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LTG 3 TRB.1

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Contents
Contents map of Students' Book
Introducti on
A few ideas for classroom procedures
The Language to go authors i
Language to go and EFL exams
Phonemi c symbol s
Teaching notes
Photocopiable activities
Photocopiable tests
Tests answer key
Photocopi abl e wri ti ng bank
4-5
6-7
8- 9
10
1 1
12
13-53
" 55-135
136-143
144-145
146-152
Cont ent s map of St udent s' Book
to go:
bul ary and
and liste
: Present
t dl ki ng:
Language t o go:
Vocabul ary and
Reading: 100 days a-t
Grammar: Second
wilh yet, already;'.:,
your life
Get talking: How
Lrst enrng: A t el ephone convef sat t on
Vocabul ary 2: Phrasal verbs about t el ephoni ng
Get t al ki ng: rol epl ay: On t he phone
Vocabul ary 2: Phrasal ve'bs about i l l ness
Get tal ki ng: rol epl ay: A vi si t to the doctor
Language t o go: Compari ng al t i t udes
Voca.bul ary and speaki ng: Expressi ons wi t h t i me
Reading: Long-distance comm uter
Grammar: ways t o express cont rast i ng i deas
Get t al ki ng and wri t i ng: At t i t udes t o work and t i me
';1;t:tat:?aitaltit
Speaki ng and vocabul ary: Happi ness
Li st eni ng: Survey about happi ness
Funct i on: Pol i t e quest i ons
Get t al ki ng: Personal i ssues
l ntroducti on
About Language to go
Many adul t st udent s of Engl i sh have a l i mi t ed amount
of t i me f or t hei r st udi es. They may requi re Engl i sh f or
bot h prof essi onal and soci al reasons, and are al so
aware t hat t hey're l i kel y t o use i t i n a number of
i nt ernat i onal si t uat i ons. Thev need t o ensure t hat t he
t i me t hey spend on t hei r Engl i sh l earni ng i s hi ghl y
f ocused and goal ori ent ed. They need t o be abl e t o
achi eve cert ai n t asks and t o l eave a l anguage cl ass,
somet i mes af t er a busy and t i ri ng day of worki ng or
studying, with a bite-sized chunk of Language to go
and a sense of 'Yes, I can do t hat - anvwhere i n t he
wor l d, i n Engl i sh!'
Language t o goi s a short course f or t hi s ki nd of adul t
st udent. Our underl yi ng pri nci pl e i s t hat st udent s
st art t he cl ass wi t h an obj ect i ve def i ned i n t erms of a
real i st i c out come, and f i ni sh wi t h t he l anguage t hey
need t o achi eve i t. So here's a qui ck overvi ew of
what t he course cont at ns:
r Four l evel s: El ement ary, Pre-l nt ermedi at e,
I nt ermedi at e and Upoer l nt ermedi at e. Each l evel
has 40 t eachi ng l essons, and each l esson nas
been caref ul l v wri t t en so t hat i t t akes around 60
mi nut es i n t he cl assroom,
o A Practice section, a Grammar reference and the
recordi ng scri pt s at t he back of t he St udent s' Book.
r A det achabl e Phrasebook i n t he St udent s' Book.
o A cl ass casset t e or CD wi t h t he l i st eni ng mat eri al.
. This Teacher's Resource Book, containing a
step-by-step guide to every lesson (including
answer keys), photocopiable activities,
phot ocopi abl e t est s and a wri t i ng bank.
. The Language fo go website (www.language-to-
go.com).
Language to go - a closer look
Students' Book
Cont ent
Each t eachi ng l esson i s desi gned t o l ast 60 mi nut es
and i s cont ai ned on t wo f aci ng pages, whi ch
rei nf orces vi sual l y t he rel at i onshi p bet ween t he
St udent s' Book l esson and t he cl assroom l esson.
I t f ocuses on a f i nal act i vi t y, by present i ng and
pract i si ng t he l anguage requi red and t hen i nvi t i ng
students to perform the activity at the end of the
l esson. The l esson begi ns wi t h a present at i on of t he
vocabulary needed for the final activity, then
cont i nues wi t h readi ng or l i st eni ng mat eri al whi ch
present s t he t arget st ruct ure(s) i n a meani ngf ul
cont ext. Thi s i s f ol l owed by some i nduct i ve grammar
work, f ocusi ng on t he meani ng and t he f orm of t he
st ruct ure, and by some pract i ce exerci ses. St udent s
shoul d now be equi pped t o do t he f i nal act i vi t y i n t he
Get talking section at the end of the lesson, which is
sometimes accompanied by a Get writing section.
fhe Language to go is exemplified in an easily
memori sed di al ogue i n t he bot t om corner of each
ri ght -hand page and act s as t he f ocus and goal of
t he l esson.
Mot i vat i on i s at t he core of successf ul l earni ng rn
general, and l anguage l earni ng i n part i cul ar; we have
therefore taken great care to choose topics and texts
whi ch wi l l st i mul at e t he st udent i nt el l ect ual l y as wel l
as l i ngui st i cal l y. Much of t he mat eri al has been
chosen so t hat i t ref l ect s t he i nt ernat i onal communi t v
of Engl i sh users, as nat i ve or non-nat i ve speaKers.
We have t ri ed t o use as manv i nt ernat i onal conrexrs
as possi bl e, si nce we're aware t hat our st udent s wi l l
use t hei r newl y acqui red l i ngui st i c compet ence not
j ust i n t hei r own count ry or i n an Engl i sh-speaki ng
one, but al l around t he worro.
Cycl i cal syl l abus
The course desi gn of Pre-l nt ermedi at e, I nt ermedi at e
and Upper I nt ermedi at e i s based on a cycl i cal syl l abus,
i n whi ch di f f erent aspect s of l anguage, such as
t enses, modal s, vocabul ary or f unct i ons, are
present ed several t i mes i n t he same l evel. The
advant age of t hi s approach i s t hat t he st ruct ures can
be naturally revised, recycled and consolidated on a
regul ar and f requent basi s. l t al so al l ows schoors ano
i nsi i t ut es wi t h a syst em of cont i nuous enrol ment t o
ensure t hat st udent s who arri ve l at er i n t he course
are not di sadvant aged by mi ssi ng out on l essons
whi ch have al ready deal t wi t h key st ruct ures.
At El ement ary l evel, we have not used a cycl i cal
syl l abus, as i t does not meet t he needs of
El ement ary st udent s, f or whom a speci f i c sequence
of acqui ri ng l anguage i s more usef ul. l t i s al so t rue
t hat t hi s l evel l ends i t sel f l ess wel l t o courses wi t h
cont i nuous enrol ment.
The pri nci pal syl l abuses i n t he course are Grammar
and Vocabul ary. The approach t o grammar i s l argel y
one of gui ded di scovery i n whi ch t he st udent s are
presented with examples of the target structure and
t hen i nvi t ed t o work out t he rul es rel at i nq t o f orm
and meani ng. Much of t he vocabul ary i s present ed i n
chunks as wel l as i ndi vi dual words, t o ref l ect t he way
we use Engl i sh i n real l i f e.
S ki l l s
The ski l l s of readi ng, l i st eni ng, wri t i ng and speaki ng
are al l pract i sed. Speaki ng i s at t he core of t he
philosophy of Language to go, and is the skill most
often practised, both in the Get talking sections and
i n t he pai r and group work act i vi t i es. The reaci i ng and
l i st eni ng mat eri al i ncl udes exampl es of Engl i sh whi ch
may be beyond t he i mmedi at e l evel of st udent s, but
i s t reat ed i n a way whi ch prepares t hem f or deal i ng
wi t h i t i n a real -l i f e cont ext. Wri t i ng i s del i berat el y not
pract i sed ext ensi vel y, si nce we f eel t hat i t i s a ski l l
whi ch can be more usef ul l y devel oped out si de t he
cl assroom, al l owi ng t he i nt eract i ve opport uni t i es of
t he cl assroom t o be exol oi t ed t o t hei r maxi mum on a
short course. However, several l essons al so i ncl ude
a Get writing activity, and further guidance is given in
t he Wri t i ng bank i n t hi s book.
Pronunci at i on i s deal t wi t h wherever i t i s appropri at e
t o t he grammar or t he vocabul ary syl l abus st rands,
f ocusi ng on st ress i n words, st ress i n sent ences and
t nt onat i on pat t erns rat her t han i ndi vi dual phonemes.
Addi t i onal mat er i al
The Practice section provides further exercises to
consol i dat e t he l anguage t aught i n t he mai n l esson.
For t eachers who have cl asses l ast i ng l onger t han 60
mi nut es; i t can be used i n cl ass, ei t her af t er t he
Practice exercises or at the end of the main lesson.
The exercises in the Practice section can also be set
for homework and have been written so that
st udent s can work on t hem al one.
The Grammar ref erence i s desi gned t o be a more
descri pt i ve expl anat i on of t he grammar poi nt s
covered i n t he mai n t eachi no l esson.
Phrasebook
Thi s i s a ref ormul at i on of some of t he l anguage t aught
n t he course, as wel l as a remi nder of ot her rel evant
,,vords and expressions which are appropriate to the
evel, and present ed i n a f ami l i ar phrasebook st yl e.
,A traditional phrasebook, with its list of useful words
and expressions, is at the core of the concept of
Language to go; in other words, language which is
organi sed and can be readi l y accessed when requi red
l n real -l i f e si t uat i ons.
Teacher's Resource Book
Thi s book cont ai ns:
. a l esson-by-l esson cont ent s map;
this introduction, with an overview of the course;
some t i ps on how t o make t he most of t he mat eri al;
a personal st at ement f rom t he aut hors;
how Language to go links with external
exami nat i ons;
a phonemi c chart;
st ep-by-st ep Teachi ng not es f or each l esson i ncl udi ng
answer Keys;
phot ocopi abl e act i vi t i es;
o photocopiable Tests with answer key;
. phot ocopi abl e Wri t i ng bank.
P hotocopi abl e activities
Teachers who have more t han 60 mi nut es' cl ass t i me
avai l abl e may wi sh t o provi de f urt her ski l l s pract i ce, so
we have provided some extra material. There are 40
extra activities, each one corresponding to a Students'
Book l esson, whi ch are desi gned t o be phot ocopi ed and
distributed to the students. Each activity will provide a
f urt her t went y t o 30 mi nut es' pract i ce of t he l anguage
t aught i n t he l esson. The t eachi ng not es opposi t e each
photocopiable activity are for your reference, providing a
gui de t o how t he act i vi t y shoul d be organi sed and
answer keys where relevant.
Photocopiable tesfs and answer keys
These are to be u-sed to check on the students'
progress at regul ar i nt erval s duri ng t he course.
There are f our f or each l evel, and t hey f ocus on t he
vocabul ary and grammar covered i n every t en l essons.
So t he i deal t i me t o do t hese t est s wi l l be wnen vou
have f i ni shed Lessons 10, 20,30 and 40.
Photocopiable writing bank
Thi s can be used at any poi nt i n t he course when you
t hi nk i t appropri at e f or st udent s' needs, or t o hel p
guide them with a particular Get writing activity.
The Language to go website
By cl i cki ng ont o www.l anguage-t o-go.com, you wi l l f i nd
material of interest to both students and teachers,
i ncl udi ng f urt her i nt eract i ve pract i ce exerci ses f or each
l esson.
Language-t o goi s an exci t i ng and i nnovat i ve course of
i nt ernat i ohal Engl i sh. l t combi nes t he basi c
requi rement s of a t i ght l y f ocused and mi ni mal i st short
course wi t h t he weal t h of mat eri al s appropri at e t o t he
l earni ng'pot ent i al of adul t s i n t he 21st cent ury.
I t cont ai ns t opi cs and t ext s desi gned t o mot i vat e adul t
st udent s wi t h soci al and prof essi onal reasons f or
l earni ng Engl i sh. l t has been wri t t en wi t h a mi xt ure of
ent husi asm, passi on and pedagogi cal ri gour by a t eam
of t al ent ed aut hors, and produced by edi t ors, desi gners,
researchers and many ot hers wi t h much l ove and care.
So, now it's over to you wilh Language to go. We hope
you and your st udent s enj oy i t.
Si mon Gr eenal l
Seri es Edi t or
a
a
a
a
a
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A few i deas for cl assroom procedures
Personalisation
Most adul t st udent s of Engl i sh are wi l l i ng t o t rust
t hei r t eachers because t hey bel i eve everyt hi ng t hey
do i s i n t hei r best i nt erest s. But now and t hen. t hey
must ask t hemsel ves, 'Why am I doi ng t hi s? How i s
t hi s rel evant t o me?' When t hi s happens, bot h
st udent and t eacher are f aced wi t h a oot ent i al
chal l enge t o t hei r mot i vat i on.
Personal i sat i on al l ows st udent s t o rel at e mat eri al t o
their own world. lt is therefore a key factor in
mai nt ai ni ng t hei r mot i vat i on, especi al l y duri ng
chal l engi ng act i vi t i es l i ke rol epl ays. The t eacher has
t o make sure t he st udent underst ands how an
act i vi t y rel at es t o t hei r l anguage-l earni ng needs.
