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Travel and airports
Past perfect simple
Becounti ng events i n your l i fe
Lost l uggage
Ai m
To give students practice at using
t he past perf ect si mpl e i n t he
context of a bad travel experience
Mat eri al s
One set of pi ct ure cards per
group of f our or f i ve st udent s.
Ti me
30 mi nutes
Prepa rati on
Copy and cut up t he worksheet
as above.
Vocabul ary
Grammar
Language t o go
Proced u re
1 Put st udent s i nt o groups of f our or f i ve. Gi ve each group a set of
cut -up pi ct ure cards i n j umbl ed order and ask each st udent t o t ake
t wo or t hree pi ct ures.
2 Expl ai n t hat t he pi ct ures make up a st ory. Tel l st udent s t o descri be
t hei r pi ct ures i n as much det ai l as possi bl e t o t he ot her peopl e i n t hei r
group; t hey shoul d not show t hem t o each ot her.
The task is to listen to all the descriotions and trv to work out what
happened i n t he st ory, and t he order of t he pi ct ures. Gi ve st udent s
about ei ght mi nut es f or t hi s.
3 Check t he order wi t h t he cl ass. Answer: f, g, a, j, b, h, i, c, d, e
4 Expl ai n t hat t he st udent s have t o t el l t he st ory i n t he past, but t he
st ory begi ns when t he man i s i n t he t axi. Ask t hem what t ense t he
verbs t hat descri be what happened bef ore wi l l be i n. (Answer: t he
past perfect.)
5 Ask st udent s some quest i ons t o hel p t hem get t he i dea of how t he
past perfect will be used. For example: What had his boss told him?
(She'd told him he had to go to Moscow.) What preparations had he
made for his trip? (He'd looked on the Internet to find out the
weat her i n Moscow and he'd packed warm cl ot hes.)
6 St udent s t el l t he st ory (oral l y) i n t hei r pai rs. They shoul d st art l i ke t hi s:
Max was sitting in a taxi on his way to his Moscow hotel.
He was freezing cold and very unhappy... . Then they should say
what had happened bef ore (usi ng t he past perf ect ) and what
happened l at er (usi ng t he past si mpl e). Al l ow f i ve t o seven mi nut es.
7 Finally, ask students. to write the story.
96
Lost l uggage
c _,
9-**r r;g,r;*lx:x I riteiri':!$i;s:t*1!ii!! r!@:*:,*!qigt:*ir*rrirr
e Two days later ...
97
' @ Pearson Education 2002
Vocabul ary Fame and success
Grammar Passi ve constructi ons
Language to go Descri bi ng a process
Pop stars
Procedure
1 Write on the board:
a) When your first single was released?
b) When was your first single released?
c) When was released your first single?
Ask students to identify the correct question. (Answer: b) They need
to know this to do the following activity correctly.
2 Put st udent s i nt o pai rs. Gi ve one st udent Sheet A, and t he ot her
st udent Sheet B. They have t o ask each ot her quest i ons t o compl et e
t he mi ssi ng i nf ormat i on. Go t hrough t he f i rst one or t wo quest i ons
wi t h t he whol e cl ass t o check t hey underst and t he t ask, t hen gi ve
t hem f i ve mi nut es t o comol et e t he i nf ormat i on.
3 Ask t hem i f t hey have seen a TV programme l i ke t hi s, or i f t here i s
a si mi l ar programme i n t hei r own count ry.
4 Di vi de st udent s i nt o groups of f our or f i ve and t el l t hem t hat t hey
have t o i magi ne t hey are a pop group. Hand out a copy of Sheet C t o
each st udent. Toget her t hey i nvent t he i nf ormat i on f or t hei r group and
wri t e i t down i n t he ri ght -hand col umn. Al l ow seven t o t en mi nut es.
5 St udent s now have t o f i nd a part ner f rom a di f f erent group and t ake
t urns t o i nt ervi ew each ot her about t hei r pop groups. They wi l l need
t o make compl et e quest i ons f rom t he prompt s. Do t he f i rst
t wo quest i ons t oget her as exampl es and wri t e t hem on t he board:
What is your group called?
When and where was it formed?
Al l ow about f i ve mi nut es f or t he i nt ervi ews.
6 Ask students to write a short article about their partner's pop group
for a teenage magafne.
Extensi on
Speaking:Students tell a partner about a pop group from their country
who t hey l i ke and know somet hi ng about, You can st art by t el l i ng t hem
about a group you l i ke, as an exampl e.
98
Ai m
To give students practice at using
t he present si mpl e passi ve and
past si mpl e passi ve t o t al k about
the careers of pop stars
Mat eri al s
One worksheet per st udent
Ti me
30 mi nutes
Prepa rati on
Copy and cut up t he worksheet
I
Po p sta rs
The Bardot story
I n 1999 audi t i ons were hel d al l overAust ral i a t o f i nd t went y-f i ve gi rl s t o appear i n a
TV programme.
The TV programme was cal l ed . (What ...?l
The programme was desi gned t o f i nd gi rl s t o make an al l -gi rl pop group.
Fi nal l y gi rl s were chosen t o f orm Bardot. (How many ...?)
The gi rl s were cal i ed Bel i nda, Sophi e. Sal l y, Kat i e and Chant el l e.
Thei r f i rst si ngl e was rel eased i n . (When...?) t t was cal l ed Poi son.
Thei r f i rst al bum was cal l ed . (What ...?) l t was rel eased one mont h l at er.
I n Oct ober t hev were nomi nat ed f or. (What ...?)
I n t he same mont h t hey were wel comed
In December they were asked to play for
by 500 fans at Singapore Airport at the start of an Asian tour.
. (Who ... f or?)
The Bardot story
In auditions were held all over Australia to find twenty-five girls to appear in a
TV programme. (When ...?l
The TV programme was cal l ed 'PopSt ars'.
The programme was desi gned t o
( What...?\
Fi nal l y f i ve gi rl s were chosen t o f orm Bardot.
The gi rl s were cal l ed and . ( What ...?)
Thei r f i rst si ngl e was rel eased i n Apri l 2000. l t was cal l ed
Thei r f i rst al bum was cal l ed Bardot.l t was rel eased
( What...?)
. ( When ...?)
I n Oct ober t hey were nomi nat ed f or f our Aust ral i an Recordi ng I ndust ry Awards.
I n t he same mont h t hey were wel comed by f ans at Si ngapore Ai rport at t he st art of an
Asi an t our. (How many ...?l
I n December t hey were asked t o pl ay f or Aust ral i an peacekeepi ng sol di ers i n East Ti mor.
What / group cal l ed?
When and where / f ormed?
How / di scovered by your record company?
When / f i rst si ngl e rel eased?
What / cal l ed?
When / f i rst al bum rel eased?
What / cal l ed?
Where / bi ggest concert hel d?
How many people / attended by?
@ Pearson Education 2002
99
Vocabul ary Toys and games
Grammar Modal verbs to tal k about future probabi l i ty
Language to go Maki ng predi cti ons about the future
Are you an opt i mi st?
Ai m
To give students practice at
t al ki ng about probabi l i t y i n t he
future in the context of a
quest i onnai re t o di scover who i n
t he cl ass i s t he most opt i mi st i c
about t he f ut ure
Mat eri al s
One worksheet per st udent
Ti me
20 mi nutes +
Prepa rati on
Copy the worksheet
Proced u re
1 Ask students to vote on who they think is the most optimistic person
i n t he cl ass.
2 Hand out t he worksheet. For each of t he sent ences, st udent s ci rcl e
the degree of probability that most corresponds to their opinion
(f or exampl e, i n sent ence 4, i f t hey are pessi mi st i c about t hei r Engl i sh
they might cicle improbable). Give them about five minutes to do this.
3 Put st udent s i nt o pai rs. They shoul d compare t hei r answers usi ng t he
l anguage t hey l earnt i n t he l esson i n t he St udent s' Book t o t al k about
probability (may, might, could, I'm sure that ..., I expect that ...,
I think that ..., I doubt if ... and I don't think that...). They should give
a reason for each of their answers, for example: I don't think l'll ever
make a lot of money, because I'd have to win the lottery and that's
not very probable. Allow ten to twelve minutes.
4 St udent s exchange t hei r compl et ed quest i onnai res wi t h t hei r part ner
and, using the scoring system at the bottom of the worksheet, add
up t hei r part ner's score.
5 At the end, see if students guessed correctly the most optimistic
person i n t he cl ass. The maxi mum score i s 50, and t he hi gher t he
score, t he more opt i mi st i c t he person.
n00
Are you an opti mi st?
How optimistic are you?
Do this questionnoire to find out.
For eoch sentence, circle the word(s) which best reflect gour opinion.
I+.lftilliFtlilll @ Pearson Education 2002
101
Vocabul ary 1 Tel ephoni ng expressi ons
Vocabul ary 2 Phrasal verbs about tel ephoni ng
Language to go Communi cati ng by phone
Can l t ake a message?
Ai m
To give students practice in the
l anguage used f or t el ephoni ng
Mat eri al s
One rol ecard (A or B) per st udent
Ti me
25 mi nut es
Prepa rati on
Copy and cut up one worksheet
oer two students
Proced u re
1 Expl ai n t hat st udent s are goi ng t o make and recei ve phone cal l s and
l eave and t ake messages f or an absent col l eague. El i ci t some
l anguage t hat t he person l eavi ng or recei vi ng t he message mi ght
need t o use, f or exampl e:
I'm afraid she's not here. Can I take a message?
Could you tell me your telephone number?
Could you ask him I her to call me back, please?
2 Put st udent s i nt o pai rs. Gi ve out t he rol ecards (one A and one B f or
each pai r) and ask st udent s t o read t he i nst ruct i ons.
3 Check t hat t hey underst and what t hey have t o do, t hen gi ve t hem
about t en mi nut es t o l eave t hei r messages. NB I f your cl assroom
l ayout al l ows i t, you may wi sh t o seat t he st udent s i n each pai r back
t o back t o si mul at e a ohone cal l.
4 Gi ve f eedback on good and/or i ncorrect l anguage use.
5 Put st udent s i nt o new pai rs, agai n pai ri ng a St udent A wi t h a
St udent B.
6 St udent A t akes t he rol e of Mr Wi l ki ns, who has j ust ret urned t o t he
of f i ce. He shoul d ask hi s col l eague (St udent B) i f t here were any
messages f or hi m. St udent B gi ves hi m t he messages t hat he/she
wrote down, for example'. Your friend Kazuko Hiraki phoned. He would
like to play tennis with you next Monday. He wants you to call him
back to confirm. His phone number is 0175 200 9874.
St udent A shoul d check t he accuracy of t he messages agai nst t he
ori gi nal i nst ruct i ons on hi s/her rol ecard^ Al l ow about f l ve mi nut es.
7 St udent B t hen t akes.t he rol e of Ms Jenki ns and St udent A gi ves her
t he messages t hat he/she wrot e down.
Extensi on
l f you have t i me. and f eel t he st udent s can handl e t he l anguage t hat wi l l
be i nvol ved, you coul d rol epl ay t he f ol l ow-up phone cal l s, f or exampl e:
Mr Wi l ki ns phones Kazuko Hi raki back t o arrange a t i me t o pl ay t enni s.
102
Can l t ake a message?
Take t he rol e of t he f ol l owi ng peopl e
and phone Mr Wi l ki ns at wor k. You wi l l
need t o l eave a message.
Cal l 1: Your name i s Kazuko Hi raki. You
are'a f ri end of Mr Wi l ki ns. You woul d l i ke
t o pl ay t enni s wi t h hi m next Monday, You
woul d l i ke hi m t o cal l you back t o conf i rm,
Your ohone number i s 0175 200 9874.
Cal l 2: Your name i s Anna Lopez f rom
Comesa i n Val enci a, Spai n. You are
cust omers of Mr Wi l ki ns's company.
You have a quest i on about a bi l l you have
recei ved. You wi l l cal l back t hi s af t ernoon.
Cal l 3: Your name i s June Wi l ki ns. You are
Mr Wrl ki ns's wi f e. You are phoni ng t o t el l
hi m you wi l l be l at e home t hi s eveni ng.
You woul d l i ke hi m t o cal l you back.
Cal l 4: You are Jean-Paul Dugommi er, a
f ri end of Mr Wi l ki ns f rom Lvon. You are
comi ng t o t he UK on busi ness next week
and woul d l i ke t o meet hi m f or di nner.
Take t he rol e of Mr Wi l ki ns's col l eague. He's not i n t he
of f i ce t hi s morni ng. He wi l l recei ve a seri es of phone
cal l s. Expl ai n t hat he's not avai l abl e and of f er t o t ake a
message. Not e down i nf ormat i on about t he cal l.
Now t ake t he r ol e of Ms Jenki ns's col l eague. She
t he of f i ce t hi s morni ng. She wi l l recei ve a seri es of
phone cal l s. Expl ai n t hat she's not avai l abl e and of f er t o
t ake a message. Not e down i nf ormat i on about t he cal l.
Now t ake t he rol e of t he f ol l owi ng
peopl e and phone Ms Jenki ns at wor k.
You wi l l need t o l eave a message.
Cal l 1: Your name i s George f rom
George's Mot or Repai r. You are phoni ng
t o t el l Ms Jenki ns t hat her car i s readv
and she can col l ect i t t hi s af t ernoon.
Cal l 2: Your name i s Mart i n Schul t z f rom
Frankf urt, GermanV. Ms Jenki ns i s
comi ng t o Frankf urt f or a conf erence next
week. You woul d l i ke t o t al k t o her about
her hot el accommodat i on. You woul d l i ke
her t o cal l vou back. Your number i s
o0 49 6324 78 11.
