar of chocolate (or box of chocolates) … g … bar of soap …

7 Grammar 2
passives
Passive verb swap

Student A
1 The school has received a lot of money from the government, and in my opinion it on building a
new library.
2 The living room smells of paint because it last week.
3 Much of the town of Argostoli by an earthquake in 1953.
4 He’s still here because we permission to leave the country yet.
5 Have you heard the news? A new sports centre by the river next year.
6 When we got to the airport, we discovered that our flight two hours earlier.
7 The head teacher can’t see you at the moment. He by someone from the local paper.
8 The last time we came here, the underground train system . We had to use the buses instead.
9 Every day, 46 million meals at McDonald’s around the world.
10 The hotel manager accused us of damaging the bedroom and we ten minutes to pack our bags and leave.
11 Do you think that Tim to join the football team next season?
12 You idiot! Always look both ways before crossing the road! You !
These are your partner’s verbs

catch close discover distribute meet promote punish sack tell (×2) use watch
$
Student B
1 As soon as the fire broke out, we to leave the building immediately.
2 As I walked along the street, I had a strange feeling that I by someone.
3 By the time we saw the news on TV, the men responsible for the bank robbery already by the police.
4 The temples after a violent storm in the mid-1950s removed the earth that was covering them.
5 The students still when their exam will be. Their teacher is keeping very quiet about it.
6 If you need somewhere to work quietly, you can go to room 15. It at the moment.
7 The magazine Get a Life free of charge to over ten million homes in the city every week.
8 The main road into town for two months from next week for repairs. We’ll have to
find another way into the city.
9 I won’t need to get a taxi from the airport because I there by my uncle.
10 It was very brave of you to call your boss an idiot. You !
11 I think that students who break the rules .
12 Laura is an excellent worker. I have a feeling she very soon.
These are your partner’s verbs

ask build cancel decorate destroy give (×2) interview kill modernise sell spend

7 Grammar 2
passives
Passive verb swap

Target language: passives
Activity type: paired gap-fill activity
Procedure
Divide the class into pairs. Give half the pairs a Student A worksheet and the other half a
Student B worksheet. Tell them not to show their worksheets to each other. Explain that
each of their sentences can be completed by making a passive construction. Their partner
has the verbs needed to complete their sentences. Give students a few minutes to read
through their sentences before they start the activity and to try and guess which verbs
might fit. Students take it in turns to choose a sentence and ask their partner if they have
the verb they think fits best in their box. If yes, that student can write it into their sentence,
deciding what other words are missing from the sentence (these could include modal
verbs, and some of the auxiliary verbs could be negative). The number of words missing is
indicated by the spaces in each sentence. Negatives (e.g. isn’t) count as one word. If no,
the turn passes to their partner. Review the answers with the class. The winner in each pair
is the student who completed their sentences correctly first.
Answers
Student A: 1 should be spent 2 was decorated 3 was destroyed 4 haven’t been
given 5 is going to be built 6 had been cancelled 7 is being interviewed 8 was being
modernised 9 are sold 10 were given 11 will be asked 12 could/might have been killed
Student B: 1 were told 2 was being watched 3 had been caught 4 were discovered
5 haven’t been told 6 isn’t being used 7 is distributed 8 is going to be closed 9 am
being met 10 could/might have been sacked 11 should be punished 12 will be
promoted

7 Grammar 3
have/get something done
Getting it done
Something you’ll get done by the end of today.
A time when you had your hair cut really badly.
The last time you had something cooked for you.
Something you had stolen from you in the past.
Something you’ve had decorated recently.
Something you’ve had delivered to you in the last few months.
Something you want to get done by the end of the year.
Something expensive you’ve had bought for you.
Something you need to have repaired.
Something you’ve had broken by another person.
A household job that you regularly have done by someone else.
Something you’ve had made for you.
Something you need to get cleaned or washed.
Something you’ve had carried for you recently.
Something you’ve got to get done at the weekend.

7 Grammar 3
have/get something done
Getting it done
Target language: have/get something done
Procedure
Give each student a copy of the worksheet. Ask them to choose ten statements from the
fifteen on the worksheet and write their answers under each one. They should not write
complete sentences, just a word or short phrase, e.g. 1 = my homework.
Put students into pairs and tell them not to show their worksheets to each other. Students
take it in turns to read out one of his/her answers while his/her partner has to guess what
that answer refers to, e.g. Is your homework something you’ve got to get done at the
weekend? Students get two points for each correct first guess and one point for each one
correct second guess. Students should choose answers at random and not in the order that
they appear on the page. The winner is the student in each pair with the most points.
To make the task more challenging, one student could read out his/her answers at
random while the other student turns over his/her worksheet so that he/he cannot see
the questions. He/She will then have to remember what the answers might refer to
from memory.

7 Vocabulary 1
food and cooking
Food survey
$
Find out how many people in the class grill Find out how many people in the class are
their meat. vegetarians.
Find out how many people in the class like Find out how many people in the class eat
to eat their meat rare. junk food more than once a week.
Find out how many people in the class eat a Find out how many people in the class
lot of salty food. know how to scramble eggs.
Find out how many people in the class Find out how many people in the class bake
prefer savoury food to sweet food. their own bread.
Find out how many people in the class Find out how many people in the class can
prefer roast vegetables. use their cooker.
Find out how many people in the class Find out how many people in the class
follow recipes when they cook. regularly eat fried food.
Find out how many people in the class

Find out how many people in the class
regularly use herbs in their cooking, such
prefer raw vegetables to boiled vegetables.
as parsley.

7 Vocabulary 1
food and cooking
Food survey
Target language: food and cooking
Preparation: Photocopy and cut up one card for each student in the class.
Procedure
Give one card to each student and allow them time to read it. (If there are more than twelve
students, use some of the cards twice.) Tell students that they have to ask other members
of the class a question to find the information stated. Remind them that they must form
the question in the second person singular, e.g. Do you grill your meat? Students mingle,
asking and answering questions. They should make a note of the number of people who
answer yes to their question. Get feedback from the whole class. If you have more than
twelve students, allow those with the same card to confer first about the information.
Discuss whether the class as a whole has healthy eating habits or not.

7 Vocabulary 2
prefixes
Prefix puzzle
Student A 1 2
3 4
5
U N U S U A L
6
U N D E R C O O K
7
8
M O N O L O G 9U E
O V
10
E R W O R K E D
M U
11
L T I N A T I O N A L
U N C O M F
12
O R T A B L E
O V
13
E R T I R E D
14
R E W R I T E 15
M U
16
L T I M E D I A
17
E X T R A L A R G E
$
Student B 1
B 2
U
I N
A 3
E D 4
M
N X E 5
U
N T R L
U R E T 6
U
A 7
R A S I N
8
L 9
U E S T P D
N H T I U E
N E R M R R
10
E A O A P P
C 11
M T N T O A
12
E O G E S I
S N E D
S 13
O
A L
14
R I 15
E
Y N X
G G
16
U I
A R
17
E L L
X F
H R
U I
S E
B N
A D
N
D

7 Vocabulary 2
prefixes
Prefix puzzle
Target language: prefixes
Activity type: half a crossword
Procedure
Divide the class into two groups. Give each student in one group a Student A worksheet
and each student in the other group a Student B worksheet. Ask students to work with
someone in their group and check they understand all of the words written in their
crossword. Help them with any problems they might have. Now rearrange students so that
a Student A is with a Student B. Tell them not to show their worksheets to each other. Make
sure that students know how to ask What’s 5 across? and What’s 1 down?. Students now
work together and give each other clues so they can complete their crosswords without
saying any part of the word itself, e.g. 5 across is an adjective that we use to describe
someone or something that is uncommon or different to normal.