Every activity in Language to go is designed to allow
maxi mum personal i sat i on f or st udent s. The l essons
are all constructed around a final activity, and these
act i vi t i es wi l l usual l y provi de an opport uni t y f or t hem
t o adapt t he l anguage bei ng used t o t hei r own
ci rcumst ances. For exampl e, duri ng t he present at i on
of a new t opi c, t here i s usual l y an appeal t o t he
st udent t o t hi nk about how much t hey mi ght know
about i t. On ot her occasi ons, t here mav be an
i nvi t at i on t o use t he t arget vocabul ary or grammar i n
sent ences whi ch are rel evant t o t he st udent.
l f you f eel t hat personal i sat i on mi ght be l acki ng at
any stage, for example, after a vocabulary exercise,
you coul d suggest t hat st udent s choose f our or f i ve
words whi ch t hey t hi nk mi ght be usef ul t o t hem,
or whi ch l ook l i ke words i n t hei r l anguage. or whi ch
sound ni ce, or whi ch t hey can pl ace i n cat egori es of
their own choice. After a grammar activity,
encourage students to write a couple of sentences
about themselves using the target structure.
You don't need to correct these extra activities,
al t hough you may want t o ask t hem t o share t hei r
answers with the rest of the class. In this way,
personal i sat i on can have t wo purposes:
t o consol i dat e t he l earni ng process and t o make
what t hey're doi ng rel evant t o t hemsel ves,
Vocabulary
The words and expressi ons whi ch f orm t he f ocus of
t he Vocabul ary sect i ons are t hose whi ch we t hi nk are
i mport ant at t hi s l evel. Most l essons onl y cont ai n
bet ween ei ght and t en i t ems f or product i ve l earni ng
(t hat i s, words whi ch t he st udent shoul d be abl e t o
use in spoken or written work, and not words which
t hey are abl e t o recogni se).
Many of t he vocabul ary i t ems are grouped i n t opi cs;
ot hers are grouped accordi ng t o some of t he rul es
behi nd word f ormat i on or col l ocat i on i n Enql i sh.
Encourage students to keep a vocabulary list
cont ai ni ng al l t he i t ems whrch t hey have l earnt.
Try to ensure that the list categorises the words in
di f f erent ways, i n order t o consol i dat e t he l earni ng
process.
When st udent s ask f or hel p i n underst andi ng words,
t ry not t o expl ai n t oo many i mmedi at el y, but ask
t hem t o hel p each ot her, or t o use di ct i onari es i f
t hey're avai l abl e i n t he cl assroom. Remember al so
t hat expl ai ni ng new words may bui l d t hei r
vocabul ary, but i t may not devel op t hei r abi l i t y t o
work out t he meani ng of words i n readi ng and
l i st eni ng act i vi t i es.
Speaki ng,
There are many opport uni t i es f or speaki ng pract i ce i n
Language to go. Firstly, there are many pair and
group work act i vi t i es based on a readi ng, l i st eni ng,
grammar or vocabul ary t ask. Secondl y, t here are
some l essons whi ch f ocus on f unct i onal l anguage
where t here i s a cl ear model of t he l anguage t o be
used. Thi rdl v, most of t he f i nal act i vi t i es i n t he l esson
(Get talkingl are opportunities to practise speaking.
Remember t o ai m f or a bal ance bet ween accuracy
and f l uency; not every act i vi t y needs your cl ose and
careful correction of errors.
Listening
The l i st eni ng mat eri al cont ai ns exampl es of
everyday, natural spoken English. Students may be
worried by the speed of delivery, thinking that it's too
f asb, so reassure t hem t hat t hi s i s al so qui t e normal
i n r6al l i f e, and t hat t he cl assroom i s t he best ol ace
to be exposed to this type of natural language. They
don't need to speak as fast themselves, but they do
ndbd pract i ce i n underst andi ng aut hent i c spoken
Engl i sh. The f ol l owi ng gui del i nes shoul d hel p t hem:
. Encourage st udent s t o f ocus on t he mai n i deas of
the listening passage and not get distracted by
words t hey don't underst and. The mai n act i vi t y
wi l l usual l y hel p t hem t o do t hi s.
o Help them to interpret clues from the context
(si t uat i on, t one of voi ce et c.). Thi s wi l l usual l y
enabl e t hem t o underst and a great deal more t han
the words will convev.
. Pl ay t he recordi ng a coupl e of t i mes (more t han
t hi s wi l l st art t o compromi se t hei r mot i vat i on),
even i f t he i nst ruct i ons onl y suggest once.
. Try not to play the recording and stop after every
phrase, as t hi s wi l l not gi ve t hem t he i mport ant
pract i ce i n l i st eni ng t o t he di scourse of spoken
Engl i sh.
I
I
;
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Wri t i ng
Writing is usually suggested in the Gef writing
sections as a way of showing that students have
mast ered t he l anguage whi ch has been f ocused on i n
t he l esson. Thev are al l meant t o be cl assroom
versi ons of si t uat i ons t hey may encount er out si de t he
classroom - letters, e-mails, exam-style essays etc.
The Writing bankin this Teacher's Resource Book
provi des phot ocopi abl e model s of t hese wri t i ng
genres wi t h accompanyi ng suggest i ons on how t o
expl oi t t hem i n cl ass
Encourage students to practise a form of process
writing: ask them to write down as much as they can
wi t hout worryi ng t oo much about bei ng accurat e.
Then ask t hem t o reread what t heV have wri t t en, or
maybe even show it to a partner. Encourage them to
be cri t i cal and t o revi se t hei r work i f necessarv. Then
ask t hem t o wri t e a f i nal versi on whi ch i ncorporat es
ext ra i deas and al l t hei r correct i ons. Remember t hat
wri t i ng can be an exerci se i n f l uency as wel l as
accuracv.
Readi ng
Much of t he readi ng mat eri al i nvol ves words whi ch
st udent s may not have come across, j ust l i ke i n real
l i f e. Many of t he accompanyi ng act i vi t i es are
desi gned bot h t o support t hei r general underst andi ng
of t he passage as t hey read i t, and t o check t hei r
comprehensi on af t erwards.
Try not to answer questions about difficult words,
but i nst ead, encourage st udent s t o work out t he
meani ng f or t hemsel ves.
Make sure t hat st udent s read t he passage once,
perhaps at t he end of t he l esson, j ust t o enj oy i t, t o
respond wi t h nat ural i nt erest t o i t and wi t hout havi ng
t o answer di f f i cul t ouest i onsl
Roleplays
" The rol epl ays are present ed as a f urt her opport uni t y
f or st udent s t o pract i se speaki ng. Some st udent s
enj oy rol epl ays, especi al l y i n a f orei gn l anguage.
Ot hers f i nd t hey make enormous demands on t hei r
i magi nat i on. For t hi s reason, we have t ri ed t o provi de
sui t abl e support i nt o t he rol epl ays, so t hat l ess
i magi nat i ve or creat i ve st udent s don't f eel under
pressure t o come up wi t h al l t he i deas t hemsel ves.
Go round t he pai rs or groups as t hey are doi ng t he
rol epl ays, l i st eni ng but not i nt errupt i ng, unl ess t hey
want hel p i n what t hey need t o do.
Try to avoid correcting students as they are doing
t hei r rol epl ays, but make a not e of maj or mi st akes,
i f you wi sh, and di scuss t hem wi t h t he whol e cl ass
at t he end of t he l esson,
Error correction
I t's a good i dea t o t hi nk about what and when you
correct before the lesson begins. Make this decision
part of your l esson pl an.
It's best to avoid correction during an activity which
f ocuses on f l uency unt i l af t er i t's over; on t he ot her
hand, it may be best to correct students in an activity
whi ch f ocuses on accuracy as t hey do i t. Look at
each act i vi t y i n t urn, deci de what i t s ai m i s ano
choose the best strategy.
Remember t hat l ess-conf i dent st udent s wi l l need
more encouragement t han ot hers, and your
correct i on may compromi se t hei r mot i vat i on.
You may al so deci de you onl y want t o i ndi cat e t he
student has made an error rather than correct it
yoursel f. Thi nk caref ul l y about your at t i t ude t o error
correct i on, and share your opi ni ons wi t h t he whol e
Jigsaw reading
Some activities involve a technique known as jigsaw
reading. This involves students working in pairs.
The f i rst i nst ruct i on wi l l be t o work separat el y on a
readi ng passage. wi t h separat e but compl ement ary
t asks t o perf orm. Thi s usual l y i nvol ves t hern t urni ng
to a specified text or activity in the lnformation for
pair and group work section at the back of the
St udent s' Book. The second i nst ruct i on wi l l be t o
work t oget her and t o share t he i nf ormat i on t hey have
gathered from the separate tasks.
Thi s t echni que i s at t he very heart of communi cat i ve
l anguage t eachi ng, as i t i nvol ves an i nf ormat i on gap
(St udent A knows somet hi ng t hat St udent B doesn't,
and vi ce versa) and a meani ngf ul exchange of
information during the second stage of the activity,
where t he st udent s t el l each ot her what t hey have
l earnt.
As l ong as t he st udent s underst and t he i nst ruct i ons,
it's best for the teacher simply to signal the start of
the two stages of the activity, and listen as the
pairs/groups perform it. You can finish the activity
sequence wi t h group f eedback t o check t he answers
are correct.
Pronunci at i on
Pronunciation work in Language fo go focuses more
on word..End sentence stress and intonation patterns
t han on i ndi vi dual phonemes. There are several
t echni ques you can use:
. Drilling can be individual or choral repetition of a
word or a sent ence. Choral reoet i t i on wi t h t he
whol e cl ass i s a way of bui l di ng up st udent s'
conf i dence i n pronounci ng st range words or new
sent ences.
. Backchaimng involves the repetition of different
parts of a sentence, often starting at the end, and
gradual l y addi ng part s unt i l you have reconst i t ut ed
t he whol e sent ence.
. Word linking focuses on the fact that when you
say words i n connect ed speech, t he i ndi vi dual
phonemes whi ch make up t he word may change.
Say the words separately, then say them in
connect ed speech and emphasi se t he way i n
whi ch t hev sound di f f erent.
The Language to go authors
Ar ami nt a Cr ace and Robi n Wi l eman
Arami nt a (Mi nt y) and Robi n l i ve i n Nort h London wi t h t hei r t wo young
daught ers, Pet ra and Lol a. Robi n's grown-up chi l dren (Mat i l da and t ri pl et s Joe,
Ti m and Georgi a) l i ve nearby.
Mi nt y works f ul l t i me f rom home as a f reel ance wri t er of Engl i sh-t eachi ng
mat eri al s. She has t aught i n Brazi l, Egypt, Port ugal and Spai n. She al so worked
f or many years as a t eacher t rai ner at l nt ernat i onal House, London. Robi n i s
based at I nt ernat i onal House, London, as a t eacher t rai ner Hi s prof essi onal
experi ence has t aken hi m t o Argent i na, Brazi l, Ecuador, Georgi a, l ndonesi a, l t al y,
Pol and, Russi a, Ukrai ne, Vi et nam and many ot her count ri esl He f requent l y
t ravel s abroad as an assessor of school s and t rarni ng courses.
We believe that Language to go is ...
f ast: our ai m i s t hat st udent s get useabl e l anguage f ast. The cl ear cont ext s and
real i st i c pract i ce mean t hat l anguage can be l earnt qui ckl y. At t he end of each
l esson, we hope st udent s wi l l f eel conf i dent about usi ng t he l anguage t hey
have learnt both insrde and outside the classroom.
st i mul at i ng: We bel i eve t hat bot h t eachers and st udent s wi l l be genui nel y
i nt erest ed i n t he mat eri al. The book i s di vi ded i nt o 40 separat e l essons. each
wi t h a di f f erent and (hopef ul l y) engagi ng t opi c. Across t he f our l evel s, t hi s
means t here are 160 di f f erent angl es. There i s a range of real -l i f e scenari os
whi ch are ori gi nal, up-t o-dat e and i nt ernat i onal.
user-f ri endl y: we have st ruct ured each l esson very caref ul l y t o ai d bot h new
and more experi enced t eachers. There shoul d be l i t t l e need t o 'cut and past e'-
each st age f l ows l ogi cal l y t o t he next. Lessons whi ch can al most t each
t hemsel ves shoul d save val uabl e pl anni ng t i me and gi ve bot h t eachers and
st udent s conf i dence i n t he cl assroom.
f l exi bl e: The i dea of t he course i s t hat i t i s bot h compact and expandabl e.
compact because each l esson i s t eachabl e i n one hour. Expandabl e because of
t he Pract i ce sect i on, t he Phot ocopi abl e act i vi t i es, t he ext ra i deas i n t he Teachi ng
Not es, as wel l as t he websi t e. Thi s 'shri nk-st ret ch' f eat ure means t he book i s
sui t abl e f or a wi de vari et y of course t ypes and wi l l cat er f or a wi de range of
st udent needs.
bal anced: Wi t hi n each l esson, t here i s vocabul ary, grammar, recept i ve and
product i ve ski l l s. There are cont rol l ed and f reer pract i ce act i vi t i es and l ot s of
opport uni t i es f or st udent s t o speak.
i nt ernat i onal: We t hi nk t he l essons have a broad appeal t o st udent s f rom manv
backgrounds and wi t h vari ed i nt erest s. Thev provi de t he basi s f or
communi cat i ng conf i dent l y i n many si t uat i ons i nt ernat i onal l v.
we very much enj oyed havi ng t he opport uni t y t o wri t e t hi s book as part of t he
seri es and we real l y appreci at e t he care and hard work of al l t hose i nvol ved i n
t he process. We hope you enj oy usi ng i t.