Cal l 3: Your name i s Adri ana Novokova.
You are Ms Jenki ns's f ri end. You are
maki ng a personal phone cal l. You wi l l
cal l her back.
Cal l 4: Your name i s Jan Borowski. You
are phoni ng i n answer t o a j ob
advert i sement i n t he l ocal newspaper.
You woul d l i ke Ms Jenki ns t o cal l vou
back. Your number i s 027 7274 3108.
I
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@ Pearson Education 2002
103
Vocabulary Make and do
Grammar Modal verbs for necessi ty and obl i gati on
Language to go Descri bi ng rul es i n the present
What i f
7
r t t
Procedure
1 Write on the board:
You receive an e-mail attachment which you think may contain a virus.
What's the right thing to do?
El i ci t i deas and wri t e some sent ences usi ng obl i gat i on expressi ons on
the board, for example'. You mustn't open it.
2 Hand out t he worksheet and ask t he st udent s, i n pai rs or smal l
groups, t o t al k about t he ri ght t hi ng t o do i n each si t uat i on, usi ng t he
l anguage gi ven. (l f pref erred, t he boxes coul d be cut up i nt o cards
whi ch st udent s t urn over and t al k about.) They shoul d descri be any
real -l i f e experi ences t hey have had of t he si t uat i ons, and what t hey
di d. Al l ow about t en mi nut es. NB l t i s not necessarv f or t hem t o use
al l t he exoressi ons f or al l t he si t uat i ons.
3 As cl ass f eedback, ask t he groups about what t hey di scussed.
4 Ask students to read the text about what to do if vou receive an
e-mai l t hat you are suspi ci ous of, and t o compare t he advi ce wi t h t he
sent ences on t he board.
5 Now tell students to choose one of the other situations and write a
si mi l ar t ext about what t o do. Gi ve t hem seven t o t en mi nut es f or t hi s.
6 St udent s can read and comment on each ot her's t ext s.
7 Gi ve f eedback on good and/or i ncorrect l anguage use.
il
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Ai m
To give students practice at
expressi ng obl i gat i on i n t he
present by t al ki ng about t he
ri ght t hi ng t o do i n a vari et y of
si t uat i ons. and by wri t i ng an
advisory text
Mat eri al s
One worksheet per st udent
Ti me
30 mi nutes
Prepa rati on
Copy t he worksheet
104
What i f ,,.?
You recei ve an e-mai l at t achment whi ch
you t hi nk may cont ai n a vi r us.
What i s t he ri ght t hi ng t o do?
You smel l gas i n your house.
What i s t he ri ght t hi ng t o do?
Your credi t card has been st ol en,
What i s t he ri ght t hi ng t o do?
You are goi ng on a j ourney
up t he Amazon.
What i s t he ri ght t hi ng t o do?
You must n't ... You shoul d..... You shoul dn't ...
You have t o ... You don't have t o ...
You want t o gi ve up smoki ng.
What i s t he ri ght t hi ng t o do?
You have a mi nor t raf f i c acci dent
i n whi ch nobody i s i nj ur ed.
What i s t he ri ght t hi ng t o do?
A pan of oi l cat ches f i re whi l e
you are cooki ng.
What i s t he ri ght t hi ng t o do?
You are goi ng on a fourteen-hour
pl ane j ourney.
What i s t he ri ght t hi ng t o do?
You have an i ntervi ew for a
j ob at a bank.
What i s t he ri ght t hi ng t o do?
You want t o l ose wei ght.
What i s t he ri ght t hi ng t o do?
What t o do i f you t hi nl < you've recei ved a vi rus
Comput er vi ruses can be easi l y t ransmi t t ed by e-mai l. Vi ruses can at t ach t hemsel ves t o mai l wi t hout t he
sender l <nowi ng. Vi ruses are evol vi ng al l t he t i me so you must have t he l at est ant i -vi rus sof t ware i nst al l ed
on your comput er. l f you recei ve an at t achment t hat mal <es you suspi ci ous:
. You shoul d send a message t o t he sender t o check i f he/she has real l y sent you t he message.
. You shoul d run a vi rus scan on Vour comput er.
. l f you have any doubt s, you must del et e t he message and any at t ached f i l es.
o You must n't open any at t achment s unt i l you are sure t hey are saf e.
. l f you recei ve t he message at work, you shoul d i nf orm your syst ems manager.
105
@ Pearson Education 2002
Vocabulary Expressions wilh time
Grammar Ways to express contrasti ng i deas
Language to go Compari ng atti tudes
A ni ght mare j ourney
Ai m
To give students practice at
expressi ng cont rast i ng i deas usi ng
although, despite and howeverin
a guided letter-writing activity
Mat eri al s
One worksheet per st udent
Ti me
25 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Ask studenls: What problems can you have when travelling by plane?
Write their ideas on the board, for example'. delays, flight
cancellations, overbooking, lost luggage e|c.
2 Hand out t he worksheet and ask st udent s t o read about John and hi s
pl ans f or a hol i day i n Cuba. Ask a f ew quest i ons t o check st udent s
have assimilated the information, for example'. How is he going to the
airoort? When does he arrive in Cuba?
3 Expl ai n t hat, i n f act, John had a t erri bl e j ourney t o Cuba and t hat
somet hi ng went wrong at every st age of hi s j ourney. I n pai rs or smal l
groups, t he st udent s have f i ve t o seven mi nut es t o t al k about what
t hey i magi ne mi ght have gone wrong. Gi ve t hem an exampl e on t he
board to get them started: The taxi didn't arrive, so he had to take a
bus to the station.
4 Expl ai n t hat when John got home he wrot e a l et t er t o hi s f ri end
Est her t el l i ng her about hi s t erri bl e j ourney. Ask st udent s t o l ook at
t he st art of t he l et t er on t he worksheet and cont i nue i t, usi ng
although, despite or however to link what John had hoped would
happen wi t h what happened i n real i t y. They shoul d work i n pai rs or
smal l groups, and have about t en mi nut es t o compl et e t hei r l et t er.
106
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A ni ght mare
f 0urney
I
John i s pl anni ng a hol i day t o Cuba. He's ver y wor r i ed about t he j our ney and
he's t hi nki ng of t he preparat i ons he has made t o ensure he get s f rom hi s
house t o Cuba wi t hout any pr obl ems.
. I've reserved a taxi to take me to the starron.
r The t rai n t o t he ai rport l eaves at 1 1.30.
o I have t o check i n t wo hours bef ore deoart ure.
. I have a t i cket, so l'l l have a seat on t he pl ane.
. The weat her f orecast i s good f or t he day of t he f l i ght.
r l f t he f l i ght i s del ayed or cancel l ed, t he ai rl i ne wi l l put me
on anot her f l i ght or accommodat e me i n an ai rport hot el.
r I arrive in Cuba on Tuesday.
. I have a reservation in a luxurv hotel.
. My Spani sh i s qui t e good.
nrynun
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@ Pearson Education 2002
107
Vocabul ary Achi evements and proj ects
Grammar Present perfect si mpl e and conti nuous
Language to go Di scussi ng personal achi evements and proj ects
The cl ever conference
Ai m
To give students practice at using
the present perfect simple and
present perfect continuous to talk
about past achi evement s and
projects in progress
Mat eri al s
One rol ecard per st udent
l l me
20 mi nutes
Preparati on
Copy and cut up one worksheet
per ei ght st udent s
Procedure
1 Ask students if they have ever been to a conference. What happens
at t hem?
2 Put t he cl ass i nt o even groups of up t o ei ght (i.e. i f you have t en
students, you should have two groups of five; if you have thirteen,
one group of si x and anot her of seven et c.). l f you have ei ght or
fewer students, this is a whole class activity.
3 Tell students they are going to be guests at the welcoming party of a
conference for very clever people. Hand out a rolecard to each
st udent and expl ai n t hat t hey wi l l pl ay t he person on t he card.
Gi ve t hem a mi nut e or so t o read t he i nf ormat i on on t he card (i deal l v
t hey shoul d memori se i t ) and t o check any i t ems of vocabul ary.
4 Explain that they don't know anybody else at the party. They have to
move around i nt roduci ng t hemsel ves and f i ndi ng out t he name,
prof essi on, achi evement s et c. of t he ot her guest s.
5 l f you t hi nk i t necessary, you coul d wri t e t he f ol l owi ng quest i ons on
t he board:
Hello. What's your name?
What do you do?
What have you achieved in your career?
What have you been working on recently?
What ambition do you have for the future?
6 After about ten minutes, or when they have spoken to everybody
el se i n t he group, ask t hem t o si t down and get i nt o pai rs.
7 I n pai rs. t hey have about f i ve mi nut es t o compare what t hey can
remember about t he ot her peopl e at t he part y. They shoul d descri be
anyone t hey spoke t o whom t hei r part ner di dn't meet.
8 Ask the students who at the party they would most like to be in real
l i f e, and t o gi ve t hei r reasons.
108
The cl ever conf erence
Name: Prof essor Anna St asi ak
Prof essi on: I nvent or
Achi evement s: I nvent ed an
i ndest ruct i bl e comput er - you
can hit it when you are
frustrated
Current projects: Developing a
new system to search for
i nf ormat i on on t he I nt ernet -
t he l ast year
Ambi t i on: To be t he great est
inventor in history
Name: Chen Fi Li ng
Prof essi on: Novel i st
Achievements: Wrote six
best-selling novels
Cu rrent projects: Writing
latest novel - the last six
mont hs
Ambi t i on: To wi n t he Nobel
Prize for Literature
F?-
Name: Gi anLuca Tassot t i
Prof essi on: Foot bal l pl ayer
Achievements: Won the
l eague l ast season
Cu rrent projects: Recovering
f rom an i nj ury - t he l ast mont h
Ambi t i on:To wi n t he Worl d
Cuo
Name: Cl audi ne Lef dvre
Prof essi on: Fi l m di rect or
Achi evement s: Made t en
f i l ms; nomi nat ed f or Gol den
Gl obe f or best f orei gn f i l m
last year
Current projects: Working on
l at est f i l m - t he l ast year
Ambi t i on: To wi n an Oscar
Name: Harri et Harri s
Prof essi on: Pol i t i ci an
Achi evement s: l n oarl i ament
for ten years; two ministerial
positions
Current projects: Working on
a new law to increase
government spendi ng on
i nt ernat i onal devel ooment -
the last six months
Ambi t i on: To be Pri me
Mi ni st er
Name: Andrew Cox
Profession: Architect
Achi evement s: Desi gned
hundr eds of publ i c bui l di ngs
i ncl udi ng hospi t al s, art
gal l eri es, of f i ce bui l di ngs and
l i brari es
Current projects: Working on
t he devel opment of a new
nat i onal soort s st adi um - t he
last two vears
Ambi t i on: To be happy
Name: Aki l chi kawa
Profession: Law student
Achievements: President of
the university law society -
t he l ast si x mont hs
Current projects: Revising for
f i nal exams - t he l ast mont h
Ambi t i on: To oass f i nal exams
Name: Dr Mari a Jos6 Mart i nez
D{az
Profession: Pharmaceutical
research scientist
Achievements: Worked on the
development of drugs to treat
ast hma
Current projects: Working on
a treatment for cystic fibrosis -
the last five years
Ambi t i on: To wi n a Nobel pri ze
\
,6
@ Pearson Education 2002
109
Vocabul ary
Functi on
Language t o go
Pri son
Prohi bi ti on, obl i gati on and permi ssi on i n the past
Di scussi ng freedom
Proced u re
1 Write The Best DaVs of Your Life on the board. Ask students which
t hey t hi nk t he best days of your l i f e are (f or exampl e: when you are a
chi l d, a t eenager, a young adul t, a parent, ret i red) and why.
Tel l t hem t hat peopl e somet i mes say t hat your school days are t he
best days of your l i f e, and ask t hem i f t hey enj oyed bei ng at school.
2 Put st udent s i nt o pai rs and ask t hem t o work t oget her t o mat ch t he
begi nni ngs and t he ends of t he quest i ons i n Part A t o make compl et e
quest i ons. Thi s shoul d t ake about f i ve mi nut es.
3 Check t hei r answers.
4 Tel l st udent s t o f i nd t he appropri at e repl y i n Part B t o each of
t he quest i ons i n Part A. Gi ve t hem about seven mi nut es f or t hi s,
5 Check t hei r answers.
6 I n pai rs, st udent s t ake t urns t o ask and answer t he quest i ons i n Part
A. They shoul d not e down or remember t hei r part ner's answers.
Al l ow about t en mi nut es.
7 Ask each pai r t o t el l t he cl ass whose school t hey t hi nk was bet t er and
why. (St udent s can deci de what cri t eri a t heywi l l use t o j udge t hi sl )
chtr r
you
h'orOt':i
1hdw
me!
d t d
wul..'
.tf:
The best days of your l i fe?
Ai m
To give studentr
t al ki ng about ob
permi ssi on i n t l'
Mat eri al s
students practice at
about obl i gat i on and
si on i n t he past
One copy per st udent
Ti me
30 mi nutes
Preparati on
Copy the worksheet
The best days of your l i fe?
