Contents

Activity Language focus Activity name

Unit 1
Vocabulary 1 relationships Find someone who …
Grammar 1 auxiliary verbs Which question am I
answering?
Grammar 2 Present Simple and Present Continuous I think or I’m thinking?
Grammar 3 Present Perfect Simple and Past Simple What have we got in
common?
Vocabulary 2 phrasal verbs Beginnings and endings
Communication describe a friend Matchmaker, matchmaker

Unit 2
Vocabulary 1 media Media crossword
Grammar 1 defining relative clauses Shh! Don’t say that word!
Grammar 2 the passive Sentence auction
Grammar 3 Past Simple/Past Continuous You’ll never guess what
happened to me today!
Vocabulary 2 collocations In my humble opinion
Communication describe a film Hollywood, here we come!

Unit 3
Pronunciation compound nouns Market Research
Grammar 1 talking about plans What the future holds
Grammar 2 comparatives and superlatives Preferences
Grammar 3 future possibility The Multiplex Centre
Vocabulary prefixes and suffixes How do you say ... ?
Communication describe hopes, dreams, and ambitions I’m guessing that ...

Unit 4
Pronunciation connected speech Lost in translation
Grammar 1 question tags How well do I know my
classmates?
Grammar 2 modals of advice and obligation Utopia
Grammar 3 Zero and First conditionals with if/when, unless/as soon as Sell, sell, sell!
Vocabulary confusing words BLEEP: Which word was
that?
Communication give reasons for opinions The big debate

Unit 5
Vocabulary 1 leisure activities Which leisure activity?
Grammar 1 Present Perfect Simple and Present Perfect Continuous Which classmate?
Grammar 2 verb patterns with -ing or infinitive Believe it or not
Grammar 3 countable and uncountable nouns Find the difference
Vocabulary 2 explaining what you mean It’s a thingamajig!
Communication make a short presentation A new sport

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 Contents

Activity Language focus Activity name

Unit 6
Pronunciation using sentence stress to correct Correct me if I’m wrong
Grammar 1 Past Perfect Simple Past Perfect puzzle
Grammar 2 uses of like What question was that?
Grammar 3 articles Where in the world?
Vocabulary expressions with get Getting information
Communication suggest and respond to ideas Survival of the fittest

Unit 7
Vocabulary 1 education Educational issues
Grammar 1 subject and object questions Say the right thing
Grammar 2 used to/would The TV Show
Grammar 3 modals of ability, past and present How many people … ?
Vocabulary 2 idioms and phrasal verbs All about learning and
knowing
Communication discuss options and make a decision Education, Education,
Education

Unit 8
Pronunciation sounds and spelling /ɒ/ /ɔ:/ /əυ/ Phonemic crossword
Grammar 1 Second Conditional In what circumstances
would you …
Grammar 2 adverbs Adverb bingo
Grammar 3 Third Conditional Class reunion
Vocabulary word building Societal values
Communication express and respond to feelings Feeling good?

Unit 9
Vocabulary 1 job requirements What do I do?
Grammar 1 make, let, allow Jumbled questions
Grammar 2 reported speech Who told me that ... ?
Grammar 3 past obligation/permission Past rules and regulations
Vocabulary 2 UK and US English Pelmanism
Communication answer interview questions Job hunting

Unit 10
Pronunciation pronouncing numbers Facing facts
Grammar 1 I wish … /If only … A different world
Grammar 2 review of past tenses Information swap
Grammar 3 phrasal verbs Acceptable or not?
Vocabulary the senses What am I describing?
Communication talking about memories Test your memory!

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1 Communication
describe a friend

Matchmaker, matchmaker
$

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1 Communication
describe a friend

Matchmaker, matchmaker
Target language: describe a friend
Activity type: class mingle
When to use: Use this activity after Lesson 1 Communication.
Time taken: 20 minutes
Preparation: Photocopy and cut up one picture for each student in the class.

Procedure
Give students a picture card and ask them to imagine this is a single friend or acquaintance
of theirs who they are going to try to find a partner for. Ask them to imagine what their
friend’s personality is like, what their interests are and what kind of partner they are
looking for. Ask them to specify two things that they want a partner to do/like, e.g. cook/do
sport, and two things that a partner must not do/like, e.g smoke/have a pet. Give students
time to prepare this information and make notes if necessary.
Ask students to mingle and try to find an appropriate partner for their friend by giving
descriptions and asking/answering questions. Set a time limit of ten minutes and
encourage the students to speak to as many other people as possible.
Put students into pairs and ask them to discuss who they think would make the most
suitable partner for their friend and why before getting feedback from one or two pairs in
open class.

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1 Grammar 1
auxiliary verbs

Which question am I answering?

$
Student A Student B
1 Write complete answers for the following questions. 1 Write complete answers for the following questions.

1 What food do you hate? 1 What have you eaten today?

2 What foreign countries have you visited? 2 How often do you do sport?

3 What did you do last night? 3 What type of food do you like?

4 How often do you go to the cinema? 4 What did you do last summer?

5 Who is your favourite actor? 5 Where are you going after class?

6 Where are you going tonight? 6 When did you go to bed last night?

7 What have you done today? 7 How many English teachers have you had?

8 How many brothers and sisters have you got? 8 What was the last thing you bought?

9 What type of music do you like the most? 9 Who is your favourite singer/group?

10 What did you do last weekend? 10 What time do you usually get up during the week?

2 Listen to your partner’s answers and choose an 2 Listen to your partner’s answers and choose an
appropriate question below for each one. Add an appropriate question below for each one. Add an
auxiliary verb to complete it. auxiliary verb to complete it.

a Where you going after class? a Who your favourite actor?

b What time you usually get up during the week? b What you do last night?

c Who your favourite singer/group? c Where you going tonight?

d What you eaten today? d What food you hate?

e When you go to bed last night? e How often you go to the cinema?

f How many English teachers you had? f What foreign countries you visited?

g What type of food you like? g What you done today?

h How often you do sport? h What you do last weekend?

i What you do last summer? i What type of music you like the most?

j What the last thing you bought? j How many brothers and sisters you got?

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1 Grammar 1
auxiliary verbs

Which question am I answering?

Target language: auxiliary verbs
Activity type: questionnaire
When to use: Use this activity after Lesson 1.1.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Divide the class into pairs. Give one student the Student A worksheet and the other student
the Student B worksheet. Ask each student to write their answers to the first ten questions
on their worksheets. They should not show these answers to anyone.
When they have finished, ask Student A to read out his/her first answer. Student B must
guess the question from his/her list at the bottom of his/her worksheet and add an
appropriate auxiliary verb as he/she says it. Student A says whether this question is correct
or not.
Student B reads out his/her first answer and Student A must guess the question, adding
an appropriate auxiliary verb. Student B says whether this question is correct or not.
Encourage the students to ask more questions to find out more information about each
other’s answers.
Get feedback from around the class about some of the things the students found out.

Answers
Student A: 1 d 2 f 3 b 4 e 5 a 6 c 7 g 8 j 9 i 10 h
Student B: 1 d 2 h 3 g 4 i 5 a 6 e 7 f 8 j 9 c 10 b

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1 Grammar 2
Present Simple and Present
Continuous

I think or I’m thinking?

$
1 2

a What/you/think about politicians? a What/you/usually wear for weddings?

b What/you/think/now? b What/you/wear/at the moment?

3 4

a How often/you/read? a have/you/a lot of free time?

b What/you/read at the moment? b have/you/a good time at the moment?

5 6

a you/study English at the weekends? a you/work at the moment?

b you/study anything else apart from b What time/people/usually finish work in

English at the moment? your country?

7 8

a you/usually/feel positive about life? a you/play any sport at the moment?

b what/feel/positive about at the moment? b What sport/you usually play in summer?

9 10

a Why/you/learn English? a you/sleep well at the moment?

b you/often/learn new words in your b How many hours a night/you/

own language? usually sleep?

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1 Grammar 2
Present Simple and Present
Continuous

I think or I’m thinking?

Target language: Present Simple and Present Continuous
Activity type: class survey
When to use: Use this activity after Lesson 1.2.
Time taken: 25 minutes
Preparation: Photocopy and cut up one card for each student in the class.

Procedure
Give a card to each student. Tell the class to write one question in the Present Simple and
one in the Present Continuous. Go around the class checking that the questions are correct.
Tell students to mingle, asking and answering each other’s questions. Students don’t need
to write down the answers but ask them to try to remember what other students have said.
When finished, ask each student to report back on the answers they were given.
If you have more than ten students, some students will have the same question cards so
allow students with the same card to confer before the feedback back stage. For large
classes, divide the class into groups of ten and ask students to mingle only within their
group before feeding back to the class.

Answers
1 a What do you think about politicians? b What are you thinking now? 2 a What do
you usually wear for weddings? b What are you wearing at the moment? 3 a How often
do you read? b What are you reading at the moment? 4 a Do you have a lot of free
time? b Are you having a good time at the moment? 5 a Do you study English at the
weekends? b Are you studying anything else apart from English? 6 a Are you working
at the moment? b What time do people usually finish work in your country? 7 a Do you
usually feel positive about life? b What are you feeling positive about at the moment?
8 a Are you playing any sport at the moment? b What sport do you usually play in
summer? 9 a Why are you learning English? b Do you often learn new words in your own
language? 10 a Are you sleeping well at the moment? b How many hours a night do you
usually sleep?

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1 Grammar 3
Present Perfect Simple and Past
Simple

What have we got in common?

You Other students

1 A film you have seen recently.

2 A place you went last weekend.

3 Something you have drunk

today.

4 A foreign country you have

visited.

5 The time you got up this

morning.

6 A group or singer you have seen

live.

7 The last English text book you

used.

8 Something you watched on TV

last night.

9 A feeling you have had recently.

10 A school subject you really liked

when you were a child.

11 An activity you have done

recently.

12 The number of phone calls you

made yesterday.

13 A job you wanted to do when you

were a child.

14 The number of times you have

been ill this year.

15 A person in your family you have

emailed recently.

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1 Grammar 3
Present Perfect Simple and Past
Simple

What have we got in common?

Target language: Present Perfect Simple and Past Simple
Activity type: class mingle
When to use: Use this activity after Lesson 1.3.
Time taken: 25 minutes
Preparation: Photocopy one worksheet for each student in the class.

Procedure
Give a copy of the worksheet to each student and tell them to write an answer in the You
column for each of the fifteen points. The students will later ask each other questions
based on these answers.
Put students into groups of four to find out who they have the most in common with. If you
think students will have problems forming questions, brainstorm them as a whole class.
One student asks his/her first question e.g. Have you seen Star Wars 7 recently?, and writes
down the names of all the students in the group who answer yes. Encourage the students
to ask each other more questions to find out as much information as possible.
Another student now asks the second question and the group discusses the answers,
asking more questions if possible. This continues until all the questions have been asked
and discussed.
Get feedback from the whole class about who some of the students have the most in
common with in their groups.

Answers
Suggested questions: 1 Have you seen … recently? 2 Did you go to … last weekend?
3 Have you drunk … today? 4 Have you visited/been to … ? 5 Did you get up at … this
morning? 6 Have you seen … live? 7 Did you use … last? 8 Did you watch/see … on TV
last night? 9 Have you felt … recently? 10 Did you like … when you were a child? 11 Have
you … recently? 12 Did you make … phone calls yesterday? 13 Did you want to be a …
when you were a child? 14 Have you been ill … times this year? 15 Have you emailed …
recently?

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1 Vocabulary 1
relationships

Find someone who …

Name More information

1 keeps in touch with most of his/

her old friends from school.

2 has lost touch with most of his/

her old friends from school.

3 has the same sense of humour

as a boss or teacher.

4 gets on well with a stepmother

or stepfather.

5 has a lot in common with a

classmate.

6 would like to get to know an

acquaintance better.

7 enjoys a colleague’s company.

8 fell out with a best friend in the

past.

9 gets on really well with an ex-

boyfriend or girlfriend.

10 is on the same wavelength as

his/her parents.

11 likes keeping in touch with his/

her friends by letter.

12 has the same sense of humour

as his/her best friend.

13 doesn’t like talking to strangers

on public transport.

14 got to know a close friend on the

Internet.

15 thinks that he/she has a lot in

common with a friend of a friend.

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1 Vocabulary 1
relationships

Find someone who …

Target language: relationships
Activity type: class mingle
When to use: Use this activity after Lesson 1 Lead-in.
Time taken: 25 minutes
Preparation: Photocopy one worksheet for each student in the class.

Procedure
Put students into pairs and elicit the questions for the first three statements on the
worksheet, e.g. Do you keep in touch with most of your old friends from school? Have you
lost touch with most of your old friends from school? Do you have/Have you got the same
sense of humour as a boss or teacher? In pairs, give students time to think of the questions
for the other statements if you think it is necessary.
Tell students to mingle to find people who answer yes for each of the statements on the
worksheet. Students find a partner and ask one of the questions (they do not need to ask
the questions in order). If their partners answer no, they can ask another question until
they receive a yes answer. When they receive a yes answer, they should write the person’s
name in the second column on the table and ask one or two more questions to find out
more. They should write the additional information in the third column. Students then
move on to a new partner. By the end of the activity, each student should have a different
student’s name for each statement, although this will depend on the size of your class and
their answers.
Ask students to work in pairs and discuss any surprising or interesting answers. Get
feedback from the whole class.
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.

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1 Vocabulary 2
phrasal verbs

Beginnings and endings

$
The teacher tells the students off for not doing their homework.

My grandmother brought me up because my mother and father went to

work in another country.

I usually ask my neighbours to look after my plants when I go on

holiday.

I really look up to my brother because he’s so intelligent.

My family don’t get on very well and so we’re always arguing.

I’m going to carry on studying English for the next few years.

I grew up in the countryside.

I take after my mother physically, we’re both tall and slim.

My parents used to tell me off for staying out later than they said.

I take after my father in personality, we are both ambitious and hard-working.

I sometimes have to look after my sister’s children at the weekend.

Everybody gets on well with my best friend.

Most people in my country carry on living with their parents until they get
married.

I think growing up can be a very difficult process.

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1 Vocabulary 2
phrasal verbs

Beginnings and endings

Target language: phrasal verbs
Activity type: matching and discussion
When to use: Use this activity after Lesson 1 Vocabulary.
Time taken: 20 minutes
Preparation: Photocopy, cut up and shuffle one set of sentence cards for each pair of
students in the class.

Procedure
Put the class into pairs. Give each pair a set of cut up sentences. Each pair must match the
beginnings and endings of each sentence. Check answers with the whole class.
Now ask students to discuss each sentence with their partners and say if they are true
for them and, if so, why. If they are false, encourage the students to explain why and then
produce a correct sentence using the phrasal verb where appropriate.
Get feedback from the whole class.

Answers
The sentence beginnings and endings are in the correct order on the worksheet.

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2 Communication
describe a film

Hollywood, here we come!

Places People

1 in Asia 11 a policeman

2 on a spaceship 12 a talking cat

3 in the Wild West of America 13 a lawyer

4 on a ship 14 a ghost

5 on an island 15 a rich man

6 in South America 16 a sweet little girl

7 on an aeroplane 17 a computer whizz

8 in Africa 18 a crazy old woman

9 in a hospital 19 an alien

10 in the mountains 20 a robot

21 a musician

22 an angry dog

23 a criminal

24 a very intelligent teenager

25 a businesswoman

Actions

26 A meteor lands on earth. 40 There is a sports race.

27 A crime is committed. 41 Somebody is very ill.

28 Somebody gets married. 42 Somebody gets a super power.

29 Somebody leaves home. 43 Something very strange happens.

30 There is a terrible weather disaster. 44 Somebody is kidnapped.

31 There is a car chase. 45 Somebody is trying to find treasure.

32 Somebody causes an accident. 46 There is a dangerous animal.

33 Something funny happens. 47 Somebody learns something shocking.

34 Somebody breaks a leg. 48 Somebody is trying to find an old school friend.

35 Somebody wins the lottery. 49 Somebody is very frightened.

36 Somebody does something dangerous. 50 Somebody falls in love.

37 There is a long journey.

38 Somebody visits an important person.

39 Somebody escapes from prison.

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2 Communication
describe a film

Hollywood, here we come!

Target language: describe a film
Activity type: class mingle and discussion
When to use: Use this activity after Unit 2 Communication.
Time taken: 30 minutes
Preparation: Photocopy one worksheet for each pair of students in the class.