8 Communication
take an active part in a discussion
Community challenge
Would you like to be a community leader?

We hope so, because we’re looking for people to create effective projects to improve our
community. If you think that you have an idea that can be turned into a successful community
project, please fill in the application form below. We will invite some of you to attend our
meeting at the Town Hall on 22 November to give a short presentation to our panel of
community work experts.
The winning project will receive a £5,000 prize and help and advice from our experts so that
your project will succeed and make our neighbourhood an even better place to live.
Application form
Project name:
Aim of the project:
Building/office required:
Equipment required:
Number of volunteers required:
Skills that the volunteers will need to have:
How the volunteers will be attracted to the project:
Costs involved:
How it will be funded:
When the project will start:

Where the project will take place:
Why you think you are good leaders:
Why your project should win the prize:
Please send your application to: Mary Meadows, Community Ventures Plus,
Lakeland Avenue, Littletown, LT3 6LW
8 Communication
take an active part in a discussion
Community challenge
Target language: take an active part in a discussion
Activity type: group planning activity and presentation
Time taken: 45–60 minutes
Preparation: Photocopy one worksheet for each group of three or four students in the class.
Procedure
Put students into groups of three or four and give each group a copy of the worksheet.
Ask students to read the newspaper article and answer any questions they have. Give the
groups 15–20 minutes to come up with an idea for a community project and discuss each of
the areas listed on the application form. They should then prepare a short presentation (no
more than five minutes, or less if you have a large class) to give to the panel of experts and
decide who will say what. Encourage all of the students in each group to participate in the
presentation and ask them to make it as engaging as possible.
When they are ready ask each group, in turn, to present their idea to the class who will act
as the experts. After each presentation, invite the experts to ask additional questions about
the project. When all of the presentations have been given, ask the experts to vote on the
best project (but they cannot vote for their own). The winning project is the one which gets
the most votes.

8 Grammar 1
It’s time, I’d rather, I’d better
The fastest finisher

Student A
1 I’ve been a bit overworked recently. It’s time … (answer: I took a holiday.)
2 You used my car when I was out, didn’t you? I’d rather you … (answer: didn’t use it.)
3 Your flight leaves in under three hours. Isn’t it time … (answer: we went to the airport? )
4 I know you’re worried about discussing your exams with your teacher. Would you rather I …
(answer: spoke to him/her about it? )
5 Our computer is old and slow. It’s time … (answer: we got a new one.)
6 Eddie rang and said he urgently needed to talk to you. You’d better … (answer: call him as soon
as possible.)
7 I know you want me to come to New York with you but I hate big cities. I’d rather … (answer: stay
at home.)
8 You can’t live with your parents forever. It’s high time you … (answer: found a place of your own.)
9 I don’t think I can wait until tomorrow for that money I lent you. I’d rather … (answer: you gave it
back to me today.)
10 Is your car still making that awful noise? You’d better … (answer: get it checked by a mechanic.)
$
Student B
1 Would you mind taking that food outside? I’d rather you … (answer: didn’t eat in here.)
2 We’ve been waiting here for twenty minutes. It’s about time … (answer: the bus arrived.)
3 We’ve got an early start tomorrow morning. We’d better not … (answer: stay out late tonight.)
4 I know you want to go to the cinema tonight, but I’d rather … (answer: stay in and watch a DVD.)
5 It’s getting cold in the evenings. It’s time we … (answer: turned the heating on.)
6 I know you’re very busy at the moment. Would you rather I didn’t … (answer: come over tonight? )
7 You’ve had that terrible cough for ages. Isn’t it about time … (answer: you saw a doctor? )
8 Tim and Samantha are coming to dinner in a couple of hours. I’d better … (answer: start cooking.)
9 Angie obviously hates working here. Isn’t it time she … (answer: looked for a new job? )
10 His hair’s grown so long he can hardly see through it. It’s time … (answer: he had it cut.)

8 Grammar 1
It’s time, I’d rather, I’d better
The fastest finisher

Target language: It’s time, I’d rather, I’d better
Activity type: paired guessing game
Procedure
Read out the following sentence to the class and ask the students to try to finish the
sentence with the same words you have written down below: I’m surprised you can find
anything in your bedroom, it’s so messy. It’s about time … (answer: you tidied it up.). Give
them clues to help them finish the sentence correctly but without using the actual words.
Put the class into pairs. Give one person in each pair a Student A worksheet and the other
a Student B worksheet. Tell them not to show their worksheets to each other. Student A
starts by reading out his/her first sentence and Student B tries to finish it until he/she
guesses the same ending that Student A has on his/her worksheet. Student B now reads
out his/her first sentence and Student A tries to guess the ending. This continues until both
students have read out and guessed the endings to the ten sentences on each worksheet.
The winners are the pair that finishes first.
Early finishers can take one or two sentences and try to see how many different
grammatically correct endings that fit the sentence they can write for each.

8 Grammar 2
reported speech
Say what?
Student A
Ask someone in the class … Name Prediction
11 about a time when he/she won something.
12 about his/her dream job.
13 whether he/she has a favourite sport and if so what

it is.
14 about his/her most recent success.
15 about the most interesting place he/she’s ever visited.
16 about what he/she’s going to do during his/her next

holiday.
17 about something he/she’s enjoying doing at the moment.
18 about a time he/she felt really annoyed and why.
19 whether he/she has a lucky number, and if so what it is.
10 about what he/she can do quite well.
$
Student B
Ask someone in the class … Name Prediction
11 about the last time he/she lost a game or competition.
12 about his/her dream home.
13 about what he/she was doing at 8 p.m. last night.
14 whether he/she’s going to do something fun soon, and if

so, what.
15 about something he/she really wants to do in his/her life.
16 about something he/she’ll definitely do tomorrow.
17 about someone he/she met up with last week.
18 about the best present he/she’s ever received.
19 if he/she could do anything really well at school and if so

what.
10 about the best day he/she’s had in his/her life so far.

8 Grammar 2
reported speech
Say what?
Target language: reported speech
Procedure
Put students into pairs and give each pair a copy of the worksheet. Students work in their
pairs and write the name of a different student in the class next to each statement on the
worksheet. Names can be repeated more than once where necessary. Give the pairs about
five minutes to predict the answers that they think those people will give and write one or
two words in the Prediction column. Ask students to tear or cut the worksheet in half along
the dotted line. One student takes the Student A worksheet and the other student takes the
Student B worksheet.
Students now mingle and interview the people they chose for each question on their
worksheet, noting down the correct answers in the Answer column. Give students 10–15
minutes for this. Students return to their partners and report back what they learnt, e.g.
We thought that Mariana’s dream job was to be an actress but she said she really wanted
to be an architect. Finally, get feedback from different members of the class about what
surprised them.