Arami nt a Crace
Robi n Wi l eman
10
The t abl e bel ow shows general equi val ences bet ween
the four levels of Language to go and two well-known
i nt ernat i onal exami nat i on boards, UCLES (Uni versi t y of
Cambri dge Local Exami nat i ons Syndi cat e) and Tri ni t y
Col l ege, i n t erms of t he l anguage t aught and t he t opi cs
covered i n t he f our books.
While Language to go is not an examination preparation
course, a st udent who has, f or exampl e, compl et ed t he
El ement ary l evel woul d have suf f i ci ent l anguage t o
at t empt UCLES KET, and st art a preparat i on course f or
UCLES PET. Exami nat i on t rai ni ng i s requi red f or al l EFL
exami nat i ons, and we woul d st rongl y advi se st udent s
t o f ol l ow an exami nat i on preparat i on course. But you
wi l l f i nd t hat some of t he exerci ses i n t he St udent s'
Book l essons, t he Pract i ce sect i on and t he
phot ocopi abl e Test s are si mi l ar i n f ormat t o t hose f ound
rn EFL publ i c exami nat i ons.
Not e t hat hi gher-l evel exams, such as UCLES CPE and
ESOL Grades 11-12, are not covered i n t hi s t abl e.
to go and EFL exams
For f urt her i nf ormat i on, cont act:
UCLES
Engl i sh as a For ei gn Language
"l Hi l l s Road
Cambri dge
CB1 2EU
Uni t ed Ki ngdom
fet +44 (0) 1223 553355
Fax: +44 (0) 1223 460278
E-mai l : ef l hel pdesk@ucl es.org.uk
www.uct es.org.uK
Tri ni t y Col l ege
89 Al bert Embankment
LOnOOn
SE1 7TP
Uni t ed Ki ngdom
Tel: +44 (0)20 7820 6100
Fax: +44 (0120 7820 6161
E-mai l: i nf o@t ri ni t ycol l ege.co.uk
www.trin itycol lege.co. u k
11
Phonemi c symbol s
The symbols in this chart represent the sounds used in standard British
Engl i sh and some of t he most common vari at i ons i n Ameri can Engl i sh.
We have used the symbols in the Teaching notes to help clarify
pronunci at i on poi nt s deal t wi t h i n t he l esson. We have not i ncl uded
them in the Students' Book, because we feel it is not always easy or
practical to teach them on a short course or a course involvinq
cont i nuous enrol ment.
However, you may find it useful to introduce certain symbols to
st udent s t o hel p t hem wi t h t hei r i ndi vi dual pronunci at i on needs. l f you
do, we would recommend that Vou:
. only teach a few symbols at a time - little and often;
o get students to practise the sounds, but do not aim for perfection -
a comprehensi bl e approxi mat i on i s good enough;
. relate the symbols to words which Students already know.
The example words here are all taken from the Longman defining
vocabulary of 2,000 words used in The Longman Active StudV
Dictionary and The Longman Dictionary of Contemporary English.
Consonants
p
b
t
d
k
s
f
pen; paper
boy; table
to; sit
do; made
car; make
go; bi g
four; wife
very; live
think; tooth
t hi s; ot her
say; bus
zero; nas
shop; wash
television; pleasure
have; ahead
cheese; watch
job; bridge
man; come
name; t en
t hi ng; si nger
wat er;f l ower
l at e;yel l ow
run; carry
yes; you
Vowels
r ' it; sister
e egg; sai d
E at; have
D on; dog (Uf )
Dr on; dog (US)
o up; mot her
u put; book
e address; brother
ir easy; she
qr art; father
cr al l; door
ur boot; shoe
3r early; work
Di pht hongs
er abl e;wai t
ar l; buy
cr toy; noise
eu over; go (UK)
ou over; go (US)
au ouu town
re ear; here
ee air; there (UK)
ue sure; poor
e
o
S
z
J
3
h
tJ
ds
m
n
{
w
I
r
j
t 1 2
Phot ocopi abl e
mat eri al
Photocopiable activities by Robert Armitage
and Rol f Donal d
Photocopiable tests (with answer key)
by Kenna Bourke
Photocopi abl e wri ti ng bank by Rol f Donal d
56-135
136-145
146-152
Vocabul ary Adj ecti ves and i ntensi fi ers
Grammar Past si mpl e and conti nuous
Language to go Tel l i ng stori es and exaggerati ng events
Hol d t he f ront page !
Ai m
To give students practice at using
t he past si mpl e, past cont i nuous
and intensifiers when telling stories
Mat eri al s
One story (A or B) per student
Ti me
30 mi nutes
Prepa rati o n
Copy and cut up one worksheet
per two students
Proced u re
1 l nt roduce t he t opi c by el i ci t i ng t he ki nd of st ori es you f i nd i n t abl oi d
newspapers. Ask st udent s t o t el l t he cl ass about a st range or f unny
story they have read about in the newspaper. '
2 Tell students that they will receive a story in picture form with some
vocabul ary t o hel p t hem. The st ory i s about somet hi ng t hat happened
t o t hem whi ch t hey want t o sel l t o a t abl oi d newspaper by maki ng
t he st ory as i nt erest i ng as possi bl e.
3 As an example, write on the board: ... quite a cold night... a little
snow on the ground. Ask the students to make the story sound more
interesting. For example: lt was a freezing night I extremely cold
night and there were three metres of snow on the ground.lf students
have done t he l esson i n t he St udent s' Book. remi nd t hem of rne
l anguage t hey st udi ed.
4 Put st udent s i nt o pai rs. Gi ve hal f of t he pai rs St ory A and t he ot her
hal f St orv B.
5 Gi ve t hem seven t o t en mi nut es t o prepare t hei r st ory. They shoul d
not wri t e whol e sent ences but t hey can wri t e not es. Hel p st udent s
i f /when necessary. l f some pai rs f i ni sh earl y, ask t hem t o pract i se
t el l i ng t he st ory qui et l y t o t hei r part ner.
6 Ask each st udent who has worked on St ory A t o f i nd a new part ner
who has worked on Story B.
7 l n t urns. t hey phone a l ocal Engl i sh-speaki ng newspaper and t ry ro
sel l t hei r st ory. Thei r part ner i s t he newspaper edi t or. Put st udent s
back t o back i f possi bl e, t o si mul at e t el ephoni ng. Tel l t he st udent s
t hat t hey shoul d onl y l ook at t hei r st ory i f t hey need hel p.
B Once bot h st udent s have t ol d t hei r st ori es, ask t hem t o work i n pai rs
t o t hi nk of possi bl e dramat i c headl i nes t hat woul d be sui t abl e.
9 Wri t e t hei r suggest i ons on t he board.
Ext ensi on
Writing:Students write their story in the form of a tabloid newspaper
art i cl e.
I
I
I
t
I
i
I
t
I
I
I
L
I
I
I
i
Hol d t he f ront page!
t home f rom t he pub / wi t h my
girlfriend / last night / twenty-
mi nut e wal k / across t he f i el ds
4 coul dn't see wel l/ but t wo
eyes / looked like a big black cat
2 no stars I dark I couldn't see
wel l/ onl v smal l t orch
5 af rai d / st art ed runni ng / up
t he hi l l / not st op unt i l / home /
tired
3 whi l e wal ki ng / suddenl y /
a roar I l arge ani mal
6 back t o t he f i el d /
t hi s morni ng / bi g pawpri nt
t husband and | / back to Bri tai n
from France I ferry I afler a
good hol i day
4 unfortunately / false teeth /
f el l out / i nt o t he sea / awf ul
2 hungry / f i sh and chi ps /
restaurant / crowded
5 next day / home / radio I
interview with a fisherman /
f ound f al se t eet h / f i sh
3 while eating / sea / rough /
husband seasi ck / si de of t he
boat / as f ast as possi bl e
6 surpri sed / phoned hi m /
husband's t eet h
57
@ Pearson Education 2002
Vocabul ary Sl eep
Grammar Subj ect and obj ect questi ons
Language to go Aski ng about and descri bi ng routi nes
Any answers?
Ai m
To give students practice at asking
about and descri bi ng rout i nes
using subject and object questions
Mat eri al s
One set of cards per group of
t hree or f our st udent s
Ti me
30 mi nut es
Prepa rati on
Copy and cut up one worksheet
per group
Proced u re
1 Tell students that they are going to play a question and answer game
in groups of three or four. Every student will receive four or five
cards, each one with a sentence written on it connected with thinos
t hat peopl e do i n t he home or i n t hei r dai l y l i ves.
2 As an exampl e, wri t e t he f ol l owi ng on t he board:
Something that people do when they go out in the evening
1)
2)
s)
What
3 Ask students to write down what they think would be the three most
popular answers. For example: Go to a bar, go for a meal, go to a disco.
Wri t e up t hei r suggest i ons on t he board. Est abl i sh t he t hree most
popul ar answers.
4 Elicit the question for the example sentence above: What do peopte
do when they go out in the evening?
5 Expl ai n t hat each card wi l l have a si mi l ar sent ence begi nni ng ei t her wi t h
something or with someone. Make it clear to students lhal someone
means a type of person or the title of a job. not a person's name.
6 Gi ve each group t hei r pi l e of si xt een cards f ai e down. Each st udent
shoul d t ake f our or f i ve cards, t hi nk about t he most popul ar answers
f or each sent ence, wri t e hi s/her t hree answers underneat h t he
sent ence, t hen wri t e t he quest i on. Al l ow seven t o t en mi nut es.
7 When st udent s have f i ni shed wri t i ng t hei r quest i ons, t hey shoul d
check them with yo"ir.
B St udent s now pl ay t he game. I n t urn, t hey ask t he quest i ons on t hei r
cards. The f i rst st udent asks t he st udent on hi s/her l ef t. l f t hi s
st udent gi ves one of t he t hree answers on t he card, he/she get s a
poi nt. Then t he next st udent has a chance t o answer, and so on unt i l
t he t hree answers on t he card have been f ound (or unt i l each st udent
has had t hree guesses). Every answer t hat mat ches an answer on t he
quest i on card recei ves a poi nt. The st udent wi t h t he most poi nt s at
t he end wi ns.
Any answers?
i Somet hi ng t hat peopl e do when t hey get home
i f rom work/school
i r t
t ^
; Someone who works somet i mes
i somet i mes duri ng t he day
i 1 )
I
i 2 )
I
t 3 )
I
at ni ght and
2)
3)
What ? i Who
Someone who peopl e wri t e t o j Somet hi ng t hat peopl e do when t hey are
i wat chi ng TV
1 ) i l
2) i z t
?r 1",
v t I u t
Who u i what ?
Someone who uses t he phone a l ot i n hi s/her work i Som"one peopl e compl ai n t o
i
1 )
2l
3)
Who
Somet hi ng t hat peopl e do when t hey're i l l
1 )
2l
3)
What
Somet hi ng t hat wakes peopl e up i n t he morni ng
1 )
2l
3)
What ?
;;ffi;;;-;;;,;;;;;;; *, ;;;;:,;;; - - - - - - -
1 )
2)
3)
What
Somet hi ng you see peopl e doi ng i n a bus or
a t rai n
1 )
2l
3)
What
Someone you wat ch i n a t heat re, a st adi um or a
concert hal l
1 )
2)
3)
Who
Somet hi ng t hat makes peopl e l augh
1 )
2)
3)
What
1 )
2l
3)
What
Someone who t r avel s a l ot i n hi s/her j ob
I
i 1 )
t
t Z l
I
r J l
I
?i w h o
I
1 )
2)
3)
Who
Someone you go t o when you have a probl em
1 )
2)
3)
Who
Someone you buy present s f or
1 )
zl
J,l
Who
@ Pearson Education 2002
59
Vocabul ary Associ ati ons
Grammar Future with willand going to
Language to go Maki ng deci si ons and gi vi ng reasons for deci si ons
Name i t
Ai m
To give students practice at using
willand going to for making
deci si ons about t he f ut ure, and at
gi vi ng reasons f or t hei r deci si ons
Mat eri al s
One set of cards per group of
t hree or f our st udent s
Ti me
25-30 minutes
Prepa rati on
Copy and cut up one worksheet
per'gr oup
Proced u re
1 I nt roduce t he act i vi t y by aski ng st udent s t o suggest di f f erent t hi ngs
t hat t hey have t o make deci si ons about i n t hei r l i ves.
2 Tel l t hem t hat t hey are goi ng t o pl ay a deci si on-maki ng game whi ch
t est s how qui ckl y t hey can make deci si ons. They wi l l pl ay t he game
i n groups and each group wi l l have si xt een quest i on cards.
The answer t o each card wi l l requi re t he name of a person, pl ace.
type of food, etc.
3 Expl ai n t he rul es of t he game. The si xt een cards are shuf f l ed and
pl aced f ace down i n t he mi ddl e of t he t abl e. St udent s t ake i t i n t urns
t o pi ck up a card and read i t t o t he group. The f i rst st udent t o respond
correctly with willand give a reason gets five points. (lf no one
responds wi t hi n t en seconds, t he card i s put t o t he bot t om of t he
pi l e.) The ot her st udent s t hen have a chance t o respond, al so wi t h
wi l l and gi vi ng a reason, f or t wo poi nt s. Fi nal l y, t he st udent who read
out t he card has t o summari se hi s/her group's responses. usi ng
going to. This student gets one point per correct sentence.
4 As an exampl e, t el l st udent s you are goi ng t o read t hem a card.
l f t hey want t o respond, t hey have t o cal l out t hei r name; t he f i rst
person t o say hi si her name wi l l get t he f i rst chance t o respond. Say:
You have a new dogl.cat. Decide what to call it. Follow the procedure
above, awarding five points to the first correct response and two
poi nt s f or ot her correct responses. Then ask st udent s t o summari se
the responses, for example: Laura is going to call it 'Snowy' because
it's white. David is going to ...