Procedure
Put students into pairs. Ask each pair to write down one number between 1 and 10; three
numbers between 11 and 25; and three numbers between 26 and 50.
Give out a worksheet to each pair of students and ask them to underline the items with the
numbers that they wrote down, e.g. if they wrote down number 3, they must underline In
the Wild West of America. Explain that they are going to develop an idea for a film which
they are going to present to each other. They must use all the place, people and actions
that they underlined in their description. Give students time to develop their idea. Monitor
and help with any unknown vocabulary.
Ask students to mingle with each other, giving a description of their own film idea and
listening to the other students’ film descriptions, e.g. It’s a horror film. It’s about a ghost
who … etc. Give a time limit of ten to fifteen minutes, depending on the size of your class,
and encourage students to speak to as many people as possible in that time.
When the time has finished, ask students to sit in their original pairs and to discuss which
film they would like to choose to be made into a Hollywood film and why. Ask each pair to
vote in open class and explain why they chose that film, or ask them to write their choice
onto a piece of paper in a secret ballot if preferred. They are not allowed to vote for their
own film idea.
The winner is the pair whose film idea gets the most votes.

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2 Grammar 1
defining relative clauses

Shh! Don’t say that word!

$
ANIMATED FILM ACTOR MP3 player STUDIO
character film music film
cartoon to act to listen to to film
drawing theatre to download building

NEWSAGENTS JAMES BOND RADIO MORNING

to buy film character to listen to to get up
newspaper spy programme early
shop 007 show afternoon

INTERNET AUTHOR PEN BIRTHDAY

website writer to write presents
online to write pencil born
IM book paper to celebrate

SCENE MEDIA PERIOD DRAMA WEBSITE

part of newspaper film Internet
film TV history to buy
movie film past to download

OFFICE PRODUCER NEWSPAPER TV CHANNEL

desk to produce to read to watch
to work film journalist programme
computer TV editor film

CINEMA JOURNALIST MOBILE PHONE CAMERA

film newspaper to ring photo
movie to write to talk photographer
to watch report communication to film

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2 Grammar 1
defining relative clauses

Shh! Don’t say that word!

Target language: relative clauses
Activity type: guessing game
When to use: Use this activity after Lesson 2.1.
Time taken: 20 minutes
Preparation: Photocopy and cut up one set of cards for each group of four students in
the class.

Procedure
Write the following on the board: It’s a person who/whose … /It’s a place where … /It’s a
thing which … /It’s a time when …
Write the following example card on the board:
ANIMATED FILM
character
cartoon
drawing
Give an example of how to play. Students must define the words using relative clauses but
without saying the words stated, e.g. It’s a type of movie without actors. It’s a movie which
uses computers or artist’s pictures to show the story. Toy Story is an example.
Put students into groups of four or six. Within their groups, students play in two teams
of two or three. Each student has a maximum of one minute to explain as many words as
possible to their team member(s), while a member from the other team looks at the same
card to check they don’t say any of the prohibited words. For each word guessed the teams
gets one point. For each prohibited word used, the other team gets one point.
The team in each group that has the most points after all the cards have been used wins.
Early finishers could write new words on a piece of paper (e.g. words they have recently
learnt in class) and then define them for the opposite team to guess.

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2 Grammar 2
the passive

Sentence auction

Correct? Amount paid

1 Famous people is often interviewed on the TV and radio.

2 The news is normally broadcast at midday and in the evening.

3 Handwritten newspapers were circulated as early as 59BC in Ancient Rome.

4 The ballpoint pen was invent by the Biro brothers in 1938.

5 Children should been supervised when they are surfing the net.

6 Some pop videos have been prohibited because of the images they contain.

7 Lots of mobile phones have been stealed this year in the UK.

8 The idea of Big Brother was originally create by George Orwell in his
novel 1984.

9 Many journalists are sent to live in foreign countries to report what is

happening there.

10 Jobs are usually advertised in local and national newspapers.

11 Mobile phones must recharged every couple of days.

12 An estimated $250 million were spend on the rental and purchase of the
Titanic video in the first six days after its release.

13 Sales of CDs have been affected by people who download songs on

the Internet.

14 Coca-Cola is known for its clever advertising campaigns.

15 Home videos have mostly replaced by DVDs.

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2 Grammar 2
the passive

Sentence auction
Target language: the passive
Activity type: grammar auction
When to use: Use this activity after Lesson 2.2.
Time taken: 25 minutes
Preparation: Photocopy one worksheet for each pair or group of three students in the class.

Procedure
Put students into teams of three or four (pairs if you have a small class) and give each
team one copy of the worksheet. Tell them to read the sentences and decide if they are
grammatically correct or incorrect. If they think a sentence is correct, they should tick
the Correct? column. If they think a sentence is incorrect, they should write a cross in the
Correct? column, and correct the sentence. Tell the teams that they have £1,000 in total to
bid on these sentences, and that they must compete against the other teams in an auction
to buy the most sentences. In order to buy a sentence, a team must bid the highest amount
and state whether the sentence is correct or incorrect. If incorrect, the team must correct
it accurately.
Give the teams a minute to agree on how much they would like to spend on the first
sentence and then start the bidding at £10. The teams shout out bids until one team
finally wins. That team must now state whether it is correct or incorrect and correct it if it
is wrong. If they make a mistake, the second highest bidders have the opportunity to buy
the sentence, correcting it if necessary. The winners write the amount they paid for the
sentence in the Amount paid column and subtract this amount from their £1,000. This is
repeated for each sentence until they have all been sold and corrected where necessary.
The team who has bought the most sentences wins.

Answers
Sentences 1, 4, 5, 7, 8, 11 and 12 are incorrect.
1 are often interviewed 4 was invented by 5 should be supervised 7 have been stolen
8 was originally created 11 must be recharged 12 was spent

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2 Grammar 3
Past Simple/Past Continuous

You’ll never guess what happened to me today!

$

$
What time was it?

Where were you?

What were you doing?

What was happening around you?

Who/what did you see?

How were you feeling?

What surprising thing happened suddenly?

What did you do?

What did you think/say?

How were you feeling?

What happened next?

How did the story end?

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2 Grammar 3
Past Simple/Past Continuous

You’ll never guess what happened to me today!

Target language: Past Simple and Past Continuous
Activity type: storytelling activity
When to use: Use this activity after Lesson 2.3.
Time taken: 25 minutes
Preparation: Photocopy and cut up one set of picture cards for every four students in the
class and one set of questions for each student in the class.

Procedure
Put students into pairs and give each pair two copies of the same picture card. Together,
the students make up answers to the questions. Make sure that students know they are
going to tell the story separately so they should both take notes to help them. Give pairs
time to prepare telling the story.
Regroup students into groups of four making sure that each group is made up of four
students with different pictures. However, you may need to make groups of three or five
and pictures may be repeated in one or two groups.
In turn, each student tells their story to each other to find out who had the worst day.
Encourage the other students to actively listen and respond to the stories they hear, e.g.
Oh no! Really? That’s terrible!
Get feedback from the whole class about who had the worst day. Students can then think
of an important event that has happened recently and mingle, asking classmates what they
were doing when that thing happened.

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2 Vocabulary 1
media

Media crossword
Student A 1

2
g o s s 3
i p
4

6
d 7o c u m e n t a r i e 8s

9
s p o r t s p a g e s

n e w s p a p e r
10

11 12
r e a l i t y s h o w
13

c h a
14
t s h o w

c o m e d y
15

c u r
16
r e n t a f f a i r s

Give your partner a clue for the words given in the crossword.
12 across is a TV programme which shows normal people doing things and not actors.
$
Student B 1
b
u
2
s 3
i
i n 4
h
5
h n s o
6 7
o u e t r 8
s
n m s a r o
l a s n o a
i n s t r 9
p
n i e m
e n c e
t t s
e i s
10
r o a
e n g
11
d s 12
e
i
13
o t
n 14
c s
t u t
e d 15
o
16
r r r
e a y
s m
t a
Give your partner a clue for the words given in the crossword.
1 down is part of a newspaper.

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2 Vocabulary 1
media

Media crossword
Target language: media
Activity type: crossword
When to use: Use this activity after Unit 2 Lead-in.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Divide the class into two groups. Give a Student A worksheet to half the students in the
class and a Student B worksheet to the other half.
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 the students so that a student A is with a student B. Tell them not to look at
each other’s worksheets. Make sure that students know how to ask: What’s 4 across? and
What’s 1 down?.
Students now work together and give each other clues so they can complete their
crosswords e.g. 1 down is part of a newspaper. People who work in companies will read this
part to find out news about other companies, products, advertising etc.

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2 Vocabulary 2
collocations

In my humble opinion
I agree I disagree It depends

1 If you come into some money, you should put it in the bank for
the future.

2 People who buy new clothes as soon as they into fashion

are wasting their money.

3 Women should babies when they are in their 20s.

4 A scientist who an important medical discovery or

an important medical product should not a
profit from it.

5 Too many people plastic surgery.

6 Everyone should holiday once a year.

7 Only people who are really outgoing can in a play or

speak in public.

8 More and more people are trouble with their neighbours.

9 a match, race or game is not the most important thing.

Taking part and trying your best is most important.

10 People who a serious crime should always go to prison.

11 You should never up with someone by text.

12 It is very difficult to a song well.

13 People waste their time and money when they try to

world records.

14 I’m good at new ideas.

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2 Vocabulary
collocations

In my humble opinion
Target language: collocations
Activity type: gap-fill and discussion
When to use: Use this activity after Lesson 2 Vocabulary.
Time taken: 30 minutes
Preparation: Photocopy one worksheet for each student in the class.

Procedure
Give each student a worksheet and then put the class into pairs. Ask students to complete
the gaps in each statement with an appropriate verb. Explain to students they might need
to change the form of the verb. Check answers with the whole class.
Ask students to read the statements and put a tick in the relevant column depending on
whether they agree (I agree), disagree (I disagree) or are not sure (It depends). When
students have finished, ask them to discuss their opinion with their partner, explaining why
they have that opinion and saying if they agree or disagree with each other. Remind them to
look at opinion language in the How to… box in the Students’ Book on page 24. Encourage
students to discuss these statements as much as possible to develop their fluency.
Get feedback from one or two students in open class.

Answers
2 come 3 have 4 make, develop, make 5 have 6 go on 7 perform 8 cause 9 Winning
10 commit 11 break 12 perform 13 break 14 developing

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3 Communication
describe hopes, dreams, and
ambitions

I’m guessing that ...

a You hope to live in a (what kind of house?)

with (what facilities?)
b You dream of trying (what unusual hobby?).
c You have a lifelong dream of visiting (which
famous place?)
d You’ll probably have (how many
children/grandchildren?)
e You hope to own a/an (what?)
f Your dream is to (achieve what) at work.
g Your hope is to meet (which well‑known
person?)
h You dream of seeing (what event?)
i You’ll definitely try to (do what?) in your life.
j Your main ambition in life is to (what?)

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3 Communication
describe hopes, dreams, and
ambitions

I’m guessing that ...

Target language: describe hopes, dreams, ambitions
Activity type: paired guessing activity
When to use: Use this activity after Unit 3 Communication.
Time taken: 30 minutes
Preparation: Photocopy one worksheet for each pair of students in the class.

Procedure
Put students into pairs but ask them not to sit together at first. Give each student a copy
of the worksheet and ask them to complete the sentences making guesses about their
partner’s answers. They must not ask their partner any questions at this stage. Monitor and
correct where necessary.
Ask students to sit with their partner but they must not show each other their worksheets.
One student starts by reading out his/her first sentence. The other student must say
whether the information is true or not for him/her. If it is true, he/she should say why. If it
is not true, he/she should say why not. If the sentence is correct, the writer gets one point.
The second student now reads out his/her sentence and the other student says whether it
is true or not and why/why not. This continues until all the sentences have been read out.
The winner is the student with the most points.

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3 Grammar 1
talking about plans

What the future holds

$

b Find out how many people are c Find out how many people are
a Find out how many people are going to travel abroad at some time going to redecorate a room in their
meeting a friend after class. in the next year. house or flat soon.
(Ask who and where) (Find out where and why) (Find out which room)

e Find out how many people are f Find out how many people will help
d Find out how many people are going to move house in the next you with your English homework in
going away next weekend. couple of years. the future
(Find out where and who with) (Find out where) (Find out why or why not)

i Find out how many people are

g Find out how many people will h Find out how many people will cook going to start work or change their
spend a lot of money next week. dinner tonight. job in the near future.
(Find out why) (Find out why or why not) (Find out when and where)

k Find out how many people are l Find out how many people will
j Find out how many people are going to do some kind of sport in help you do the housework next
going out tonight. the next few days. weekend.
(Find out where and who with) (Find out what and where) (Find out why or why not)

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3 Grammar 1
talking about plans

What the future holds

Target language: talking about plans
Activity type: class survey
When to use: Use this activity after Lesson 3.1.
Time taken: 25 minutes
Preparation: Photocopy and cut up one card for each student in the class

Procedure
Give out one card to each student. Tell students to read the card and check they
understand. Explain that they have to ask a question to all the other students in order to
find out the information. Remind them that they must use the future form given on the card.
Students mingle asking and answering questions. Mingle with them, checking that they are
using appropriate questions and answering with the appropriate form.
Get feedback from each student. Ask them to tell you the questions they asked and the
answers they were given. Elicit from the whole group the form that was used and why.

Answers
a Are you meeting a friend after class?
b Are you going to travel abroad at some time in the next year?
c Are you going to redecorate a room in your house or flat soon?
d Are you going away next weekend?
e Are you going to move house in the next couple of years?
f Will you help me with my English homework in the future?
g Will you spend a lot of money next week?
h Will you cook dinner tonight?
i Are you going to start work or change your job in the next few days?
j Will you help me do the housework next weekend?

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3 Grammar 2
comparatives and superlatives

Preferences
1 Put the following things in order of preference.

1 Which of these cities would you prefer to visit?

a Tokyo ❒ b Sydney ❒ c Buenos Aires ❒ d Moscow ❒

2 In which of these places would you prefer to live?

a a big city ❒ b a small village ❒ c a town ❒ d in the countryside ❒

3 Where would you prefer to stay on holiday?

a a camp site ❒ b a 5-star hotel ❒ c a caravan ❒ d a holiday flat ❒

4 How do you prefer to travel around the city?

a on foot ❒ b by taxi ❒ c by car ❒ d by underground/train ❒

5 How do you prefer to travel between cities in your country?

a by plane ❒ b by train ❒ c by coach ❒ d by car ❒

6 Which of the following adventure sports would you most like to do?
a parachuting ❒ b bungee jumping ❒ c scuba diving ❒ d white water rafting ❒

7 In which of these places would you prefer to spend your weekend?

a in the city ❒ b in the mountains ❒ c at the beach ❒ d by the river ❒

8 Which of these wonders of the world would you prefer to see?

a The Pyramids, Egypt ❒ b The Taj Mahal, India ❒
c The Great Wall of China ❒ d Machu Picchu, Peru ❒

9 How would you prefer to spend a day in the city?

a visit museums ❒ b go to the park ❒ c go shopping ❒ d visit old buildings ❒

10 How would you prefer to spend a night in the city?

a clubbing ❒ b going to the cinema ❒
c eating in a restaurant ❒ d going to the theatre ❒

11 How would you prefer to spend a day in the country?

a walking ❒ b having a picnic ❒ c fishing ❒ d cycling ❒

12 Which climate would you prefer to live in?

a A cold climate ❒ b A tropical climate ❒ c A mild climate ❒ d A hot and dry climate ❒

2 Explain your preferences to a partner using comparatives and superlatives.

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3 Grammar 2
comparatives and superlatives

Preferences
Target language: comparatives and superlatives
Activity type: questionnaire and discussion
When to use: Use this activity after Lesson 3.2.
Time taken: 25 minutes
Preparation: Photocopy one worksheet for each pair student in the class.

Procedure
Give each student a copy of the worksheet and ask them to read the question and order the
items according to their preferences (number 1 for what they prefer the most). Tell them if
there are two items they consider to be equal, they can put the same number for both.
Give an example by telling the class about your preferences using comparatives and
superlatives, e.g. I’d prefer to visit Sydney because it’s got the most interesting building
– the Sydney Opera House. It’s warmer than Moscow but not as hot as Buenos Aires, so
sightseeing would be more comfortable. Put students into pairs and ask them to discuss
their preference with their partner using comparatives and superlatives. Monitor and help
with any vocabulary or corrections.
Get feedback from one or two members of the class.