8 Grammar 3
reporting verbs
Reporting verb dominoes

$ $
A ‘Yes, you’ve booked a B She/that we/a table at A ‘I lent you £20, don’t
table for four at 8 p.m.’ the restaurant. forget.’
START ➡
B He/me that he/me some A ‘I know you don’t believe B She/that she/for quite a A ‘You have to put the
cash. me but I waited for you long time. money in before you
for almost two hours.’ choose your drink.’
B He/that I/to put the A ‘It wasn’t me that broke B The girl/the vase that A ‘This is the first time I’ve
coins in before I/the it, I can’t reach that was above the fireplace. eaten fast food.’
button. high.’
B She/that she/never/ A ‘I’ve been working for B He/he/for that company A ‘I was playing with my
burgers or pizza before. On-Line Media since the for about six weeks. radio when I hit that car.’
beginning of last month.’
B He/that he/at the road A ‘Let’s go to that new café B He/out for a coffee. A ‘The new department
when the accident on the High Street.’ store will open on 1st May
happened. as scheduled.’
B She/that the new shop/ A ‘Don’t drive too fast or B She/me not/over the A ‘Can you come on time
as planned. you’ll get a ticket.’ speed limit. tomorrow, please?’
B She/me if I/be punctual A ‘What are you going B She/us what we/at the A ‘Who did you see last
next time. to do on Saturday and weekend. night?’
Sunday?’
B She/me who I/the A ‘Don’t forget to go B She/me/something for A ‘Remember to phone for
previous evening. shopping or we won’t dinner. a taxi this afternoon.’
have anything to eat
tonight.’
B She/me/and book a taxi. A ‘I took your money. It B She/my cash, and A ‘Don’t use my laptop,
was me. I’m so sorry.’ apologised. stereo or mobile phone
without asking me first.’
B He/us not/his things A ‘Why don’t we go out in B She/that we/for a drive. A ‘That new Spielberg film
without his permission. the car for about half an is probably the best film
hour?’ ever.’
B He/that the film/the A ‘I’m afraid I dropped your B She/my computer and
most amazing he’d ever laptop, which is why it damaging it.
seen. isn’t working.’ ➡ FINISH
8 Grammar 3
reporting verbs
Reporting verb dominoes

Target language: reporting verbs
Activity type: gap-fill dominoes
Preparation: Photocopy and cut up one worksheet for each group of three or four students in
the class.
Procedure
Put students into groups of three or four and give each group a set of dominoes. Ask
students to distribute the cards between everyone in the group and place one card in
the middle of the table. Write these verbs on the board: admit, ask, claim, confirm, deny,
explain, remind, suggest, warn. Students take it in turns to place a card next to the one(s)
on the table so that an ‘A’ box showing a direct speech sentence is matched correctly with
a ‘B’ box showing the prompts for a reported speech version of that sentence. In the ‘B’
boxes, the reporting verb and the main verb (in its relevant form) have been removed.
Students must complete the sentences correctly. If they do not, they must take the card
back until their next go. If a student cannot add a card to the line, they miss a go. The
winner is the first student to use up all of his/her cards.
Answers
Column 1 (top to bottom): Column 2 (top to bottom):
reminded/had lent confirmed/had booked
explained/had/pressed claimed/had waited
claimed/had/eaten denied breaking
admitted/hadn’t been looking explained/had been working
confirmed/would open suggested going
asked/could warned/to go
asked/had seen asked/were going to do
reminded/to phone reminded/to buy or get
warned/to use admitted taking
claimed/was suggested/went
admitted/dropping

8 Pronunciation
intonation: reporting
Pass it on
$
‘I want to see a play at the weekend.’
‘I’m hoping to go to Canada next year.’
‘I’ve never seen an elephant in real life.’
‘I’m learning to fly a plane at the moment.’
‘I bought a new pair of shoes for the party yesterday.’
‘I was riding my bike in the street when I met my best friend.’
‘I love swimming in the sea in the summer.’
‘I’m going to write a novel one day.’
‘I’ve been to several really interesting places around the world.’
‘I’ll probably cook myself something healthy tonight.’
‘I can read music and have written two songs.’
‘I’m not feeling too good and need to lie down.’

8 Pronunciation
intonation: reporting
Pass it on
Target language: intonation: reporting
Activity type: whispering game
Preparation: Photocopy and cut up two sets of sentence cards for the class.
Procedure
Divide the class into two groups. With larger classes, create three groups and with small
classes you could have just one group. Ask students in each group to stand in a line facing
you. Give each group a set of sentence cards, shuffled and placed face down in a pile at the
back of each line. The student at the back of each group must take a card and whisper the
sentence on it to the next person in the line, e.g. I want to see a play at the weekend. That
person must report what was said to the next person and so on until the person at the front
of the line goes to you, the teacher, and tells you what was said using reported speech,
e.g. She said she wanted to see a play at the weekend.
If the sentence is the same as the original (you may want to be a little lenient here) and he/
she uses good intonation, award the team one point and send the person at the front of the
line to the back. That student picks up a sentence and whispers it to the next person in the
line. This continues until all groups have reported all the sentences to you. Students can
only say the sentence once to the next person in the line and cannot repeat it. The fastest
team is awarded three extra points. The winning team is the one which has the most points
when all teams have finished.

8 Vocabulary
phrasal verbs with three parts
It’s mine!
Student A
1 a You should reduce the amount of fatty food and sugar you eat if you want to lose weight.
b You should the amount of fatty food and sugar you eat if you want to lose weight.
2 a I’ve missed lots of lessons, so I don’t think I’ll ever reach the same standard as the other students.
b I’ve missed lots of lessons, so I don’t think I’ll ever the other students.
3 a Our teacher refuses to tolerate students who come late and say nothing during the lesson.
b Our teacher refuses to students who come late and say nothing during the lesson.
4 a I never eat breakfast, but I always compensate with a big lunch.

b I never eat breakfast, but I it with a big lunch.
$
Student B
1 a I’ve always admired and respected people who devote their lives to looking after others.
b I’ve always people who devote their lives to looking after others.
2 a Some people admit that they break the speed limit on the roads if they think they can avoid being caught.
b Some people admit that they break the speed limit on the roads if they think they can it.
3 a I had to walk quickly to stay at the same speed as him.

b I had to walk quickly to him.
4 a I made an official application to be transferred from the company’s office in London to its office in Bristol.
b I a transfer from the company’s office in London to its place in Bristol.
$
$
catch come up on with get
up cut put make up for
put up looked keep with in
with for up away with to
of forward from down by go