Part A
Mat ch t he begi nni ngs and t he ends t o
1 How many hours a day di d you
2 Di d t he t eachers make vou
3 Were vou allowed to wear
4 What f orei gn l anguage(s) di d you
5 Were you allowed to choose
6 At what age were you allowed
7 Were you al l owed t o cal l
8 Di d t hev l et
9 Di d t hey l et you l eave
10 l f you di d somet hi ng wrong,
11 What ki nd of exams di d
12 Were vou al l owed t o t al k
13 Was t here anyt hi ng el se t hey made
14 At what age were you al l owed t o
make quest i ons about your school days.
do a lot of homework?
t he t eachers by t hei r f i rst names?
have t o go t o school?
your own cl ot hes?
you smoke?
have t o l earn?
whi ch sport s you pl ayed?
t o choose t he subj ect s you st udi ed?
how were you puni shed?
t he school at l uncht i me?
t o ot her pupi l s duri ng l essons?
you have to takeT
l eave school?
you do t hat you di dn't l i ke?
Part B
Here are some answers t o t he quest i ons i n Part A. Deci de whi ch answer goes wi t h each quest i on.
a) We had t o l earn Lat i n and French.
b) No, def i ni t el y not. We were onl y al l owed t o cal l t hem by t uhei r surnames.
c) They made us do qui t e a l ot of homework, especi al l y at t he weekends or i f we were
prepari ng f or exams.
d) We had t o go t o school f rom 9 i n t he morni ng t o 4.'15 i n.t he af t ernoon.
e) They l et us choose but t here weren't many opt i ons. I n wi nt er i t was ei t her rugby or
cross-count ry runnt ng.
f ) They made us st ay behi nd f or an hour af t er school i n t he af t ernoon.
9) No, smoki ng wasn't al l owed at al l.
h) Yes, we had t o st udy rel i gi ous educat i on. l di dn't l i ke i t at al l.
i ) We had t o t ake an i nt ernal exam at t he end of everv t erm. And when we were si xt een.
we had t o t ake exams cal l ed GCSEs.
j ) No, we weren't. We had t o wear a bl ue and grey uni f orm.
k) We were al l owed t o l eave school at si xt een. But I st ayed on unt i l ei ght een because
I wanted to go to university.
We were onl y al l owed t o l eave t he school i f we went home f or l unch. They di dn't l et us
hang around i n t he st reet.
They onl y l et us t al k i f we had t o work t oget her, but i f t he t eacher was t al ki ng t o t he cl ass
we had t o be oui et.
n) We were al l owed t o choose some of t he subj ect s we st udi ed when we were t hi rt een or f ourt een.
Now, i n pai rs, ask and answer t he quest i ons i n Part A about your secondary educat i on.
Whose school was better, yours or your partner's? Why?
m)
@ Pearson Education 2002
111
Vocabul ary Doi ng busi ness
Grammar Fi rst and second condi ti onal s
Language to go Tal ki ng about l i kel y and unl i kel y si tuati ons
U nder what ci rcumst ances ?
Ai m
To gi ve st udent s pract i ce at usi ng
t he f i rst and second condi t i onal s
t o express l i kel y and unl i kel y
condi t i ons
Mat eri al s
One worksheet per group of t hree
or f our st udent s; one di ce per
group; one count er per st udent
Ti me
20-25 mi nut es
Prepa rati on
Copy one worksheet per group
Procedure
1 Put st udent s i nt o groups of t hree or f our. Each group needs one copy
of t he worksheet (t he gameboard), a di ce, and a count er per st udent
(t hey coul d use coi ns). One person i n each group has t o
keep score.
2 Expl ai n t he rul es t o st udent s. Put your count er on t he st art square.
Throw t he di ce and move t he number of squares on t he di ce. Expl ai n
t hat t here are f our ki nds of souare:
. l f you l and on a 'Compl et e' square, you have t o compl et e t he
sent ence i n a way t hat i s t rue f or you. You get one poi nt f or a
correct sent ence. (l ndi cat ed by t he st ar x.)
. lf you land on a 'Verb forms' square, you have to put the verbs in
bracket s i n t he correct f orm t o make a sent ence. You get one poi nt
f or a correct sent ence. (l ndi cat ed by t he st ar x.)
. l f you l and on an 'Under what ci rcumst ances' square, you have t o
say under what ci rcumst ances you woul d do what i s wri t t en i n t he
square. You get t wo poi nt s f or a correct sent ence. (l ndi cat ed bv t he
t wo st ars * x.)
. l f you l and on an 'Ask a quest i on' square, you have t o ask anot her
pl ayer a quest i on i n t he f i rst or second condi t i onal. you get one
poi nt f or a correct quest i on and t he person you ask get s one pot nr
f or a correct answer. (l ndi cat ed by t he st ar pl us st ar x+x.)
The wi nner i s t he pl ayer wi t h t he most poi nt s when everybody has
f i ni shed, not t he pl ayer who reaches t he end f i rst.
3 St udent s pl ay t he game, t aki ng t urns t o t hrow t he di ce and move
around t he board unt i l everyone has reached t he end (you don't need
t o t hrow t he exact number t o f i ni sh). When t hev have doubt s about
whet her sent ences arO correct or not, t hey shoul d check wi t h
t he t eacher
4 Fi nd out who got t he'hi ghest score i n t he crass.
,'..l.:..ij
U nd er what c irc umsta n c es?l.'.:rr,:::l:
Verb forms
| (l end) you
my car on
condi t i on t hat
you (be) caref ul.
Under what
circumstances
woul d you ...
go to worK
i n anot her
count ry?
Gomplete
I woul dn't ...
even if
you pai d me
a mi l l i on
dol l ars.
*
Verb forms
| (go) to
the party
t hi s eveni ng
if you (come)
wi t h me.
Complete
I woul d be abl e
to buy a Rol l s
Under what
circumstances
woul d you ...
mt ss an
rmponant
meet i ng?
Gomplete
l f I had t o go t o
t he Mi ddl e East
on busi ness, I
wo u l d...
Under what
circumstances
woul d you ...
i nvest money i n t he
st ock market?
Under what
circumstances
woul d you ...
resi gn from
a i ob?
Verb forms
| (say) no if a
customer (invite)
me t o spend a
f ree weekend
i n Pari s.
Verb forms
l f t he weat her
(be) good, we
(pl ay) t enni s
on Saturday.
Under what
circumstances
woul d you ...
give your boss
a bunch of
flowers?
Verb forms
l f i t (be)
properly
supervi sed,
| (do) a
parachut e
Jump.
*
Gomplete
I won't come to
t he next Engl i sh
cl ass i f .. .
*
f+.TaffEafEEttll A rearson Eoucarton 2aa2
Vocabul ary The weather
Grammar Beoorted statements
Language to go Reporti ng what you hear or read
Weather report
Ai m
To give students practice at
weat her vocabul ary by
exchangi ng i nf ormat i on about
weather forecasts in two different
cont i nent s; al so t o pract i se
reported speech structures by
f eedi ng back on t he i nf ormat i on
gathered
Mat eri al s
One copy of Sheet A or Sheet B
per st udent
Ti me
20 mi nutes
Prepa rati on
Copy and cut up one worksheet
per two students
Proced u re
1 To i nt roduce t he act i vi t y, ask st udent s what t hey t hi nk t he weat her i s
l i ke at t he moment i n di f f erent ci t i es around t he worl d, f or exampl e:
Sydney, Bangkok, New York, Cai ro, St ockhol m.
2 Wri t e on t he board t he quest i on and answer f ormat t hat st udent s wi l l
need t o comol et e t he worksheet:
What will the weather be like in ... this weekend?
There will be ...
3 Put st udent s i nt o pai rs (A and B) and gi ve each st udent a copy of
Sheet A or Sheet B.
4 Tel l St udent B t o ask St udent A about t he weat her f orecast ed f or t he
pl aces marked on t he map of Europe. Tel l St udent A t o l ook at
hi s/her map of Europe and answer St udent B's quest i ons. St udent B
shoul d draw t he appropri at e symbol s on t he map of Europe. Thi s
shoul d t ake f i ve t o seven mi nut es.
5 St udent A t hen asks St udent B ouest i ons about t he weat her i n Asi a
and draws t he appropri at e symbol s on hi s/her map.
6 Put students into new pairs, with two As together and two Bs
together. They have five minutes to compare the answers they
recei ved and check t hat t hev were oi ven t he same i nf ormat i on.
For exampl e:
- Ludmilla told me there would be severe thunderstorms in the
Ukraine this weekend.
- Yes, and Olga said there would be bright sunshine in ltaly.
- Yes, Ludmilla said the same. What about France?
- She said there would.be thick cloud.
Ext ensi on
Reading and speaking: H you have an Internet classroom available,
st udent s coul d make predi ct i ons about t he day's weat her i n vari ous
count ri es around t he worl d and t hen use a weat her si t e
(e.9. www.weat her.com) t o check t hei r predi ct i ons. Then ask i ndi vi dual
st udent s t o t el l t he cl ass what t hey f ound out, f or exampl e: I sai d i t
would be cold with heavy snow in Moscow, and I was right. But I
thought there would be sunshine in Cape Town, and in fact it's raining.
114
Weather report
IilfTti!fiIIf.G|E a pearson Eoucarnn 2aa2
1 1 5
Vocabul ary Thi ngs we read
Grammar Past perfect si mpl e and conti nuous
Language to go Tal ki ng about i mportant moments
Procedure
Harry at t he Dursl eys'
Ai m
To give students practice at using
the past perfect simple and past
perfect continuous
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati on
Copy the worksheet
Ask students if they know anything about Harry Potter, a character
f rom a chi l dren's book. (See background i nf ormat i on.)
Hal f t he st udent s are As and hal f are Bs. Put t hem i nt o smal l qrouos.
As together and Bs together.
3 Hand out the worksheet and ask students to fold it so that Student
As have Ext ract A and t he quest i ons vi si bl e, and St udent Bs have t he
ouest i ons and Ext ract B vi si bl e.
4 Ask st udent s t o read t hei r t ext. St udent As shoul d answer ouest i ons
1-5 and St udent Bs quest i ons 6-10 (t he answers t o t he ot her
quest i ons are i n t he ot her t ext ). They shoul d t ry t o use t he past
perfect to answer the questions.
5 I n t hei r groups, st udent s compare t hei r answers.
6 Put st udent s i nt o pai rs (A+B). I n each pai r, St udent A summari ses
hi s/her t ext f or St udent B, wi t hout l ooki ng at i t. B shoul d l ook at
ouest i ons 1-5 and see whi ch ones can be answered f rom As
summary. St udent B t hen summari ses hi s/her t ext f or St udent A,
who t ri es t o answer ouest i ons 6-10.
7 fhey can then unfold the worksheet and read the other text. Ask
t hem i f t hey t hi nk t hei r part ner's summary was good. They shoul d
al so answer any of t he quest i ons t hat t hey coul dn't answer f rom t hei r
partner's summary.
8 Fi nal l y, di scuss some or al l of t he f ol l owi ng quest i ons:
How do you think the Dursleys feel about Harry?
What does Harry feel about Dudley?
Do you think Harry is a happy boy?
Would vou like to read the rest of the book?
Do you think adults can enjoy books for children?
116
t11.au:it:iu:
Harry at the Dursl eys'
i
Extract A (questi ons 1-5)
1
2
4
What had happened t en years earl i er?
How had Pri vet Dri ve changed si nce t hen?
How had Dudl ey Dursl ey changed?
What had Harry been doi ng when hi s aunt
woke hi m uo?
What ki nd of dream had he had?
Why was Harry smal l and ski nny?
Why were hi s gl asses hel d t oget her
wi t h Sel l ot ape?
How l ong had he had hi s scar?
What was the first ouestion he had
asked Aunt Pet uni a?
How had hi s parent s di ed, accordi ng
t o hi s aunt?
6
6
7
8
1 0
Extract B (questi ons 6-10)
From Harry Potter and the Philosopher's Stone
From Harry Potter and the Philosopher's Stone
DlfafiifiifAlil]l @ Pearson Education 2002
117
Vocabul ary Housework and cl eanl i ness
Grammar Have something done and reflexive pronouns
Language to go Thi ngs you do, and have done for you
Do i t yoursel f - or have i t
done?
Ai m
To gi ve st udent s pract i ce at usi ng
have+somet hi ng+past
participle and reflexive pronouns
Mat eri al s
One copy of Sheet A, B, C or D
per st udent
Ti me
25 mi nut es
Pre pa rati on
Copy and cut up one worksheet
per f our st udent s
Proced u re
1 lf necessary, you may wish to pre-teach some of this vocabulary:
dye, pierce, have your blood pressure taken, photo booth, car wash.
2 Di st ri but e t he cut -up copi es of t he worksheet so each st udent nas
one 'Fi nd someone who ...' box.
3 Tel l st udent s t hat t hey wi l l have t o f i nd peopl e i n t he cl ass f or whom
t he sent ences i n t hei r box are t rue. (They onl y need t o f i nd one name
per sent ence, and t he names can be di f f erent f or t he di f f erent
sent ences.) They do t hi s by movi ng around t he room and aski ng ot her
st udent s yes/no quest i ons, f or exampl e. Have you had your car
serviced in the last six months? They repeat the same question until
somebody says yes, and t hen t hey wri t e t hat person's name i n t he
box (so i f t he f i rst person t hey ask says yes, t hey onl y ask t hat
quest i on once).
4 When t hey f i nd someone, t hey have t o ask a f ol l ow-up quest i on
based on t he prompt bel ow t he sent ence and not e t he answer.
They wi l l need t o const ruct a grammat i cal l y correct quest i on, f or
example: Where ...? = Where did you have it serviced? You may wish
t o check t hey underst and t hi s by doi ng a coupl e of exampl es f i rst.