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3 Grammar 3
future possibility

The Multiplex Centre

A recent proposal has been made by a group of businessmen
to build a Multiplex Centre in the residential area of
Little Hortunn. The centre will have a ten-screen cinema,
restaurants, shops, a bowling alley and a nightclub in the
basement, and it will be situated where Hortunn park is
currently located. The businessmen have also considered
buying the library and the community centre, knocking them
down and using this land too. Local residents have mixed
feelings about these plans and a meeting has been called
in the Community Centre to discuss the advantages and
disadvantages of the proposed multiplex centre.

$
$
a Sam Brown – businessman/woman b Paul/Paula Jones – 19-year-old student
You are one of the associates who want to build You really like the idea of the Multiplex Centre as
the Multiplex Centre. You must try to convince you live in this residential area with your parents
the others that it will certainly increase house and you think it’s really boring. You think that all
prices in the area and that it will defi nitely provide the facilities will defi nitely be really good fun.
entertainment for the local residents. Some local You will certainly go to the cinema once a week
residents will probably also be able to get jobs in and you’ll probably go to the club quite often as
the centre and there might also be opportunities you’ll be able to walk home afterwards instead of
for locals to open businesses within the centre. It getting a taxi. You think you might be able to get a
defi nitely won’t cause problems of parking or noise Saturday job in one of the shops, which would give
because there will be a car park on the top fl oor you a bit of extra money because as a student you
and the building will be sound-proofed. are quite poor. You think it will probably make the
area more fashionable and that it will attract more
interesting people to the area.

c Edward/Edwina Bowles – Pensioner d John/Jean Siles – Police officer

You are a pensioner who has lived in this area for You are in your 40s, a police offi cer and parent
some time and you really don’t like the idea of the of two teenage children. You have a lot of doubts
Multiplex Centre. You think it will defi nitely make about the Multiplex Centre as you think that it
the area noisier and there will certainly be more defi nitely won’t be a good thing for your children.
traffi c. At the moment you enjoy peaceful walks in You’ve seen in other areas how children tend to
Hortunn Park and in the future you defi nitely won’t spend all day in these places and you think that it
be able to do this. You think that the business might stop your children from studying. You also
associates who are building the multiplex might believe that it might attract other, not very well-
also buy the Community centre and the local behaved, teenagers to the area and this could be
library where you often go during the day to read a bad infl uence on your kids. The club might also
and do other activities that are organised there. bring problems of people making noise in the
Furthermore, you think you probably won’t use any streets at 2 or 3 a.m. On the other hand, you think
of the facilities and therefore it will have no use at it will probably increase house prices, which you
all for you. would be happy about.

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3 Grammar 3
future possibility

The Multiplex Centre

Target language: future possibility
Activity type: roleplay
When to use: Use this activity after Lesson 3.3.
Time taken: 30 minutes
Preparation: Photocopy and cut up one worksheet for each student in the class.

Procedure
Give each student a copy of the top part of the worksheet and ask them to read through the
text, referring to the map where necessary.
Put students into groups of four, and give a different role card to each student. If you have
odd numbers, some groups can be made up of five students and two students can have
the same role card. Allow students time to read through their information and check they
understand.
Explain that they are going to discuss the proposal for the Multiplex Centre, from the point
of view of their role. Give them time to think about their arguments and encourage them
to add any more arguments they think are relevant. While they are doing the roleplay, go
around the class monitoring the activity and making a note of any mistakes they make.
When they have finished, have a class vote about the proposal. Tell students to imagine
they really live in the area and to vote according to their real point of view.

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3 Pronunciation
compound nouns

Market Research
Student A

1 Complete the questions from a home survey with the words in the box.

garden house space light place rooms door bed home chair

1 How many bed are there in your house/flat? 6 Do you have any sky in the roof of your house/flat?

2 Have you got a parking for the family car? 7 Have you ever slept on a sofa ?

3 What colour is your front ? 8 Have you got an open fire in your living room
or kitchen?

4 Have you got a back where you can sit out and
enjoy the sun? 9 Do you have a tree in your garden?

5 Do you sit in an arm when you’re watching TV? 10 Have you ever spent a night in a motor on
a campsite?

2 Which word is stressed in each compound noun, the first or second? Mark them oO or Oo.
3 Now ask your partner these questions using the correct stress.

$
Student B

1 Complete the questions from a home technology survey with the words in the box.

control machine players conditioning heating alarm phones washer panels games

1 How many DVD are there in your house? 6 How many mobile are there in your house/flat when
everyone is at home?

2 Do you have solar on your roof?

7 Who usually has the TV remote in your house?

3 Do many people in your neighbourhood have a burglar

in their houses? 8 How many times a week do you use your washing ?

4 Do you have a dish at home? 9 In what months do you have to use central in your
house/flat?

5 In what months do you have to use air in your

house/flat? 10 How many computer do you have in your house/flat?

2 Which word is stressed in each compound noun, the first or second? Mark them oO or Oo.
3 Now ask your partner these questions using the correct stress.

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3 Pronunciation
compound nouns

Market Research
Target language: compound nouns
Activity type: gap-fill and questionnaire
When to use: Use this activity after Unit 3 Vocabulary.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Divide the class into group A and group B. Give each student in group A a Student A
worksheet and each student in group B a Student B worksheet.
Students work in pairs with someone in the same group. Together they complete the
questions with an appropriate word. Check answers with each group.
In their pairs, students now mark the stress on each compound, deciding whether the first
word or second word is stressed. E.g. bedrooms = Oo; mobile phone = oO.
Ask a student A to work with a student B. They now ask each other the questions on their
worksheets, taking care to pronounce the compound nouns with the correct stress. When
they have finished, ask each student to return to their original partners and report back any
interesting information that they learnt.
Get feedback from one or two students in open class.

Answers
Student A: 1 rooms 2 space 3 door 4 garden 5 chair 6 light 7 bed 8 place
9 house 10 home
Oo = 1, 2, 5, 6, 7, 9, 10 oO = 3, 4
Student B: 1 players 2 panels 3 alarm 4 washer 5 conditioning 6 phones
7 control 8 machine 9 heating 10 games
Oo = 1, 3, 4, 5, 8, 10 oO = 2, 6, 7, 9

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3 Vocabulary
prefixes and suffixes

How do you say ... ?

FUL UN LESS Y RE EX
1 2 3 4
an adjective to
a person who has write a critical
START nowhere to live
describe a person
who is easy to like a
article about a book
a thing that has no
purpose (7 letters)
(8 letters) or film (6 letters)
lot (7 letters)

5 6 7 8 9
when you have a a person who
when you don’t
the woman you different point of the adjective of doesn’t usually
fail, you are this
divorced (6 letters) view from someone week (6 letters) remember things
(10 letters)
(8 letters) (9 letters)

10 11 12 13 14
when you say a place which has
something that a place that lots
something with the when there is no not been developed
never finishes of people visit on
wrong phonetic justice (6 letters) for tourism
(7 letters) holiday (8 letters)
sound (12 letters) (8 letters)

15 16 17 18 19
if something makes
a thing that doesn’t if you organise a
the adjective of you have a good something that isn’t
interest you meeting again you
create (8 letters) time, it is this common (7 letters)
(13 letters) do this (9 letters)
(9 letters)

20 21 22 23 24
when you have if you do something
the adjective of air listened to the opposite of without paying the opposite of
(4 letters) something wrongly cheap (9 letters) enough attention clean (5 letters)
(8 letters) (8 letters)

25 26 27 28 29
a person who chats
the opposite for something fragile handsome or pretty,
an untidy person or to others and gets
hectic or noisy like a glass in your opinion
place (5 letters) on with people
(8 letters) (9 letters) (10 letters)
(8 letters)

30 31 32 33
a person who
one minute you
is sensible and something which
can be trusted to
are here, and the
next you are not
you can understand
a person who helps
a lot (7 letters)
FINISH
do the right thing easily (14 letters)
(9 letters)
(11 letters)

MIS DIS IVE ABLE IBLE

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3 Vocabulary
prefixes and suffixes

How do you say ... ?

Target language: prefixes and suffixes
Activity type: board game
When to use: Use this activity after Unit 3 Vocabulary.
Time taken: 20 minutes
Preparation: Photocopy one worksheet for each group of three or four students.

Procedure
Put students into groups of three or four. Give each group a set of counters and a dice and
a copy of the worksheet. If you do not have counters, ask students to use something from
their pencil cases such as an eraser.
Students throw the dice to see who starts, and then play the game in their groups. When a
student lands on a square, he/she tries to give the correct word that is defined. The groups
decide if the answer is correct or not, consulting with you where necessary. If a student
lands on a square but cannot give the correct answer, he/she must move back two squares.
If a student lands on a square that has already been answered by another student, he/she
must move back to the nearest square that nobody has landed on before.
The winner is the first student to reach the FINISH square.

Answers
1 homeless 2 lovable 3 review 4 useless 5 ex-wife 6 disagree 7 weekly 8 forgetful
9 successful 10 mispronounce 11 unfair 12 endless 13 touristy 14 unspoilt 15 creative
16 enjoyable 17 uninteresting 18 unusual 19 rearrange 20 airy 21 misheard
22 expensive 23 careless 24 dirty 25 peaceful 26 breakable 27 messy 28 attractive
29 friendly 30 responsible 31 disappear 32 comprehensible 33 helpful

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4 Communication
give reasons for opinions

The big debate

‘Over the last 50 years, people have become richer in money but poorer in life.’

Team A
1 You are going to argue FOR this statement. Think of some reasons why you believe this statement is true.

2 Now prepare a one minute summary of your arguments to present to the other team.

‘Over the last 50 years, people have become richer in money but poorer in life.’

Team B
1 You are going to argue AGAINST this statement. Think of some reasons why you believe statement is not true.

2 Now prepare a one minute summary of your arguments to present to the other team.

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4 Communication
give reasons for opinions

The big debate

Target language: give reasons for opinions
Activity type: group debate
When to use: Use this activity after Unit 4 Communication.
Time taken: 30 minutes
Preparation: Photocopy and cut up one worksheet for each group of four students in the
class.

Procedure
Put students into groups of four, or five if you have an odd number. Divide each group into
two teams, A and B. Give each team a worksheet.
In their teams, students prepare their arguments to support their stance. Monitor and help
where necessary. Each team should then prepare a one minute summary of their arguments
and decide who is going to present it.
The A and B teams for each group now work together. The A team presents their arguments
while the B team listens and take notes. The B team then presents their arguments while
the A team listens and take notes. It is important that neither team are interrupted at this
point. When the summaries have been presented, both teams can then debate the issues
in more depth. Monitor and make a note of errors. Allocate around ten minutes for this
part of the debate. When this time has finished, or the discussions have come to an end,
invite feedback from the different groups about their experiences during the debate and
arguments they thought were important. Finally, ask the whole class to vote on their real
opinions.

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4 Grammar 1
question tags

How well do I know my classmates?

1 Write the name of one or more of your classmates who you think correspond to the sentences below.

1 has a very healthy lifestyle.

2 has travelled abroad more than four times.

3 is feeling quite tired at the moment.

4 can’t work out what 5% of 175 is in his/her head.

5 has lived in more than two different towns/cities.

6 studies almost every day.

7 is going to the cinema with a friend next weekend.

8 can ski.

9 wouldn’t like to go bungee jumping.

10 spends his/her money carefully.

11 hasn’t got an MP3 player.

12 will probably go to bed early tonight.

13 is afraid of snakes.

14 would like to live in another country in the future.

15 is ambitious.

16 did some housework yesterday.

17 hasn’t used his/her mobile phone today.

18 has met somebody famous.

19 didn’t play a musical instrument when he/she was a child.

20 isn’t interested in sport.

2 Ask your classmates the questions using question tags to find out if you were right.

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4 Grammar 1
question tags

How well do I know my classmates?

Target language: question tags
Activity type: class mingle
When to use: Use this activity after Lesson 4.1.
Time taken: 25 minutes
Preparation: Photocopy one worksheet for each student in the class

Procedure
Give one worksheet to each student and tell them to think which students in the class
might correspond to the sentences. Tell them they have to write at least one name for each,
but they can write more if they want.
When they have finished, tell students to mingle, checking to see if they were right by
saying the sentences with the question tag, e.g. You can ski, can’t you? Remind them that
they must say the sentence in the second person singular. Tell students to tick or cross the
sentence depending on whether they were correct or incorrect.
Get feedback from the whole class about which sentences they got right and any surprising
information they found out.

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4 Grammar 2
modals of advice and obligation

Utopia

What is your idea of Utopia? Complete the rules using must/have to/should/shouldn’t/mustn’t/don’t have to
so that they fit your perfect world.

Employees at work.

Children over the age of 12 .

Universities .

People in public places.

Politicians before they stand for election.

Young people .

People pay taxes.

Holidays .

Governments .

People when passing from one country to another.

Factories .

Everybody in the community.

Drivers .

People more than they need.

Everybody in their jobs.

Wealth .

House owners .

English .

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4 Grammar 2
modals of advice and obligation

Utopia
Target language: modals of obligation and advice
Activity type: sentence completion and discussion
When to use: Use this activity after Lesson 4.2.
Time taken: 30 minutes
Preparation: Photocopy one worksheet for each pair student in the class.

Procedure
Put students into pairs and give each pair a copy of the worksheet. Together the pairs
complete the sentences to make rules for their idea of a perfect world, e.g. Employees
don’t have to wear a suit at work. Monitor and help/error correct where necessary.
When students have finished, ask two pairs to work together in a group. In turn, they
should tell each other about their rules and explain why they created them. The other pair
should say whether they agree or disagree with that rule or not.
Get feedback from one or two pairs about some of the most interesting rules.

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4 Grammar 3
Zero and First conditionals with if/
when, unless/as soon as

Sell, sell, sell!

Student A
You work in a mobile phone shop and today you have a special deal on some of your phones.
They are free when you sign a contract and pay just £20 a month for 18 months.
1 Choose four features for your phone from the list below.

Camera and video Instant messaging

MP3 player Social networking

Keyboard GPS

Touch screen Radio

Email and Internet access 100 free texts and 300 minutes free call time a month

2 Plan what you are going to say to your customers to persuade them to buy this phone.
Use the phrases below.
When you buy this mobile phone …
As soon as you start using this phone …
If you buy this phone today …
Unless you buy it today …

3 When you are ready, serve three customers and try to persuade them to buy your mobile phone.

$
Student B
You want to buy a new mobile phone and can afford to pay up to £20 a month.
1 Choose four features you would like your new mobile phone to have from the list below.

Camera and video Instant messaging

MP3 player Social networking

Keyboard GPS

Touch screen Radio

Email and Internet access 100 free texts and 300 minutes free call time a month

2 Plan what you are going to say/ask to make sure you get the best deal possible.
Use the phrases below.
When I use it …?
As soon as I get it home …?
If I buy this mobile phone today …?
Unless I get …

3 Now, visit three different mobile phone shops and find out what they are offering. When you have
visited three shops, decide which phone to buy. Explain why.

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4 Grammar 3
Zero and First conditionals with if/
when, unless/as soon as

Sell, sell, sell!

Target language: Zero and First conditionals with if/when, unless/as soon as
Activity type: roleplay
When to use: Use this activity after Lesson 4.3.
Time taken: 25 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Divide the class into two groups. Give one half the Student A worksheet and the other half
the Student B worksheet. Ask students to read their role cards and answer any questions
they have. Student As should choose four features that their mobiles have, and Student Bs
should choose four features which they would like their new mobile phone to have.
Students then prepare what they are going to say/ask. Monitor and error correct where
necessary.
Ask Student As to stand up with their own mobile phone as a prop if possible. Student Bs
must now visit three different sellers and roleplay their conversations.
When Student Bs have finished visiting the sellers, elicit from them which phones they
decided to buy and why.

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4 Pronunciation
connected speech

Lost in translation

1 /məʊspi:pəl dəʊnseɪv mʌni/

2 /jə ʃʊdngɪvʌpɒn jə dri:mz/

3 /bɒrəʊɪŋ mʌni ɪznðə raɪθɪŋ tə du:/

4 /dəʊnbɪ tu: æmbɪʃəsɪn laɪf/

5 /pi:pəl dəʊnspend ɪnʌf mʌni ɒn ðeə helθ/

6 /jə ʃʊdnwɒntə bi rɪʧ/

7 /jə mʌsbɪli:vɪn jəself tə bi səksesfəl/

8 /jə ʃʊdnbaɪ sʌmθɪŋ bɪkɒzɪtsə bɑ:gɪn/

9 /dəʊnweɪsmʌni ɒn dɪzaɪnə kləʊðz/

10 /ɔ:l welθi pi:pəl mʌsgɪv mʌni tə ʧærɪti/

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4 Pronunciation
connected speech

Lost in translation
Target language: connected speech
Activity type: group discussion
When to use: Use this activity after Unit 4.2.
Time taken: 30 minutes
Preparation: Photocopy one worksheet for each student in the class.