8 Vocabulary
phrasal verbs with three parts
It’s mine!
Target language: phrasal verbs with three parts
Activity type: sentence completion game
Procedure
Put the class into pairs. Give one student in each pair a Student A worksheet and the other
a Student B worksheet. Give each pair a set of word cards face down in a pile in front of
them. The sentence bs on the worksheets can be completed with a phrasal verb so that the
meaning is the same as sentence a. The word cards contain the verbs and particles that
make up the phrasal verbs needed to complete the sentences. There are a few extra verbs
and particles which do not fit any sentence.
Students take it in turns to pick up a word card from the top of the set, which they should
not show their partner. If they think the word can be used to form one of their missing
phrasal verbs, they keep the card. If they don’t think it can be used, it is placed to one
side. When all the cards have been picked up, the cards that have been put aside should
then be shuffled and picked up in the same way. A word card can only fill one gap in their
sentences.
The first person to complete his/her sentences announces this and then checks his/her
answers with you. If his/her answers are correct then he/she is the winner. If there are
mistakes, tell the student but do not say what they are. The student must then put the
cards that he/she does not need back on the table in the pick-up pile, shuffling them, and
the students continue to take turns to pick up cards and fill in their sentences until one
student completes all of his/her sentences correctly first.
Answers
Student A:
1 cut down on
2 catch up with
3 put up with
4 make up for
Student B:
1 looked up to
2 get away with
3 keep up with
4 put in for

9 Communication
solve problems with other people
Who’s to blame?
Read the information about Jay below and decide what percentage of blame should be attributed
to each person/institution.
Jay % The police % Jay’s parents %
Jay’s doctor % Jay’s school % The Government %
Jay is a thirteen-year-old boy who recently stole a car with three friends. Unfortunately he had an accident while
driving the car and has been arrested for theft and dangerous driving. No one was injured in the accident.
Jay lives with his parents and three younger brothers and sisters. His parents have to work full-time and his
mother also takes care of his grandmother most evenings. Jay misbehaves at home and often loses his temper
with his parents. He attends the local secondary school which has thirty students in each class. He finds
many lessons difficult to understand, although he is good at art. His teachers say that he can be a very kind,
thoughtful and funny student at times, but he has also been suspended for bad behaviour. He regularly skips
lessons and his parents have been called into school on two occasions to discuss this situation. They say that
they are unable to watch Jay all day every day. Jay should have been at school when he stole the car.
Jay is known to the local police who have talked to him several times before about his anti-social behaviour.
He can often be found on the street late at night with his friends and the police have taken him home on many
occasions. This is the first time that they have arrested Jay for breaking the law.
Jay has been visiting the doctor for several years because of his behaviour at school. His parents tell the doctor
that Jay finds it difficult to concentrate for long periods of time and struggles to learn. The doctor has never
diagnosed a problem.
$
$ Student A
You are the judge who has been asked to decide on a sentence for Jay. You are worried about Jay’s future and
have decided to ask his parents, headteacher, doctor and the local police inspector to attend a meeting to
discuss how he can be helped. Before the meeting, decide on an appropriate sentence for Jay. Your choices
include sentencing Jay to a young offender’s institute for up to three years; a suspended sentence for up to
three years; community service for up to a year.
At the meeting, you must get suggestions from everyone about what to do with Jay. Listen to the suggestions
and, together, make a plan of action.
Student B
The judge who is going to sentence Jay has invited a group of people to attend a meeting to talk about Jay’s
future. You are Jay’s parent. Think about what help you would like Jay to have and what you can do to help.
At the meeting, make your suggestions to the judge and listen to the suggestions given by Jay’s headteacher,
doctor and the local police inspector before deciding on a plan of action.
Student C
future. You are Jay’s doctor. Think about what help you would like Jay to have and what you can do to help.
At the meeting, make your suggestions to the judge and listen to the suggestions given by Jay’s parent,
headteacher and the local police inspector before deciding on a plan of action.
Student D
future. You are Jay’s headteacher. Think about what help you would like Jay to have and what you can do to
help. At the meeting, make your suggestions to the judge and listen to the suggestions given by Jay’s parent,
doctor and the local police inspector before deciding on a plan of action.
Student E
future. You are the local police inspector. Think about what help you would like Jay to have and what you can
do to help. At the meeting, make your suggestions to the judge and listen to the suggestions given by Jay’s
parent, headteacher and doctor before deciding on a plan of action.

9 Communication
solve problems with other people
Who’s to blame?
Target language: solve problems with other people
Activity type: group discussion and roleplay
Preparation: Photocopy and cut up the text and one role card for each student in the class.
Procedure
Divide the class into five groups – A, B, C, D and E – and give each student a copy of the text
about Jay. Ask students to read the text and write a percentage next to each person that
represents the blame they think each person should take for Jay’s behaviour. When they
have finished, ask students to discuss their percentages and reasoning with the rest of
their group and to agree on a final figure for each person. Elicit feedback from each group.
Now give each person in group A a copy of the Student A role card, each person in group B
a copy of the Student B role card etc. Ask students to read their role card and answer any
questions they have. Give students time to discuss their suggestions in their groups.
Now regroup the class so that one person from group A is sitting with a student from group
B, C, D and E. Students roleplay the meeting, discussing their suggestions and agreeing on
an action plan for Jay. Elicit feedback from each group about their plans.

9 Grammar 1
participle clauses for sequencing
Escape!
Student A
start
Student B
start
$
Student A Student B
1 B g on holiday, I had to save up a bit of 1 H w for the same company for ten years,
money. I decided to look for something completely different.
2 O a at work, I made myself a coffee and 2 O o the classroom door, I discovered that
checked my emails. there was nobody there.
3 H s all my money, I decided to apply for a 3 H s to everyone that we all went out for
job. dinner, I realised that I didn’t have enough money to pay
for it.
4 A s my mobile phone, the thief tried to
sell it – to my best friend! 4 B j a class, all students have to take a
test so we can put them in the right level.
5 W w to the bus stop, I slipped on a
banana skin and twisted my ankle. 5 A p all my exams, I decided to reward
myself with a holiday.
6 H t the thief’s fingerprints, the police ran
a check on their computer. 6 O s the policeman coming towards us,
we ran away as fast as possible.
7 A f the burglar guilty, the judge sent him
to prison. 7 H r the book, I couldn’t wait to see if the
film was as good.
8 H w for her outside the cinema for
almost an hour, I eventually gave up and went home. 8 A a to him for breaking his camera, I
went out and bought him a new one.
9 O e the classroom, I discovered that the
lesson had already started. 9 W w the football match, I suddenly
remembered I had left the oven on at home.
10 H already e a big breakfast, I turned
down his offer of lunch. 10 B s an email, you should check that it
doesn’t contain any viruses.
11 B p someone in prison, a court must be
sure that he/she is guilty beyond reasonable doubt. 11 W d to work I suddenly lost control of the
car and drove into a tree.
12 H o to lend me his car earlier in the day,
he suddenly decided that he needed it himself instead. 12 A d where we wanted to go for our
holiday, we started looking for cheap flights.
Student B’s answers:

Student A’s answers:
1 Having worked 2 On opening 3 Having suggested
4 Before joining 5 After passing 6 On seeing 1 Before going 2 On arriving 3 Having spent
7 Having read 8 After apologising 9 While watching 4 After stealing 5 While walking 6 Having taken
10 Before sending 11 While driving 12 After deciding 7 After finding 8 Having waited 9 On entering
10 Having … eaten 11 Before putting 12 Having offered
$

9 Grammar 1
participle clauses for sequencing
Escape!
Target language: participle clauses for sequencing
Activity type: Gap-fill race
Preparation: Photocopy one worksheet for each pair or group of three students in the class.
Procedure
Put students into pairs. Give one student in each pair a copy of the Student A worksheet
and the other the Student B worksheet. Tell them not to look at each other’s worksheets.
Tell them they are criminals who are trying to escape. To do this, they must move from one
side of the grid to the other. The students take it in turns to read and complete one of their
sentences with one of the sequencing devices from lesson 9.1 (the first letter of each word
has been given to them). If they do this correctly, they can put a cross in the start square.
Their partner can tell them if they are correct. With each correct question they can put a
cross in the next square until they escape. If they make a mistake they miss a turn. The
winner is the student who escapes first.