5 Put st udent s i nt o groups of t hree or f our. Check t he rul es. l f t here i s
any di sagreement abbut an answer, t he group shoul d cal l you.
6 Students play the garhe for twelve to fifteen minutes. Establish the
wi nner i n each group (t he st udent wi t h t he most poi nt s).
7 Then put t he f ol l oWhg quest i ons on t he board and ask st udent s t o
di scuss t hem i n t hei r groups:
Which questions were the most difficult for you to answer and why?
Do you like making decisions quickly or do you prefer to think about
something first? Why?
When should you think about something before making a decision?
60
I
I
I
I
I
I
I
I
t
I
I
I
Name i t
You're i n your favouri te
restaurant. Deci de what to have.
You've recei ved fl 100
for your bi rthday.
Deci de what to buy.
You're on hol i day.
You buy some postcards.
Deci de who to send them to.
A fri end from another country
i s comi ng t o vi si t you.
Deci de what t o show hi m/her.
It's your best fri end's
bi rthday next week.
Deci de what t o buy hi m/her.
You're i n t he vi deo shop.
Deci de what to take out.
It's a real l y hot day. You see an
i ce cream shop. Deci de what
ki nd of i ce cream to buy.
You're i n a newsagent's.
Deci de what newspaper/ magazi ne
to buy.
You're i n a di sco or wi ne bar.
Deci de what dri nk t o have.
You're on a TV game show.
You need some hel p wi t h
a questi on about hi story.
Deci de who to phbne.
You've won a hol i day for two.
Deci de who to take.
A fri end asks you to
recommend a book to read.
Deci de what t o recommend.
You want to relax by
l i st eni ng t o some musi c.
Deci de what to l i sten to.
You have a personal probl em
wi t h someone.
Deci de who to tal k to.
You want to take up a
new sport. Decide what to try.
You want to cook a
speci al meal for your partner.
Deci de what to cook.
fflffifififlI ,Tl A Pearson Eoucarnn Zaa2
61
-..-.'.--'
l i::l':- '" , ,-
::ii:::ti:'' .
Vocabul ary Educati on
Grammar Comparati ves and superl ati ves
Language to go Compari ng careers
:
il
Contrasti ng careers
Ai m
To give students practice at using
comparat i ves and superl at i ves
when di scussi ng di f f erent j obs
Mat eri al s
One worksheet per st udent
Ti me
30 mi nutes
Prepa rati on
Copy the worksheet
Proced u re
1 Ask students to write down two jobs, one they would really like to
have and one t hey woul d hat e. Now wri t e t he f ol l owi ng sent ences on
t he board and ask st udent s t o wri t e one or t wo si mi l ar sent ences
about t hei r t wo j obs:
A film star is better paid than a nurse.
A nurse has a more important I stressful job than a film star because ...
A film star has a more enjoyable life than a nurse because ...
A nurse needs better qualifications than a film star because ...
2 Ask i ndi vi dual st udent s t o t ei l you t he j obs t hey have wri t t en oown
and one of t he sent ences compari ng t he t wo.
3 Briefly review how to form comparatives.
4 Tell students that they will be given a worksheet with five pairs of
j obs i l l ust rat ed. For each pai r, t hey shoul d t al k about t he si mi l ari t i es
(i f any) and t he di f f erences, usi ng t he expressi ons i n t he t abl e on t he
worksheet and any ot hers t hat t hey want t o use.
5 Put st udent s i nt o pai rs and gi ve t hem each a copy of t he worksheet.
Ask t hem t o check t he meani ng and pronunci at i on of t he vocabul ary
first. They then have about ten minutes to discuss the five pairs of jobs.
6 Ask for brief feedback. NB For stronger students, see extension below.
7 Form groups of t hree,or f our st udent s t o di scuss t he quest i ons i n
Part B of the worksheet.
Ext ensi on
Speaking:
1 Wi t h st ronger st udent s, you coul d wri t e t he f ol l owi ng on t he board
before you move on to Part B:
the most exhaustrng the most important the most skilfut
the most difficult "the most dangerous the riskiest
Expl ai n t hat t hese are di f f erent ways of deci di ng how much peopl e
shoul d be pai d f or t hei r j obs. For exampl e:
People with the most,exhausting I the riskiest jobs should be paid
the most.
2 Ask st udent s t o f i nd a new part ner. I n pai rs, t hey shoul d di scuss
whi ch i s t he best way of deci di ng what peopl e shoul d be pai d and
gi ve t hei r reasons. They do not have t o agree. They have-about t hree
mi nut es. Ask f or f eedback.
Contrasti ng careers
Part A
Part B
a pol i ce of f i cer/a pi l ot
a l awyer/a musi ci an
a raci ng dri ver/a mi l i t ary of f i cer a doct or/a comput er programmer
a bank manager/a hai rdresser
have a/an
easy/ di f f i cul t/exci t i ng / enj oyabl e / bori ng /
saf e /dangerous / st ressf ul/ i mport ant
l i f e/j ob
nave a l ong / short
aar aar
NA
wel l -pai d / wel l -dresseo
neeo good qual i f i cat i ons / smart cl ot hes
@ Pearson Education 2002
63
Vocabul ary Level s of di ffi cul tY
Grammar Modal verbs for abi l i tv
Language to go Descri bi ng abi l i ti es and di ffi cul tl es
I can do i t l
Ai m
To give students practice at using
can, could, be able fo and manage
f o when t al ki ng about past and
present abi l i t i es and di f f i cul t l es
Mat eri al s
One rol ecard per st udent (A, B,
or D); several pai rs of sci ssors
Ti me
30 mi nut es
Prepa rati on
Copy and cut up one worksheet
nar { nr r r ci r r dont c
v v,,v v l
Procedu re
1 Wr i t e l can... l can't... on t he boar d. Askst udent st ot el l you some
things they can/can't do. Ask why, to elicit the word confidence.
2 Tel l st udent s you are goi ng t o read t hem an advert i sement about a
company. Wri t e t hese quest i ons on t he board:
What does the comPanY do?
How does it do this?
How long does it take?
3 Read t he advert al oud t wi ce. St udent s l i st en and answer t he
ouest i ons. Check t he answers.
THE CONFI DENCE COMPANY
l mprove your l i f e i n seven daYs!
. Do you f i nd i t di f f i cul t t o t al k t o peopl e at part i es?
. Do you get nervous when you have to give a presentation?
Our expert s wi l l hel p you t o be more conf i dent by t eachi ng you
t o rel ax, t o vi sual i se success and t o f i nd t he 'real' you.
Tel l st udent s t hat t hey are goi ng t o pl ay t he rol e of someone who
has done t he course. Copy Rol ecard A ont o t he board. Expl ai n t hat
t he 'bef ore' i nf ormat i on i s about Anna, bef ore she di d t he course;
the 'after' information is about two different people, after they did
t he course. The st udent s wi l l each be gi ven a si mi l ar rol ecard. They
have to collect two pieces of information about themselves after the
course and give away the information about the two other people,
by goi ng around and meet i ng di f f erent part ners. Wi t h each part ner,
t hey read al oud t he i nf ormat i on on t hei r 'bef ore' card. l f t hey have
i nf ormat i on about i hei r part ner, t hey gi ve hi m/her t he pi ece of paper
with the 'after' information on it^
Hand out a rol ecard t o each st udent and l et t hem check t hat t hey
underst and t he i ri l ormat i on on i t.
Di st ri but e sci ssors. Ask st udent s t o cut up t hei r cards so t hat t hey
have one 'before' card and two 'after' cards.
Check t he i nst ruct i ons. St udent s t hen st art f i ndi ng part ners and
exchangi ng i nf ormat i on.
When t hey have al l col l ect ed t he correct'af t er' i nf ormat i on, f orm
groups of f our st udent s - one Anna, one Mari an, one Paul and
one Brad.
Wri t e t he f ol l owi ng quest i ons on t he board:
What couldn't vou do before the course?
Have you managed to overcome your problem?
How do you feel now?
l n t hei r groups, st udent s t ake i t i n t urns t o i nt ervi ew each ot her.
They shoul d t ry t o answer wi t hout l ooki ng at t hei r cards.
1 0
Anna Mart i n
BEFORE
o I can't go out wi thout make-up on.
I feel undressed.
r I can't do si mpl e t hi ngs l i ke cook f or
fri ends or fami l y. I get too worri ed.
Mari an Severa
BEFORE
. I can tal k to peopl e one-to-one, but i n
my j ob I have to gi ve presentati ons
whi ch make me nervous.
o I al so fi nd i t di ffi cul t to answer
questi ons that peopl e ask me about
the oresentati on.
AFTER
I really enjoy my job now. Two weeks ago
I managed to tal k to an audi ence of fi fty
peopre.
AFTER
The day after the course I was abl e to
have my fi rst real conversati on wi th my
wi fe, after fi ve years of marri age.
AFTER
I went on my fi rst date l ast week.
After three years, I was abl e to ask a
woman i n my offi ce out on a date.
AFTER
I don't worry how I l ook now.
Last week I managed to go to the ci nema
wi thout weari ng any l i psti ck.
- r - r - r - i
AFTER
Last Saturday I invited my parents over
for di nner and I was abl e to cook a
three-course meal wi thout worryi ng.
6 1
AFTER
I al so managed to deci de where to go.
We went to a new French restaurant.
AFTER
I was al so abl e to deal wi th thei r
questi ons wi thout a probl em.
AFTER
I got promoted l ast month and I was at
a meeti ng i n Pari s where I managed to
communi cate my i deas cl earl y.
Paul Bodi n
BEFORE
o I can't get my message across very
easi l y. For exampl e, i t took me three
years to ask my wi fe out.
o I can't get my bosses to l i sten to and
understand my i deas.
Brad de Marco
BEFORE
o I can't chat up women. I j ust don't
know what to say to them.
o I can't make deci si ons very qui ckl y.
For exampl e, l ast week I fai l ed my
dri vi ng test because I coul dn't deci de
when to turn i nto the mai n road.
@ Pearson Education 2002
65
Vocabul ary
Grammar
Language t o go
Cri me
Adverbs of purpose
Descri bi ng reasons for acti ons
Be safe not sorry
Ai m
To give students practice at using
adverbs of purpose in the context
of wri t i ng up a report f rom a
sal es meet i ng
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 I nt roduce t he l esson by aski ng st udent s t o suggest what happens i n
meet i ngs. Thi s shoul d el i ci t f ake not es.
2 Wri t e FAOs on t he board. Ask st udent s t o t el l vou what t hi s st ands
for. lFrequently Asked Ouestions.l
3 Tel l st udent s t hat t hey wi l l recei ve t he not es of a sal es meet i ng
at a company t hat sel l s securi t y and saf et y product s. The meet i ng
di scussed how t o answer quest i ons of t en asked by cust omers.
They have t o use t he not es t o wri t e f ul l answers t o t he quest i ons.
4 Gi ve each st udent a copy of t he worksheet. Tel l t hem t o l ook at t he
i l l ust rat i ons of securi t y and saf et y equi pment at t he t op of t he page.
Check that they understand what each object is. (A satel/ite tracking
device is a device used for pinpointing someone's exact position
anywhere i n t he worl d.)
5 Ask st udent s t o l ook at t he sect i on ent i t l ed FAOsi n t he memo t o
sal es st af f, and at t he meet i ng not es bel ow. Expl ai n t hat t he meet i ng
notes give the answers to the FAOs, but are not in the correct order.
Ask st udent s t o f i nd t he answer t o t he f i rst quest i on and expand i t
into a full sentence: We recommend vou install smoke alarms and
buy fire extinguishers in case you have a fire.
6 Put st udent s i nt o pai rs. They have t o expand t he ot her answers i n
not e f orm and wri t e t hem next t o t he correct ouest i ons. Al l ow t hem
seven t o t en mi nut es. Then check t he answers.
7 I n pai rs, st udent s rol epl ay bei ng cust omers and sal es st af f. They t ake
t urns t o ask and answer t he quest i ons. Encourage t he sal es st af f t o
answer t he quest i on's f rom memory rat her t han readi ng f rom t hei r
worksheets
66
Be safe not sorry
f{lfilftlddlEfilE a Pearson Eoucarnn 2aa2
67 -.-
Vocabul ary
Grammar
Language t o go
Present perfect simple
Tal ki ng about your experi ence
Procedure
1 Tell students that you are going to give them a job advert to read.
Write the first line of the advert on the board: EDITOR FOR NEW
WEEKLY NEWS MAGAZINE WANTED.In pairs, students write down
any ot her i nf ormat i on t hat t hey t hi nk t hey wi l l f i nd i n t he advert. Al l ow
two or three minutes and then write uo their ideas on the board.
2 Gi ve each pai r a copy of Sheet A. Ask t hem t o check t he vocabul ary
and t hen see i f t he advert i ncl udes al l t he i nf ormat i on t hey were
expecting. Ask a few students to report back.
3 Tell students that, in pairs, they will roleplay two colleagues who
work for the agency that placed the advert in the newspaper. They
had so many good appl i cant s t hat t hey had t o i nt ervi ew hal f t he
applicants each. They will each receive the interview notes of the
best candidate they interviewed. They first have to tell their partner
about t hei r candi dat e and t hen t oget her choose t he best candi dat e f or
t he j ob by di scussi ng t he st rengt hs and weaknesses of each
candi dat e. They shoul d use t he advert t o hel p t hem. Fi nal l y. t hey have
t o present t hei r recommendat i on t o t hei r cl i ent, gi vi ng t he reasons f or
t hei r choi ce.