5 Once t hey have done t hi s f or one sent ence, t hey move on t o t ne
next. lf the sentence is not true for anybody, the student writes
nobody instead of a name.
6 When t hey have one ndme f or each sent ence, t hey can st op
aski ng quest i ons, but t hey shoul d cont i nue answeri ng ot her
st udent s' quest i ons.
7 Af t er about t en mi nut es, or when most peopl e have f i ni shed, ask
each st udent i n t urn t o t el l you one pi ece of i nf ormat i on t hat he/she
di scovered. i ncl udi ng t he answer t o t he f ol l ow-up quest i on. For
example: I discovered that Joeo has had his car serviced in the last
six months. He had it serviced at the garage near the station.
As t he ot her st udent s l i st en, t hev shoul d wri t e down one ot her
possible follow-up question to ask, for example. Why did you choose
that garage, JoSo?
8 Fi nal l y st udent s can ask t hei r own f ol l ow-up quest i ons t o t he
appropri at e person. Gi ve t hem about f i ve mi nut es.
1 1 8
Do i t yoursel f - or have i t do
Fi nd someone who ...
has had hi s/her car servi ced i n t he l ast si x mont hs.
( Wher e...?)
i s goi ng t o have hi s/her hai r cut soon.
( How...?)
has hi s/her passport phot ographs t aken by a
prof essi onal phot ographer.
(Why not ... in a photo booth?)
has never had hi s/her hai r dyed.
(Why not ...?)
Name
Fi nd someone who ...
al ways washes t he di shes hi msel f /hersel f.
(Why not ... dishwasher?)
has had a tooth extracted.
(When ...?)
had hi s/her ear s pi er ced when he/she was a chi l d.
(... any other parts of your bodV?)
has recently had some clothes dry-cleaned.
( What...?)
Name
Fi nd someone who ...
has had a l et t er or art i cl e publ i shed i n a newspaper.
(What ... about?)
hasn't had hi s/her eyes t est ed i n t he past t hree years.
(When ...? - future)
has hi s/her bl ood pressure checked regul arl y.
(Where...?)
does al l t he housework hi msel f /hersel f.
(... like someone to help?)
Fi nd someone who:
can sort out comput er probl ems hi msel f /hersel f.
(How ... learn?)
has had a credi t card st ol en.
(What... do?)
has hi s/her supermarket shoppi ng del i vered.
(Whv...?)
has hi s/her car washed i n a car wash.
(Why not ... yourself?)
Name
Name
19
@ Pearson Education 2002
Vocabul ary
Grammar
Language t o go
Descri bi ng changes
Future with willand will have done
Predicting future events
By the yeat 2025
Ai m
To give students practice at using
the future perfect to talk about
t he possi bi l i t y of f ut ure
predi ct i ons, t hei r causes and
consequences
Mat eri al s
One set of cards per group of
t hree or f our st udent s
Ti me
25 mi nut es
Prepa rati on
Copy and cut up one worksheet
per group
Proced u re
1 Put students into groups of three or four. Give each group a set of
t he cards. f ace down.
2 Tel l st udent s t o t urn over t he cards one at a t i me and read t he
predi ct i on. They shoul d di scuss whet her t hey t hi nk t he predi ct i on i s
cert ai n t o happen, probabl e, possi bl e or i mpossi bl e, and why (t hey
don't need t o agree). They shoul d al so t al k about t he reasons why
t hi s predi ct i on mi ght happen, and what i t s consequences mi ght be.
They should not write on the cards.
3 To demonstrate, do the first card on the board as a whole class
activity. Write:
By the year 2025, global sea levels will have risen by half a metre.
El i ci t st udent s' opi ni ons as t o i t s probabi l i t y, f or exampl e:
I think it's probable that this will have happened.
El i ci t possi bl e reasons, f or exampl e:
Global warming will have caused the polar ice caps to melt.
and consequences, f or exampl e:
People will have to move from coastal areas.
4 Once t hey've t al ked about one card, t hey shoul d t urn over t he next
and t al k about t hat unt i l t hev have di scussed al l t wel ve. Gi ve t hem
about f i f t een mi nut es t o work t hrough al l t he cards.
5 As class feedback, talk about two or three of the predictions that
caused most di scussi on.
120
By the year 2025 ...
Gl obal l evel s wi l l have ri sen
hal f a met re.
reason?
consequences?
trY Tne Year zuzS ...
Spani sh wi l l have become an of f i ci al
sea
by
l anguage of t he USA.
reason?
consequences?
By the year 2025 ...
Chi na wi l l have become t he worl d's
most i mport ant economi c power.
reason?
consequences?
By the year 2025 ...
The hol e i n t he ozone l ayer wi l l have
i ncreased t o t hree t i mes i t s current si ze.
reason?
consequences?
By the year 2025 ...
St at e pensi ons wi l l have been
abol i shed i n West ern Europe.
reason?
consequences?
By the year 2025 ...
The Russi an Federat i on
j oi ned t he Eur opean
wi l l have
Uni on.
reason?
consequences?
By the ye ar 2025 .,. 111,,::':;
).
By the year 2025 ...
Peopl e wi l l have st opped eat i ng beef.
reason?
consequences?
- - - - - - J
By the year 2025 ...
The number of peopl e
wi l l have i ncreased
worki ng at home
dramat i cal l y.
reason?
consequences?
By the year 2025 ...
The number of i mmi gr ant s i n Eur ope
wi l l have i ncreased t o 50%
of t he t ot al popul at i on.
reason?
consequences?
By the year 2025 ...
Peopl e wi l l have st opped buyi ng
books and musi c i n shops.
A permanent col ony
est abl i shed on t he
wi l l have been
pl anet Mar s.
reason?
consequences?
By the Vear 2025 ...
You wi l l have become very ri ch!
reason?
consequences?
@ Pearson Education 2002
121
Vocabul ary 1 Medi cal probl ems and symptoms
Vocabul ary 2 Phrasal verbs about i l l ness
Language to go Descri bi ng symptoms of an i l l ness
Heal t hl i ne
Ai m
To read about medical symptoms
and di scuss causes and t reat ment
Mat eri al s
One worksheet per st udent
Ti me
25 mi nut es
Prepa rati on
Copy the worksheet
Proced u re
1 Ask students where they can get advice if they are sick. Ask if they
t hi nk i t i s possi bl e t o get medi cal advi ce over t he I nt ernet.
2 Hand out the worksheet and ask students to read the e-mails in Part A.
3 I n pai rs, t hey di scuss what t hey t hi nk mi ght be wrong wi t h each
of t he peopl e, and what t hey t hi nk t hey shoul d do. Al l ow f i ve t o
seven mi nut es.
4 Ask students to read Healthline's reolies in Part B and match them
wi t h t he probl ems i n Part A.
5 As cl ass f eedback, ask i f st udent s had come t o t he same concl usi ons
about the problems as Healthline did. Discuss whether they think
Healthline's advice is good or not, and why.
6 Fi nal l y, di vi de st udent s i nt o groups of t hree or f our and gi ve t hem
seven t o t en mi nut es t o di scuss t he quest i ons i n Part C. Be caref ul,
however, as some of t hese quest i ons are qui t e personal. l f you have
doubt s as t o whet her st udent s wi l l f eel comf ort abl e t al ki nq about
t hem. l eave t hem out.
122
Heal t hl i ne
Part A
Read t hese e-mai l s t o an I nt ernet medi cal advi ce servi ce cal l ed
Heal t hl i ne. Thi nk about t he peopl e's sympt oms and deci de what
you t hi nk i s wrong wi t h t hem. What advi ce woul d you gi ve t hem?
Part B
These are the replies from Healthline. Match each reply with
one of t he pr obl ems i n Par t 1. Do you t hi nkt he advi ce i s good?
Part C
Di scuss t hese quest i ons.
1 Doyou t hi nk i t i s a good i dea t o l ookf or medi cal advi ce on t he I nt ernet,
or shoul d you al ways consul t a doct or?
2 Have you or someone you know ever had any of t he condi t i ons descri bed i n t he
e- mai l s? What di d you/he/she do? How l ong di d i t t ake you/hi m/her t o get over i t?
3 When was the last time you went to the doctor? Were you ill or was it a
check-up? What di d t he doct or do?
Healthl&
@ Pearson Education 2002
123
Vocabul ary Peopl e and groups
Grammar Past modal verbs of deducti on
Language to go Drawi ng concl usi ons about the past
The concl usi ons game
Ai m
To give students practice at using
past modal s t o draw concl usi ons
about t he past
Mat eri al s
One set of cards per group of
four students
Ti me
25 mi nut es
Prepa rati on
Copy and cut up one worksheet
per group.
Procedure
1 As an introduction, write these two headings on the board: Sentence
and Reaction. In the sentence column, write: Susan is verv tired. Elicilt
possible reasons why Susan is tired, for example: She might have
been working too much. She can't (or might not) have slept very well
last night. Write these in the reaction column. Tell students they are
goi ng t o pl ay a game i n whi ch t hey wi l l have t o mat ch sent ences wi t h
react i ons.
2 Put st udent s i nt o groups of f our, i f possi bl e at a t abl e. Di vi de t he
fours into two teams of two.
3 Gi ve each group a set of sent ences and a set of react i ons. Tel l t hem
t o out t he cards f ace down on t he t abl e so t hat t he backs of al l t he
cards can be seen; on the left, the sentences in three rows of four
cards, and on the right, the reactions, also in three rows of four.
4 Expl ai n t he rul es of t he game:
. There i s one react i on t hat mat ches each sent ence.
. Team A t urns over one sent ence and one react i on and pl aces t hem
f ace up. l f t hey mat ch, t he t eam keeps t he cards and has anot her
t urn. l f not, t he cards are pl aced f ace down agai n i n t he same pl ace
and Team B has a t urn.
o The t eams t ry t o remember t he posi t i on of t he cards and cont i nue
pl ayl ng unt i l al l t he cards have been mat ched and t aken. The t eam
wi t h most cards at t he end wi ns.
5 Demonst rat e t he st art of a game f or t he whol e cl ass, t hen l et
st udent s pl ay i n t hei r groups.
6 When t hey have f i ni shed, one person i n t he group reads out al l t he
sent ences i n t urn, and t he ot her st udent s i n t he group have t o gi ve
the correct reactions. They probably won't be able to remember the
exact words, but strould have had sufficient exposure to produce
si mi l ar sent ences.
The concl usi ons game
When I woke up
and l ooked out of
the wi ndow, everythi ng
was whi te.
Van Gogh cut off
part of hi s ear!
Tom arrived late
for work yesterday.
Jack's l ooki ng
very happy.
I went parachuti ng
at t he weekend.
He must have
been mad. '
Hi s boss can't have
been very happy.
Ji m's one of t he best
st udent s i n t he cl ass but
he f ai l ed hi s exam.
Jane's got pai nt
on her hands.
Loui sa l eft the
ci nema cryi ng.
Jessi ca crashed her
car l ast week,
but she's OK.
It must have
been snowi ng.
She mi ght have
been redecorati ng
her bedroom.
Ronni e's got a
terri bl e hangover.
I was an hour l at e
for my j ob i ntervi ew
because t he t rai n
was del ayed.
The quest i ons
can't have been
very easy.
She mi ght have been
taki ng a shower.
Sophi e's hai r i s wet.
She mi ght have
seen a sad f i l m.
She was l ucky.
She coul d have
been seri ousl y i nj ured !
He coul d have had
some good news.
That must have
been exci t i ngl
Were you scared?
He must have had
t oo much t o dri nk
l ast ni ght.
What bad l uckl
You must have
been f uri ous.
125
@ Pearson Education 2002
Vocabul ary
Gr ammar
Language t o go
Busi ness processes: word bui l di ng
Non-defi ni ng rel ati ve cl auses
Gi vi ng extra i nformati on
Dear cust omer
Ai m
To give students practice at using
non-def i ni ng rel at i ve cl auses, i n
the context of a letter to persuade
cust omers t o use a new product
or servrce
M at eri a l s
One worksheet per st udent
Ti me
25- 30 mi nut es
Prepa rati on
Copy t he worksheet
Proced u re
1 Ask st udent s i f t hey ever get mai l f rom compani es i nf ormi ng t hem of
new product s or servi ces (f or exampl e, t hei r bank, t hei r l anguage
school ). Ask t hem what ki nd of i nf ormat i on t hey are sent.
2 Hand out t he worksheet and ask st udent s t o read t he l et t er.
3 Put st udent s i nt o pai rs. Draw t hei r at t ent i on t o t he sent ences
beneat h t he l et t er. Thev have t o deci de where t hese sent ences coul d
f i t i nt o t he body of t he l et t er. They shoul d t hen t ransf orm t hem i nt o
non-def i ni ng rel at i ve cl auses and i nsert t hem i n t he most appropri at e
pl ace. Do t he f i rst one t oget her as an exampl e (see suggest ed
answer Kev).
4 Gi ve t hem f i ve t o seven mi nut es t o expand t he l et t er i n pai rs.
When t hey have f i ni shed, check t he answers wi t h t he whol e cl ass by
aski ng st udent s t o read out t he compl et ed l et t er a sent ence at a t i me.
5 Tel l st udent s t hey are responsi bl e f or market i ng i n one of t he
compani es i n t he l i st at t he bot t om of t he worksheet. I n pai rs, t hey
shoul d choose a company and brai nst orm i deas about t he new
product or servi ce on of f er. and any speci al f eat ures t hat woul d be
at t ract rve t o cust omers. Al l ow about f i ve mi nut es.