9 Grammar 2
deduction: past and present
Name the classmate
You arrive for class one day and notice the things below. Discuss the questions in your group and name
the classmate.
1 You see a beautiful drawing on the board. Who drew it?
2 You find a receipt on the floor for a pair of expensive shoes. Who bought them?
3 You find a big bar of chocolate on the table, half-eaten. Whose is it?
4 You find a pair of left-handed scissors on the table. Who do they belong to?
5 You find a DVD on the floor. It’s a horror film. Who dropped it?
6 You hear someone telling a funny joke outside. Who is it?
7 Your mobile phone rings. It’s one of your classmates who can’t come to class today. Who’s calling and why can’t
they come?
8 You see a photo of a very large family sticking out of a bag. Who took the photo?
9 The window’s open but it’s not very warm outside. Who opened it?
10 You can hear classical music playing on an MP3 player. Whose is it?
11 There’s an umbrella in the corner of the room. Whose is it?
12 Somebody’s lost something really important to him/her – again! Who was it and what did they lose?
13 Someone’s brought drinks for the whole class. Who?
14 You see somebody reading a book quietly. Who is it and what’s he/she reading?
15 Someone’s been doing sport and is still wearing his/her sports clothes. Who is it and what sport did
they play?
16 Someone’s looking really tired because they were up late last night. Who is it and why?
9 Grammar 2
deduction: past and present
Name the classmate

Target language: deduction: past and present
Preparation: Photocopy one worksheet for each group of three students in the class.
Procedure
Put students into groups of three and give each group a copy of the worksheet. Tell them
to imagine they have just arrived for class one day. They notice the things listed on the
worksheet and have to discuss the answers to the questions using what they know about
their fellow classmates. Read the first situation to the whole class and elicit possible
answers to the question with justification, e.g. It might be Tomoko because she’s very
artistic. It can’t have been me because I don’t know how to draw. It must have been Sara
because she arrived for class early.
The groups now discuss their answers to the other questions on the worksheet and write
down the name of one person for each. Monitor and encourage students to use the target
language where possible. When they have finished, elicit answers to each situation from
each group along with a justification. Ask the people named if they agree that it might be/
have been them and that the justification is possible. If yes, the group that named him/her
gets one point. When all the answers have been checked, the winning group is the one with
the most points.
For large classes you may wish to create groups of four or five for the discussion stage, or
choose to elicit just a few answers in feedback rather than award points to ensure the task
does not take too long.

9 Grammar 3
relative clauses
Find the five

1 William Shakespeare, who wrote Oliver Twist, was born in Stratford-upon-Avon in England.
2 Brazil is the country in where the 2014 World Cup will be held.
3 Yesterday which was recorded by the Beatles is one of the most recognised songs in the world.
4 Bill Gates, who owns Microsoft, dropped out of Harvard before he finished his course.
5 Salzburg is the Austrian city, where the composer Mozart was born.
6 The Internet, which allows people to access websites all over the world, was invented by an American.
7 Bill Clinton, who came from Texas, was US President for eight years.
8 Total English what was written by Acklam and Crace, was first published in 2006.
9 Singapore is a small republic in South-East Asia where became independent in 1965.
10 The Titanic, which sank in the Pacific Ocean in 1912, was the largest ship in the world at the time.
11 Arthur Conan Doyle, whose created the character of Sherlock Holmes, was inspired by a man called Dr
Joseph Bell.
12 Elephants, which are the second largest mammal in the world, are unable to jump.
13 Liverpool United, which is one of Britain’s most successful football teams, was the first professional team
that David Beckham played for.
14 Gandhi was the man he was largely responsible for Indian independence in 1947.
15 Pasta, which is widely eaten in Italy, was brought to the west from China by Marco Polo.
16 France, which won the European Cup in 1998, is one of the world’s most popular tourist destinations.
17 The Cambridge First Certificate, is an international English exam, which takes place four times every year.
18 Neil Armstrong was an American astronaut who became the first man to go into space in 1969.
19 The airliner Concorde, which flew passengers across the Atlantic at twice the speed of sound, stopped
making commercial flights in 2004.
20 Christopher Columbus, who was the first man to go to Cuba, originally came from Italy.
21 The television, who’s inventor came from Scotland, is considered to be one of the most important
inventions of the 20th century.
22 Mel Gibson, whose films include Lethal Weapon and Mad Max, originally came from Australia.
23 Antarctica, when temperatures can be as low as –90°C, has a permanent population of about 1,000 people.
24 Polar bears, which live in Antarctica, are all left-handed.
25 Leonardo da Vinci was a great artist that was mainly interested in engineering and technology.
26 The Great Wall of China, which is the longest human structure in the world, can be seen from space.
27 The Turkey is a bird which originally came from North America and is now traditionally eaten at Christmas
in many countries around the world.
28 Washington DC, which is the capital of the USA, is in Washington State.
29 Apart from the United Kingdom, Australia and New Zealand are the only other countries where people
drive on the left.
30 Vincent Van Gogh, whose paintings include Sunflowers and Starry Night, cut off his own nose.

9 Grammar 3
relative clauses
Find the five

Target language: relative clauses
Activity type: error correction and quiz
Procedure
Put students into pairs and give each pair a copy of the worksheet. Explain that each
of the thirty sentences on their sheet gives them an interesting fact about something.
However, sometimes the fact or grammar (relative clause construction, relative pronoun or
accompanying punctuation) is wrong. There are only five sentences on the worksheet that
are both grammatically and factually accurate. They must identify which sentences these
are. The winners are the students who identify the five correct sentences first.
Answers
The correct sentences are: 4, 12, 19, 22, 27
Grammatically incorrect sentences:
2 in where = where or in which
3 Should be commas after Yesterday and Beatles.
5 Shouldn’t be a comma after city.
8 what = which
9 where = which
11 whose = who
14 he = who
17 There should be no commas after Certificate or exam.
21 who’s = whose
23 when = where
25 that = who
Factually incorrect sentences:
1 Charles Dickens wrote Oliver Twist.
6 It was invented by a Briton (Tim Berners-Lee).
7 He came from Arkansas.
10 It sank in the Atlantic Ocean.
13 Manchester United was Beckham’s first major league posting.
15 Italians had been eating pasta long before Marco Polo made his travels.
16 France won the World Cup in 1998.
18 Neil Armstrong was the first man to walk on the moon (Yuri Gagarin was the first
man in space).
0
2 There were people on Cuba long before Columbus arrived.
24 Polar bears live in the northern hemisphere.
26 It cannot be seen from space.
28 Washington DC is not in Washington State and is a district in itself.
29 Several other countries drive on the left including Japan, India and Malaysia.
30 Van Gogh cut off one of his ears.