4 Give a copy of Sheet B to one student in each pair, and Sheet C to
t he ot her. (Emphasi se t o st udent s t hat t hey shoul d t el l t hei r part ner
about t hei r candi dat e, not j ust show hi m/her t hei r not es.) Gi ve t hem
seven t o t en mi nut es t o choose t hei r candi dat e and oreoare t hei r
recommendat i on.
5 Af t er seven mi nut es, make sure t hat al l pai rs are prepari ng t hei r
recommendat i on. They shoul d bot h be i nvol ved i n present i ng
t hei r recommendat i on.
6 Put pairs together into groups of four. Each pair presents their
recommendat i on t o t he ot her pai r, who pl ay t he rol e of t he cl i ent.
7 Cl ass f eedback.
68
Who's t he best candi dat e?
Ai m
To give students practice at using
the present perfect simple for
experience in the context of
choosi ng t he best candi dat e f or
t he j ob
Mat eri al s
One copy of Sheets A, B and C
per two students
Ti me
25-30 minutes
Prepa rati on
Copy and cut up Sheets A, B and
C oer two students
NAME:
Patrick O'Dclan
MARITAL STATUS:
Yerried /2 chi]df,qr
AGE:
3 8
PRESENT JOB:
Bditor of rnticrnl- snorts
rrra.lFTr na 'i n .naTTTA nf I fi r'l I -
tirrc jo;rrelists
WORK EXPERIENCE
lns uorked for a loca-l
newspaper (news reporter)
tns vorl<ed as a jcunralist for
several nagazines (Pop Stars,
Qrv^r]_ Crs,z'.t\
has rnritten sports and nusic
arficles for ss,reral- rnticrcl
newspapers
FURTHER TRAINING
has done courses on team
l.rrri l A'i nn :nd ] _ i ma m:n.arromonl _
LrLrr-L\-l l I I 9 C_t.LLl ul rLE l r4rqvq[ qru
OTHER RELEVANT EXPERIENCE
has been the nnnagrer of a
youth basketball team
kr,as worked as a volunteer Df
cn a local radio staticr-r
REASONS FOR WANTING JOB
has always been i:rtenested in
ng/VS retrrcrting
PERSONALITY
easrz cro'incr and self-mnfidgrt
NAME:.-
Anna 3chiavella
MARITAL STATUS:
3ingle
AGE:
33
PRESENT JOB:
Editor of regional newspaper, in
charge of a full-timejournalists
WORK EXPERIENCE
has worked for other local
newsPaPers
has been a politicaljournalist,
sports journalist arts journa list
FURTHER TRAINING
' has taken workshops on people
managemenf
OTHER RELEVANT EXPERIENCE
has directed some plays for
an amafeur fheatre group
has worked as a volunteer helping
people with fheir reading and writing
REASONS FOR WANTING JOB
would like the opportunity
to report on national and
infernational news
PERSONALITY
seerns very ambifious and
enfhusiasfic
EDITOR FOR NEW WEEKLY
NEWS MAGAZINE WANTED
E Previous experience essential
tr Must be good at managing teams
tr Must have good interpersonal skills
tr Must be good at working under pressure
Company car, company pension, salary negotiable.
Apply to Executive fobs, PO Box 75O, Nalu York.
@ Pearson Education 2002
69
Vocabul ary Topi cs of conversati on
Functi on Managi ng a conversati on
Language to go What to say i n soci al si tuati ons
Lovel y day, i sn't i t?
Ai m
To give students practice at using
t he f unct i onal l anguage i nvol ved
i n managi ng a conversat i on
Mat eri al s
One si t uat i on card per st udent,
pl us some spares (more f or a very
st rong cl ass)
I me
30 mi nut es
Prepa rati on
Copy and cut up one worksheet
per t hree t o si x st udent s (see
Procedure 4)
Procedure
1 As an i nt roduct i on, ask st udent s t o get i nt o groups of t hree or f our
and t el l each ot her about a soci al event/si t uat i on t hat t hey enj oyed or
t hat t hey hat ed. They have t hree t o f i ve mi nut es.
2 Ask each group to report back and write the situations on the board.
3 Tel l st udent s t hat i n pai rs t hey wi l l recei ve some cards. Each card
shows a soci al si t uat i on, f or exampl e, i n a rest aurant. Underneat h t he
pi ct ure t here are t hree l i nes of di al ogue. Fi rst t hey have t o deci de
where t he si t uat i on t akes pl ace and t he rel at i onshi p of t he peopl e.
Then t hey read t he l i nes of di al ogue and deci de how t hey mi ght be
used in a conversation (for example, to end the conversation).
4 Put st udent s i nt o pai rs and gi ve each pai r t wo cards (or f our i f you
have a very strong class; one if you have a very weak class). Give
t hem t wo t o t hree mi nut es t o l ook at t he cards.
5 Tell them that they have to prepare a conversation for each situation
whi ch i ncl udes t he l i nes of di al ogue on t he card. They shoul dn't wri t e
out t he whol e conversat i on, but can make bri ef not es about how t ne
conversation will develop. For example: 1) Start conversation, 2) ask
about the weather, etc. They should practise the conversations so
t hat t hey can act t hem out t o ot her pai rs. Al l ow about seven mi nut es
f or t hi s. l f some pai rs f i ni sh more qui ckl y, gi ve t hem anot her card t o
worK on.
6 l f you have a smal l cl ass, you can ask each pai r t o present one or
both of their conversations to the rest of the class. lf you have a big
class, form groups of four (two pair,s), each with different situations if
possi bl e, and ask each pai r t o act out one or bot h of t hei r
conversations. lf tini'e, make new groups so students can act out
t hei r conversat i ons t o ot her oai rs.
70
1
z
Lovely day, isn't it?
Are you over here on busi ness?
L l ^.,^ ^ ^;^ ^ ^ + ^.,
I r d v t' d i l l u v J r.d y.
Lovel y day, i sn't
1
2
Pl eased t o meet you,
So what's it like in New York?
l'd l ove t o.
1
2
You haven't phoned me f or ages.
I've been busy.
Can't we t ry agai n?
1
a
z
How's busi ness?
Great!
Thi s f i sh i sn't hot l
1
2
I l ove t he new hai rst yl e.
You're l ooki ng real l y happy t oday.
l'm sorry. I have t o go. Are you f ree f or l unch?
Hi, John. What's up?
That's bri l l i ant l
I can't. How about goi ng t omorrow?
Can I buy you a dri nk?
You're t he most beaut i f ul woman i n t he worl d.
You haven't met my boyfriend, have you?
1
z
71
1 How i s everyt hi ng?
2 l've got some news.
3 Congrat ul at i ons!
1
Z
@ Pearson Education 2002
Vocabul ary
Grammar
Language t o go
Travel items
Fi rst condi ti onal
Maki ng suggesti ons to vi si tors t0 your area
Expl ore Canada
Ai m
To give students practice at using
t he f i rst condi t i onal i n t he cont ext
of providing travel information,
and t o gi ve t hem gui ded pract i ce
at wri t i ng a t ravel gui de
Mat eri al s
One worksheet per st udent
Ti me
25-30 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Ask st udent s t o t el l you what ki nd of i nf ormat i on i s usef ul when
goi ng t o anot her count ry. Wri t e t hei r suggest i ons on t he board.
2 Tel l st udent s t hat t hey are goi ng t o ent er a t ravel gui de wri t i ng
compet i t i on. Ask what t he l ayout of a page of a gui de book mi ght
l ook l i ke. Thi s shoul d el i ci t t he i dea of havi ng headi ngs.
3 Wri t e t he f ol l owi ng headi ngs on t he board:
a) GETTING THERE
b)TRAVELLING AROUND
d ACTIVITIES
d) TRAVEL FACTS
e)WHEN TO GO
f) MONEY A/VD COSIS
El i ci t f rom st udent s what ki nd of i nf ormat i on t hey woul d expect t o
f i nd under each headi ng.
4 Tel l st udent s t hat t hey wi l l be gi ven a worksheet wi t h i nf ormat i on
about Canada. They have t o read each pi ece of i nf ormat i on and
deci de whi ch headi ng i t i s connect ed t o (see suggest ed answer key).
5 Put t he st udent s i nt o groups of t hree or f our. Gi ve each st udent a
copv of t he worksheet. Al l ow about f i ve mi nut es.
6 Cl ass f eedback.
7 Now t el l st udent s t hat t hey are now goi ng t o use t he i nf ormat i on t o
wri t e part of t he i nt roduct i on sect i on of a gui de book on Canada. They
shoul d f i rst deci de t he order of t hei r headi ngs and wri t e t hem i n t he
spaces provi ded on t he worksheet. They shoul d t hen deci de who i n
t hei r group i s goi ng t o wri t e each sect i on. Remi nd t hem t hat t he
information is in note form so they have to expand it. As an example,
wri t e t he f ol l owi ng on t he board:
o Like seafood? Go lo Old Town. Fish restaurants.
o Stay youth hostel = $201 day
Ask st udent s t o exoand t he i nf ormat i on. Thi s shoul d oroduce:
. lf you like seafood, go to the Old Town. There are a lot of fish
restaurants there. I You'll find fish restaurants there.
. lf vou stay in a youth hostel, it'll cost you $20 a day.
They shoul d wri t e t hei r f i rst draf t on rough paper, not on t he
worksheet, They have about t en mi nut es.
8 Students check their rough drafts with you. They then complete the
sections of the guide book introduction to Canada on the worksheet,
using the corrected drafts that they and their partners have written.
Extensi on
Reading and speaking: Students read the guide book introductions that
t he ot her groups have produced. I n t hei r groups, t hey di scuss whi ch
one shoul d wi n t he comoet i t i on. Have a cl ass vot e t o est abl i sh a wi nner.
72
Expl ore Canada
Win the chance to become a travel writer for Lonely Globe Travel Guioles
I+.lilftnfiE E @ Pearson Education 2002
Vocabulary Expressions with take
Grammar Verb constructi ons for l i kes and di sl i kes
Language to go Di scussi ng sport
Love i t or hate i t?
Ai m
To give students practice at using
verb constructions for Iikes and
dislikes by talking for thirty seconds
about different leisure activities
Mat eri al s
One set of cards per group of f our
st udent s
Ti me
25-34 minutes
Prepa rati on
Copy and cut up one worksheet
per group
Proced u re
1 Ask st udent s t o suggest l ei sure act i vi t i es t hey t hi nk are popul ar i n
Bri t ai n. Wri t e t hei r suggest i ons on t he board. Then ask t hem t o guess
what t he most popul ar i s (wat chi ng t el evi si on).
2 Tel l st udent s t hat t hey are goi ng t o pl ay a game i n t eams where t hey
have t o speak about a sport or l ei sure act i vi t y f or t hi rt y seconds.
3 Put st udent s i nt o groups of f our st udent s. Gi ve each group a set of
t he cards, and ask t hem t o i dent i f y t he di f f erent sport s and l ei sure
act i vi t i es.
4 Write the word camping on the board. Ask students to suggest why
t hey and ot her peopl e l i ke or di sl i ke campi ng. Encourage st udent s t o
use a vari et y of verb const ruct i ons f or expressi ng l i kes and di sl i kes.
Write up their ideas in two columns, like and dislike, on the board,
numberi ng each i dea.
5 El i ci t ways of expressi ng di f f erent poi nt s of an argument, f or
example: firstly, secondly, another reason is ..., finally, eIc.
6 Expl ai n how t o pl ay t he game:
. Groups di vi de i nt o t wo t eams of t wo st udent s.
r Thev shuf f l e t he pi ct ure cards and pl ace t hem f ace down i n a pi l e.
. A st udent f rom one t eam pi cks up a card and shows i t t o everyone.
He/She has t o speak about t he l ei sure act i vi t y depi ct ed on t he card
for thirty seconds starting with one of the ways of expressing likes
and dislikes on the board, for example', I like camping because you
are in the open air and you are close to nature. Some people might
not enjoy camping because you can get cold and wet if the weather
is bad, and you don't have luxuries like a bed and bathroom!
n * ^ * h ^" ^ + ^ ^,'
H rrur ruur er t:och t eam shoul d act as t i mekeeper. l f t he st udent
manages t o speak f or t hi rt y seconds, t hen t he t eam keeps t he card.
l f t he speaker hesi t at es f or more t han t hree seconds bef ore t he
thirty seconds is"up, they have to put the card to the bottom of
t he pi l e. Once a member of one t eam has spoken, t hen a member
of t he ot her t eam pi cks up a card and speaks about t he next
leisure activitv.
o Team members shoul d t ake i t i n t urns t o speak f or t hei r t eam.
7 The ai m of t he game i s t o col l ect as many cards as possi bl e. St udenrs
pl av f or a maxi mum of t en mi nut es.
Ext ensi on
Writing and speaking; As a follow-up, students choose three of tne
ways of expressi ng l i kes and di sl i kes and wri t e a sent ence about t hree
of t he l ei sure act i vi t i es depi ct ed on t he cards. They t hen wal k around
t he room and t ry t o f i nd someone who agrees wi t h t hem.
75
EilfEaffiF.lllNl A Pearson Eoucatrcn 2aa2
Love it or hate it?