Procedure
Put students into pairs and give each student a worksheet. Ask them to translate the
phonemic script to make ten statements, reminding students that some sounds, i.e. /t/ and
/d/, are sometimes lost and words are connected in speech. Do the first one together as a
class. Remind students to look at the phonemes chart in their Students’ Book on page 163.
When they have finished, check answers with the whole class.
Now ask students to take it in turns to read out a statement and then discuss whether they
think it is true or not with their partners. They should say why they agree or disagree with
the statements, giving good reasons.
Get feedback from one or two pairs about what they agreed and disagreed with.

Answers
1 Most people don’t save money.
2 You shouldn’t give up on your dreams.
3 Borrowing money isn’t the right thing to do.
4 Don’t be too ambitious in life.
5 People don’t spend enough money on keeping healthy.
6 You shouldn’t want to be rich.
7 You must believe in yourself to be successful.
8 You shouldn’t buy something because it’s a bargain
9 Don’t waste money on designer clothes.
10 All wealthy people must give money to charity.

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4 Vocabulary
confusing words

BLEEP: Which word was that?

$
My son is going on
Last year I BLEEP to The local bank was I had my purse BLEEP
a school BLEEP next
New York on a plane. BLEEP last weekend. when I was shopping.
week to the coast.
(travelled) (robbed) (stolen)
(trip)

That new comedy was

The party I went to Can you tell me what
the BLEEP thing I’ve My teacher BLEEP us to
was really good BLEEP. the teacher BLEEP? I
seen in a long time. be quiet. (told)
(fun) didn’t hear her. (said)
(funniest)

When we finished I wanted to take the

I’d like to get a BLEEP I can’t go out. I’ve got
eating I asked the shirt back to the shop
as a shop assistant in too much BLEEP to do.
waiter for the BLEEP. but I’d lost the BLEEP.
the summer. (job) (work)
(bill) (receipt)

I never BLEEP my
She BLEEP me her She BLEEP my bike Could you BLEEP me
mother’s birthday
mobile to phone home. and never gave it back. to buy some milk later.
and she gets angry.
(lent) (borrowed) (remind)
(remember)

I don’t know this My father was often

She has BLEEP a lot BLEEP the truth now or
vocabulary because away on business
of weight since she you will be punished.
I BLEEP the class. BLEEP when I was
started the diet. (lost) (tell)
(missed) young. (trips)

I really BLEEP my I don’t have enough I gave the waitress £10 She got a parking
family when I go money for the bus but she only gave me ticket and had to pay a
abroad. (miss) BEEP home. (fare) BEEP for £5. (change) £60 BEEP. (fine)

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4 Vocabulary
confusing words

BLEEP: Which word was that?

Target language: confusing words
Activity type: guessing game
When to use: Use this activity after Unit 4 Vocabulary.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each group of three or four students.

Procedure
Put students into groups of three or four. Give each group a set of cut up cards face down
on the table. Within the groups, ask the students to divide themselves into two teams. If
you have odd numbers, use groups of five.
Write the word BLEEP on the board and tell students that on each card there is a sentence
that contains BLEEP instead of a word. Each team takes it in turn to take a card and read
out the sentence. The other team must guess the correct word in the correct tense/form. If
they get it right, they score one point.
The winner is the team with the most points.

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5 Communication
make a short presentation

A new sport

Barnsted
Council
Sport
Are you bored of basketball? Tired of tennis?

Fed up with football? Then we’d like to hear from you!

We’re campaigning for a new sport that will catch people’s
interest, get our children exercising and inspire the nation.
We’d like to invite you to come and present your ideas to
us. We want to know:
• The name of the sport

• The basic rules

• The people involved

• The skills required

• The equipment used

• Why you came up with this idea

• Future plans for this new sport

We’re offering £10,000 investment for the most creative

and imaginative sport. For more information go to:
www.barnstedsportscouncil.org

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5 Communication
make a short presentation

A new sport
Target language: make a short presentation
Activity type: group planning and presentation
When to use: Use this activity after Unit 5 Communication.
Time taken: 60 minutes
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. Ask
students to read the worksheet and then help with any vocabulary or questions they have.
Give the groups time to discuss their ideas and prepare their presentations. Monitor and
help with ideas, vocabulary and corrections where necessary.
When the groups are ready, invite each one in turn to present their ideas for a new sport to
the class. When groups are not presenting, they should take notes and ask questions at the
end of each presentation.
When all the groups have presented, invite students to vote on the best idea without voting
for their own sport. The sport with the most votes wins the competition.

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5 Grammar 1
Present Perfect Simple and Present
Perfect Continuous

Which classmate?
Name More information

1 (make) a cake recently.

2 (wait) for an email or phone

call today.

3 (play) a few different team

sports since he/she was at school.

4 (take) a photo today.

5 (see) an interesting play in

the last few weeks.

6 (drive) for more than five

years.

7 (lose) something today.

8 (have) fun all day.

9 (learn) to play a musical

instrument in recent years.

10 (paint) something in the last

year.

11 (read) more than two books

in the last month.

12 (study) English for a long

time.

13 (try) to do a lot more exercise

recently.

14 (see) something in a shop

that he/she’d like to buy recently.

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5 Grammar 1
Present Perfect Simple and Present
Perfect Continuous

Which classmate?
Target language: Present Perfect Continuous or Present Perfect Simple
Activity type: class mingle
When to use: Use this activity after Lesson 5.1.
Time taken: 25 minutes
Preparation: Photocopy one worksheet for each student in the class.

Procedure
Give one worksheet to each student and ask students to work in pairs. They must put the
verbs in brackets in either the Present Perfect Continuous or Present Perfect Simple tense.
Check answers with the whole class.
Tell students to mingle, asking questions to find a student who agrees with their sentences.
E.g. Have you made a cake recently?  Tell students to write the name of the person who
answers yes to their sentence and try to get more information to note down in the third
column of the table.
When students have finished mingling, get feedback from one or two students in the class
to find out what they have learnt.
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.

Answers
1 has made 2 has been waiting 3 has played 4 has taken 5 has seen 6 has been
driving 7 has lost 8 has been having 9 has been learning 10 has painted 11 has read
12 has been studying 13 has been trying 14 has seen

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5 Grammar 2
verb patterns with -ing or infinitive

Believe it or not
Student A
Complete the sentences with a verb in the correct form (-ing or infinitive). Where the sentence ends in ✓, write a true
sentence about you. Where the sentence ends in ✗, write a false sentence about you.

Name:

1 When I was a child I couldn’t stand . ✓

2 I love at the weekends. ✓

3 My friends usually help me . ✗

4 Recently, I have stopped . ✓

5 Next year I want . ✗

6 I enjoy during the holidays. ✗

7 My parents didn’t allow me when I was young. ✓

8 I never remember . ✗

9 Next year I’ll start . ✗

10 I don’t mind at home. ✓

11 I’ve recently decided soon. ✓

12 Last week I agreed . ✗

$
Student B
Complete the sentences with a verb in the correct form (-ing or infinitive). Where the sentence ends in ✓, write a true
sentence about you. Where the sentence ends in ✗ , write a false sentence about you.

1 I expect in the near future. ✗

2 My teacher at school advised me . ✗

3 I hate at home. ✓

4 I remember when I was very little. ✓

5 At the moment I’m looking forward to . ✓

6 I started a few years ago. ✗

7 I would like to continue next year. ✓

8 My parents sometimes allowed me when I was young. ✗

9 Last year I refused . ✗

10 I recently advised my friend . ✗

11 I like on Sunday mornings. ✓

12 Next year, I’ll stop . ✓

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5 Grammar 2
verb patterns with -ing or infinitive

Believe it or not
Target language: verb patterns with -ing or infinitive
Activity type: paired guessing game
When to use: Use this activity after Lesson 5.2.
Time taken: 25 minutes
Preparation: Photocopy and cut up one worksheet for each student in the class.

Procedure
Divide the class into two groups. Give one group the Student A worksheet and the
other group the Student B worksheet. Ask students to complete the sentences with an
appropriate -ing or infinitive verb. The statements should be true for them if there is a ✓
after the statement. If the statement is followed by a ✗ , students should complete the
statement with fictional, untrue information about them. Remind them to use the Reference
on page 75 if they are not sure which form to use. Students write individual answers but
they can confer with a student in their group over verb forms and to share ideas. Monitor
and check sentences.
Put a student from group A with a student from group B. They should not look at each
other’s worksheets. Each student takes it in turn to read out his/her statements while the
other student guesses whether he/she thinks it is the truth or a lie. Students should keep a
note of how many they each got right.
When the pairs have finished, get feedback from one or two students in the class about any
surprising information and who knows who better.

Answers
Student A worksheet: statements a, b, d, f, j require the -ing form
statements c, e, g, h, k, l require the infinitive form
statement i can take either the -ing or infinitive form.
Student B worksheet: statements c, d, e, k require the -ing form
statements b, h, i, j require the infinitive form
statements f, g, l can take either the -ing and infinitive form

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5 Grammar 3
countable and uncountable nouns

Find the difference

Student A
Find twelve differences between your picture and your partner’s picture by asking
questions or describing the picture. Use the words in the box.

some (not) any many much a few a couple a little lots of a lot of

$
Student B
Find twelve differences between your picture and your partner’s picture by asking
questions or describing the picture. Use the words in the box.

some (not) any many much a few a couple a little lots of a lot of

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5 Grammar 3
countable and uncountable nouns

Find the difference

Target language: countable and uncountable nouns
Activity type: information gap
When to use: Use this activity after Lesson 5.3.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Divide the class into pairs and give a copy of the Student A worksheet to one student in
each pair, and a copy of the Student B worksheet to the other. Tell students not to look at
each other’s worksheets.
Students ask questions and describe their pictures, using the quantifiers on their
worksheets, in order to find twelve differences e.g. Are there a lot of glasses of wine on the
table? Go around the class, helping with any vocabulary they need and correcting errors
where necessary.
When students have finished, ask them to report back on the differences.

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5 Vocabulary 1
leisure activities

Which leisure activity?

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5 Vocabulary 1
leisure activities

Which leisure activity?

Target language: leisure activities
Activity type: guessing game
When to use: Use this activity after Unit 5 Lead-in.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each group of three students in the
class.

Procedure
Tell students that you are thinking of a leisure activity, e.g. painting and they must guess
what it is. Tell them that they can ask you ten questions which have a yes or no answer, e.g.
Do you do this activity outside? Do you need some special equipment? Do you move around
a lot? Put students into pairs and give them two minutes to brainstorm questions. When
they have finished, go around the class eliciting ten questions and then ask students to
guess the activity if they have not already guessed it.
Put students into groups of three and give each group a set of cards. Students take it in
turns to pick up a card and the others take it in turns to ask ten questions to guess the
activity. The student who guesses the activity correctly wins one point. Students continue
until all the cards have been used. The winner is the student with the most points.

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5 Vocabulary 2
explaining what you mean

It’s a thingamajig!
Student A

3
1 4
2

8
6
5

9
12
10 11

$
Student B

1
2 3 4

5 7
8

9 11
10 12

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5 Vocabulary 2
explaining what you mean

It’s a thingamajig!
Target language: explaining what you mean
Activity type: paired guessing game
When to use: Use this activity after Unit 5 Vocabulary.
Time taken: 15 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students.

Procedure
Give half the class a Student A worksheet and the other half a Student B worksheet. They
should not show their worksheets to each other.
Ask students to work with someone in their group and discuss how they can describe the
objects without saying the name of the object. Give students time to make notes on this.
Ask a Student A to work with a Student B. Each student must describe the objects on his/
her worksheet without saying its name. His/her partner must guess the name of it. The
winning pair is the pair that guesses all the items correctly first.

Answers
Student A
1 make-up 2 swimming goggles 3 hairdryer 4 a loaf of bread 5 a razor 6 a coin 7 a gate
8 suntan lotion 9 a knife 10 toothpaste 11 a surf board 12 a CD
Student B
1 shower 2 a ring 3 a motorbike 4 a credit card 5 a box of matches 6 a ruler
7 a packet of sugar 8 an envelope 9 hair gel 10 a belt 11 a key 12 a pillow

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6 Communication
suggest and respond to ideas

Survival of the fittest

MAP Boran village

Car
Distances:
From car to watering hole = half a day
From car to Boran village (over the
watering hole mountains) = 5 days
From car to Farli village directly across
the river = 3 days
From car to Farli village through the
forest and across the river = 4 days
Farli village From car to Farli village through the
forest and across the bridge = 6 days

You are travelling across an African country but your car has broken down. The area is very remote and few cars drive
through here so you must go on foot and get help. You must all travel together. Look at the map and information below
and decide:
• whether to go to Boran or Farli village
• what equipment to take
• how you will use each item to survive and reach your destination
Things to consider:
There is no mobile phone signal in the area.
There is no radio in the car.
You need one litre of water per person each day to survive.
You are all wearing shorts, T-shirts, sandals, sunglasses and a hat.
The temperature is around 40 °C in the day. At night it goes down to 0 °C and -5 °C in the mountain area.
The river is one kilometre wide and ten metres deep with fast running fresh water.
There are wild animals and dangerous snakes and spiders in the forest.

You have the following items in your car which you can take with you.
However, the group cannot carry more than fifteen kilograms (kg).
a change of clothes – 2 kg four water bottles carrying 6 litres of water with
a jumper each – 3 kg capacity for 4 more litres – 4.5 kg
a sleeping bag each – 5 kg a survival kit (a compass, first aid equipment including
bandages and antiseptic cream, a box of matches, a
a Swiss army knife – 0.5 kg
flare, batteries) – 1 kg
an axe – 1 kg
a torch – 1 kg
a camera – 0.5 kg
a pack of black bin bags – 0.5 kg
a netbook – 2 kg
1 metre of thick rope – 1 kg
food for two days – 2 kg
a book about the region – 0.5 kg
a loaded gun – 1 kg
a litre of brandy – 1 kg

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6 Communication
suggest and respond to ideas

Survival of the fittest

Target language: suggest and respond to ideas
Activity type: problem solving activity
When to use: Use this activity after Unit 6 Communication.
Time taken: 30 minutes
Preparation: Photocopy one worksheet for each group of four students in the class.

Procedure
Put students into groups of four and give each group a copy of the worksheet. Ask students
to read through the worksheet and then help with any vocabulary or questions they have.
Make sure students are clear that they must all travel together, and fifteen kilos is the
maximum weight per group and not per person.
Give the groups time to discuss the situation, making suggestions and responding to
each other’s ideas until they come to a decision about which destination to choose, which
equipment to take and how it will be used. Monitor and make a note of any errors where
necessary.
When the groups have finished, invite a spokesperson from each group to share their
solution to the problem. Deal with any errors on the board as a whole group.

Suggested answers
Those people travelling to Farli village will not need to travel to the watering hole as the
bottles can be refilled at the river. Taking the short route across the river provides a lot of
challenges and survival is less likely. The best route is either to travel through the forest
and across the river, or to walk further and cross the bridge. Those of you who decide to
travel to Farli village via the forest and across the river, are likely to survive if you take
the following items: a torch (so that walking can be done at night to avoid sunstroke
during the day); survival kit (for extra torch batteries); black bin bags (to shelter from
the sun during the day); an axe (to chop wood for a fire and to make a raft); a Swiss army
knife (to cut rope to attach the wood to make a raft); a jumper each (to keep warm while
walking after sundown); water (bottles can be refilled from the river); a gun (to catch
food to cook and eat); a change of clothes (which can be worn on top of existing clothes
and also to ensure warm, dry clothes are worn after crossing the river). Those of you who
decide to travel to Farli village via the bridge will need to take the same items except the
axe and rope can be replaced by the food to help you to survive the extra days.
Those who travel to Boran village via the mountains will need to travel to the watering
hole to get as much water as possible. They will need to take: black bin bags (to create a
water trap to get more water as the time progresses); a sleeping bag each (to keep warm
when out in the open); a torch (so that walking can be done at night to avoid sunstroke
during the day); a survival kit (for extra torch batteries and a flare to try to alert people
to your position on the mountain); water; a gun (to catch food to cook and eat); rope
(to help with the mountain climb); food (there may not be a great supply of food on the
mountain).
But there may be other solutions.