9 Vocabulary 1
crime, law and insurance
Six convicts
Part 1
Complete the dialogues with words from the box.
appeal brand claim convicted fair pull sentenced sue
I’m trying
to (1) the police
for £5,000. They broke a
window when they came to I’m here because
The judge I made a ( 7 ) for
arrest me. (4)
me to £10,000,000 that I didn’t really lose.
(2) 100 years. What are you in here for?
enough. What did they ( 5 )
the
arrest you for?
other one!
Setting fire Me? I was

to a ( 3 ) -new No, really. (8)
for stealing from
car. I was going to get a
a department store.
suspended sentence, but I called
the judge a mad monkey! I made
an (6) but the court
rejected it.
$
Part 2 – Student A
1 Dick Kray is in prison for fraud.
2 The arsonist is sitting next to a bank robber.
3 Reg Black doesn’t believe the story he is listening to.
4 Bert Adams is sitting to the right of a man asking a question.
5 The man who is in prison for vandalism is talking to someone who tried to change someone else’s decision.
$
Part 2 – Student B
1 The man sitting next to Dick Kray has been sent to prison for shoplifting.
2 Joe Biggs thinks that the person he is speaking to is doing something reasonable and right.
3 The man sitting to the left of the pickpocket is talking to the man who destroyed something that had just come out of the factory.
4 Ron Smith is talking to the man who is next to the man with the beard.
5 Jim Roberts is sitting to the right of the man who illegally tried to get something from an insurance company.

9 Vocabulary 1
crime, law and insurance
Six convicts
Target language: crime, law and insurance
Activity type: paired puzzle
Procedure
Put the class into pairs. Give each pair a copy of Part 1 and ask them to work together and
complete the conversations with a word from the box. Check answers with the class. Now
give one student in each pair a copy of the Student A worksheet and the other student the
Student B worksheet. Tell them not to show each other their worksheets. Students take it in
turns to read out their clues to each other and work out the name of each convict and their
crime. When they have finished, check answers with the class.
Answers
Part 1: 1 sue 2 Fair 3 brand 4 sentenced 5 Pull 6 appeal 7 claim 8 convicted
Part 2:
Ron Smith, arson
Joe Biggs, bank robbery
Bert Adams, pick pocketing
Reg Black, vandalism
Dick Kray, fraud
Jim Roberts, shoplifting

9 Vocabulary 2
news headlines
In the news
aid axe back bid blast blaze clash drama hit key plea quit
cit y-centre riots.

for calm after
1 Police
7 UN withdraws from poorest nations.
8 Farmers by second drought.

2 London Olympics
successful.
9 Top TV presenter to after 25 years.
3 Airport injures 17.
to 750 jobs.
10 British Airlines Authority
4 Salaries reduced for medical staff.
11 City centre destroys department store.
crime.
5 Police teachers in reducing classroom
12 University students in hostage .
6 Politicians over unemployment.
$
$
a These people play a vital role. If they don’t get paid enough, they’ll leave.
b I saw it on TV last night. It was very tense, but eventually they were released.
c Why are they always arguing? It’s time they all worked together for a change.
d A least the fire happened at night, so nobody was injured. I wonder it if was arson?
e I think it’s good that they’re getting some support with the problems faced in inner-city schools.
f I know that they’re making people redundant to save money, but it’s not much help or comfort to those affected.
g I think it’s disgusting. Without international help, how can those people live normally?
h This is wonderful news. Some people thought they’d fail but I knew they’d get it.
i A strong request won’t stop this. The people are angry, and the violence is just a reflection of this.
j It’s sad that so many of them are going out of business because of this.
k It could have been worse, I suppose. Apparently the bomb was buried under a pile of suitcases.
l What a pity. I wonder who’ll replace him when he resigns.
9 Vocabulary 2
news headlines
In the news
Target language: news headlines
Activity type: gap-fill and matching
Preparation: Photocopy and cut up one set of headlines (1–12) for each pair of students and
one comment card (a–l) for each student in the class.
Procedure
Put the class into pairs and give each student a copy of the headlines. Explain that each
of the newspaper headlines have had a word removed. These words are all in the top box.
Working together, they should decide on the appropriate word for each headline.
When they have finished, check answers with the class. Now, shuffle the comment cards
and give one to each student in the class. Give students a minute or two to memorise
their comment and then hide their comment card. Students mingle and say their comment
to other students who must listen and match it to the appropriate headline, writing the
name of that student on their worksheet. E.g. Have you heard the news? These people
play a vital role. If they don’t get paid enough, they’ll leave. Encourage students to give
their comments with appropriate intonation. The winner is the first person to match all the
headlines to the comments correctly.
Optional follow-up: students can rewrite the headlines as complete sentences.
Answers
1 plea, i
2 bid, h
3 blast, k
4 key, a
5 back, e
6 clash, c
7 aid, g
8 hit, j
9 quit, l
10 axe, f
11 blaze, d
12 drama, b

10 Communication
describe what kind of person you
are and how you think/learn
Who do you think you are?
1 What newspaper do you usually read?
2 What kind of thinker are you?
3 What kind of learner are you?
4 What three adjectives would you use to describe yourself?
5 What three adjectives would your friends use to describe you?
6 What do you often daydream about?
7 At what time of day do you feel your best?
8 What’s the best job you’ve ever had?
9 Would you describe yourself as an extrovert or an introvert?
10 Are you a practical person or a dreamer?
11 Are you an optimist or a pessimist?
12 Do you make decisions quickly or with difficulty?
13 Are you an extrovert or an introvert?
14 Do you enjoy solving problems or puzzles?
NAME:
10 Communication
describe what kind of person you
are and how you think/learn
Who do you think you are?

Target language: describe what kind of person you are and how you think/learn
Activity type: interview
Procedure
Give each student a copy of the worksheet and ask them to write their answers to each
question in the Answer column. Tell them not to show their answers to anyone else. When
they have finished ask them to write their name at the bottom of the worksheet and fold it
in half. Take in all the worksheets and shuffle them before redistributing them around the
class, one per student. Ask students to read their worksheets but, again, without showing
them to anybody. Each student now pretends to be the person whose worksheet they have
been given. (If they have received their own they should swap it with someone else).
Students mingle and ask five of the questions from the worksheet (the student can choose
which ones) to each person in the class. When they have listened to the answers students
should make a note of who they think that person is. When they have interviewed all the
students in the class, put students into pairs to discuss who each person was. Elicit the
answers from the class and check if they are correct.