Vocabul ary
Grammar
Language t o go
Determi nati on
Used to and would
Compari ng past and present habi ts
Proced u re
The burgl ar, t he gambl er
and t he rubbi sh ccl l ect or
Ai m
To give students practice at
t al ki ng about past habi t s (wi t h
would and used fo) in the context
of a t al k show
Mat eri al s
One rol ecard per student
(A, B, C or D)
Ti me
30 mi nutes
Prepa rati on
Copy and cut up one worksheet
per four students
1 Ask students if they watch any talk shows, for example
The Jerry Springer Show (or another show that is popular in your
count ry). El i ci t why t hese shows are so popul ar.
2 Ask what kinds of subject they discuss. Write some answers on
t he board.
3 El i ci t t he f ormat of a t ypi cal t al k show, f or exampl e: Fi rst t he t al k
show host i nt roduces t he programme. Then he/she i nt roduces t he
f i rst guest and i nt ervi ews hi m/her. Then he/she i nt roduces and
interviews the second guest, etc.
4 Tel l st udent s t hat t hey are goi ng t o t ake part i n a t al k show about
addi ct i ons. They wi l l each be gi ven a rol ecard. I n groups of f our, t hey
wi l l pl ay t hree addi ct s or f ormer addi ct s and t he t al k show host.
They shoul d read t he i nf ormat i on on t hei r rol ecard and prepare what
to say. The information is in note form so they will have to expand
t he prompt s.
5 Remi nd st udent s of t he f ormat of t he t al k show. l t i s t he rol e of t he
t al k show host t o i nt roduce t he programme and t he guest, and t o
i nt ervi ew each guest.
6 Put t he st udent s i nt o groups of f our and di st ri but e t he rol ecards.
Gi ve Rol ecard D t o a st ronger st udent as he/she wi l l have t o
manage t he t al k show.
7 Allow students a faw minutes to read their rolecards and to exoand
t he prompt s. Gi ve t hem hel p as requi red.
8 They t hen have seven t o t en mi nut es t o prepare t he t al k show i n
t hei r groups. l f a group f i ni shes qui ckl y, ask t hem t o pract i se t he
show wi t hout l ooki ng at t hei r rol ecards.
9 They can now act out the talk show. For classes of up to twelve
st udent s, each group act s i t out i n f ront of t he cl ass. The ot her
groups are t he audi ence. For cl asses of more t han t wel ve st udent s,
one group act s i t out t o anot her group, not t he whol e cl ass.
10 At t he end of each group's perf ormance, st udent s who have been
watching vote for their favourite participant. Choose one of the
f ol l owi ng cri t eri a:
o t he most ent ert ai ni ng person
. the person they respect the most
. t he person who has done t he most t o change
THE BURGLAR
What is your name? (Choose a name for yourself.)
Read t hi s i nf ormat i on and t hi nk of answers t o
t he ouest i ons.
. burgl ar / now work as / securi t y advi ser
. gave up after / sent to prison
. break into 2 or 3 houses / day
. onl y st eal smal l t hi ngs / sel l i n market s
What kind of things did you use to steal?
Why did you use to enjoy burglary?
What's your l i f e l i ke now?
THE RUBBI SH COLLECTOR
What is your name? (Choose a name for yourself.)
Read this information and think of answers to
t he ouest i ons.
o collect rubbish as / hobby / now collect
rubbi sh as / j ob
o steal letters and bank statements / from
f amous peopl e's rubbi sh bi ns / sel l /
information / newspapers
How much do vou earn?
o married / wife left / go out every night / 3 or
4 o'cl ock i n t he morni no
o al so smel l
Why do you enjoy looking in people's rubbish bins?
THE GAMBLER
What is your name? (Choose a name for yourself.)
Read t hi s i nf ormat i on and t hi nk of answers t o
t he ouest i ons.
o gambl er / now j ob hel pi ng gambl ers / gi ve up
gambl i ng
. family / nice house / shop / lost everything
. at first / poker only once a month / addicted /
t h e n 2 o r 3 t i me s a we e k
o one week / l ost so much / sel l shop / home
How much di d you l ose?
c wife left / with daughter
. not gamble now / want wife / daughter / back
Do you t hi nk your wi f e wi l l come back t o you?
THE TALK SHOW HOST
You are going to interview a former gambler, a
former burglar and a rubbish collector. Before the
talk show, prepare some questions to ask each
guest. Use these notes.
The gambl er
What / do now?
Hotll often / use to gamble?
How much / l ose?
Why / give up?
Wife / come back to Vou?
The burgl ar
What / do now?
Why / gi ve up burgl ary?
How often / use to break into houses?
What / use to steal?
Enjoy it? Enjoy life now?
The rubbi sh col l ect or
Whv / use to collect rubbish?
How much I earn?
Whv / collect rubbish now?
lVarried now? Whv not?
Why / enj oy l ooki ng i n peopl e's rubbi sh bi ns?
Find out the names of your guests and then decide
how to introduce them. For examole: This is ... . He ..,
@ Pearsan Education 2002
77
Vocabul ary
Grammar
Language t o go
Money and banks
Verbs with two objects
Talking about money
You and money
Ai m
To give the students practice at
using verbs with two objects in
t he cont ext of a quest i onnai re
about attitudes to money
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Write the word questionnaire on the board. Check the meaning and
t hen ask st udent s t o suggest t he ki nd of quest i onnai res you f i nd i n
magazi nes f or men/ women.
2 Tel l st udent s t hat t hey are goi ng t o do a quest i onnai re about t hei r
at t i t ude t o money. There are t en quest i ons and each quest i on has
t hree possi bl e answers: a), b) or c).
3 They shoul d f i rst read each quest i on and i f necessary check t he
meani ng of any word(s) t hey don't know. Then t hey shoul d choose
t he answer t hat i s nearest t o how t hey f eel. They shoul d onl y choose
one answer.
4 Form groups of t l rree and gi ve each st udent a copy of t he
quest i onnai re. To compl et e i t, t hey t ake t urns t o ask t hei r part ners t he
quest i ons, t hen compare answers and gi ve reasons f or t hei r answers.
Al l ow seven t o t en mi nut es f or t hi s.
5 l t's now t i me t o anal yse t hei r answers. Each st udent shoul d cal cul at e
hi s/her score: one poi nt f or an a) answer, t wo f or a b) answer, ano
t hree f or a c) answer. Ask t hem t o add uo t hei r t ot al scores.
6 Students read the text at the bottom of the questionnaire, which
descrrbes t hei r at t i t ude t o money. Ask t hem t o underl i ne anyt hi ng
t hey agree wi t h or di sagree wi t h.
7 They t el l t hei r part ners what t hey agree/di sagree wi t h.
7B
I
I
I
You and money
w _Fl
MlE
ffi
Read each question and the three possible answers. Then choose the answer
that is closest to what you think. Put a tick (/) in the box next to your answer.
You see a beggar in the street. Would you
a) I gi ve hi m/her everythi ng i n your wal l et?
b) L__.1 gi ve hi m/her some change?
c) L__l say you have no change?
Your friends ask you if you want to come
on hol i day wi th them, but you don't have
enough money. Woul d you
a) I try to borrow money from friends or
_ your bank?
b) L__l try to earn some extra money?
c) L_-l tett your friends you can't afford it?
You receive a cheque for €1,000 as a present.
Would you
a) I spend i t al l i mmedi atel y?
b) Ll spend some and invest the rest?
c) l_l invest it all in a high-interest account?
You've just bought a new bicycle so you
don't need your ol d one. Woul d you
a) I offer it to someone you know who
needs one?
O) I try to sell it for a reasonable price?
c) L_..1 try to sell it for more than you paid for it?
There's an appeal on TV for money to help
people in a disaster. Would you
a) E donate some money i mmedi atel y?
b) L-l check how much you have in your
bank account?
c) I donate nothi ng?
6 Your fri end l ooks after your house/fl at
when you're on holiday. Would you
a) I buy hi m / her a present to say 'thank you'?
b) L_-l send him / her a 'thank you' card?
c) l --l j ust say'thank you'?
7 One of your best employees asks you for a
pay rise. Would you
a) I offer him / her what he / she wants?
b) L__.1 offer him/her a pay rise in six months?
c) l__.1 say the company can't afford it?
8 You're i n the red and your son/daughter
asks you to buy hi m/her a new computer.
Would you
a) I buy it with your credit card?
b) Ll tel t hi mi her the truth and promi se to
_ buy one when you have the money?
c) L__l tell him / her to get a job and pay for it
hi msel f / hersel f?
9 You see some lovely clothes in a shop but
you 4on't real l y need them. Woul d you
a) I Ouy them for yourself anyway?
b) L-l buy them if you can afford them?
c).Ll wal k out of the shop?
10 Your teenage son i s l i vi ng at home wi th you.
You ask hi m to cl ean up hi s room and wash
your car. Would you
a) I pay hi m for bothj obs?
b) Ll pay him for the car but not for his room?
c) ll expect him to do the jobs for nothing?
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:tai:ai,
,rta,iaiati
a:|:,
aiaiai:a
al:i l:l:r::'
t:i:::l,:;:
,:ttai:i
:r:a:a:a:
ia1ll..::l
5
EIE@IAIE @ Pearson Education 2oo2
79
Vocabul ary Phrasal verbs about touri sm
Grammar Present si mpl e and conti nuous for future
Language to go Descri bi ng pl ans for a tri p
I l ove Edi nburgh
Ai m
To give students practice at using
t he present si mpl e and t he
present cont i nuous f or t he f ut ure
Mat eri al s
One i nf ormat i on sheet per st udent
(A, B or C); a map of the UK
Ti me
25 mi nutes
Prepa rati on
Copy and cut up one worksheet
per t hree st udent s
Procedure
1 Ask students to tell you anything they know about Scotland. Write
t hei r i deas on t he board.
2 lf possible, give the students a photocopy of a map of the UK and
poi nt out Edi nburgh, Gl asgow Loch Ness and t he Hi ghl ands.
3 Tel l st udent s t hat t hey are on hol i day i n Edi nburgh, t he capi t al of
Scotland, and are staying in a five-star hotel. lt's Tuesday morning and
t hey meet t wo ot her f ri endl y t ouri st s i n t he hot el l obby. They shoul d
tell the other tourists what they have arranged to do during the week
and descri be t he t our t hey are goi ng on. Then t hey shoul d arrange t o
go out t oget her one ni ght.
4 Wri t e t he f ol l owi ng on t he board:
ARRANGEMENTS TRAVEL ITINERARIES
We're going on a trip tomorrow. The coach leaves at 8 a.m.
I'm staying in the hotel for a week. We spend two hours at the castle.
El i ci t f rom st udent s whi ch f orm, present si mpl e or present
cont i nuous, we use t o t al k about arrangement s and whi ch f orm we
use f or i t i nerari es.
5 Put students into groups of three. Tell them that they will each receive
an information sheet. On the sheet is a diary with everything they
have arranged to do and a description of a tour they are going on.
6 Gi ve each st udent i n t he group a di f f erent sheet. Al l ow t hem a f ew
mi nut es t o read t he i nf ormat i on and t o check anyt hi ng t hey don't
underst and. Make sure st udent s real i se t hat t hey wi l l have t o expand
t he prompt s i n t he di ary and t he t our i t i nerari es. Tel l t hem
t hat where t hey see '...' i n t he t our i t i nerari es, t hey wi l l have t o
insert a verb. t
7 Then write the followihg on the board to remind students what to do:
o lntroduce yourself to your partners.
o Talk about your alfangements and ask your partners about their
arrangements.
. Describe the tour you are going on.
c Arrange to go out together one evening.
8 The st udent s gi ve and exchange i nf ormat i on.
9 When most groups have f i ni shed, ask each group what arrangement s
t hey have made.
Extensi on
Writing: Ask students to write a postcard from Edinburgh describing
t hei r experi ences, and t hei r arrangement s f or t he rest of t he week.
Edi nbur ghI l ove
DAY
Dinner with
Scotiishfriends
. HIGA+LANDS :
Fri ;
=n*O,n* l
tvtm
COACH TOUR:
LOCH NESS
AND THE
HIGHIA,NDS
8.10 a.m. Deparl - drive north past Stirling
Castle
12 p.m. ... lunch near Ben Nevis, Britain's
hi ghest mountai n
2 p.m. ... a cruise of Loch Ness
3.30 p.m. Drive to Urquhart Castle - look
for the monster!
4.30 p.m. ... north-east to Inverrress -
capital of the Highlands - I hour
shopping
5.45 p.m. ... to Edinburgh
8.45 p.m. ... back
COACH TOUR:
AWHISKY DISTILLERY
AND A SCOTTISH PARTY
I p.m.
3 p.m.
4.30 p.m.
5.30 p.m.
7.30 p.m.
8.30 p.m.
11.30 p.m.
Leave - drive north to
St Andrews
... the famous university
and golf course
... a whi sl cy di sti l l ery - ...
different whiskies
... to Edinburgh
... a coach tour of the city
at night
... Scottish party - ... Scottish
dancing, eat haggis
... to hotel
COACH TOUR:
STIRLING
CASTLE,
LOCH LOMOND
AND BRAVEHEART COUNTRY
10.45 a.m. Depart - drive north to Stirling -
... views of the place where the
Scottish beat the English In 1374
11.45 a.m. ... the story of WilliamWallace,
'Braveheart'
12.30 p.m. ... to Loch Lomond - ... lunch
2 p.m. After lunch - ... a boat trip on
Britain's largest area of water
3.30 p.m. ... home - on the way, pass
through Glasgow city centre
7.30 p.m. ... in Edinburgh
@ Pearson Education 2002
81
Vocabul ary 1 Weddi ngs
Vocabul ary 2 Uses of gei
Language to go Tal ki ng about rel ati onshi ps
Love on the net
Ai m
To give students practice in the
different uses of gef in the
context of writing a letter about
a f ri end's new rel at i onshi p
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Ask students to tell you different ways that people meet
boyf ri ends / gi rl f ri ends/ husbands /wi ves. Wri t e t hei r i deas on t he board.