6 Students write a letter to be sent to customers or ootential
cust omers, t el l i ng t hem about t he new product or servi ce and
persuadi ng t hem t o buy i t. Thi s shoul d t ake about t en mi nut es.
7 When t hey have f i ni shed, t hey read anot her pai r's l et t er and say i f
t hey woul d buy t he product or not, and why.
KEY
126
Dear cust omer
I+.liffiffiifrlAtlE @ pearson Education 2002
127
Harol d's party
Ai m
To give students practice at using
t he present perf ect si mpl e and
present perfect continuous with
for and since
Mat eri al s
One worksheet per st udent
Ti me
30 mi nut es
Prepa rati o n
Copy the worksheet
Vocabul ary
Grammar
Language t o go
Verb expressi ons about fri endshi p
Present perfect with forand srnce
Descri bi ng fri endshi p
Proced u re
1 Ask st udent s t o i magi ne t hey are meet i ng an ol d f ri end who t hey
haven't seen f or a l ong t i me. El i ci t quest i ons t hat t hey mi ght ask, f or
example: Where do you live now? Do you still work at ...? What have
you been doing recently I since I last saw you? etc.
2 Hand out the worksheet and ask students to read the letter from
Harol d, an ol d f ri end wi t h whom t hey have l ost cont act. They shoul d
compl et e t he t abl e bel ow t he l et t er wi t h i nf ormat i on about Harol d
t hen compare t hei r answers i n pai rs. Al l ow f i ve mi nut es.
3 Tel l t he st udent s t hat t hey are goi ng t o Harol d's part y. There wi l l be a
l ot of peopl e t here t hat t hey haven't seen f or a l ong t i me. Ask t hem
t o prepare by compl et i ng t he i nf ormat i on i n t he second t abl e. They
have f i ve mi nut es t o i nvent i nf ormat i on about t hemsel ves, bei ng as
i magi nat i ve as possi bl e.
4 When t hey've f i ni shed compl et i ng t he second t abl e, el i ci t t he
quest i ons t hey wi l l need t o ask t o get t he i nf ormat i on f rom t he ot her
people at the party
Where do you live now? How long have you lived there? Are you
married? How long have you been married/divorced? Where do you
work? What do you do? How long have you worked there? Have you
got any children? What are their names? Do they go to school? What
else do they do? How long have they been doing that? What do you
do in your free time? How long have you been doing that? What have
you been doing recently? How long have you been doing that?
5 They t hen go t o t he part y. St udent s shoul d move around t he cl ass
and speak t o as many peopl e as possi bl e i n t he t i me avai l abl e.
Al l ow t en t o f i f t een mi nut es, dependi ng on t he si ze of t he cl ass.
6 Fi nal l y, put t he st udent s i nt o pai rs t o see i f t hey di scovered t he
answers to the questions at the bottom of the worksheet.
HAROLD
Where: MaLdewhead How long: for two vwowths
Yes/No: pl es
How long: for two qears
VVOTK :Where: MaLdewhead
What: TV ior,trwaLlst
How long: fY jovtrwaLlst sLwoe L993 /
MaLdewhead fov tv'to vwowths
Uht l dr en l How manv: ong
Names: Nat asha
What they do waLk / qo to wttrseryl schooL
How long: waLklwg for a gear/ wwyseyL
sohooL sLwoe Novevwber
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What: thoto graThg / tewwLs How long: Thotograqht4 sLwoe
sohooL,/tewwLs {or owe wvowth
What: travelLLwg arowwd the worLd as a
fovelgw oorresTowdewt
How long: for fr,ve tdears
128
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. Who has been married the longest?
o Who has t he most chi l dren?
Who has the most interesting job? How long
have they had it?
Who has the strangest hobby? How long have
they been doing it?
129
HAROLD
Where: Maldewhead How long: for $n vtrvowths
Yes / No:How l ong:
Where:
What:
How l ong:
How many:
Names:
What they do:
How l ong:
What:
How l ong:
What:
"How long:
Work :
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Where:
How l ong;
Yes / No:How l ong:
Where:
What:
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How many:
Names:
What they do:
How l ong:
What:
How l ong:
What:
How l ong:
@ Pearson Education 2002
Vocabul ary
Functi on
Language t o go
Happi ness
Pol i te questi ons
Aski ng questi ons about personal i ssues
l'd rcther not say
Ai m
To give students practice at using
i ndi rect quest i ons t o ask f or
personal i nf ormat i on
Mat eri al s
One worksheet per group of f our
st udent s; one di ce per group; one
count er per st udent
Ti me
30 mi nutes
Prepa rati on
Copy one worksheet per group
Proced u re
1 Wri t e on t he board:
How much do you earn?
How much do you weigh?
Who did vou vote for in the last election?
Ask t he st udent s i f t hev can f i nd a connect i on bet ween t he
quest i ons. (Answer: They are very personal quest i ons t hat many
peopl e woul d pref er not t o answer.)
2 El i ci t ways of respondi ng i f you don't want t o answer a quest i on, f or
example: I'd prefer not to answer that or I'd rather not say.
3 Ask t he st udent s t o make t he quest i ons on t he board l ess di rect, f or
example: Could you tell me how much you earn? Remind them not to
use the question form do you earn with an indirect question.
4 Tel l st udent s t hey are goi ng t o pl ay a game i n whi ch t hey wi l l ask
personal quest i ons, but st ress t hat t hey have no obl i gat i on t o answer
t he quest i ons. Put st udent s i nt o groups of f our. Each group needs
one copy of t he worksheet (t he gameboard), a di ce, and a count er per
st udent (t hev coul d use coi ns).
5 Expl ai n t he rul es of t he game:
. The players start at the 'Start' square.
r Thev t ake t urns t o t hrow t he di ce. They move t he number of
squares i ndi cat ed and ask anot her st udent i n t he group t he quest i on
i n t he square on whi ch t hey l and - but as t he quest i on i s personal,
t hey have t o ask i t usi ng one of t he pol i t e quest i on f orms i n t he
cent re of t he board. They can choose whi ch st udent t o ask, but
t hey have t o ask di f f erent st udent s duri ng t he game.
. l f t he quest i on i s grammat i cal l y correct, t hey remai n on t hat square.
lf the question is wrong (for example: Can I ask you whatdeyou
worry about?), they have to go back to the square they were on
bef ore.
r The person who i s asked t he quest i on can choose t o answer t he
quest i on or not, i n whi ch case he/she has t o say:
I'd prefer not to answer that one or I'd rather not say.
r l f t hey l and on an 'Ask t he t eacher' square, t hey ask t he t eacher a
personal quest i on usi ng one of t he pol i t e quest i on f orms i n t he
centre of the board.
. The wi nner i s t he f i rst pl ayer t o go ri ght round t he board and ret urn
t o t he st art.
6 At t he end, ask st udent s whi ch quest i on(s) most peopl e di dn't want
t o answer, and whi ch quest i ons peopl e di dn't mi nd answeri ng.
130
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Are lclij
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lfjfiiliFJETilE @ Pearson Education 2002
Vocabul ary
Grammar
Language t o go
Shoppi ng
Third conditional and I wish I lf only
Talking about past regrets
What di d I do wrong?
Ai m
To give students practice at using
t he t hi rd condi t i onal t o t al k about
past regrets
Mat eri al s
One set of cards per two
st udent s
Ti me
30 mi nut es
Preparati on
Copy and cut up one worksheet
oer two students
Procedure
1 Ask students what advice they would give to somebody going out on
a f i rst dat e. Where shoul d t hey go? What shoul d t hey wear? What
shoul dn't t hey do?
2 Put st udent s i nt o pai rs and gi ve each pai r a set of t he pi ct ure cards i n
j umbl ed order. Expl ai n t hat t he pi ct ures t el l t he st ory of what
happened t o Ji m on a di sast rous f i rst dat e wi t h a gi rl named Sandra.
St udent s have t o put t he pi ct ures i n a l ogi cal order (t here's more t han
one possi bi l i t y).
3 The students then have about five minutes to retell the story to each
other from the pictures.
4 Ask students: Do you think it was a good idea for Jim to take his
motorbike? What kind of transport should he have used? Why? Try to
el i ci t a sent ence i n t he t hi rd condi t i onal. f or exampl e: l f he'd t aken a
taxi, he wouldn't have been stopped by the police or lf he'd taken a
car, Sandra would have been more impressed. Write the sentence on
t he board and f ocus on t he f orm.
5 I n pai rs, st udent s shoul d say or wri t e some more t hi rd condi t i onal
sentences about the story. Allow five to seven minutes.
6 Put st udent s i nt o new pai rs. One shoul d t ake t he rol e of Ji m, and t he
ot her shoul d t ake t he rol e of a f ri end of Ji m's. Ji m shoul d t el l hi s
f ri end t he st ory of hi s di sast rous eveni ng; t he f ri end shoul d l i st en and
t el l hi m what he di d wrong, i f possi bl e usi ng t he t hi rd condi t i onal.
132
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ElffififiiFJEfillil @ Pearson Education 2002
133
Vocabul ary
Grammar
Language t o go
Job appl i cati ons and i ntervi ews
Beported questions
Reporting a conversation or interview
Procedure
Gui l t y or not gui l t y?
Ai m
To give students practice at using
reported questions in the context
of report i ng a pol i ce i nt ervi ew
Mat eri al s
One copy of Sheet A or Sheet B
per st udent
Ti me
25 mi nut es
Prepa rati on
Copy and cut up one worksheet
per two students
1 Tell students that yesterday at three o'clock a bank was robbed, and
the police are interviewing a suspect. Ask them what questions the
police will probably ask the suspect, to elicit: What were you doing
yesterday at three o'clock? Ask students to suggest answers for the
suspect, for example: I was at work. I was driving to Birmingham. And
then ask students to think of a follow-up question the police might ask.
for example: Were you alone? What were you doing?
2 Gi ve hal f t he cl ass a copy of Sheet A, and t he ot her hal f a copy of
Sheet B. Di vi de st udent s i nt o pai rs, St udent As t oget her and St udent
Bs together.
3 Expl ai n t hat t hey are det ect i ves worki ng on t he bank robbery case.
There ar6 t wo mai n suspect s and St udent As and St udent Bs have
each interviewed one of them. The interviews were recorded but the
recordi ng was not very good and part s of t he t ranscri pt are mi ssi ng.
I n pai rs, st udent s have t o compl et e t he t ranscri pt by worki ng out t he
quest i ons t hey asked, Al l ow f i ve t o seven mi nut es.
4 Check t hat st udent s have wri t t en sui t abl e quest i ons.
5 Di vi de st udent s i nt o new pai rs, (A+B). Gi ve t hem seven or ei ght
mi nut es t o report t hei r i nt ervi ews t o each ot her usi ng report ed
speech. For exampl e:
A: I asked Ken Foster where he had had lunch and he told me he had
had lunch with Ronnie White at the Red Lion.
B: Really? Ronnie White said they'd had lunch at a Chinese restaurant.
6 Ask t he st udent s i f t hey t hi nk Fost er and Whi t e are gui l t y or not gui l t y
and why.
134
f+.Tafl| llMtilll @ pearson Education 2002
Test 1
Grammar
1 Choose the correct options to complete the text.
There was a gentl e breeze bl owi ng, and the sun was
shi ni ng when we ' - at t he t i ny vi l l age of Fal zano.
The road twi sted and curl ed up the mountai nsi de l i ke a
corkscrew' - fi nal l y we saw the i ron gates.
As we were unl oadl ng our cases from the car, a l arge
snake 3 the path i n front of us. We stopped and
st ared, al l of us o -t erri f i ed, No one had t ol d us
t here were snakes!
'u - a snake before?' my brother sai d, tryi ng to
sound brave. 'A snake u - hurt you unl ess you
' - i t,' he went on.
We began to-expl ore the vi l l a, each of us tryi ng to forget
t he snake. 'l o _ f or a swi m,' sai d l sabel l e
exci t edl y. 'Great,' I sai d, 'l n - j oi n you. Af t er al l,
snakes 'o - , can t hey?'
1 a) are arri vi ng b) arri ved c) were arri vi ng
d) di d arri ve
2 a) so b) i f c) si nce d) unt i l
3 a) crossed b) was crossi ng c) has crossed
d) i s crossi ng
4 a) very b) absol utel y c) l argel y d) great
5 a) Di dn't you see b) Aren't you seei ng
c) Haven't you seen d) Don't you see
6 a) won't b) i sn't c) does d) woul d
7 a) wi l l annoy b) are goi ng t o annoy c) annoy
d) annoved
a) wi l l go b) go c) goi ng d) am goi ng
a) am goi ng b) wi l l c) can d) am
a) aren't swi mmi ng b) won't swi m c) can't swi m
d) don't swi m
Underl i ne the correct opti on i n each sentence.
1 When Johnny was onl y three years ol d, he coul d I
managed fo swi m real l y wel l.
2 lf you'll go I you're going ouI, take an umbrella.
3 l've deci ded l'm goi ng to go I /'// go shoppi ng on
Saturday.
4 Luke neveir went I has never been abroad in his life,
but he's goi ng to the US next month.
5 Di d you hear that? The fl i ght wi l l be I i s goi ng to be
del ayed.
6 l t took us four hours, but we coul d I managed to start
the car wi thout a mechani c.
7 We haven't been I didn't go to Greece last year.
8 What wi l l l woul d you do i f you don't get the j ob?
9 When we were reaching I reached the hotel, it was
nearl y mi dni ght.
1O I think John won't I I don't think John will
3 Tick (/) the correct sentence in each pair.
1 a) Have you ever been to Cai ro?
b) Di d vou ever been to Cai ro?