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6 Grammar 1
Past Perfect Simple

Past Perfect puzzle

On Monday, Claire/David/Marie/Robert/Stuart/Veronica was ,
because he/she at the weekend.
On Tuesday, Claire/David/Marie/Robert/Stuart/Veronica was ,
because he/she the night before.
On Wednesday, Claire/David/Marie/Robert/Stuart/Veronica felt ,
because he/she the day before.
On Thursday, Claire/David/Marie/Robert/Stuart/Veronica was ,
because he/she on Wednesday.
On Friday, Claire/David/Marie/Robert/Stuart/Veronica was ,
because he/she
On Saturday, Claire/David/Marie/Robert/Stuart/Veronica felt ,
because he/she the previous night.

$
Student A Student B
Clues Clues

1 It was a woman who felt (feel) excited on 1 Claire felt (feel) angry all day on
Monday because of what had happened (happen). Wednesday because of what had happened (happen).

2 Robert (feel) tired two days before 2 The person who (be) upset
Stuart (be) upset. (fail) his driving test.

3 The person who (be) happy 3 The person who (feel) relaxed on Friday,
(not/be) a woman. (finish) an important work report.

4 One person (look) and felt tired 4 One person (wake up) feeling really
because he or she (not/sleep) well happy on Saturday because he (go) to
the night before. It wasn’t Veronica. a great party on Friday.

5 The woman who (feel) relaxed 5 Robert (feel) tired on the same day that
(stay up) all night to work. his colleague (lose) her purse.

6 On Thursday one man (admit) that he 6 On Monday, Marie (tell) everyone that
(fail) his driving test the day before. she (get) engaged at the weekend.
$

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6 Grammar 1
Past Perfect Simple

Past Perfect puzzle

Target language: Past Perfect Simple
Activity type: paired puzzle
When to use: Use this activity after Lesson 6.1.
Time taken: 25 minutes
Preparation: Photocopy one worksheet for each pair of students in the class.

Procedure
Divide the class into two groups. Give one group the Student A worksheet and the other
group the Student B worksheet. Ask students to work with someone in their group and to
read the instructions. Answer any questions the students may have.
In their pairs, ask students to complete their clues by putting the verb in brackets in either
the Past Simple or Past Perfect Simple tense. The first one on each worksheet is completed
as an example. Check answers with each group reading out just the verbs and not the full
sentences.
Ask a Student A to work with a Student B but they must now show each other their
worksheets. In turn, they read out a clue and work together to complete the sentences and
complete the puzzle. When they finished check the answers with the whole class.
As follow-up, ask students to discuss how each person felt last week and why.

Answers
Student A clues: 1 felt/had happened 2 felt/was 3 was/wasn’t 4 looked/hadn’t slept
5 felt/had stayed up 6 admitted/had failed
Student B clues: 1 felt/had happened 2 was/had failed 3 felt/had finished 4 woke/had
been 5 felt/lost 6 told/had got
Puzzle answers:
On Monday Marie was excited, because she’d/had got engaged at the weekend.
On Tuesday Robert was tired, because he hadn’t slept well the night before.
On Wednesday Claire felt angry, because she’d/had lost her purse the day before.
On Thursday Stuart was upset, because he’d/had failed his driving test on Wednesday.
On Friday Veronica was relaxed, because she’d/had finished an important work report.
On Saturday, David felt happy, because he’d/had been to a great party the previous
night

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6 Grammar 2
uses of like

What question was that?

Write short answers to ten of the following questions in the shapes below. Don’t do it in order.

  1 What food do you like the most?

  2 Which country would you like to visit in the future?

  3 Who do you look like the most in your family?

  4 What’s the weather like today?

  5 What does curry taste like?

  6 What do you like doing in your free time?

  7 What does heavy metal sound like?

  8 What would you like to change about your physical appearance?

  9 What is your capital city like?

10 What does your closest friend look like?

11 What kind of TV programmes do you like?

12 What jobs around the house don’t you like doing?

13 What was the last film that you saw like?

14 Where would you like to live in the future?

15 What does spring smell like?

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6 Grammar 2
uses of like

What question was that?

Target language: expressions with like
Activity type: paired discussion
When to use: Use this activity after Lesson 6.2.
Time taken: 25 minutes
Preparation: Photocopy and cut up one worksheet for each student in the class.

Procedure
Give a copy of the worksheet to each student and focus their attention on the questions.
Tell them they have to work individually to write short answers to ten of those questions in
the shapes in the second part of the sheet. Remind them not to do it in order.
Next tell students to tear off the second part of the sheet and exchange it with a partner.
Looking at each other’s answers they have to guess the question, without looking back at
the original questions. When they guess correctly they cross out the answer. This continues
until students have crossed out all the answers.
Get feedback from the whole class by having students read out some of their answers and
eliciting the question from the whole class.

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6 Grammar 3
articles

Where in the world?

Student A
Complete the sentences with a/an/the or – (no article).

1 Who was first person to climb Mount Everest? Sherpah Tenzing, Edmund Hillary or Edwin ‘Buzz’ Aldrin?
(Answer: Edmund Hillary)

2 What is longest river in the world? Nile, Amazon or Thames?

(Answer: Nile)

3 Is William Tell famous for shooting orange, pear or apple from his son’s head in Switzerland?
(Answer: apple)

4 What is capital city of Venezuela? Santiago, Caracas or Brasilia?

(Answer: Caracas)

5 Where was 2010 World Cup held? In UK, USA or South Africa?
(Answer: South Africa)

6 In Turkey in the 1800s, what was Britain’s Florence Nightingale famous for? Being nurse, doctor
or teacher?
(Answer: nurse)

7 Where does an Inuit traditionally live? In igloo, cave or treehouse?

(Answer: igloo)

$
Student B
Complete the sentences with a/an/the or – (no article).

1 Which is world’s largest lake? Caspian Sea, Lake Titicaca or Dead Sea?
(Answer: Caspian Sea)

2 Is Vasco da Gama famous for being soldier, astronaut or explorer?

(Answer: explorer)

3 What is largest continent in the world? Africa, Asia or Europe?

(Answer: Asia)

4 Which river runs through New York? Seine, Hudson or Orinoco?

(Answer: Hudson)

5 What was Parthenon in Athens used as? theatre, university or temple?

(Answer: temple)

6 What makes up 78% of the world’s atmosphere? nitrogen, oxygen or carbon dioxide?
(Answer: nitrogen)

7 Where is Jamaica? In East Indies, West Indies or South America?

(Answer: West Indies)

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6 Grammar 3
articles

Where in the world?

Target language: articles
Activity type: paired quiz
When to use: Use this activity after Lesson 6.3.
Time taken: 25 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Divide the class into pairs and give a copy of the Student A worksheet to one group and the
Student B worksheet to the other group. Ask students to work with someone in their group
and complete the quiz questions with the appropriate article. Check answers with each
group without reading out the full questions if possible.
Pair a Student A with a Student B but they must not look at each other’s worksheets. Each
student takes it in turns to read out a quiz question with the appropriate articles and their
partners must answer. Each correct answer gets one point.
The winner is the student with the most points after all the questions have been answered.

Answers
Student A
1 the/–   2 the/the/the/the/the   3 an/a/an/an   4 the/–/–/–/–
5 The/the/the/–/–   6 a/a/a/a   7 an/a/a/an
Student B
1 the/the/–/the   2 a/an/an/an   3 the/–/–/–/–   4 the/the/the/the
5 the/a/a/a/a   6 –/–/–/–   7 the/the/–/the

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6 Pronunciation
using sentence stress to correct

Correct me if I’m wrong

Student A

Ten of the underlined facts in text A are incorrect. Check them by asking your partner questions, and correct them where necessary.

Text A Text B
Walking the world Thumbs up for football fan
Gary Hause is, step by in a park in a tent at night
step, walking around and walks 30-35 miles Andrew Grady a 33-year-old This journey is not the first
the world and walking during the day, spending musician from the north of time he has hitchhiked, having
towards a new Guinness the rest of his time meeting England has finally arrived done it in the UK, the USA and
world record. Nicknamed the local people, visiting in South Africa after an epic Australia before. During the trip
‘The Walkingman’, Gary places and enjoying 13,000 mile journey. Wanting he appeared on TV in several
has already completed just leisure activities such as to watch England play in the countries and was able to get
over half of the 27,000 skiing. He has felt the
World Cup and show just how regular lifts from kind strangers
miles he needs to break kindness of many people
the existing record set by who have offered him a friendly and generous people but in the end he only got to the
Arthur Smith. meal or, occasionally, the can be, he decided to hitchhike match in time because of a kind
Gary started his walk in use of a car. To keep going there and spent two months businessman who bought him a
1992 when he walked he has to eat about 3,000 travelling through France, Spain, $1,500 plane ticket from Ghana
from Florida to California calories a day and he uses Morocco and nine other African to Johannesburg.
in the USA. In the winter the little money he spends countries including Western His friend and cameraman
he works as a cook and on necessities.
Sahara, Mali and Ghana. He set Merrick Adams joined him on the
then spends the rest of When asked why he does
the year travelling. Rather it, he says that he mostly off from London in April with last three weeks of the journey as
than carry a backpack, he does it for his health just a backpack, a £10 tent, a few Andrew is intending to turn his
pushes a pram in which he and because he has the clothes, a video camera and a journey into a film called My
keeps his tent, clothes, food opportunity to meet people first aid kit and arrived in South Magic Thumb and has a website
and first aid kit. He sleeps and to see the world. Africa two months later. with the same name.

$
Student B

Ten of the underlined facts in text B are incorrect. Check them by asking your partner questions, and correct them where necessary.

Text A Text B

Walking the world Thumbs up for football fan

Gary Hause is, step by step, at night and walks 20-25 miles Andrew Grady a 23-year-old This journey is not the first
musician from the north of time he has hitchhiked,
walking around the world and during the day, spending the England has finally arrived having done it in the UK,
walking towards a new Guinness rest of his time meeting the in South Africa after an the USA and Canada before.
world record. Nicknamed ‘The local people, visiting places epic 30,000 mile journey. During the trip he appeared
Walkingman’, Gary has already and enjoying leisure activities Wanting to watch Scotland on radio in several countries
completed just over half of the such as swimming. He has felt play in the World Cup and and was able to get regular
37,000 miles he needs to break the kindness of many people show just how friendly lifts from kind strangers but
the existing record set by Arthur who have offered him a meal and generous people can in the end he only got to
be, he decided to hitchhike the match in time because
Blessit. or, occasionally, the use of a there and spent two months of a kind businessman who
Gary started his walk in 1996 shower. To keep going he has to travelling through France, bought him a $1,500 plane
when he walked from Florida eat about 6,000 calories a day Spain, Morocco and seven ticket from Morocco to
to California in the USA. In the and he uses the little money he other African countries Johannesburg.
winter he works as a waiter and spends on necessities. including Western Sahara, His friend and cameraman
then spends the rest of the year When asked why he does it, Mali and Ghana. He set off Merrick Adams joined him
travelling. Rather than carry a he says that he mostly does it from London in April with on the last three days of
just a backpack, a £100 the journey as Andrew is
backpack, he pushes a pram in for fun and because he has the tent, a few clothes, a video intending to turn his journey
which he keeps his tent, clothes, opportunity to meet people and camera and a first aid kit and into a film called My Magic
food and first aid kit. He sleeps to see the world. arrived in South Africa two Finger and has a website
at the side of the road in a tent months later. with the same name.

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6 Pronunciation
using sentence stress to correct

Correct me if I’m wrong

Target language: using sentence stress to correct
Activity type: information gap
When to use: Use this activity after Lesson 6.3.
Time taken: 20 minutes
Preparation: Photocopy one worksheet for each pair of students in the class.

Procedure
Divide the class into two groups. Give half the students a Student A worksheet and the
other half a Student B worksheet and ask the students to read the two texts and check any
words they are not sure about with each other.
Explain that each student has one correct text and one text with ten underlined mistakes
in it. Pair a Student A with a Student B and ask each student to check the facts in their
incorrect texts with their partners, e.g. Andrew Grady is 33, isn’t he?  The partners should
verify the information or correct it if it incorrect, stressing the appropriate word e.g. No, he
isn’t actually, he’s 23. Student A should check first, then Student B.
When the students have corrected all ten mistakes in their articles, check the differences
with the whole class and ask them to discuss what they think about the two men they
read about.

Answers
Student A: 37,000 miles not 27,000 miles; Arthur Blessit not Arthur Smith; 1996 not
1992; a waiter not a chef; the side of the road, not a park; 20-25 miles not 30-35 miles;
swimming not skiing; the use of a shower, not a car; 6,000 not 3,000 calories; for fun,
not for his health.
Student B: 33 not 23 years old; 13,000 not 30,000 mile journey; he wanted to watch
England not Scotland; nine African countries not seven; a £10 tent not a £100 tent; he
hitchhiked in Australia, not Canada; appeared on TV not radio; air ticket from Ghana
not Morocco; three weeks not three days; My Magic Thumb not My Magic Finger.

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6 Vocabulary
expressions with get

Getting information
$
1 2 3

Find out how your classmates get Find out if your classmates think Find out when the last time your
around town. Do they always do the their English is getting better. In classmates got ill was and what the
same thing? what way specifically? problem was.

4 5 6

Find out what your classmates Find out who your classmates get
normally do as soon as they get on very well with in their family and Find out at what time of the day
home in the evening or at night. why? your classmates usually get hungry.

7 8 9

Find out how many of your Find out how many of your
Find out how often your classmates classmates think they will get classmates have got lost at some
get a taxi. Why do they get a taxi on married in the future. If not, why time in their lives. Ask where and
these occasions? not? when this happened.

10 11 12

Find out how many of your Find out what the best present that Find out how long it takes your
classmates have got something in your classmates have ever got was. classmates to get ready in the
the post this week. Find out what it Find out who it was from and why morning, and to go out on a special
was. they got it. occasion.

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6 Vocabulary
expressions with get

Getting information
Target language: expressions with get
Activity type: class survey
When to use: Use this activity after Unit 6 Vocabulary.
Time taken: 25 minutes
Preparation: Photocopy and cut up one survey card for each student in the class.

Procedure
Give one survey card to each student in the class. If you have more than twelve, organise
the students into pairs and give them the same card. Allow students to read the card, and
check they understand. Tell them they must ask as many students as possible (making
questions in the second person singular) and remember the answers in order to report back
to the class about their findings.
Students mingle, asking and answering their questions. Mingle with them monitoring
language.
Get feedback from all the students about what they found out. If two students had the
same card, allow them to confer first.

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7 Communication
discuss options and make a
decision

Education, Education, Education

Options
Hink woo d
High • Put a computer and projector in each
classroom – £100,000
• Give a laptop to every student in the
Dear Parents, school – £500,000
• Building improvements – £250,000
As I am sure you know, the Governm
ent has given • A new sports field for football and
us £1 million to spend on improving athletics – £100,000
our school
and we will be holding a meeting to • A computer room with an I.T.
discuss how
we should spend that money. The mee manager – £200,000
ting will take
place in the school hall on Monday 15th • Employ ten new teachers to reduce
and we class sizes – £300,000
would like to invite you along to ask
you for your • Update all course books for all
opinions about which projects you thin
k are the subjects – £300,000
most important. Attached is some info • Create an art, dance and drama studio
rmation about
our school and the projects. – £250,000
• Give one-to-one lessons to pupils who
We look forward to seeing you at the
meeting. need extra help – £250,000
Yours sincerely, • Take all first year students on a free
school trip each year – £50,000
Jack Williams • Provide cooking facilities so all pupils
can learn how to cook – £100,000
Jack Williams • Put a small cinema in the hall for use
Head teacher by local people to provide a yearly
income of £100,000 – £300,000

About the school

The school has 1,000 pupils, with around 30 pupils in each class. Some of
the pupils at the school are finding academic life difficult and do not have
high grades but many pupils are successful. The school has a very good
football team and the players are the area champions. They play regularly
on the school field where dangerous holes are starting to appear. There is
no athletics track. The school building is in quite good condition but there
are some unused classrooms because rain comes through the ceiling and
the carpets need changing. There is little technology in the school and no
opportunity for students to learn how to cook or study art, drama or dance,
although there is a good music department and school orchestra. Many of
the school course books are about fifteen years old but they are in quite
good condition. Each year, the first year students are taken on a school
geography trip but it must be paid for by parents and some cannot afford it
so their children stay at school.

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7 Communication
discuss options and make a
decision

Education, Education, Education

Target language: discuss options and make a decision
Activity type: pyramid discussion
When to use: Use this activity after Unit 7 Communication.
Time taken: 40 minutes
Preparation: Photocopy one worksheet for each student in the class.