10 Grammar 1
reflexive pronouns
Up and down
Student A Student B
t GO BACK t 1 We should take it easy for a
1 Anne and I always help
with their homework every night. while. If we work too hard, we’ll
tire out.
yourself
2 My son didn’t need my help with 2 ‘Stop fighting!’ the teacher
us tying his shoelaces. He did it all shouted, but the two boys
by . continued hitting .
ourselves 3 Peter doesn’t seem happy at the 3 My neighbour is a bit mad.

moment. I wonder what’s wrong He walks up and down all day
with . talking to .
myself
4 My husband looked at 4 The washing machine turns

off when the washing
you really strangely. ‘What’s wrong
with you?’, I asked nervously. cycle is finished.
themselves 5 Mrs Ranscombe lives by 5 Our boss told that we

in a large house in the country. could leave early that day.
him
6 I don’t want to ask him what he’s 6 I’m really hungry. I think I’ll make
doing. Why don’t you ask him a sandwich.
no pronoun can be used
?
her 7 I watched in terrified fascination 7 You’re going to Venice? If I were

as the door slowly opened all by you, I’d take plenty of money
. with .
himself
8 Tony and Julie poured a 8 Please be quiet. It’s so difficult
couple of large glasses of water. to concentrate with all
yourselves that noise going on.
9 OK everybody, here’s a cake I

each other 9 It was strange seeing
on television. We all looked made. Help to a slice.
completely different!
them
10 I burnt while I was 10 Rachel looked at in
making dinner. It really hurts! the old photograph. ‘I look so
me
young!’ she thought.
11 You can’t go home by , 11 Linda and John had the house

itself to while their parents
girls. It’s getting dark and it isn’t
safe around here. were away.
herself
12 Take it easy. Sit down, put your 12 Cristina decided to take a map
feet up and relax . with in case she got
s START s lost.
$

10 Grammar 1
reflexive pronouns
Up and down
Target language: reflexive pronouns
Activity type: sentence reordering race
Preparation: Photocopy and cut up one worksheet for each pair of students in the class; a
dice and counters for each pair.
Procedure
Put students into pairs. Give each pair a copy of the playing grid on the left of the
worksheet and a dice and two counters (coins will do). Give one student in each pair a
copy of the Student A worksheet and the other a copy of the Student B worksheet. Explain
that each of their sentences has a word removed. These words appear on their playing
grid. Students place their counters in the start space at the bottom of the grid. Taking it in
turns, they roll the dice, and move their counter the appropriate number of spaces up the
grid. When they land on a word, they look at their sentences to see if they can complete
any of them with this word. If they can, they write the word in the gap in the appropriate
sentence. If it doesn’t fit any sentence, it is the next student’s turn to roll the dice. When
they reach the top of the grid they must go back down it again. The winner is the student
who completes all his/her sentences first.
Answers
Student A: 1 them 2 himself 3 him 4 me/us 5 herself 6 yourself 7 itself 8 themselves
9 ourselves 10 myself 11 yourselves 12 no pronoun can be used
Student B: 1 ourselves 2 each other 3 himself 4 itself 5 us 6 myself 7 you
8 no pronoun can be used 9 yourselves 10 herself 11 themselves 12 her

10 Grammar 2
Conditional structures (2): with
conjunctions
Under what conditions?
Are these situations acceptable and, if so, under what conditions?
1 A product claims to be ‘the best’.
Even if/If .
2 Cigarettes are advertised on TV.
Unless/Even if .
3 Someone downloads a film for free.
Provided that/As long as .
4 Someone lies to a friend to get his/her own way.
Supposing/Unless .
5 People buy and sell fake brands.
Even if/If .
6 A celebrity advertises a product he/she never uses.
Even if/Provided that .
7 A supermarket chain reduces its prices so that a local shop has to close down.
If/As long as .
8 A company makes fun of another in an advertisement.
Provided that/Supposing .
9 Someone exaggerates at a job interview.
As long as/Even if .
10 A company advertises directly to children.
Unless/As long as .
11 Someone puts a photo of someone else online without their permission.
If/Supposing .
12 A company employs children in another country to make their goods.
Supposing/Unless .

10 Grammar 2
Conditional structures (2): with
conjunctions
Under what conditions?

Target language: Conditional structures (2): with conjunctions
Activity type: sentence completion and group discussion
Procedure
Give each student in the class a worksheet and ask them to read the first situation.
Students have to write a sentence under each situation using one of the conjunctions
given. This sentence should reflect their view as to whether the situation is acceptable
and if so, under what conditions, e.g. Even if many people think a product is ‘the best’, it’s
difficult to support this with evidence. While students are writing their sentences, monitor
and help where necessary.
When they have finished, put students into groups of three or four. Ask students to discuss
each of the situations in turn and share their opinions. They can use their statements as
a springboard for the discussion, e.g. Even if many people think a product is ‘the best’,
it’s difficult to support this with evidence so a company really shouldn’t say this. What’s
the best for one person is not the best for another. Monitor and note down any errors
related to conditional structures that you hear. When students have finished discussing the
situations, elicit feedback from one or two groups and deal with any errors on the board.
Possible answers
1 Even if many people think a product is ‘the best’, it’s difficult to support this
with evidence.
2 Even if companies are banned from advertising cigarettes, people still smoke, so I’m
not sure it makes a difference.
3 Provided that the film is copyright-free, this is acceptable.
4 Unless it’s a really big lie, I have no problem with this.
5 If companies sell goods at such high prices, they have to expect fakes to appear.
6 Provided that the company is aware the celebrity doesn’t use its product, I think
it’s OK.
7 As long as the supermarket competes lawfully, the consumer benefits too so I think
it’s fine.
8 Provided that the other company does not suffer, it’s OK but probably not a
good idea.
9 As long as you don’t tell a complete lie, employers expect this.
10 As long as parents are with the children, it’s acceptable.
11 Supposing this photo was embarrassing and everyone could see it, it could damage
your reputation.
12 Unless the company helps to educate the children and give them a fair salary, this is
unacceptable for me.

10 Grammar 3
futures (2)
Is it true?
$
Is this sentence true?
All the students in the class wish they could speak better English.

A few of the students in the class are intending to take English lessons for another year.

Half the students in the class are going to make a big change to their lives next year.

A small number of students in the class think they’ll live abroad in the future.

A couple of students in the class are going to a family event next weekend.

None of the students in the class think they’ll get married next year.

Only one student in the class has decided to start lifelogging.

More than half the students in the class are determined to get fit soon.

Half a dozen students in the class will go out at the weekend if the weather’s nice.

All the students in the class would enjoy being famous if they had the chance.

Only one student in the class is going to buy a house or flat this year.

Over half the students in the class think they’d give up their jobs/studies if they won a
large amount of money.

10 Grammar 3
futures (2)
Is it true?
Target language: futures (2)
When to use: Use this activity after Unit 10.3.
Preparation: Photocopy and cut up one card for each student in the class.
Procedure
Give one card to each student and allow them time to read it. (If there are more than twelve
students, use some of the cards twice). Ask students to work with a partner and discuss
whether they think the statements on their cards are true or false for the class. Students
now mingle, surveying the class to find out whether their statement is true or false. Remind
students to turn their statement into a question in the second person, e.g. Do you wish you
could speak better English?
When they have spoken to everyone, ask students to feed back the results to their
partners. Finally, elicit feedback from each student about whether their statement was true
or false and whether they had predicted it correctly.