2 al l f you don't mi nd to wai t, I won't be a moment.
b) l f you don't mi nd wai ti ng, I won't be a moment.
3 a) What on earth di d happen here? l t's a mess.
b) What on earth happened here? l t's a mess.
4 a) Revi si ng i s more harder than taki ng the exam.
b) Revi si ng i s harder than taki ng the exam.
5 a) Whi l e I was wal ki ng down the Hi gh Street,
I saw an ol d f ri end.
b) Whi l e l wal ked down t he Hi gh St reet,
I saw an ol d f ri end.
6 a) 'l'm goi ng t o t he ci nema.'
'Great, l'm goi ng t o come wi t h you.'
b) 'l'm goi ng t o t he ci nema.'
'Great. l'l l come wi t h you.'
7 a) Di d you manage to fi x your computer yesterday?
b) Coul d you fi x your computer yesterday?
8 a) We must goi ng. l t's getti ng l ate.
b) We must go. l t's getti ng l ate.
9 a) | don't t hi nk l'l l cal l my puppy 'Fl uf f'.
b) | don't t hi nk I won't cal l my puppy 'Fl uf f'.
10 a) Trevor was the ol dest man at the party.
b) Trevor was the ol der man at the partv.
Correct the errors in each of these sentences.
1 My name i s Fai t h. I t hi nk i t goes wel l on my personal i t y
2 | was cal l ed fol l owi ng my great-grandmother.
3 | l i ke summerti me best. l t remi nds me by my chi l dhood.
4 John once accused me to bei ng too romanti c and
sent i ment al.
5 l'm real l y i n musi c. I l i ke j azz and cl assi cal best of al l.
6 My brother has good taste for cl othes.
7 | saw a fantasti c j ob l ast week, but I was too scared to
appl y to i t.
8 | weht to a party and someone i ntroduced me wi th
Karen.
Sam congratul ated me by my resul ts
Next year, I pl an to take on yoga.
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Vocabul ary
5 Complete the second sentence so that it means
the same as the fi rst sentence, usi ng the words gi ven
in brackets.
1 John al ways gets up earl y. (ri ser)
John i s
2 Karen has woken up i n a bad mood. (wrong si de)
Karen has
3 Let's al l go to bed earl y toni ght. (ni ght)
Let's al l
4 l'm goi ng t o
l'm goi ng t o
get up l ater than usual tomorrow. (l i e-i n)
5 I can't stay awake. (eyes)
I can't
6 Pete's hopi ng to be promoted. (get)
Pete's hopi ng to
7 l s somebody i ntervi ewi ng you next week? (go for)
Are you
next week?
8 | l i ke worki ng wi th other peopl e. (team)
I l i ke worki ng
9 My uncl e
My uncl e
can wri te wi th both hands. (ambi dextrous)
10 That test was real l y easy. (cake)
That test was
6 Use the appropriate form of the words in
compl ete the memo.
manage boi l qual i fy suggesti on honest
Test 1 - Lessons
7 Put sentences A-J in this e-mail in the correct order.
Then do the same with sentences K-T.
lo: Kotq Kinqbolu leqm members
subiect: Kotq Kinqbolu expedition, 4-l f June
Pl eose nol e the fol l owi ng i mportonl fhi ngs:
A The cl i mote i n Soboh i s much
B l i ght T-shi rts ond roi n
C bel t; pl eose ol so corry i nsect
D clothes ore essenliol. You
E cose you forget onything.
F hotter ond welfer lhon our losl expedilion, so
G oi d ki t ond o money
H repel l ent: the qreo i s ful l of
I wi l l eoch need o fi rst-
J mosqui l oes. A checkl i st i s encl osed i n
K l t i s i mportont l o corry soh
L os nol fo get
M fitter by the time we refurn home!
N dehydroted. Pl eose ol so bri ng sun
O sunburn. So, get oul l hose wol ki ng
P bottle. Drink two lifres o doy so
O tobl e|s, ond o l orge wol er
R creom, os l here i s o hi gh ri sk of
S o l i feti me. You wi l l certoi nl y be much
T boots qnd slqrl preporing for the trip of
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TO:
FROM:
MEMO
Al l st af f
Mi chael Jones M.D.
There's good news and bad news. The good
news is that this year, we've received a record
number of applications from graduates with
good ' _ . The bad news is that the
company has discovered a great deal of
cheating and 3 _ among its
employees. lt isn't easy to find out who the
culprits are, but we think that with careful
survei l l ance, the task i s 3
Many employees have complained that their
offices are 4 _ hot in summer. The
comfort of our workers is important to us, and
we are looking into the possibility of installing
ai r condi ti oni ng. In the meanti me, the
management u _ that staff keep the
windows open and use the fans provided.
8 Correct the ten mi stakes i n thi s e-mai l.
@ Pearson Education 2002
Test 2
Gr ammar
1 Underl i ne the correct verbs.
When I was little, my parents 1 lived I would /ive in France
l t was a l ovel y ti me i n my l i fe because we' were goi ng I
used to go al l over Europe on our summer hol i days. My
dad3 woul d I drd al wavs i nsi st on dri vi ng wherever we
went, so the four of us o have I woul d set off i n the car' In
those days, irs was I would be an amazingly long journey
to l tal y, but I cl earl y remember goi ng there for a hol i day. My
brother and | 6 were loving I used to /ove swimming, so
we very often went to a seaside town That year, my
parents 1 woul d choose I chose a ti ny i sl and cal l ed Ponza.
ftB had I woul d have a l ovel y, l ong, sandy beach where we
pl ayed for hours. Every morni ng, weo woul d I di dwake
our parents up very earl y and force them to get up and take
us out. And of course, every day was the same: we 'o have
bui tt I bui l t enormous sandcastl es and watched as the sea
knocked them down.
2 Match the sentences to make conversati ons'
1 You ought t o st op smoki ng.
2 l'm back i n t he bl ack.
3 What's that noi se?
4 Woul d you mi nd i f I opened the wi ndow?
5 Turn that radi o down!
6 l've got nowhere to stay toni ght.
7 The sea l ooks beauti ful
8 We'l l set off at si x.
9 | sent you a postcard.
10 Good l uck wi t h t he t est.
a) Oh, yes, sorry. l t's rather l oud.
b) But the pl ane l eaves at hal f past.
c) l t hasn't arri ved yet.
d) No, not at al l.
a\ Voc i f'c r or l l r r nal m
v/,v v,,L U,v v r r t v e r r r r,
f ) l'm not sure. l t sounds l i ke a drum.
g) Thanks a l ot!
h) | can put you up.
i ) Great l Wel l done.
j ) Yes, I know I shoul d.
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3 Correct the ten mi stakes i n the di al ogue.
Sl mon: 1 Who was that gi rl you were putti ng wl th l ast
week?
Ji m: Oh, that was Lucy. She's a cousi n of mi ne. 2 She
l i ves i n the vi l l age whi ch I grew up, but she was i n
Oxford for a rehearsal. 3 She stays at the hotel i n
Broad Street now
Si mon: a l s she t he cousi n whose wi t h t he Shakespeare
Acti ng Company?
Ji m: Yes. 5 They're doi ng a pl ay who hasn't been
performed for years. Apparentl y i t's very good. 6 Do
you l rke to go and see i t?
Si mon: Yes, why not. 7 | must say, i f I am an actor, l'd get
very nervous before a performance.
Ji m: t Yes, so coul d l. e l t starts at el ght, so i f we set to
at seven thi rty, we'l l get there on ti me. to Wel l, as
l ong as the car doesn't break off, that i s.
4 Tick (/) the correct sentence in each pair.
1 a) You shoul dn't waste el ectri ci ty.
b) You shoul dn't to waste el ectri ci ty.
2 a) | sent to Vou a l etter. Di d you get i t?
b) | sent you a l etter. Di d You get i t?
3 a) Kati e's seei ng the doctor at fi ve.
b) Kati e see the doctor at fi ve.
4 a) Do vou thi nk we ought to get ready?
b) Do you thi nk we ought get readY?
5 a) Ji l l's one of t hose peopl e whi ch l ook cal m
al l t he t i me.
b) Ji l l's one of t hose peopl e who l ook cal m al l
t he t i me
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b)
7 a l
o)
8 a )
b)
9 a )
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1 0 a )
b)
Di d Charl es her put up l ast week?
Di d Charl es put her up l ast week?
They've deci ded goi ng to Pari s on honeymoon
They've deci ded to go to Pari s on honeymoon.
Ri ck used to have l ong hai r when he was a
teenager.
Ri ck woul d have l ong hai r when he was a
teenager.
The bread i s smel l i ng del i ci ous!
The bread smel l s del i ci ous!
To open the wi ndow, pl ease.
Open the wi ndow, pl ease.
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5 Choose the correct opti on to compl ete the text.
l f you thought l i fe was too busy, you t - thi nk
agai n. l n these days of modern conveni ences, fast l i vi ng,
fast food, e-mal l s and ai r travel, we can actual l y cut
' on work and have much more ti me to rel ax.
The worl d i s speedi ng up, but the gadgets t -
come wi th i t make our l i ves easi er. We no l onger need
our.shoppi ng onl i ne. l f you want t o avoi d u - l n
queues and i f si t t i ng i n t raf f i c j ams u - on your
nerves, j ust shop i n the comfort of your own home.
It's terri fi c!
l f vou woul d ' - to expl ore other ways of
i mprovl ng your l i fe, why not take a l ook at Feng Shui?
Feng Shui i s a phenomenon I - i s rel at i vel y new
to the western worl d. Experts are now avai l abl e to hel p
you arrange your house and f urni t ure. A si mpl e
rearrangement coul d bri ng you good l uck, weal th and
happi ness. That may n - strange, but many peopl e
10 the benefi ts.
1 a) woul d b) do c) shoul d d) ought
2 al off b) down c) up d) i n
3 a) who b) whose c) what d) whi ch
4 a) usi ng b) wasti ng c) to waste d) l osi ng
5 a) standi ng b) to stand c) l i vi ng d) to l i ve
A a\ i c h\ not q n) hgqgrngg d) makes
v u/ ,u v, Y v r e
7 a) enj oy b) l ovi ng c) l i ki ng d) l i ke
8 a) where b) who c) that d) whose
9 a) fi nd b) sound c) l ook d) hi t
1 0 a) di scovered b) found c) have di scovered
d) f i ndi ng
138
@ Pearson Education 200?
7 Match the two halves of these sentences.
Test
Down
1 He can't stop smoki ng. He's _ to ci garettes.
2 Try not to spend too much thi nki ng about
vour bank bal ance.
4 You need a l ot of _ to qui t smoki ng. How
det ermi ned are vou?
7 The noun from happy.
8 Do you have a _ account? | save about fl 50 a
mont n.
9 Bei ng a TV _ i sn't as gl amorous as i t l ooks. l t's
verv hot i n the ki tchens.
10 | l ooked at my bank , but I coul dn't see how
much monev I had.
11 Di d you know t hat one i n t hree marri ages ends i n
Vocabul ary
6 Complete the sentences using the correct form of
the words in brackets.
1 Hard work al one does not necessari l y make you
(weal th)
2 To be i n busi ness, you need good contacts.
(success)
3 Two of my best friends got _ last week. (engage)
4 l t's horri bl e bei ng _ on ci garettes. {depend)
5 _ i s one of the thi ngs many peopl e fear. (l onel y)
-----r--;\
l l!,
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1 Thi s soup
2 | can't carry on
3 Thi s fi rm wastes
4 | was very upset, but
5 We can pay you
6 The trai n
7 Doesn't t hi s f abri c
8 Oh, no. l'm i n
9 Coul d you l ook
10 Somet i mes he real l y
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a) gets on my nerves.
b) after the baby toni ght?
c) rnterest on your current account
d) t he red agai n.
e) tastes fabul ous.
f) so much paper.
g) wal ki ng up t hi s mount ai n.
h) l've got over i t now
i ) l eaves i n fi ve mi nutes.
j ) feel soft?
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say 'fasf food'; can you say 's/owfood'? !
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Across
3 l'd l i ke to _ f200 from my account, pl ease.
5 Can you thi s cheque for me when you go to
t he bank?
6 We shoul d be careful not to waste the worl d's
. Trees, cl ean ai r and water are al l bei ng
wasted at the moment.
8 _ i s achi eved through hard work and a l ot of
I UCK.
12 Kat e i s a _. She's deci ded t hat i t i sn't heal t hv
to eat meat.
13 _ i s an i mportant commi tment between two
peopl e who l ove each other.
14 They say Feng Shui wi l l bri ng you many t hi ngs,
i ncl udi ng money, happi ness and _ .
2 - Lessons
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9 Tick (/) the correct boxes.
1 lf you are in the black, have you
a) got some money?
b) t urned of f t he l i ght s?
2 l f you went to a restaurant and your chi cken
was raw, woutd you:
a) eat i t?
b) send l t back?
3 lf your alarm went off, would you:
a) get up?
b) get i t repai red?
4 Who cooks food:
a) a cook?
b) a cooker?
5 l f you say you used to do somethi ng, do you
do i t now?
a) Yes.
b) No.
6 l f you gi ve up smoki ng, do you:
a) start smoki ng?
b) stop smoki ng?
7 l f you get on wi th someone, do you:
a) di sl i ke t hem?
b) l i ke t hem?
8 l f you'cut down the number of ci garettes you
smoked, woul d you have qui t?
a) Ye-s.
b) No.
9 Woul d you eat cheese i f you were a vegan?
a) Yes.
b) No.
1 0 You can
a) Yes.
b) No.