2 Tel l st udent s t hat t hey are goi ng t o wri t e a l et t er t o a f ri end about
anot her f ri end, El ai ne, and her new rel at i onshi p. Fi rst t hey wi l l bui l d
up El ai ne's st ory oral l y wi t h a part ner, usi ng cart oon pi ct ures and key
vocabul ary, and t hen t hey wi l l use t he i nf ormat i on t o wri t e t he l et t er.
3 Put st udent s i nt o pai rs and gi ve t hem each a copy of t he worksheet.
They shoul d onl y l ook at t he cart oon st ory, not t he bot t om sect i on.
Tel l t hem t o l ook at t he speech bubbl es i n t he f i rst pi ct ure and t el l you
what El ai ne i s sayi ng. Thi s shoul d el i ci t:
1 Hi Sheila, it's Elaine.
2 l'm in Australia and l've split up with Bob!
3 Why? Well, it's a long story.
Make sure st udent s underst and t hat t he event s i n each oi ct ure are al l
i n t he oast.
4 Al l ow st udent s seven t o t en mi nut es t o bui l d up t he rest of t he
cart oon st ory oral l y. They shoul dn't wri t e anyt hi ng.
5 When t hey have f i ni shed, ask t hem t o l ook at t he bot t om sect i on.
They wi l l see a l i st of sent ences l abel l ed a)-e) and t he body of a
l et t el wi t h t he numbers 1-5 i n di f f erent part s of t he l et t er.
6 They have t o deci de where t he sent ences go i n t he l et t er. Gi ve t hem
t hree t o f i ve mi nut es t o do t hi s.
7 Cl ass f eedback.
B Tel l each pai r t o t ake a pi ece of paper and wri t e t he l et t er usi ng t he
i nf ormat i on i n t he cart oon st ory and sent ences a)-e)..As an exampl e,
ask st udent s how t hdy woul d compl et e t he sent ence begi nni ng
She's i n t he second paragraph. Thi s shoul d el i ci t: She's i n Aust ral i a
(or She's gone to Australial and she's split up with Bob.
9 Form groups of forj? Each pair reads the other pair's letter.
Love on the net
1 Hi Shei l a,
i t's El ai ne
3 Why? Well, it's a long story.
1 After two weeks
he asked me . ..
2 | agreed and a
week l ater | ..
2 We... ver ywel l.
1 Shane? He . .. di vorced
three years ago.
2 ... never wanted
. .. marri ed to Bob,
but ... t o Shane.
3 Look, I've got to go.
Keep i n touch!
2 | started looking for
fri ends . ..
14 Feb
a) I Let me tell you lhe story.
Wel l,...
b) I Take care,
3heila
c) I DearJane,
t hope you're well.
3orry lhaventwriffen
soon€r, but I've been so
busy wifh everyfhing.
d) I tncredible, isnf if?
Anyway, what abouf you?
Whafs happening in your
life? t'd love fo hear foom
you'
e)I 3o whafs new? Well.
you'll never guess whafs
happened to Elaine.
3he's...
fflfdiffiilrtlfil|. @ pearson Education 2002
83
Vocabulary Waste, use, spend, save + noun
Grammar Modal verbs for gi vi ng advi ce
Language to go Gi vi ng advl ce
Less stress, pl ease
Ai m
To give students practice at using
should, ought to and could to
gi ve advi ce
Vl ateri al s
One copy of Sheet s A, B. C and D
per group of three students
Ti me
25-30 minutes
Prepa rati on
Copy and cut up one worksheet
per group
Procedure
1 Wri t e t he f ol l owi ng def i ni t i on on t he board:
Continuous feelings of worry about your work or personal life that
prevent you from relaxing.
Tell students this is a dictionary definition of a word. They write down
what they think the word might be. Then ask for suggestions. This
should elicit stress. lf necessary give students the answer.
2 Draw three columns on the board and write the following three
words at the top of the columns: Symptoms, Causes, Solutions.
Put students into groups of three and ask them to write down any
examples of 1) the symptoms of stress, 2) the causes of stress,
3) sol ut i ons t o st ress. Gi ve t hem about t hree mi nut es and t hen wri t e
i deas i n t he col umns on t he board.
3 Tell students that each member of their group will receive different
i nf ormat i on about a real person's dai l y rout i ne. They shoul d read t he
i nf ormat i on and be ready t o t el l t hei r part ners about t he person, so i t
is important that they check any vocabulary that isn't clear. They
shoul d al so read t he quest i on at t he bot t om of t he sheet.
4 Give each group a copy of Sheets A. B and C. The students take one
sheet each. Give them two or three minutes to read their information
and check t he vocabul arv.
5 Tell students that they are stress consultants. The information on the
sheets came from three people who have asked for advice about
how t o reduce st ress I n t hei r l i ves. The f i rst st udent t el l s hi s/her
partners about the person on the sheet, then they all decide what
advi ce t o gi ve t he pQrson t o reduce st ress i n hi s/her l i f e. They shoul d
do t hi s f or al l t hree peopl e. One st udent shoul d act as secret ary and
write down the advice for each person. Tell students thev have about
t en mrnut es
6 Hand out Sheet D, which says what a real stress consultant
suggested. Students compare their advice with the advice given by
the stress consultant.
84
i
i
I
I
Less stress, pl ease
NAME Anne Demontoux, 30 - single mother - works in o museum - /iyes with 1}-geor-old
son, Bruno, in o flot in Poris
6.30 o.m. Get up, prepore two pocked lunches, put on the woshing. Get Bruno reodg for schoo[.
7.30 o.m. Toke Bruno to schoo[ bg bus. No cor!
8.15 q.m. Toke Metro to work.
9.00 o.m. Hove sondwich for breokfost.
5.00 p.m. Pick up Bruno from mg mother's.
6.30 p.m. Cook dinner. Help Bruno with his homework.
9.00 p.m. Reod to Bruno. Hove o cup of coffee. Cteon ftot. No time to phone friends.
11.00 p.m. Goto bed exhousted. Someti mes l con'tsl eep. Thi nkobout probtems: moneu, heotth ...
Gon gou give me some odvice on how to reduce the stress in mg life?
NAME
7.00 o.m.
7.30 q.m.
8.00 o.m.
9.00 q.m.
12.00-1.00 p.m.
6.00 p.m.
7.30 p.m.
11.00 p.m.
12.00 o.m.
12.30/1.00 o.m.
NAME
6 o.m.
7.00 q.m.
8.30 o.m.
9.00 o.m.
5.30/6.00 p.m.
6.30 p.m.
8.00 p.m.
8.30/9.00 p.m.
11.00 p.m.
ADVICE FROM STRESS COUNSELLOR
Arnne Demontoux:
You reotlg ought to hove something to
eot before 9.00 o.m. This would ol.so
give gou more time to totk to Uour son.
Perhops gou could find onother porent
with o cor who could give Bruno o lift
to school, insteod of toking him to
school bg bus. Or could gour mother
do this for gou? You should otso trg to
find some time to totk to gour friends
obout gour probtems. Good tuck!
Mqrci q Bi cudo:
You reo[lg hove o busg dogl First of
o[[, gou shoutd trg to reduce the
omount of hours gou work. lf gou ore
tired, gou con't toke in verg much
informotion. ls it not possible to work
port-time, for exompte ontg untit
lunch? You otso ought to go to bed os
soon qs gou get home from schoot. lf
gou don't get enough steep, gou wi[[
feel more stressed. And reword
goursetf for otl gour hord work. Once o
week gou should do something thot
gou reo[lg enjog. Good tuck!
Atberto Rossi:
You shoutd trg to eot something
before gou leove for work. lt isn't
heotthg to stort gour dog with nothing
to eot. You shoutd olso drink less
coffee ond if possibte do more
exercise. Your biggest problem is the
time gou spend trovetting. You reollg
ought to think obout moving neorer to
Rome or finding o job closer to home.
You coutd otso trg osking gour boss
obout working from home one or two
dogs o week. Good [uck!
Morcio Bicudo, 18 - studging for universitg entronce exom - lives of home with her
porents in Rio
Woke up.
Shower ond quick breokfost.
Leove home. Troffic jom!
Stort work.
Hove lunch. Check mg homework.
Leove work.
Lessons stort (preporotion course for universitg entronce exom).
Leove schoot.
Get home.
Go to bed, or studg until two or three.
I spend mg whole life studging or working. Con gou give me some qdvice on how
to reduce the stress in mg life?
Albefto Rossr, 43 - monoger for computer compong - morried with three doughters 13,
14, 16 - llves obout one ond o holf hours from Rome
Get up, get reodg for work. No time for breokfost.
Drive to office in Rome.
Arrive in Rome. Hove o coffee before going to the office.
Stort work. Hove to totk to different customers. Usuotlg no time for lunch. Eot sondwich
in mg office. Drink six cups of coffee.
Leove work.
Drive home.
Arrive home. Sometimes loter - it depends on the troffic.
Hove dinner. Wotch TV.
Go to bed.
Con gou give me some qdvice on how to reduce the stress in mg life?
18 - studging for universitg entronce exom - lives of home with her
@ Pearson Education 20a2
E5
Vocabul ary
Gr ammar
Language t o go
The five senses
Defi ni ng rel ati ve cl auses
Defi ni ng peopl e, thi ngs, ti me and pl ace
Def i ne i t l
Proced u re
1 I nt roduce t he l esson by aski ng st udent s t o t el l you t he f i ve senses
(t ast e, t ouch, heari ng. si ght, smel l ).
2 Put st udent s i nt o pai rs. Tel l t hem t hat you are goi ng t o read out t wo
di ct i onary def i ni t i ons. They l i st en and wri t e down t wo or t hree
exampl es f or each def i ni t i on.
. Animals that people touch with their hands
. Things that taste delicious
3 Put two columns on the board, with the headings Definitions and
Examples. Before asking for answers, elicit the definitions that you
read aloud and write them under Definitions. Then write three
answers next to each definition, in Lhe Examples column.
4 Tel l st udent s t hat t hey are goi ng t o pl ay a game i n t eams.
Each t eam has t o t hi nk of def i ni t i ons connect ed t o t he f i ve senses
from a list of example answers. To demonstrate, remove both
def i ni t i ons f rom t he board and t hen read out t he examol es. The
st udent s gi ve you t he def i ni t i ons.
5 Put st udent s i nt o pai rs. Gi ve hal f of t he pai rs Sheet A and t he ot her
hal f Sheet B.
6 Expl ai n t hat f or numbers 1-5, t he st udent s l ook at t he exampl es and
wri t e def i ni t i ons; f or 6-10, t hey read t he def i ni t i ons and wri t e
exampl es. Remi nd t hem of t he rel at i ve pronouns used wi t h pl aces,
t i mes, t hi ngs and peopl e. They have t en mi nut es. They can use a
di ct i onary or ask you f or hel p.
7 After ten minutes, form groups of four, made up of Team A (a pair
that has worked on Shpet A) and Team B (a pair that has worked on
Sheet B).
B They now pl ay t he game. Team A shoul d st art. For each i t em (1-10),
they say the sense, ![e example answers and the first word of the
def i ni t ron. Team B have t o t ry and produce def i ni t i ons f or each one.
Set a t i me I i mi t of f i ve mi nut es. Team A t hen add uo Team B's score.
(Two poi nt s f or each correct def i ni t i on.) The t eams t hen reverse rores.
The t eam wi t h t he most poi nt s i s t he wi nner.
I
,8 6
L
Ai m
To give students practice at using
def i ni ng rel at i ve cl auses by
def i ni ng peopl e, pl aces, t hi ngs and
times related to the five senses
Mat eri al s
One copy of Sheet A or Sheet
per st udent; Engl i sh- Engl i sh
di ct i onari es (opt i ona l )
Ti me
30 mi nut es
Prepa rati on
Copy and cut up one worksheet
per two students
.@ si sht
@ si sht
1 Pl aces
Examples: the zoo, the jungle, a circus
hear i ng
2 Peopl e
Examples: a singer, a teacher, a radio presenter
Thi ngs
Examples: sculptures, paintings, dinosaurs
,h\
trv/
{ hear i ng
Pl aces
Examples: a record shop, a disco, a concert hall
) 1"
T.;
r€d\ smell
Thi ngs
Examples: the smell of your favourite food, the
smell of fresh bread, walking past a restaurant
W. touch
4 Thi ngs
Examples: a fork, a knife, a spoon
@
6 Pannl a
Examples: a chef, a wine taster, a restaurant critic
.@ sisht
6 Pl aces where you go
someone
Examples: a theatre,
to watch something or
p n.u,.,nn
7 Thi ngs t hat you can hear on t he radi o
Examples: an interview,
,6 ,."rr
Thi ngs t hat smel l ni ce
Examples: a flower,
'W touch
Peopl e who work wi t h t hei r hands
Examples: a potter,
d|,
@ taste
10 I mes when peopl e usual l y have somet hi ng t o eat
Examples: breakfast,
taste
taste
5 Thi ngs
Examples: soup, a salad, a prawn cocktait
.@ si ght
6 People that you often see on TV or in films
Examples: an actor,
fl n"",.,nn
l l mes when
Exampl es: rn
you l i st en t o musi c
the car,
l,'
(fut smell
8 Thi ngs t hat peopl e wear t o smel l ni ce
Examples: aftershave.