10 Pronunciation
intonation: sounding enthusiastic
The powers of persuasion

$
Student A Student B
Situation 1: You’re having a party with your Situation 1: You’re having a party with your
classmates next weekend. Persuade your group to classmates next weekend. Persuade your group to
have a fancy dress party. have a karaoke party.
Situation 2: You’ve all decided to take up a new Situation 2: You’ve all decided to take up a new
hobby. Persuade your classmates that knitting is a hobby. Persuade your classmates that bird-watching
great way to spend your free time. is a great way to spend your free time.
Situation 3: You and your classmates have decided Situation 3: You and your classmates have decided to
to get fit. Persuade your classmates that skipping is a get fit. Persuade your classmates that roller-skating to
great way to become healthier. work/school is a great way to become healthier.
Situation 4: It’s your teacher’s birthday next week and Situation 4: It’s your teacher’s birthday next week and
you all want to buy him/her a present. Persuade your you all want to buy him/her a present. Persuade your
classmates that a trip around a race track in a Ferrari classmates that a weekend at a health spa would be
would be the best gift. the best gift.
Student C Student D
Situation 1: You’re having a party with your Situation 1: You’re having a party with your
classmates next weekend. Persuade your group to classmates next weekend. Persuade your group to
have an afternoon tea party. have a masked ball.
Situation 2: You’ve all decided to take up a new Situation 2: You’ve all decided to take up a new
hobby. Persuade your classmates that fishing is a hobby. Persuade your classmates that cake
great way to spend your free time. decorating is a great way to spend your free time.
Situation 3: You and your classmates have decided Situation 3: You and your classmates have decided to
to get fit. Persuade your classmates that playing get fit. Persuade your classmates that skipping is the
sports on a games console is the best way to become best way to become healthier.
healthier.
Situation 4: It’s your teacher’s birthday next week
Situation 4: It’s your teacher’s birthday next week and you all want to buy him/her a present. Persuade
and you all want to buy him/her a present. Persuade your classmates that a parachute jump would be the
your classmates that a singing lesson would be the best gift.
best gift.

10 Pronunciation
intonation: sounding enthusiastic
The powers of persuasion

Target language: intonation: sounding enthusiastic
the class.
Procedure
Put students into groups of four and give one card to each student in each group. Ask
students to read each situation and answer any questions they have. Students discuss
each situation in turn, trying to persuade each other until they can finally agree on one
of the choices. Give them a time limit of five minutes for each discussion. When they
have finished, ask each group to feedback on the decisions they made and who the most
persuasive person was.

10 Vocabulary
commonly misspelt words
Spelling bee
$
What noun beginning with A is a place where What adverb beginning with D means 100%
someone lives? (accommodation) sure/without doubt? (definitely)
What verb beginning with B means to think? What noun beginning with F describes
(believe) someone from another country? (foreigner)
What noun beginning with B means the same What adverb beginning with O means
as start? (beginning) sometimes, not often? (occasionally)
What adjective beginning with S means to

What adjective beginning with S means the
achieve good results and do well at work or
opposite of together? (separate)
school? (successful)
What noun beginning with R describes a place What noun beginning with P describes a doctor
to eat out? (restaurant) of the mind? (psychologist)
What noun beginning with S describes the part

What adjective beginning with W is a synonym
of your mind that has thoughts without you
of strange? (weird)
actually thinking them? (subconscious)
What adjective beginning with N means What adjective beginning with I is the opposite
essential, needed? (necessary) of boring? (interesting)
What adjective beginning with C means to vary What noun beginning with D means
often? (changeable) uncertainty. (doubt)
What noun beginning with E means to be What noun beginning with P is the plural of
present? (existence) person? (people)
What noun beginning with R describes the

What noun beginning with I means the same as
obligation a person has to do a job or behave
intellect? (intelligence)
in a particular way? (responsibility)

10 Vocabulary
commonly misspelt words
Spelling bee
Target language: commonly misspelt words
Activity type: error correction and spelling bee
the class.
Procedure
Put the class into groups of four and give each group a set of cards in a pile face down.
Divide each group into two pairs, A and B. A student from Pair A takes a card and reads
the question to Pair B who must guess the word and then spell it out loud correctly. If they
are correct, they keep the card. If they are incorrect, they put the card to one side – both
the word and spelling must be correct. Pair B now picks up a card and reads the question
to Pair A who guess the word and spell it correctly. If correct, they keep the card. This
continues until all the questions have been answered. The winners are the pair who has the
most cards.

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Contents

Activity Language focus Activity name

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Activity Language focus Activity name

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11. 12. 13.

When Cynthia married her

David has his own business

Photocopiable © Pearson Education Limited 2011

Photocopiable © Pearson Education Limited 2011

Guess the question

1 What will you have for dinner today? 1

2 What kind of weather do you like the best? 2

3 Where are you going for your next night out? 3

4 What activity do you enjoy doing in your free time? 4

5 What TV series are you enjoying watching at the moment? 5

6 When are you next going to have a holiday? 6

7 How are you feeling at the moment? 7

8 What sport, activity or hobby would you like to try in future? 8

1 What do you do on weekend mornings? 1

2 What book or magazine are you reading at the moment? 2

4 When will you next see your friends? 4

6 Where do you work or go to school? 6

8 Where are you going to for your next holiday? 8

1 When are you next going to use public transport? 1

2 What do you think the weather will be like tomorrow? 2

4 What activities are you going to do during your next holiday? 4

5 How do you feel when you wake up in the mornings? 5

6 What food do you love eating the most? 6

7 How often do you go shopping? 7

8 Where would you like to live in the future? 8

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Guess the question

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They’d already left when I arrived. I couldn’t read it clearly.

Photocopiable © Pearson Education Limited 2011

Photocopiable © Pearson Education Limited 2011

don’t have should have to stay weren’t able don’t have

should has couldn’t did have to have to should be

didn’t have must to shouldn’t should have have to

could to should to mustn’t not

don’t must mustn’t mustn’t don’t have should have

was able to shouldn’t shouldn’t

should have didn’t have must have

don’t must should have mustn’t

mustn’t stay had to shouldn’t must to go must stay have to should to

1 I’ve put on a lot of weight recently. I really a diet.

4 The children are asleep, so we too much noise.

5 When I started my first job, I my boss ‘Sir’.

7 I’ve got a long day tomorrow, so I late tonight.

9 Before you get a job abroad, you for a work permit.

11 It’s my father’s birthday in two weeks. I him a card.

12 I was ill when I took my driving test but still I .

13 Our flight left early, so we a taxi to the airport.

15 He really late; he missed some really important information.

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Photocopiable © Pearson Education Limited 2011

Have you got a half- brother or sister?

Do you see eye to eye with your siblings?

Are you good at keeping in touch with old school friends?

Do you think you come across as a happy person?

Do you believe that everyone has a soulmate?

on your wife, husband, partner or

Have you ever clicked with a colleague immediately?