@ Pearson Education 2002
139
Test 3
Grammar
1 Compl ete the di al ogue wi th the correct form of the
verbs in brackets.
Marcus: Jool s, where t -you - (be)?
l' - (wai t ) f or you si nce t hree, and i t's
nearl y hal f si x now!
Jool s: Ah, wel l, i t's a l ong story. I t - (arrest) on
the way here.
Marcus: Yeah, ri ght. Of course you were. You a
goi ng on, l'l l be an ol d man.
OK, OK. Now, act ual l v I e - j ust
(f ul f i l ) a l i f et i me's ambi t i on.
(waste) mV ti me now, so stop i t and tel l me the
t rut h.
Jool s: OK. I u - (chat) to thi s real l y famous
model si nce about three thi rtY.
Marcus: Jool s! Just t el l me what you u - (do), wi l l
you?
Jool s: l' - (ki dnap) by al i ens and t aken t o
Jupi ter. They t - (photograph) my brai n
and everythi ng
Marcus: Oh, dear. By the ti me you've tol d me what's
4 Match the sentence halves to make complete
sentences.
1 Even i f I tol d vou,
2 l f you pass your dri vi ng test,
3 Let's go out
4 l f I were you,
5 Paul wi l l i nvent a gadget
6 He'd marrv her
7 l f we di dn't have e-mai l,
8 Of course he'd understand
We woul dn't ask you to the party
l f the sun comes out,
a) i f we di dn't want you there.
b) they'l l have a barbecue.
c) you'd never bel i eve me.
d) tomorrow i f he coul d
e) we'd use a l ot of stamps.
f) i f you don't want to cook.
g) i f you ask hi m to.
h) l'd be very careful.
l ) we'l l get a car.
j ) i f you expl ai ned i t t o hi m.
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' - of the 2 rai n smashi ng agai nst the
wi ndscreen, we drove on through the ni ght. The j ourney
was onl y supposed to t - a few hours, but we
thought i t o - be dawn before we arri ved at Castl e
Schl i ch. We deci ded to u - a poi nt of arri vi ng earl y
to surpri se the owners. u - , our pl an di dn't work
as we thought i t woul d. Onl y two hours after we'd set off,
we had a7 -t o sol ve. A huge t ree t runk l ay i n t he
road i n front of us.
t - the ti me we found a way round the tree, i t
was beQi nni ng t o get l i ght. e - sun shone down on
us as we wal ked sl owl y up the stone path to the castl e
gates, 10 bei ng exhausted, we were del i ghted to
have reached our desti nati on at l ast.
1 a) Despi te b) However c) Al though d) l n spi te
2 a) bri ght b) watery c) heavy d) thi ck
3 a) bri ng b) take c) conti nue d) carry on
4 a) was b) shoul d c) mi ght d) wi l l
5 a) make b) do c) see d) take
6 a) Because b) However c) Al though d) Despi te
7 a) reason b) tri ck c) sol uti on d) probl em
8 a) Si nce b) To c) By d) Unti l
9 a) Ll ght b) Bri ght c) Sl i ght d) Ti ght
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JOOI S:
Marcus: And what woul d that be exactl v?
Jool s: Wel l, whi l e vou've been wai ti ng for me so
pati entl y, I to - {queue) for ti ckets for
toni ght's match. Now, do you want one or shal l I
go on my ownT
Correct the mistakes.
1 You shoul d t hi nk l'm j ust maki ng excuses, but l'm not.
2 The vi l l age was nearl y destroyed. Our house was bl ew
down by the wi nd.
3 Mary went to the park. When she got there, Bi l l went
atreaov.
4 l f I was arrested, l'l l be scared.
5 You mustn't do that by yoursel f, I wi l l you hel p.
6 | doubted i f vour wal l et i s here.
7 The machi ne i s i nvent ed bv an Ameri can f i rm i n 1998.
8 Jacki e wai ted for hi m si nce earl y thi s morni ng.
9 Let's go out, al though the bad weather.
10 Ri chard sai d me he woul dn't be l ong.
3 Make the sentences passive.
1 Spai n beat l tal y 3-2 l ast nl ght.
2 Di d t he Spani sh i nvent sangri a?
3 A dog bi t Patri ck.
4 They don't sel l ci garettes i n sweet shops.
5 Someone wi l l f i nd a sol ut i on.
6 A fri end gave me thi s book.
7 A fi rm i n Tai wan makes these computers.
8 They opened the hospi tal l ast week.
9 They have arrested the mugger.
1 0 You can recharge thi s battery.
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140
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6 Underl i ne the correct opti ons.
Customer: Coul d I speak to the manager, pl ease?
Recepti oni st: l f you 1 pass I gi ve me your name, l'l l put
you' through I across.
Customer: l t's Jones. Mrs Jones
Receptionist: 3 Hold I Wait on, please. I a doubt I believe
i f he's i n, but l'l l try.
Thirtv seconds later
Customer: Coul d 5 | speak I cal/ to the manager,
pl ease? l t's Mrs Jones.
Recepti oni st: Di d you 6 ri ng l fal ka mi nute ago?
Cust omer: l di d, but l got l shut l cut of f .
Recepti oni st: Oh, sorry. Just a moment. No, sorry the
manager's I i n I on the phone. Woul d you
like to e calt / comeback?
Customer: Er, can 110 take I l eave a message?
Recepti oni st: Yes, of course.
7 Complete the sentences with the correct
words in brackets.
1 You wi l l fi nd detai l s of fl i ght ti mes on the fl i ght
screen. (i nf orm)
Pl ease proceed i mmedi atel y to the
l ounge. (depart)
AII students wi l l recei ve a. (certify)
Your
card tel l s you whi ch seat you
are i n. (board)
5 Can you
thi s probl em for me?
(sol uti on)
6 At l
must be i n t hei r cel l s bv si x
o'cl ock. (pri son)
7 You'l l f i nd t he ki t i n the cupboard
wi th the j i gsaws. (construct)
S T o b e
i n the movi e i ndustry, you
have to be good l ooki ng. (success)
Mari l yn Monroe's fi l ms are
(l egend)
10 Work real l y hard and maybe one day you'l l be
(fame)
CD
8 Correct the ten mistakes in this text.
1 My toddl er enj oys pl ayi ng wi th j i gsaw puzzl i ngs ' but my
daughter, who i s fi ve, prefers readi ng and boardi ng games.
' Of course, both the teenagers are i nto compute games
and spend hours surfi ng the Net. l t doesn't worry me at al l
though. a l'm j ust gl adl y that they're enj oyi ng themsel ves.
I t's f unny how t hi ngs change. 5 | remember at t hei r age we
had to use payi ng phones, whereas now they've al l got
mobi l es.
u My son thi nks he'l l be extremel y famousl y when he's
ol der. He's a very good footbal l pl ayer. 7 Hi s father used to
pl av bri l l i ant too.
8 Both the boys are very fashi ony. They're al ways out
buyi ng new cl othes, My daughter i s j ust the same, actual l y,
" She's qui eter, and wri tes a l ot of ori gi nal l y poetry i n her
spare ti me. She's not a bad actress, ei ther. 10 Just recentl v
she made an audi ti on for a pl ay i n our l ocal theatre and got
tne oart.
Test 3 - Lesson
Tick (/) the correct options.
Do you go on a busi ness:
a) tri p?
b) j ourney?
l f you make an i mpressi on, do peopl e:
a) remember you?
b) forget you?
Do you:
a) make your best?
b) do your best?
l f somethi ng i s descri bed as a waste, i t's:
a) good.
b) bad.
Are cabin crew.
a) peopl e?
b) t hi ngs?
l f somebody makes you do somethi ng, you
can choose whether you do i t.
a) True.
b) Fal se.
l s t aki ng an exam t he same as passi ng an exam?
a) Yes.
b) No.
Do you:
a) wi n a race?
b) achi eve a race?
Whi ch two nouns can you use wi th the verb spend?
a) money
b) love
c) ti me
d) happi ness
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CD
Lessons 21-30
141 )
@ Pearson Education 2002
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Gr ammar
1 Rewri te the questi ons i n reported speech.
1 'What are your st rengt hs?'
They asked me
2 'Do vou have anv weaknesses?'
She wanted
3 'Why do you want t he j ob?'
He asked me
4 'Can you t el l me why I shoul d empl oy you?'
They wanted
5 'Have you worked i n a l arge offi ce before?'
She wondered
6 'How much experi ence of market i ng do you have?'
He asked me
7 'What are your l ong-term goal s?'
They wanted
8 'Can you gi ve me any references?'
She asked me
9 'Are you good at worki ng as part of a team?'
He wanted
10 'Why di d you l eave your l ast j ob?'
They wondered
2 Choose the correct opti on to compl ete the text.
The famous Cheops pyrami d, ' - i s al so known as
the Great Pyrami d, at Gi za i n Egypt i s one of the worl d's
most remarkabl e l andmarks Nowadavs, we 2 -
not hi ng of bui l di ng vast st ruct ures, but i t 3 - qui t e
so easy i n the davs when there were no tractors, no
cement mi xers and no trucks to carry the stone. Perhaps
you t hi nk t hat i t a cent uri es t o bui l d t he Cheops
pyrami d, but i t di dn't. l t t ook j ust 30 years.
Ki ng Cheops, u - was buri ed al one i n t he pyrami d,
o - great power because he was abl e to empl oy
thousands of sl aves. The work was so hard that the
workers' l i fe expectancy was very short. Many men
' - durl ng t he const ruct i on. l t t - an easy
t ask - -each st one wei ghed 2.5 t onnes. Researchers t hi nk
that i t " as many as two mi l l i on separate bl ocks
of stone for the Anci ent Egypti ans to bui l d the pyrami d.
They al so bel i eve that the sl aves 10 a form of
sl edge i n order to drag them to the si te.
1 a) who b)t hat c) whi ch d) what
2 a) t hi nk b) are t hi nki ng c) can t hi nk d) must t hi nk
3 a) must be b) can't have been c) can't be
d) must have been
4 a) must take b) was taki ng c) had taken d) took
5 a) who b) t hat c) whi ch d) t her e
6 a) must have b) must have had c) hadn't
d) can't have had
7 a) di ed b) were dyi ng c) were dead
d) had been dead
8 a) coul dn't be b) mustn't be c) can't have been
d) shoul dn't be
9 a) mi ght take b) mi ght have taken c) must take
d) can'.t take
1 0 a) must have had b) can have had c) must have
d) can have
3 Underl i ne the correct opti on.
1 I've been ironing I I ironed for so long that my arm
aches.
2 l've washed I been washi ng the car - you shoul d
come and l ook at i t.
By the time the meeting starts, I will have written I
wrife the report.
I wi sh I di dn't buy I hadn't boughtthi s computer l t's
USEI ESS
Paddy must have I coul d have been here - the pl ace
i s a messl
There won't I wouldn't be so much to do if you kept
your f i l es i n order
7 Don't worry. I wi l l book I bookl he ti ckets today.
8 Mary hasn't been cleaning I doesn't c/ean the house
recentl y
9 | di scovered that the fri dge doesn't work I hasn't
worked.
10 l f onl y my husband woul d I wi l l do some gardeni ngl
f--Iin-\
\ L ]:
4 Underl i ne the correct opti on.
By the time l'm fortv, | 1 understand I wilt have
understood I can understand how businesses 2 plan I
pl anned I wi l l be pl anni ng thei r adverti si ng. Take chi ps,
for exampl e. Perhaps 3 you've seen I you woul d see I
you're seei ng the advert for 'cri nkl e-cut' chi ps. l f you
" don't I di dn't I haven't, l et me expl ai n. A cri nkl e-cut chi p
i s j ust t he same as an ordi nary chi p except t hat a
marketi ng department 5 has pl ayed I was ptayi ng I had
pl ayed wi th i t. Cri nkl e-cut chi ps are a funny shape.
Apparentl y thi s makes them much more attracti ve to the
consumer, and therefore sales 6 increased I increase I will
have i ncreased. l t's strange, because I al ways thought
that strai ght chi ps were pretty tasty. One day i n the future,
we' are att forgetting I wilt alt forget I alt forgetwhal
real chi ps l ook l i ke, and t hat wi l l be a sad day. What | 8/t kel
will like I would /ike to know is who decldes these
thi ngs? When I e got I was getti ng I gethome from the
supermarket the other day, | 10 realised I was realising I
real i se l'd bought a bag of cri nkl e-cut chi ps by mi stake.
I wdnt a refundl
142
@ Pearson Education 2002
re
5 Tick (/) the correct sentence in each pair.
1 a) l f onl y I hadn't worn that shi rt yesterday,
I woul dn't have l ooked so absurd. Ll
b) l f onl y I dl dn't wear that shi rt yesterday,
I woul dn't l ook so absurd. !
2 a) Pete and Mark repai red the computer themsel f . !
b) Pete and Mark repai red the computer themsel ves. n
3 a) He was t i red because he'd been runni ng
al l morni ng. U
b) He was t i red because he'd runni ng al l morni ng. n
4 a) The marketi ng strategy whi ch was a _
great success won the contract.
b) The marketi ng strategy, whi ch was a
great success, won the contract. :
5 a) l'd prefer to go out toni ght. .---
b) l'd prefer go out toni ght. n
6 a) Wi l l you have the car servi ce at the garage? n
b) Wi l l you have the car servi ced at the garage? fl
7 a) We've kept i n touch si nce we were chi l dren. Ll
b) We keot i n touch si nce we were chi l dren n
8 a) She l i kes to know what you want for
supper toni ght. Ll
b) She'd l i ke to know what you want for
supper t onrght.