Procedure
Give each student a copy of the worksheet and tell them that they are parents with children
at a local secondary school and they have received this letter from the head teacher. Ask
students to read the letter and ask if they have any questions. Tell students to tick the
projects that they think the money should be spent on.
Roleplay the situation as a whole class, with you as the head teacher welcoming ‘the
parents’ to the meeting. Tell parents to get into pairs and discuss the options before
deciding (and agreeing) on how they would like to spend the money. Next, put two pairs
together to form small groups and ask them to discuss their preferences before agreeing on
how their group would like to spend the money.
Ask each group to present their ideas. Encourage cross group discussion and finally ask the
whole class to agree on how the money should be spent.

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7 Grammar 1
subject and object questions

Say the right thing

$

Spain Athens
Queen Elizabeth II Tom Cruise
The White House cricket

Imagine in 2000
an apple The Eiffel Tower
Columbus Seoul

pizza Picasso
at 7pm a tiger
Mozart in August

a carrot Albert Einstein

in the winter The Pacific Ocean
Nelson Mandela next week
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7 Grammar 1
subject and object questions

Say the right thing

Target language: subject and object questions
Activity type: group quiz
When to use: Use this activity after Lesson 7.1.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each group of four students in the
class.

Procedure
Divide the class into groups of four. Within each group, students work in pairs. Give each
group a set of cards, face down.
One student in each group picks up a card but does not show it to anyone. He/she must
elicit the answers on the cards by asking his/her partner questions but he/she must not
say any of the words in the answers. E.g. If the answer on the card is Spain, the student
might ask Which country won the World Cup in 2010? If the answer is not guessed with the
first question, the student must continue to ask questions until the answer is finally given.
Each pair has one minute to try to elicit all three answers on the card, the other pair should
time them. When the minute has finished, the pair receive one point for each number of
answers guessed correctly.
One student in the other pair now picks up a card and takes one minute to elicit the
answers on the card from his/her partner.
The pairs take it in turns until all the cards have been used. The pair with the highest
number of points wins.

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7 Grammar 2
used to/would

The TV Show
Presenter
You host a daily fifteen-minute TV show where different social issues are
discussed. On today’s show, the topic is:
Is education better now than thirty years ago?
You have two guests on your show who will give their opinion. Your first guest
is a retired teacher who does not think that education is better now than thirty
years ago. Your second guest is a professor of social studies who thinks that it
is better.
Write some questions to ask the two guests in order to find out why they have
these beliefs.

$
Guest 1
You are going to appear on a daily fifteen-minute TV show where different
social issues are discussed. On today’s show, the topic is:
Is education better now than thirty years ago?
You are a retired teacher. You do not believe this and think that education is
worse than thirty years ago. A professor of social studies will also be appearing
on the show to argue that education is better now.
Think of as many ideas to support your opinion as possible. Make some notes
about why education used to be better for people and what they would do or
what they used to have in schools/universities thirty years ago that they do
not do or have now.

$
Guest 2
You are going to appear on a daily fifteen-minute TV show where different
social issues are discussed. On today’s show, the topic is:
Is education better now than thirty years ago?
You are a professor of social studies. You believe that education is better now
than thirty years ago. A retired teacher will also be appearing on the show to
argue that education is worse now.
Think of as many ideas to support your opinion as possible. Make some notes
about why education is better and what people do or have now that they did
not used to do or have thirty years ago in schools/universities.

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7 Grammar 2
used to/would

The TV Show
Target language: used to/would
Activity type: group roleplay
When to use: Use this activity after Lesson 7.2.
Time taken: 25 minutes
Preparation: Photocopy and cut up one worksheet for each group of three students in
the class.

Procedure
Put students into three groups. Give one group a copy of the Presenter role card, another
group a copy of the Guest 1 role card and the third group a copy of the Guest 2 role card. If
the class does not divide into three, allocate an extra student to the Guest 1 group and if
there is a second extra student place him/her in the Guest 2 group.
Tell students to read their role cards and answer any questions they have. Ask students
to work with another person in their group and to discuss and prepare for the TV show.
Monitor and help where necessary.
Now, regroup the class so that a Presenter, a Guest 1 and a Guest 2 are working together.
Extra students will mean one or two groups will have an extra guest. When students are
sitting together and are ready, ask them to roleplay the TV show with the Presenter taking
control of the discussion. Monitor and make a note of any errors where necessary.
After 15 minutes, tell students to stop. Elicit how the discussion went from one or two
groups. Finally, ask students to give their real opinions. Deal with any errors on the board.

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7 Grammar 3
modals of ability, past and present

How many people … ?

$
Find out how many people in the class … Find out how many people in the class …
a can speak more than two languages. a could use a computer as a small child.
(Ask which) (Ask when and how they learned)
b can’t drive a car. (Ask why they haven’t b couldn’t see their relatives very often as a
learned) child. (Ask why)

Find out how many people in the class … Find out how many people in the class …
a managed to achieve an important a were able to pass all their exams at
objective last year. (Ask what) school. (Ask how)
b didn’t manage to get up at the time they b weren’t able to do everything they wanted
planned this morning. (Ask why) to do yesterday. (Ask what they didn’t do)

Find out how many people in the class …

Find out how many people in the class …
a could ski when they were a child.
a can tell a joke in English. (Ask which one)
(Ask where they learned)
b can’t eat a certain kind of food.
b couldn’t understand a school subject at
(Ask which and why)
all. (Ask which)

Find out how many people in the class … Find out how many people in the class …
a were able to meet somebody famous a managed to save money last year.
when they were growing up. (Ask who) (Ask how)
b weren’t able to do everything they wanted b didn’t manage to do their last piece of
as a teenager. (Ask what) English homework. (Ask why)

Find out how many people in the class …

Find out how many people in the class …
a were able to travel abroad a lot as a child.
a can lose weight easily. (Ask how)
(Ask why)
b can’t see their friends as much as they
b weren’t able to do sport when they were
would like at the weekends (Ask why)
at school. (Ask why)

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7 Grammar 3
modals of ability, past and present

How many people … ?

Target language: modals of ability, past and present
Activity type: class survey
When to use: Use this activity after Lesson 7.3.
Time taken: 25 minutes
Preparation: Photocopy and cut up one card for each pair student in the class.

Procedure
Give one card to each student and allow them time to read it. (If there are more than ten
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, and that the second question would also be
formed in the affirmative (we don’t usually make questions in the negative), but that they
are looking for students who answer no.
Students mingle asking and answering questions. They can either write down the names of
the students they find, or make a mental note of what they are told.
Get feedback from the whole class about what they found out. If you have more than ten
students, allow those with the same card to confer first about the information.

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7 Vocabulary 1
education

Educational issues
Complete each statement with an appropriate verb in the correct form. Then put a cross (✗) in the column which
represents your opinion on each statement.

1=Totally agree 2=partially agree 3=it depends 4=partially disagree 5=totally disagree

1 You should always plan what you are going to say in English so that you do not 1 2 3 4 5

mistakes when you speak.

2 It is not always easy to see that you are progress when learning a
language.

3 Everybody should be given the opportunity to a degree and

from university.

4 a subject like music or physical education should never be obligatory.

5 It is best for their education if young people a decision about their

future career as early as possible.

6 If a student always good marks or exams it shows that he

or she is intelligent.

7 It is better to evaluate students on coursework and participation in class rather

than make them exams.

8 When you notes, you should try to write down everything the teacher
says.

9 Students learn more when they go to small classes or tutorials rather than when
they big lectures.

10 The best way to progress in a language is to live in a country where it

is spoken.

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7 Vocabulary 1
education

Educational issues
Target language: education
Activity type: group discussion
When to use: Use this activity after Unit 7 Lead-in.
Time taken: 30 minutes
Preparation: Photocopy and cut up one worksheet for each student in the class.

Procedure
Give each student a copy of the worksheet. Ask students to complete the statements with
an appropriate verb. Check answers with the class. Ask students to read the statements
again, this time putting a cross in the column which best represents their opinion for each
statement.
Put the class into groups of three or four students. Tell students to discuss each statement,
giving and comparing their opinions. Get feedback from one or two groups about their
discussions and find out which statements they agreed on or strongly disagreed on.

Answers
1 make 2 making 3 do/graduate 4 Taking 5 make 6 gets/passes 7 do/take/sit
8 take/make 9 attend 10 make

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7 Vocabulary 2
idioms and phrasal verbs

All about learning and knowing

Student A Student B
Replace the underlined expression(s) with an Replace the underlined expression(s) with an
appropriate idiom in the correct form. Make other appropriate idiom in the correct form. Make other
changes if necessary. changes if necessary.

1 Are there any people that you know very well? Why do you 1 When you were at school, which subject did you think was
think it is? very easy? Why was this?

2 When travelling abroad, have you ever learned any foreign 2 Who normally helps you if you have problems doing your
words by chance? Do you still remember them? What were homework? Do you ever help anybody else with their
they and what did they mean? homework?

3 When you were at school, did you pay attention in class or 3 Have you ever been a person who likes reading books a lot?
did you behave in a silly way? What did your teachers say Do you think children tend to be people who like reading
about your behaviour at school? books a lot these days?

4 If you were in an exam and you had no idea of the answer, 4 Do you think it’s better to memorise things before an exam?
would you invent an answer without thinking about it too Does it depend on the subject you are studying?
much? Have you done this often? Was it successful?




5 How easy do you find it to start doing homework when you
5 What things would you like to study again in order to have it? How do you motivate yourself?
remember better? How could you do this?




6 Do you think a teacher’s favourite student is always one
6 If you have no idea about how to say something in English of the most intelligent people in the class? What other
when you are in class, what do you do? What would you do characteristics do teachers really like?
if you were in an English-speaking country?




$

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7 Vocabulary 2
idioms and phrasal verbs

All about learning and knowing

Target language: idioms and phrasal verbs
Activity type: questionnaire
When to use: Use this activity after Unit 7 Vocabulary.
Time taken: 25 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Put students into two groups. Give one half the Student A worksheet and the other half a
Student B worksheet. Ask them to work with someone else in their group. Tell students to
substitute the underlined parts of the questions with an idiom or phrasal verb in the correct
form. Check the answers with both groups.
Put a Student A with a Student B. Tell students to ask and answer each other’s questions.
Remind them not to look at each other’s worksheets to increase their listening practice.
Get feedback from one or two pairs about their answers.

Answers
Student A: 1 inside out 2 picked up 3 mess around 4 make a wild guess 5 brush up on
6 haven’t got a clue
Student B: 1 a piece of cake 2 gives you a hand/give anybody else a hand
3 bookworm/bookworms 4 learn things by heart 5 get down to 6 pet

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8 Communication
express and respond to feelings

Feeling good?

Our
future

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8 Communication
express and respond to feelings

Feeling good?
Target language: express and respond to feelings
Activity type: group discussion
When to use: Use this activity after Unit 8 Communication.
Time taken: 20 minutes
Preparation: Photocopy one worksheet for each student in the class.

Procedure
Give each student a copy of the worksheet. Tell them that they are going to think about how
they feel about possible future changes to our lives and our world. Ask them to choose one
circle and write inside it something about the future that they feel good about. Students
should not write full sentences, just one or two words. They must not show it to anyone
else and they should not move from circle to circle in logical order but move randomly
around the page.
Ask students to think about the future and write something they are worried about;
something they are excited about; something they feel depressed about; something they
feel frightened about; something they feel nervous about; something they feel proud
of. Make sure you give them enough time to think of something and note it down before
moving onto the next one.
Put students into groups of three or four and ask them to show each other their worksheets
in turn. The other students in the group should try to guess what each of the word(s) in the
circles refer to, e.g. I think that you’re excited about new technology. They must then ask
the students to explain their feelings and respond to them accordingly. E.g. I think that in
a few years everything will be connected to the Internet and our lives will become easier. I
wouldn’t want that. I think it would make our lives even busier.
When all the students have discussed their worksheets, elicit feedback from one or two
groups about what they discussed.

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8 Grammar 1
Second Conditional

In what circumstances would you …

1 2 3 4 5
… leave a
… have … get angry
START cosmetic
surgery?
with your
teacher? ? restaurant
without
paying?
?
11 10 9 8 7 6
… stay at
… change your
job?
home all
weekend? ? … fail your
English exam?
… lie to your
best friend?
… steal from a
shop?

12 13 14 15 16 17
… lend a lot
of money to a
friend? ? … hitchhike?
… sleep in the
street?
… not eat for a
whole day? ?
23 22 21 20 19 18
… start
… kiss one

? of your
classmates?
… cheat in a
game?
studying
another
language?
? … argue with
somebody?

24 25 26 27 28 29
… not go
… break a
window?
… stay up all
night? ? … become a
vegetarian?
… commit a
crime?
to work or
school?

34 33 32 31 30

FINISH
? … cry?
… appear on
TV? ? … go on
holiday alone?

If am tired, I’d go to bed. (7) If I could, I’d travel the If they would be quiet, we could
(If I were or was) world. (3) continue. (7) (If they were)

Peter would play better if he You’ll get a good mark if you People might be happier if they
practised more. (3) studied. (7) (You would) had more money. (3)

If she might see him, she’ll tell I’d lend him a pen if I had If I can drive, I’d buy a car. (7)
him. (7) (If she sees him) another. (3) (If I could drive)

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8 Grammar 1
Second Conditional

In what circumstances would you …

Target language: Second Conditional
Activity type: board game
When to use: Use this activity after Lesson 8.1.
Time taken: 25 minutes
Preparation: Photocopy and cut up 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 board, a set of cards
and a dice and counters.
Ask students to throw the dice and decide who goes first. The first player throws the dice
and moves along the board. He/She must talk about the item on the board and say in which
circumstances those things would happen. The other students in the group should correct
the students’ use of the Second Conditional if necessary.
If a player lands on a ? square, another student must pick up a card and read it out. The
player should say if the sentence is correct or incorrect. If it is incorrect, he/she should
correct it. If the player is correct, he can stay on that square. If he/she is incorrect, he/she
must miss a turn.
The winner is the first person to reach the FINISH square.

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8 Grammar 2
adverbs

Adverb bingo
$

QUIETLY CAREFULLY USUALLY PROBABLY

REALLY COMPLETELY SURPRISINGLY ACTUALLY

WELL QUICKLY HARD GENTLY

UNFORTUNATELY DEFINITELY HARDLY EVER BASICALLY

1 I want to see Peter tonight. There’s something important I need to tell him. (really/definitely)

2 She did the exam really and the teacher gave her a good mark. (well)

3 I see my family as they live in another country. (hardly ever)

4 She drives very . She’s never had an accident. (carefully).

5 I have a piece of toast for breakfast but sometimes I have something different at the weekend. (usually)

6 She was exhausted after walking all day in the countryside. (completely)

7 If you work , you should pass all your exams without any problems. (hard),

8 She speaks very and it’s very difficult to hear what she’s saying. (quietly)

9 , the worst student in the class got the best mark. (Surprisingly)

10 We’ll arrive around 6 o’clock but I can’t be sure. (probably)

11 Peter said it started at 8, but it starts at 8:15. (actually)

12 If we walk , we should get there on time. (quickly)

13 If you touch the animals , they won’t hurt you. (gently/carefully)

14 , I said something that I shouldn’t have said and my friend felt very upset. (Unfortunately)

15 , all you need to do is bring some warm clothes and a packed lunch. (Basically)

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8 Grammar 2
adverbs

Adverb bingo
Target language: adverbs
Activity type: bingo
When to use: Use this activity after Lesson 8.2.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each student in the class; two
worksheets for extension work.

Procedure
Give each student a copy of the bingo sheet and ask them to look at the adverbs in pairs
and check they understand them. Ask them to circle eight of the adverbs of their choice.
Read out the sentences in order, substituting the dotted line for ‘beep’. Students put a
cross through the adverbs if they fit the sentence. The first student to put a cross through
all of the adverbs that they circled shouts ‘bingo’. Check that the bingo is correct, by
reading out the sentences again and having the student tell you the correct adverb.
As an extension activity, give students another bingo sheet and play again with the rest of
the sentences or sentences that you invent. This could also be played in small groups, with
students writing their own sentences (especially for revision) and reading them for other
members of the group to play bingo.

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8 Grammar 3
Third Conditional

Class reunion
$
After you left school you became a scientist.
After you left school you travelled across Africa
You spent five years doing research and discovered an
for a year and decided to move to Kenya.
important new medicine.

You loved your summer job in a supermarket After you left school you started an Internet
so much when you were 16 that you bought the shop company which became very successful and made
when you were 21. you a millionaire.

You wanted to move to London after you left

After you left school you became an archaeologist
school but you got a job near your hometown instead
and discovered a lot of old gold coins.
and then met your future husband/wife.