W touch
9 Thi ngs t hat you do wi t h your hand
Examples: wrife,
J *
./^ ':'-t*.
\w;Z taste
Pl aces where you can buy somet hi ng t o eat
.'& ,."rr
3 Thi ngs
Examples: dirty socks, bad food, cigarettes
W touch
4 Thi ngs
Examples: a pencil, a telephone receiver, sc/ssors
@ Pearson Education 2002
1 0
Examples: a supermarket,
87
Vocabul ary
Grammar
Language t o go
Li festyl e: word bui l di ng
Present perfect simple wilh yet, already, just
Descri bi ng recent changes
Fame
Ai m
To give students practice at using
the present perfect with iusf,
already and yet in the context of
descri bi ng how success and f ame
has changed t hei r l i ves
Mat eri al s
One rol ecard (A, B, C or D) per
st udent
Ti me
25-30 mi nut es
Prepa rati on
Copy and cut up one worksheet
nor f nr r r et r r donf q
Procedure
1 Ask st udent s f or names of f amous and successf ul peopl e. Then put
t hem i nt o groups of t hree or f our and ask t hem t o wri t e down t he
advant ages and di sadvant ages of bei ng f amous and successf ul.
Al l ow t hree t o f i ve mi nut es.
2 Wri t e t hei r i deas i n t wo col umns on t he board and ask t hem t o
vot e on whi ch t hey t hi nk i s t he great est advant age/di sadvant age of
bei ng f amous.
3 Tel l st udent s t hat t hey are goi ng t o pl ay t he rol e of someone who has
recent l y become f amous. They are goi ng t o t ake part i n a radi o
i nt ervi ew. The f our rol es are a wri t er, a pop st ar, a f oot bal l er and a
TV celebritv.
4 Tel l st udent s t hat at t he t op of t hei r rol ecard t hey wi l l have
i nf ormat i on about what t hey do. Fi rst t hey shoul d read t he
i nf ormat i on and choose a name f or t hemsel ves. Then, usi ng t he
vocabulary at the bottom of the rolecard, they should write some
not es about:
o what t hey've j ust done
e what t hey've al ready done
. what they haven't done yet
They shoul d t hi nk of reasons f or what t hey've done. They can al so
add t hei r own i deas.
5 Gi ve each st udent a rol ecard. Al l ow t hem t hree t o f i ve mi nut es t o
write notes.
6 El i ci t t ypi cal quest i ons t hat a f amous person mi ght get asked i n a
radio interview, including: Has famelsuccess changed your life?
How has famelsuccess changed your life? The radio interviewer
shoul d t ry t o ask f ol l ow-up quest i ons af t er t he f amous person says
somet hi ng. As an exampl e, wri t e t he f ol l owi ng st at ement on t he
board: l've just moved out of New York. Elicit possible follow-up
questions, for example Where have you moved to? Why?
7 You can choose from two alternative procedures for roleplaying
t he i nt ervi ews.
Ei t her: Put st udent s i nt o groups of f our (A. B, C and D).
They t ake t urns t o be t he radi o i nt ervi ewer: St udent A i nt ervi ews
Student B, then Student B interviews Student C, etc.
Or: Put st udent s i nt o pai rs. They t ake t urns t o i nt ervi ew each ot her.
Then t hey change part ners and repeat t he process.
They change part ners a second t i me and repeat t he process agai n.
B At t he end, ask st udent s t o t el l you whi ch of t he f our peopl e t hey
t hi nk has t he best l i f est yl e, t aki ng i nt o account t he advant ages and
di sadvant ages of bei ng f amous.
I
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i
You're a best-selling writer. A year ago you were
a teacher and a part-time writer. Then recentlv
one of your books was made i nt o a f i l m.
What's your name?
JUST
ALREADY
NOT YET
You won a competition to be a member of a pop
group. Two mont hs ago you were worki ng i n a
restaurant. Now you're a pop star. You're
ei ght een years ol d.
What's your name?
JUST
ALREADY
NOT YET
You're a professional footballer. A year ago you
were onl y an amat eur. Now you're t he youngest
player ever to play for your country. You're
seventeen years old.
What's your name?
JUST
ALREADY
NOT YET
Three mont hs ago you were a shop assi st ant.
Then you took part in a TV documentarv that was
very popular. Now you're a TV celebrity.
Whal's your name?
JU-ST
ALREADY
NOT YET
@ Pearson Education 2002
89
Vocabulary Phrasal verbs: furn, switch, go
Functi on Informal and pol i te requests
Language to go Maki ng and respondi ng to requests
Proced u re
Not at al l
Ai m
To give students practice at
maki ng and respondi ng t o
i nf ormal and pol i t e request s
Mat eri al s
One set of cards per student
(A, B, C or D)
Ti me
25-30 minutes
Prepa rati on
copy and cut up one worksheet
per f our st udent s
Ask students to write down examples of situations in which it is really
important to be polite when asking for something. The situations could
involve friends, family or strangers. Allow two to three minutes for this.
Di vi de st udent s i nt o groups of f our and ask t hem t o compare t hei r
i deas. l f t hey can remember any real exampl es of how bei ng pol i t e
hel ped t hem t o get somet hi ng, t hey shoul d descri be t hem.
3 After about five minutes, ask a few students to report back.
4 Tel l st udent s (i n t hei r groups of f our) t hat t hey are goi ng t o pl ay a
game whi ch t est s t hei r abi l i t y t o use i nf ormal and pol i t e request
f orms i n a vari et y of si t uat i ons. Each group of f our st udent s i s goi ng
t o recei ve si xt een pi ct ure cards. Each pi ct ure card i s one hal f of a
si t uat i on;t here are t heref ore ei ght si t uat i ons i n al l. Each pi ct ure card
shows a person or people with some key language in a speech bubble.
5 Give each student in the group a different set of cards. Students
shoul dn't show t hei r cards t o each ot her. St udent A chooses one of
hi s/her cards and descri bes t he si t uat i on (but not what t he person i s
sayi ng)t o t he rest of t he group. The st udent who t hi nks he/she has
t he ot her hal f of t he pi ct ure descri bes hi s/her card. Bot h st udent s put
t hei r cards down t o check. Then, i f t he cards mat ch, t hey act out t he
si t uat i on usi ng t he l anguage i n t he speech bubbl es t o hel p t hem.
They shoul d t ry t o make t he conversat i on l ast about t hi rt y seconds i f
possi bl e - t he pi ct ures are j ust a st art i ng poi nt. Af t er t he
conversat i on, St udent B t hen chooses one of hi s/her cards and
descri bes t he si t uat i on t o t he rest of t he group. The game proceeds
as above unt i l al l t he*cards have been used up.
6 Ask each group to choose their best conversation and act it out for
t he whol e cl ass. Check t hat t hey use appropri at e request f orms.
Not at al l
... And t her e ar e
i nsect s i n t he
mat t r ess and ...
I can't f i nd
my car keys.
... f i nd t hem?
wai t i ng t i l l t hi s
af t ernoon? I
pr omt s e,..
... my f l i ght l eaves?
You see, I have
t o ...
Dar l i ng, ... I wat ch
t he f oot bal l t oni ght?
I t's t he f i nal.
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____:___. l____t__l__ r
Thi s i s a non-
smoki ng f l i ght,
madam. Woul d ...?
@ Pearson Education 2002
Vocabul ary Adj ecti ves descri bi ng l onel i ness and fear
Grammar Second condi ti onal
Language to go Tal ki ng about hypotheti cal si tuati ons
Expl orer
Ai m
To give students practice at using
t he second condi t i onal f or
hypothetical situations
Mat eri al s
One worksheet per student
Ti me
30 mi nutes
Preparati on
Copy the worksheet
Proced u re
Wrile Explorer on the board. Tell students that it is the name of a TV
show. Explain that a group of people are sent to a remote place. They
have to do different tasks. Every three days a member of the group is
voted off the show by the others. The winner is the last person left.
Ask st udent s t o l i st t he advant ages and di sadvant ages of bei ng on a
TV show of this type.
3 Tell students they are going to be given part of the application form
f or t he TV show whi ch wi l l be f i l med i n t he wi l ds of t he USA, i n
places like Alaska and the Arizona Desert. To apply, they have to
compl et e t en sent ences connect ed t o survi vi ng al one i n di f f erent
si t uat i ons.
4 Hand out the worksheet. Tell students to read the ten incomolete
sent ences and t o underl i ne any vocabul ary t hey don't know. Al l ow
two to three minutes.
5 Check any words that students don't know.
6 Then give them five to seven minutes to complete the sentences.
7 Now put st udent s i nt o pai rs t o t al k about si t uat i ons 1-3. They t ake
turns to ask each other what they would do and why. They have
t hree t o f i ve mi nut es.
B They f i nd new part ners and t al k about si t uat i ons 4-6. Then t hey
change part ners agai n and t al k about si t uat i ons 7-10.
9 Class feedback. Elicit from students some of the best completed
sent ences f or each si t uat i on.
Extensi on
Reading and speaking:
1 Tell students that it is now time to choose the best candidates. Write
t he f ol l owi ng on t he board:
We're looking for people who:
. are not afraid of wild animals or insects.
o like adventure.
o are independent but can work in a team.
. would be able to kill an animal for food if theV had to.
. wouldn't panic in difficult situations.
. can live without luxury items.
2 Form groups of three or four students. Tell them they will be given
t he appl i cat i on f orms of anot her group. Usi ng t he sel ect i on cri t eri a
on the board, students should look at each form and select the best
candidate.
3 Col l ect each group's f orms and gi ve t hem t o anot her group.
They have five to seven minutes to select their candidate.
4 Ask each group t o announce t hei r wi nner, gi vi ng t hei r reasons.
Exp lo re r ,, "t',,:
@ Pearson Education 2002
93
Vocabul ary Food and cookl ng
Grammar Verb constructions with -rngl infinitives
Language to go Tal ki ng about food and cooki ng
You are what you eat
Ai m
To give students practice at using
verb constructions with -rng forms
and i nf i ni t i ves i n t he cont ext of
discussing controversial
statements about food
Mat eri al s
One set of cards per group of
t hree or f our st udent s
Ti me
25-30 minutes
Prepa rati on
Copy and cut up one worksheet
per group
Proced u re
1 Put students into pairs to list any food-related stories they have read
about i n t he newspapers or heard on t he TV or radi o, e.g. about
genet i cal l y modi f i ed f ood, mad cow di sease. Gi ve t hem t hree t o
f i ve mi nut es.
2 Ask a few students to report back to the rest of the class. Write the
different food-related topics on the board.
3 Put st udent s i nt o groups of t hree or f our. Tel l t hem t hey wi l l be gi ven
t en cards. Each card has a st at ement about a f ood-rel at ed t opi c.
They wi l l use t hese st at ement s as a basi s f or short di scussi ons.
4 El i ci t some l anguage f or aski ng f or and gi vi ng opi ni ons. Wri t e i t on t he
board. For exampl e:
What do you think about ...?
I think I don't think that ...
ln my opinion, ...
I agree I disagree.
5 Gi ve each group a set of t he t en cards. Tel l t hem t o read al l t he
st at ement s and underl i ne any vocabul ary t hey do not know.
NB GM st ands f or genet i cal l y modi f i ed.
6 Check t he meani ng of any new words wi t h t he cl ass.
7 Each group chooses f our or f i ve st at ement s t o di scuss. St udent s t ake
t urns t o i nt roduce a st at ement and t o l ead a di scussi on about i t. Thev
shoul d di scuss each st at ement f or about t hree mi nut es. l f any groups
f i ni sh much earl i er t han t he rest. ask t hem t o di scuss some of t he
ot her t ooi cs.
B At t he end, ask each group whi ch st at ement s t hey di scussed and
whet her t hey agreef o/di sagreed wi t h t hem.
Ext ensi on
Writing:Ask students to choose two statements from the cards, one
t hat t hey agree wi t h and one t hat t hey di sagree wi t h. They shoul d wri t e
t hei r opi ni ons on each st at ement and gi ve t hei r reasons.
'School s don't spend
enough t i me t eachi ng
chi l dren t o cook.'
'Nowadays peopl e spend
t oo much t i me worki ng
and wat chi ng TV and
not enough t i me
eat i ng t oget her.'
'We have managed to
produce a generat i on of
overwei ght chi l dren
because t hey eat j unk
f ood and do no exerci se.'
'l t's expensi ve to eat
heal t hi l y. Poor peopl e
can't afford to buy
heal t hy f ood.'
i O Pearson Education 2002
You are what you eat
'A veget ari an di et i s f or
rabbi t s. We are humans,
so i t's stupi d to gi ve up
eat i ng meat.'
'We spend years testi ng
drugs bef ore gi vi ng t hem t o
pat i ent s. So why di dn't we
test GM foods before gi vi ng
t hem t o peopl e t o eat T'
'l f you avoi d eat i ng
everythi ng that's bad
f or you, you'l l st arve
t o deat h.'
l f t he worl d's popul at i on
keeps on growi ng at t he
same rat e, we soon won't
be abl e t o produce enough
food for everyone to eat.'
'l've deci ded t o buy onl y
organi c meat. There's
no other way to be sure
that i t's free of
dangerous di seases.'
'Don't wast e t i me goi ng
'on a di et. You'l l put on
wei ght agai n as soon
as you st op.'
95
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