After you left school you became a marathon After you left school you won a TV singing contest
runner and won a gold medal at the Olympic Games. and became a professional opera singer.

You helped your parents in their restaurant After you left school you entered a
at weekends and became a chef yourself. You now photography competition and won £25,000 to
have a TV cookery show. start a photography business.

After you left school your parents bought you

When you were at school people always told
an expensive bike so you decided to cycle
you that you were funny so you became a comedian.
around Europe.

$
What turning points were there in everyone’s life?

1 If hadn’t , he/she wouldn’t .

2 If .

3 If .

4 If .

5 If .

6 If .

7 If .

8 If .

9 If .

10 If .

11 If .

12 If .

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8 Grammar 3
Third Conditional

Class reunion
Target language: Third Conditional
Activity type: class mingle
When to use: Use this activity after Lesson 8.3.
Time taken: 25 minutes
Preparation: Photocopy and cut up one role card for each student in the class and one set of
sentences for each pair of students to complete.

Procedure
Give each student a role card but they should not show it to anyone else. Role cards can
be repeated if there are more than 12 students in the class but for large groups (e.g. 16+),
divide the class into two and have them working within their group only. Role cards will not
need to be repeated in this case.
Tell students to imagine that this is what happened to them after they left school. Explain
that today they are having a class reunion and they should mingle with their old classmates
to find out about each other’s lives since leaving school.
Tell students to mingle and share information for about ten minutes. Make it seem like a
party with music if possible.
Once students have spoken to everyone, put them into pairs and give each pair a set of
sentences to complete. Tell students that they have to try to remember what the turning
point in everyone’s lives was. Ask the class to complete the first sentence using one student
as an example, e.g. If Emma hadn’t travelled across Africa, she wouldn’t have moved to
Kenya. Now ask students to work in pairs and complete the rest of the sentences as quickly
as possible. The number of sentences that need to be completed depends on the number
of role cards distributed. E.g. If there are eight students mingling, they will only need to
complete eight sentences.
The winners are the first pair to complete all of their sentences.

Answers
1 If (name) hadn’t travelled across Africa, she wouldn’t have moved to Kenya.
2 If (name) hadn’t become a scientist, he/she wouldn’t have discovered an important
new medicine.
3 If (name) hadn’t loved his/her summer job in a supermarket so much (when he/she
was 16), he/she wouldn’t have bought the shop (when he/she was 21).
4 If (name) hadn’t started an Internet company, he/she wouldn’t have become a millionaire.
5 If (name) hadn’t become an archaeologist, he/she wouldn’t have discovered a lot of old
gold coins.
6 If (name) had moved to London, he/she wouldn’t have met his/her husband/wife.
7 If (name) hadn’t become a marathon runner, he/she wouldn’t have won an Olympic
gold medal.
8 If (name) hadn’t won a TV singing contest, he/she wouldn’t have become a professional
singer.
9 If (name) hadn’t worked in his/her parents’ restaurant, he/she wouldn’t have become
a chef and got a TV show.
10 If (name) hadn’t entered a photography competition, he/she wouldn’t have started
his/her own business.
11 If people hadn’t told (name) that he/she was funny, he/she wouldn’t have become
a comedian.
12 If (name)’s parents hadn’t bought him/her an expensive bike, he/she wouldn’t have
cycled around Europe.

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8 Pronunciation
sounds and spelling /ɒ/ /ɔ:/ /əυ/

Phonemic crossword
1

3 4

6 7 8

9 10 11

12

13

14

15

16 17

18

19

20

$
Student A Student B

Across clues Down clues

5 /kɒtd/ 1 /kɒnfdənt/
7 /ɔ:lwez/ 2 /rəυp/
9 /fɔ:t/ 3 /rəυmæntk/
10 /trɒpkəl/ 4 /mɔ:tælət/
12 /skɔ:/ 6 /gləυbəl/
14 /gɒgəlz/ 8 /wɔ:təfɔ:l/
16 /ɔ:gænk/ 11 /kəυst/
18 /drɔ:ŋ/ 13 /səυlə/
19 /lɔ:/ 15 /dɔ:tə/
$

20 /snəυkæpt/ 17 /kɒnflkt/

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8 Pronunciation
sounds and spelling /ɒ/ /ɔ:/ /əυ/

Phonemic crossword
Target language: sounds and spelling /ɒ/ /ɔ:/ /əυ/
Activity type: crossword
When to use: Use this activity after Lesson 8.2.
Time taken: 25 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Give a blank crossword to all students. Divide students into two groups. Give one half of the
class the Student A worksheet and the other half the Student B worksheet. Ask students
to work with someone from the same group and translate the phonemic script to complete
either the across or down sections of their crosswords.
Pair a Student A with a Student B. Each student now takes it in turns to define the words in
his/her crossword so that his/her partner can guess the word and complete the second half
of his/her crossword.

Answers
Across: 5 cottage 7 always 9 fought 10 tropical 12 score 14 goggles 16 organic
18 drawing 19 law 20 snowcapped
Down: 1 confident 2 rope 3 romantic 4 mortality 6 global 8 waterfall 11 coast 13 solar
15 daughter 17 conflict

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8 Vocabulary
word building

Societal values
Student A
Complete the questions by adding a prefix to the words in brackets.

1 Which group(s) of people in society do you think work hard but are
(valued)?

2 Which group(s) of people do you think are valued too highly and are therefore
(paid)?

3 Is being (honest) always considered to be a bad thing?

Why (not)?

4 What happens if you are (polite) in public in your country?

5 Are people becoming more (patient) these days? Why (not)?

6 Is your Government worried about people who eat a lot of junk food and are
(weight)? If yes, what are they trying to do to stop them
from  (eating)?

7 Are young people too (dependent)? Why (not)?

8 Does society treat people with (abilities) fairly?

$
Student B
Complete the questions by adding a suffix to the words in brackets. You might need to
make some spelling changes to the word too.

1 How is an (achieve) usually celebrated in your country, for

example, passing an exam or getting a promotion?

2 Is the system for the (create) of new laws fair?

3 Is more (import) placed on money or family?

4 Is there a lot of available (employ) at the moment?

5 Are there any kinds of (punish) in your country that you

disagree with?

6 Which is celebrated more highly? (ignore) or (intelligent)

?

7 Do all people receive free medical (treat) ?

8 Is (happy) valued too highly?

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8 Vocabulary
word building

Societal values
Target language: word building
Activity type: questionnaire
When to use: Use this activity after Unit 8 Vocabulary.
Time taken: 30 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Divide students into two groups. Give one half the Student A worksheet and the other half
a Student B worksheet. Ask them to work with another student in their group and add
either a prefix (Student A) or suffix (Student B) to the words in brackets to complete the
questions. Check the answers with both groups.
Put a Student A with a Student B. Ask students to ask and answer each other’s questions.
Remind them not to look at each other’s worksheets to increase their listening practice.
Get feedback from one or two pairs about their answers.

Answers
Student A: 1 undervalued 2 overpaid 3 dishonest 4 impolite 5 impatient
6 overweight/overeating 7 independent 8 disabilities
Student B: 1 achievement 2 creation 3 importance 4 employment 5 punishment
6 ignorance/intelligence 7 treatment 8 happiness

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9 Communication
answer interview questions

Job hunting

Happy Holidays HAP P Y KIDS

for Kids HOL IDAY S for

Activities Assistant required for July and August at a summer camp

for 8–12 year olds from all over Europe.
You will work with five other assistants, taking the children on
sightseeing trips and helping with activities such as tennis, volleyball,
swimming and karaoke nights. You will be expected to work 40 hours
a week, including evenings and weekends. The salary is £400 per
week, including accommodation and food.
If you are interested, please call Matthew Stone on 06623 756903.

$
Interviewer
You work for Happy Holidays for Kids as their general manager. You have advertised for the position of Activities
Assistant and today you are going to interview two people for this job. Prepare your questions.

$
Interviewee A
You are looking for a summer job and have applied for the position of Activities Assistant at Happy Holidays for Kids.
Today you are going to be interviewed for the job by the general manager.
In the interview, there will be two interviewees – you and another person – so you must do your best to present your
best qualities to the manager. Think about what questions he/she might ask and prepare your answers.

$
Interviewee B
You are looking for a summer job and have applied for the position of Activities Assistant at Happy Holidays for Kids.
Today you are going to be interviewed for the job by the general manager. Think about what questions he/she might
ask and prepare your answers.
In the interview, there will be two interviewees – you and another person – so you must do your best to present your
best qualities to the manager. Think about what questions he/she might ask and prepare your answers.

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9 Communication
answer interview questions

Job hunting
Target language: answer interview questions
Activity type: roleplay
When to use: Use this activity after Unit 9 Communication.
Time taken: 30 minutes
Preparation: Photocopy one worksheet for each group of three students in the class.

Procedure
Divide students into three groups – interviewers, interviewee A and interviewee B. If there
are any extra students, ask them to join the group of interviewers. Distribute copies of the
job advertisement among the students. Ask them to share and read the ad.
Give students in each of the three groups the appropriate role card. Ask them to read it and
check if they have any questions.
Ask students to work with someone within their group and either prepare questions
(interviewers) or prepare answers (interviewees). When they have finished, ask one student
from each group to sit together so that there is an interview, an interviewee A and an
interviewee B together. If you have extra students, create one or two groups of four, with
two interviewers and two interviewees.
Ask students to roleplay the interview. Monitor and note down any errors. When they have
finished, invite each interviewer to say which interviewee he/she would employ and why.
Deal with any errors on the board.

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9 Grammar 1
make, let, allow

Jumbled questions
Student A
Put the words in the correct order to make questions.

1 help/your/teenager/parents/housework/did/were/a/you/the/make/you/when/with ?

2 go/late/parents/did/were/15/you/your/let/you/when/out ?

3 many/in/allowed/places/your/smoke/are/you/to/public/country/in ?

4 politician/would/taxes/if/you/make/higher/people/you/were/a/pay ?

5 should/you/wear/clothes/allowed/think/do/school/to/normal/to/be/children ?

6 let/go/would/teenager/16/alone/of/a/you/holiday/on ?

7 head/teacher/company/let/or/your/evaluate/should/school/you/or/your/manager ?

8 allowed/while/a/phone/people/to/your/use/driving/are/in/country/mobile ?

$
Student B
Put the words in the correct order to make questions.

1 activities/did/child/make/were/when/your/extra-curricular/do/you/parents/you/a/any ?

2 were/let/child/did/parents/a/when/up/stay/late/you/your/you ?

3 the/country/maximum/what/your/is/are/allowed/drive/speed/you/in/to ?

4 were/make/students/if/you/would/a/exams/do/lot/of/you/teacher/a ?

5 people/should/vote/16/allowed/do/at/to/be/think/you ?

6 the/Government/do/all/think/hours/24/let/open/shops/a/day/should/you ?

7 let/use/machines/for/employers/projects/should/company/their/workers/own ?

8 18-year-olds/community/make/six/should/service/all/for/do/we/months ?

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9 Grammar 1
make, let, allow

Jumbled questions
Target language: make, let, allow
Activity type: questionnaire
When to use: Use this activity after Lesson 9.1.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each student in the class.

Procedure
Divide students into two groups. Give the Student A worksheet to half the class and the
Student B worksheet to the other half. Ask students to work with someone from the same
group and order the words to make questions. Check the answers with each group.
Ask a Student A to work with a Student B. The students ask each other their questions
without looking at each other’s worksheets, and discuss the answers.
Elicit one or two interesting answers from the whole class.

Answers
Student A:
1 Did your parents make you help with the housework when you were a teenager?
2 Did your parents let you go out late when you were 15?
3 Are you allowed to smoke in many public places in your country?
4 If you were a politician, would you make people pay higher taxes?
5 Do you think children should be allowed to wear normal clothes to school?
6 Would you let a teenager of 16 go on holiday alone?
7 Should your school or company let you evaluate your head teacher or manager?
8 Are people allowed to use a mobile phone while driving in your country?

Student B:
1 Did your parents make you do any extra-curricular activities when you were a child?
2 Did your parents let you stay up late when you were a child?
3 What is the maximum speed you are allowed to drive in your country?
4 If you were a teacher, would you make students do a lot of exams?
5 Do you think people should be allowed to vote at 16?
6 Do you think the Government should let all shops open 24 hours a day?
7 Should employers let workers use company machines for their own projects?
8 Should we make all 18-year-olds do community service for six months?

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9 Grammar 2
reported speech

Who told me that ... ?

Find someone in the class who … Name Extra information

1 went to the cinema last week. (Ask what they saw and their opinion)

2 has been ill this year. (Ask what the illness was)

3 is going away next weekend. (Ask where)

4 thinks they will be rich one day. (Ask why)

5 is afraid of some kind of animal. (Ask which)

6 is going to do something exciting after class. (Ask what)

7 went abroad last year. (Ask where)

8 has studied another foreign language. (Ask which)

9 did a part-time job when they were a student. (Ask what)

10 is missing somebody at the moment. (Ask who)

11 has some type of allergy. (Ask what)

12 went out for a meal last week. (Ask where)

13 can do a sport very well. (Ask what)

14 is planning to start a new job in the near future. (Ask what)

Now work in small groups. Report back to your group about the things you found out.

Pablo told me he was Mustafa said he was

going to London next allergic to peanuts.
weekend.

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9 Grammar 2
reported speech

Who told me that … ?

Target language: reported speech
Activity type: find someone who and group guessing game
When to use: Use this activity after Lesson 9.2.
Time taken: 30 minutes
Preparation: Photocopy and cut up one worksheet for each student in the class.

Procedure
Give out the worksheets and ask students to mingle in order to find somebody who
corresponds to their sentences, asking and noting down extra information when they do
find someone.
Divide students into groups of four. Each student takes it in turns to report back, using
reported speech, about one thing they found out about a member of the class without
saying the student’s name, e.g. Somebody told me that … . The other students in the group
must guess who said it, scoring one point if they guess correctly. The winner is the student
with the most points at the end.

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9 Grammar 3
past obligation/permission

Past rules and regulations

Student A
1 Ask your partner questions to complete the rules.

1 In Switzerland, women were not allowed to vote until 1971.

2 Until recently, pubs in Great Britain had every night.

3 In Italy, everybody had to go to church on Sunday until 1981.

4 During the rule of General Franco in Spain, women couldn’t have .

5 Before 1947, children in Great Britain didn’t have to go to school until after they reached the age of 14.

6 The Germans weren’t allowed until 1975.

7 Doctors in the Netherlands were first allowed to carry out euthanasia legally in 2002.

8 Men could in Russia after the Russian Revolution.

9 Americans couldn’t drink alcohol legally between 1950 and 1965.

10 Until 1976 London taxis had to carry by law.

2 Now discuss with your partner which four rules you think are false.

$
Student B
1 Ask your partner questions to complete the rules.

1 In Switzerland, women were not allowed until 1971.

2 Until recently, pubs in Great Britain had to close before 11p.m. every night.

3 In Italy, everybody had until 1981.

4 During the rule of General Franco in Spain, women couldn’t have their own bank accounts.

5 Before 1947, children didn’t have in Great Britain until after they reached the age of 14.

6 The Germans weren’t allowed to buy more than one car until 1975.

7 Doctors in the Netherlands were first allowed in 2002.

8 Men could have more than one wife in Russia after the Russian Revolution.

9 Americans couldn’t drink between 1950 and 1965.

10 Until 1976 London taxis had to carry some hay and a sack of oats by law.

2 Now discuss with your partner which four rules you think are false.

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9 Grammar 3
past obligation/permission

Past rules and regulations

Target language: past obligation/permission
Activity type: paired information gap
When to use: Use this activity after Lesson 9.3.
Time taken: 25 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Divide students into two groups. Give one group the Student A worksheet and the other
group the Student B worksheet. Ask students to work with someone from the same group,
checking vocabulary and writing questions for those sentences that have gaps in them. Go
around the class and check the questions.
Put a Student A with a Student B. Ask them to ask each other their questions and complete
their sentences, without looking at each other’s worksheets.
Check all the answers with the whole class, and then tell them that four are false. Students
discuss with their partners which four are false. Get feedback from the whole class, with
their reasons.

Answers
Numbers 3, 6, 8 and 9 are false.
Numbers 3, 6 and 8 are completely invented.
Number 9 was true but during the period 1920-1932.

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9 Vocabulary 1
job requirements

What do I do?
$

doctor hairdresser air steward

teacher farmer judge

plumber waiter musician

actor market researcher singer

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9 Vocabulary 1
job requirements

What do I do?
Target language: job requirements
Activity type: guessing game
When to use: Use this activity after Unit 9 Lead-in.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each group of four students in the
class.

Procedure
Divide the class into groups of four and give each group a set of job cards, shuffled and
facing down.
Ask one student to take a job card and look at it without showing the other students in the
group. The other students take it in turns to ask a yes/no question about what is required
to do the job, e.g. Does this person work in a team? Does this person need any formal
qualifications? Does this person have to be good at persuading people? Does this person
have to be fit? Is it a 9-5 job? Is this person self-employed? The first student to guess the job
during his/her turn gets one point.
Students take it in turns to pick up a card and answer the other students’ questions until all
the cards have gone. The winner is the student in each group with the most points.
As a follow-up, ask students in each group to work together and to decide which job is the
most difficult. They should talk about what the requirements for that job are and therefore
why it is the most difficult. They can then present their views to the class.

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9 Vocabulary 2
UK and US English

Pelmanism
$

CELL PHONE MOBILE PHONE BILL CHECK CHIPS

FRIES POST MAIL PETROL GAS

SHOPPING
MOTORWAY HIGHWAY MALL FLAT
CENTRE

APARTMENT CV RESUMÉ RETURN TICKET ROUND TRIP

UNDERGROUND SUBWAY FOOTBALL SOCCER FILM

MOVIE HOLIDAY VACATION TOILET RESTROOM

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9 Vocabulary 2
UK and US English

Pelmanism
Target language: UK and US English
Activity type: pelmanism
When to use: Use this activity after Unit 9 Vocabulary.
Time taken: 15 minutes
Preparation: Photocopy and cut up one worksheet for each group of three or four students in
the class.

Procedure
Divide students into groups of three or four and give each a set of cut up cards to each
group. Tell students to put the cards on the desk face down and spread out.
Explain the rules of the game. Each student takes it in turn to turn over two cards. If the
cards match (i.e. the word means the same), that student takes the two cards. They must
explain the meaning and say which one is American and which one is British English. They
then have to define the words, e.g. Petrol is something you put in your car to make it work.
The rest of the group checks that this is correct and if there is any dispute, they consult
with you. If the student does this correctly they keep the cards and if they do it incorrectly,
they put them back down on the table and mix up all the cards. The winner is the student
with the most cards at the end.
Go around the class, monitoring the students’ sentences. Fast finishers could share any
other words that they know that are different in UK and US English.

Answers
US English is first in each pair: cell phone/mobile phone; check/bill; fries/chips; mail/
post; gas/petrol; highway/motorway; shopping mall/shopping centre; apartment/flat;
resumé/CV; roundtrip/return ticket; subway/underground; soccer/football; movie/film;
vacation/holiday; restroom/toilet.

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10 Communication
talking about memories

Test your memory!

What have you learnt about your classmates during this course? Do you remember what they have talked about in
class? Complete each statement below with one or two names.

1 is a little bit younger than me.

2 has turned up late for a few classes.

3 enjoys travelling to exotic places and experiencing different cultures.

4 has a hectic lifestyle.

5 regularly plays some kind of sport.

6 lives in a lively suburb.

7 has got ill at some time during the course.

8 gets on very well with a stepmother or stepfather.

9 was brought up in a different place from where he or she was born.

10 managed to achieve an important objective last year.

11 met somebody famous when they were growing up.

12 revises a lot before exams.

13 hasn’t got a clue about computers.

14 has experienced major changes in his or her life recently.

15 was made to do housework when they were younger.

16 had a part-time job when they were studying.

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10 Communication
talking about memories

Test your memory!

Target language: talk about memories
Activity type: class mingle
When to use: Use this activity after Unit 10 Communication.
Time taken: 25 minutes
Preparation: Photocopy one worksheet for each student in the class.

Procedure
Give each student a copy of the worksheet and ask them to write a name of someone in the
class at the beginning of each sentence (if they can). They can include themselves if they
want.
Ask students to mingle, asking each other questions to check if they were right or not. Get
feedback from the whole group as to how much they know about each other.
As a follow-up, distribute the names of the students so that each one has a name that is
not theirs. Tell students to write three or four things about this person they have found out
during the course. Students then read out this information and the rest of the class guess
who it is.

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10 Grammar 1
I wish … /If only …

A different world
21 20 19 18
My family like
I don’t understand I didn’t save any
telling me what to MISS A
FINISH English grammar. money last year.
do. TURN
I wish … If only …
I wish …

17

I don’t speak a
third language.
If only …

12 13 14 15 16
GO I can’t cook very My best friend calls I chose the wrong
People spend too
much time on their
FORWARD well. me late at night. subjects at school.
computers.
ONE SPACE I wish … I wish … I wish …
I wish …

11

I don’t have much

free time.
I wish …

10 9 8 7 6
There are too many I didn’t pay GO BACK I can’t stop
People don’t do
cars in my city/ attention to my enough to protect
town. teachers at school.
TWO smoking.
the environment.
I wish … I wish … SPACES If only …
I wish …

I didn’t study very

hard at school.
If only …

1 2 3 4

My neighbours are I don’t have much We don’t have a

MISS A
START always really loud. money. family pet.
TURN
I wish … If only … I wish …

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10 Grammar 1
I wish … /If only …

A different world
Target language: I wish … /If only …
Activity type: board game
When to use: Use this activity after Lesson 10.1.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each group of three students in
the class.

Procedure
Put students into groups of three. Give each group a copy of the worksheet, a coin and
counters.
Students take it in turns to flip the coin and move forward. If the coin lands on heads, the
student should move forward two spaces; if the coin lands on tails he/she should move
forward three spaces. When he/she lands on a square, the student has to make a sentence
using I wish … or If only … and then say whether the statement is true or false for him/her.
Encourage students to be as creative as possible with their sentences. The other students
should check that the sentence is correct. If it is incorrect, the student should return to his/
her previous square. If it is correct, he/she can stay on the square until his/her next go.
The winner is the first student to reach the FINISH square. Elicit feedback from one or two
groups about anything interesting they learnt about each other.

Possible Answers
1 I wish my neighbours would stop being so loud.
2 If only I had more money.
3 I wish we had more homework.
5 If only I had studied hard at school.
6 I wish people would do more to protect the environment.
7 If only I could stop smoking.
9 I wish I had paid attention to my teachers at school.
10 I wish there weren’t so many cars in my town/city.
11 I wish I had more free time.
13 I wish I could cook well.
14 I wish my friends called me more often.
15 I wish I hadn’t chosen the wrong subjects at school.
16 I wish people wouldn’t spend so much time on their computers.
17 If only I spoke a third language.
19 I wish my family wouldn’t tell me what to do.
20 If only I had saved some money last year.
21 I wish I understand English grammar.

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10 Grammar 2
review of past tenses

Information swap
Student A
The world’s first supermodel
While others try to claim this title, Lisa Fonssagrives is widely thought to be the world’s first supermodel.
She was born in Sweden in 1911. While she was growing up, she became interested in (1) and was
encouraged by her mother. She later studied art and dance in Berlin and moved to (2) to study ballet. She
had already opened a dance school in Sweden. In 1936, she was standing
(3) when she was noticed by a photographer. He invited her to model
hats for him. The photographer sent some of her photos to (4) magazine.
By the time Lisa moved to the USA in 1939, she had already become (5)
but she was also working as a photographer. She worked with the most famous
photographers of the 1930s, 40s and 50s and she was the (6) model of
her generation, earning double the amount of other models at that time.
She married Fernand Fonssagrives in 1935 who she had met in Paris when she was
working as a (7) . She later divorced him and married Irving Penn who
worked as a photographer, in 1950.
While she was modelling, Lisa famously described herself as ‘a good clothes hanger’.
While many models ended their careers in their 30s, Lisa carried on into her 40s. She
used what she (8) to change her job and became a fashion designer after
she finished modelling. After six years she returned to the art that she had loved in her
earlier life and became (9) in the 1960s.
She died in 1992, leaving behind her husband and two children. A photo of Lisa taken
by her husband sold for $57, 360 at an auction in 2004.

$
Student B
The world’s first supermodel
While others try to claim this title, Lisa Fonssagrives is widely thought to be the world’s first supermodel.
She was born in Sweden in 1911. While she was growing up, she became interested in the arts and was encouraged by her
mother. She later studied (1) in Berlin and moved to Paris to study ballet. She had already opened
(2) in Sweden. In 1936, she was standing in a lift when she was noticed
by a photographer. He invited her to model (3) for him. The photographer
sent some of her photos to Vogue magazine.
By the time Lisa moved to (4) in 1939, she had already become a famous
model but she was also working as a (5) . She worked with the most
famous photographers of the 1930s, 40s and 50s and she was the highest paid model
of her generation, earning double the amount of other models at that time.
She married Fernand Fonssagrives in 1935 who she had met (6) when
she was working as a dance teacher. She later divorced him and married Irving Penn
who worked as a (7) , in 1950.
While she was modelling, Lisa famously described herself as (8)‘ ’. While
many models ended their careers in their 30s, Lisa carried on into her 40s. She used
what she had learnt about fashion to change her job and became a fashion designer
after she finished modelling. After six years she returned to the art that she had loved
in her earlier life and became a sculptor in the 1960s.
She died in 1992, leaving behind her husband and two children. A photo of Lisa taken
by her husband sold for (9)$ at an auction in 2004.

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10 Grammar 2
review of past tenses

Information swap
Target language: review of past tenses
Activity type: information gap
When to use: Use this activity after Lesson 10.2.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Divide students into two groups and give one half of the class a Student A worksheet
and one half of the class a Student B worksheet. Give each student a copy of the relevant
worksheet.
Ask students to read the text and then discuss what information could be missing in each
gap with another student from the same group. Ask them to prepare questions to find out
the missing information. Check the questions with each group.
Ask a Student A to work with a Student B but they should not show their worksheets to
each other. They take it in turns to ask each other their questions and complete their gaps
with the relevant information.
When students have completed their texts, ask them to discuss the life that they have read
about and compare Lisa Fonssagrives’s life with that of supermodels today.

Answers
Suggested questions for Student A: 1 What did she become interested in while she was
growing up? 2 Where did she move to study ballet? 3 Where was she standing when
she was noticed by a photographer? 4 Where/To which magazine did the photographer
send some of Lisa’s photographs? 5 What had she already become by the time she
moved to the USA in 1939? 6 What kind of model was she? 7 What was she working as
when she met Fernand Fonssagrives? 8 What did she use to change her job? 9 What did
she become in the 1960s?
Suggested questions for Student B: 1 What did she study in Berlin? 2 What had she
already opened in Sweden? 3 What did the photographer invite her to model for him?
4 Where did Lisa move to in 1939? 5 What was she also working as in 1939? 6 Where
had she met Fernand Fonssagrives? 7 What did Irving Penn work as? 8 What did Lisa
describe herself as while she was modelling? 9 How much did Lisa’s photo sell for
in 2004?

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10 Grammar 3
phrasal verbs

Acceptable or not?
$
It is acceptable to carry on trying to
It is acceptable to call off a wedding at the
succeed at something, even if you keep
last moment.
failing, or should you give up?

It is acceptable to come home from work

It is acceptable to turn up late when
and expect your partner or parent to have
meeting friends.
dinner on the table for you.

It is acceptable to come up with a lie

It is acceptable to take time off work/
about why you can’t attend a social event
school to get over a cold.
that you don’t want to go to.

It is acceptable to listen to other people’s It is acceptable to split up with a partner

conversations to find out what’s going on. by text.

It is acceptable to tell someone if they are It is acceptable to copy someone else’s

annoying you so that it doesn’t turn into a work rather than find out information
big problem. yourself for a school/university essay.

It is acceptable to call your best friend It is acceptable to ask a partner to stop

in the middle of the night if you’re going doing something if you can’t put up with it
through a bad time. any more.

$
$
ACCEPTABLE UNACCEPTABLE

ACCEPTABLE UNACCEPTABLE

ACCEPTABLE UNACCEPTABLE

ACCEPTABLE UNACCEPTABLE

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10 Grammar 3
phrasal verbs

Acceptable or not?
Target language: phrasal verbs
Activity type: group guessing game and discussion
When to use: Use this activity after Lesson 10.3.
Time taken: 25 minutes
Preparation: Photocopy and cut up one worksheet for each group of four students in the
class.

Procedure
Divide students into groups of four. Give each group a set of sentence cards in a pile, face
down on the table. Give each student an ACCEPTABLE and UNACCEPTABLE card.
One student picks up a sentence card and reads it out to the group. He/she must then
decide whether he/she thinks that the action is acceptable or unacceptable and place
the relevant ACCEPTABLE or UNACCEPTABLE card on the table, face down. The other
students in the group must decide whether they think the student will say it is acceptable
or unacceptable and place the appropriate card on the table, face down. When all of the
students have placed a card face down on the table, they can turn them all face up at
the same time. Those who have guessed the student’s answer correctly, get one point.
The student must now explain his/her choice. If the other students disagree with his/her
choice, they should say why.
It is now the next student’s turn. Students take it in turns to read out a card while the
other students guess if he/she thinks the statement is acceptable or not. The winner is the
student with the most points after all the statements have been discussed.
Elicit one or two points of discussion from the class.

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10 Pronunciation
pronouncing numbers

Facing facts
Student A

1 The world population is currently just under .

2 Becky Martz has collected banana labels since 1991.

3 Deserts make up of the Earth’s land surface.

4 The most expensive haircut cost $ in 2007.

5 The number of televisions in American homes between 1947 and 1952 increased by .

6 In his or her life, the average driver will honk his/her horn times.

7 Charles Darwin wrote his book On the Origin of the Species in the century.

8 On average, children laugh times a day. Adults laugh only a day.

9 If there are 1024 megabytes in a gigabyte, there are megabytes in three gigabytes.

10 Nelson Mandela was born on 18 July .

Answers to Student B’s facts: 1 one fifth 2 1,792 3 1912 4 $53.5 billion
5 8 per cent 6 17th century 7 37.8 8 $45 million 9 1963 10 1500s

$
Student B

1 Water makes up of the world’s surface.

2 There are steps to the top of the Eiffel Tower.

3 The Titanic sank on 14th April .

4 The richest man in the world in 2010 has a fortune of $ .

5 percent of Mexicans live in Mexico City.

6 Paper money was first used in Europe in the century.

7 100 degrees Fahrenheit is the same as degrees celsius/centigrade.

8 The most expensive private aeroplane ever made cost $ .

9 John F Kennedy was assassinated on 22nd November .

10 Shakespeare was born in the s.

Answers to Student A’s facts: 1 7 billion 2 10,000 3 one third 4 $16,420

5 10,000 per cent 6 15,250 7 19th century 8 400/15 9 3,072 10 1918

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10 Pronunciation
pronouncing numbers

Facing facts
Target language: pronouncing numbers
Activity type: quiz
When to use: Use this activity after Unit 10.2.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each pair of students in the class.

Procedure
Divide students into two groups. Give one half of the class a Student A worksheet and
the other half a Student B worksheet. Students work in pairs with someone from their
own group and try to complete the facts with appropriate numbers. Many of them will be
unknown so encourage students to guess.
Pair a Student A with a Student B but they must not look at each other’s worksheets.
Student A starts by reading out his/her facts and Student B confirms whether those facts
are correct or not. Student B then reads out his/her facts and checks his/her answers with
Student A.
The winner is the student with the most correct or closest guesses.

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10 Vocabulary
the senses

What am I describing?

Something you A drink you A memorable

An animal
really enjoy don’t like very place you’ve
you’re afraid of
eating much visited

A musical
An electronic Your most
instrument that Your favourite
device you use important
you’d love to be room to relax in
regularly possession
able to play

The month of
Your favourite Something you Your favourite
the year you like
dessert wear a lot type of weather
best

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10 Vocabulary
the senses

What am I describing?
Target language: the senses
Activity type: guessing game
When to use: Use this activity after Unit 10 Vocabulary.
Time taken: 20 minutes
Preparation: Photocopy and cut up one worksheet for each group of three or four students in
the class.

Procedure
Give each student a copy of the worksheet and ask them to write down one item of his/
her choice in each category, e.g. elephant, pizza, coffee etc. Students must not show each
other their worksheets. Now put students into pairs. Both students must give a description
of each item in each category so that the other student can guess what it is. One student
starts by describing an animal he/she is afraid of using expressions such as It looks/
feels/sounds/smells/tastes where possible, e.g. It looks strong but friendly. It sounds
heavy when it walks. It feels rough if you touch it. Its nose looks like a long thin grey tube
(elephant). The next student now describes his/her animal. This continues until all of the
items have been guessed. The winners are the first pair to finish.

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