9 a) He asked me what my strengths and
WCAKNESSES WETE.
b) He asked me what are my strengths and
weaknesses.
10 a) | t hi nk t hat wei rd noi se can have been a bi rd. n
b) | t hi nk t hat wei rd noi se coul d have been a bi rd. n
Vocabulary
6 Fi nd ten words to do wi th wri ters and wri ti ng.
1 Doctor:
Pati ent:
2 Pati ent:
Doctor:
3 Pati ent:
Doctor:
4 Pati ent:
Doctor:
5 Pati ent:
Doctor:
6 Doctor:
Pati ent:
7 Pati ent:
Doctor:
8 Pati ent:
Doctor:
9 Doctor:
Pati ent:
10 Pat i ent:
Doctor:
Test
7 Correct the mistakes.
What can I do for you?
Wel l, I t hi nk l've been swol l en by a bee.
I passed of f l ast ni ght and I don't f eel wel l.
Real l y? How l ong were you unconsci ous for?
Doctor, my arm bi tes. l t's horri bl e.
Wel l, don't scratch i t.
I t hi nk I'm comi ng out i n f l u.
Let me take your temperature
My face and back are al l red
Yes, you're comi ng out l n a bi t e.
How l ong have you had thi s nausea?
A week I f eel si ck al l t he t i me. I keep comi ng
up.
Doctor, l've been stung by a very fi erce dog.
Hmm. Di d i t bl eed much?
I've got a dreadful headswel l.
Have you taken any aspi ri n?
How di d you do t hat t o your f i nger?
I bi t mysel f wi th a ki tchen kni fe.
Doctor, wi l l I turn over thi s?
Oh, yes. You'l l be f i ne i n a day or so.
re
1
1 1
8 Put these sentences A-H i n the correct order.
Then do the same wi th sentences l -O.
3
8
t 5
a
-/
12
4
I
4 A
5
1 0
1 5
4 - Lessons 31-40
B
Y
N
P
U E T N
l\E K T P E
r]
K S A E N U N
Y T S T B I
D
B
U
B S R
T P
T S E A E
F\
Y E A
X J L L P
E L H F B E H L B E
T E R T E R E n
R E N L A U A M R
@ Pearson Education 2002
143
Test answer key
Test 1
1 1 b 2 d 3 a 4 b 5 c 6 a 7 c 8 d 9 b 1 0 c
2 1 coul d 2 you're goi ng 3 l'm goi ng to go 4 has never
been 5 i s goi ng to be 6 managed to
7 di dn't go 8 wi l l 9 reached 10 | don't thi nk John wi l l
3 1 a 2 b 3 b 4 b 5 a 6 b 7 a 8 b 9 a 1 0 a
4 1 My name i s Fai th. I thi nk i t goes wel l oftwi th my
personal i ty.
2 | was called fu11own+gr a&ey my great-grandmother.
3 | l i ke summerti me best. l t remi nds me by of my
chi l dhood.
4 John once accused me te af bei ng too romanti c and
sent i ment al.
5 l'm real l yi ni l a"to musi c. l l i ke j azz and cl assi cal best
of al l.
6 My brother has good taste +or Lr,r, clothes.
7 | saw a fantasti c j ob l ast week, but I was too scared
to apply to for it.
8 I went to a partv and someone i ntroduced me wi th
to Karen.
9 Sam congratul ated me by oru my resul ts.
10 Next year, I pl an to take eR 4? yoga
5 1 an earl y ri ser. 2 got out of bed the wrong si de.
3 have an earl y ni ght. 4 have a l i e-i n. 5 keep my
eyes open. 6 get a promoti on. 7 goi ng for an
i ntervi ew 8 i n a team. 9 i s ambi dextrous.
1 0 a pi ece of cake.
6 1 qual i f i cat i ons 2di shonest y 3manageabl e
4 boi l i ng 5 suggests (suggest)
7 1 A 2 F 3 B 4 D 5 I 6 G 7 C 8 H 9 J
1 0 E 1 1 K n A 1 3 P 1 4 L 1 5 N 1 6 R
1 7 0 1 8 T 1 9 S 2 0 M
8 1 l'm real l y keen on. sports.
2 | used to pl ay a l ot of hockey, but when I fai l ed to
get i nto the team I gave i t up.
3 When I was younger, I coul dn't swi m, but now I
swi m a l ot i n order to keeo fi t.
4 Last year, I tried to learn to-play iey Loe hockey,
5 but I soon got siekness slok of being hurt - | kept
fal l i ng over.
6 The only one I deR*oara,'t stand is rugby.
7 | l i ke+aketo akel takl wq part i n l oads of thi ngs,
8 especially +eaffiiftg teahlL activities.
9 l t was qui te hard, but l manage vwawaged to do i t i n
t he end.
10 | was exhaustlrgt exhawsted when I got home,
t hough !
Test 2
1 1 l i ved 2 used to go 3 woul d 4 woul d 5 was
6 used t o l ove 7 chose 8 had 9 woul d 10 bui l t
2 1 j 2 i 3 f 4 d 5 a 6 h 7 e 8 b 9 c 1 0 9
3 1 Who was that girl you were putting with r,tp last
week?
2 She lives in the village wffit where I grew up, but she
was i n Oxford for a rehearsal.
3 She s+ays Ls staViwg at the hotel in Broad Street now.
4 l s she the cousr"n wh€s€'whot wi th the Shakespeare
Acti ng Company?
5 They're doi ng a pl aywhowhl ohl that hasn't been
performed for vears.
6 Wtke WouLd gowLLkelDo tJowwawt to go and
see i t?
7 | must say, if I afrwasf were an actor, l'd get very
nervous before a performance.
Yes, so eeuldwoald l.
It starts at eight, so if we set +e rff at seven thirty,
we'l l get there on ti me.
10 Wel l, as l ong as the car doesn't break o# aowl r,,
t hat i s.
4 1 a 2 b 3 a 4 a 5 b 6 b 7 b 8 a 9 b 1 0 b
5 1 c 2 b 3 d 4 c 5 a 6 b 7 d 8 c 9 b 1 0 c
6 1 weal t hy 2 successf ul 3 engaged 4dependent
5 Lonel i ness
7 1 e 2 9 3 f 4 h 5 c 6 i 7 j 8 d 9 b 1 0 a
8 Across: 3 wi thdraw 5 deposi t 6 resources
8 success 12 veget ari an 13 marri age 14 heal t h
Down: 1 addi ct ed 2t i me 4det ermi nat i on
7 happi ness 8 savi ngs 9 chef 10 st at ement
11 di vorce
9 1 a 2 b 3 a 4 a 5 b 6 b 7 b 8 b 9 b 1 0 b
8
q
144
Test answer key
Test 3
1 t have; been 2 have been wai ti ng 3 was arrested
4 are wasti ng 5 have been chatti ng 6 have been
doi ng 7 was ki dnapped 8 photographed t have;
f ul f i l l ed 10 have been queui ng
2 1 You =ho'tr'.H vwaglrwlght think l'm just making
excuses. but I'm not.
2 The vi l l age was nearl y destroyed. Our house was
blew blowyv down bv the wind.
3 Mary went to the park. When she got there, Bi l l
wen+a+feadf had aLreadv qovte.
4 l f I was arrested, tl l td Ei scared.
l f I was anr arrested. l'l l be scared.
5 You mustn't do that by yourself, I will yeu-he1p help
UOw
6 ldoubted d,ovLbtif vour wallet is here.
7 The machi nei swas i nvented by an Ameri can fi rm i n
1 998
8 Jackie wa+ted hasbeewwaLtLwg for him since early
t hi s morni ng.
9 Let's go out, a{+heughdaspltelLw s?Lte ofthe bad
weather.
10 Ri chard sai dtotd me he woul dn't be l ong
Ri chard sai d me he woul dn't be l ong.
3 1 l tal y was beaten 3-2 by Spai n l ast ni ght.
2 Was sangri a i nvented by the Spani sh?
3 Patri ck was bi tten by a dog.
4 Ci garettes aren't sol d i n sweet shops.
5 A sol ut i on wi l l be f ound.
6 Thi s book was gi ven to me by a fri end,
7 The computers are made (by a fi rm) i n Tai wan.
8 The hospi tal was opened l ast week.
9 The mugger has been arrested.
1 0 Thi s battery can be recharged.
4 1 c 2 i 3 f 4 h 5 g 6 d 7 e 8 j 9 a 1 0 b
5 1 d 2 c 3 b 4 c 5 a 6 b 7 d 8 c 9 b 1 0 d
6 1 g i v e 2 t h r o u g h 3 Ho l d 4 d o u b t 5 s p e a k
6 ri ng 7 cut 8 on 9 cal l 10 l eave
7 1 i nformati on 2 departure 3 certi fi cate 4boardi ng
5 sol ve 6 pri soners 7 constructi on 8 successful
9 l egendary 10 f amous
8 1 My toddler enjoys playing with jigsaw Buzztlngs
ttLzzLes
2 but my daughter, who i s fi ve, prefers readi ng and
boardrffg board games.
3 Of course, both the teenagers are into eemBute
oowLptLter games and spend hours surfi ng the Net.
4 l'm j ust gfudl y gLad that they're enj oyi ng themsel ves.
5 | remember at thei r age we had to use Bayi ng paH
phones, whereas nor,,i they've all got mobilesi. ' "
6 My son thinks he'll be extremely+am€usly fan*ou.s
when he's ol der.
7 His father used to playbrilliant bnLLLawtLytoo.
8 Both the boys are very+ashieny fashlowdbLe.
9 She's quieter, and writes a lot of €r€lna+ly orLglwaL
poetry i n her spare ti me.
10 Just recentl v she made dl d I had an audi ti on for a
pl ay i n our l ocal theatre and got the part.
9 1 a 2 a 3 b 4 b 5 a 6 b 7 b 8 a 9 a.c
Test 4
1 1 They asked me what my strengths were.
2 She wanted to know i f / whether I had any
weaknesses.
3 He asked my why I wanted the j ob.
4 They wanted to know / me to tel l them why they
shoul d empl ov me.
5 She wondered i f / whether I had worked l n a l arge
offi ce before.
6 He asked me how much experi ence of marketi ng I
' had.
7 They wanted to know what my l ong-term goal s
were.
8 She asked me i f / whether I coul d gi ve her any
references.
9 He wanted to know i f / whether I was good at
worki ng as part of a team.
10 They wondered why | (had) l eft my l ast j ob.
2 1 c 2 a 3 b 4 d 5 a 6 b 7 a 8 c 9 b 1 0 a
3 1 l've been i roni ng 2 washed 3 have wri tten
4 hadn't bought 5 must have 6 woul dn't
7 wi l l book 8 hasn't been cl eani nq 9 doesn't work
10 woui d
4 1 wi l l have understood 2 pl an 3 vou've seen
4 haven't 5 has pl ayed 6 i ncrease 7 wi l l al l forget
I woul d l i ke 9 got 10 real i sed
5 1 a 2 b 3 a 4 b 5 a 6 b 7 a 8 b 9 a 1 0 b
6 bestsel l er, magazi ne, newspaper, novel, pl ay, poetry,
publ i sher, textbook, websi te, wri ter
7 1
2
Pati ent:
Pati ent:
Pati ent:
Pati ent:
Doctor:
Pati ent:
Pati ent:
Pati ent:
Pati ent:
Pati ent:
Well, I think l've been swoteft
bee.
I passed o{f outt l ast ni ght and
sttLwg DY a
I don't feel
4
F
o
7
8
I
1 0
wel l.
Doctor, mv arm bites Ltohes. lt's horrible.
I think l'm coming ou# dowr,r, wi.th flu.
Yes, you're comi ng out i n a brte rash.
A week. I feel si ck al l the ti me. I keeo
€€fR+ftg throwLwg up.
Doctor, I've been stt+ng blttera, by a very
fi erce dog.
l've got a dreadful headswe# headaohe.
I bit cret mvself with a kitchen knife.
Doctor, wi l l l +um g& over thi s?
3 C 4 G 5 D 6 E 7 B 8 H 9 I
1 2 N 1 3 K 1 4 0 1 5 M
1 A 2 F
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145
At t he begi nni ng of
t ha cf ^r\/ ea+ t ha
scene. You often say
when and where t he
st ory happened and
you use the past
cont rnuous t o say
what was happeni ng
at t he t i me.
Choose a t i t l e t hat
sounds i nt erest i ng
and gi ves some
i nf ormat i on about t he
subject of the story.
Useful language
o Li nki ng words:
and then, after that, before -ing, after -ing
. 'Dr ama'wor ds:
suddenly, unfortunately, to his/her surprise
Teaching notes
1 Wri t e t he word 'st ori es' on t he board. El i ci t
di f f erent t ypes of st ori es, e.g. 'f unny', 'sad',
'news'.
2 Tel l st udent s t hey are goi ng t o see some key
words from a story entitled 'The Passport'. Write
t he f ol l owi ng on t he board:
five p.m. - breakfast - Madrid station - emergency
passport - traveller's cheques -
nine a.m. - embassy - five to six hours - couldn't
find passport
3 St udent s work i n pai rs/groups t o t ry t o put t he key
words in the correct order.
4 l f necessary, draw a map of Spai n wi t h Madri d and
MSl aga on i t.
5 Gi ve out t he model and go t hrough i t wi t h
st udent s. Ask t hem t o f i nd ot her exampl es of
'drama' words i n t he t ext and add t hem t o t he l i st.
Check meani ng and use of l i nki ng and 'drama'
woros.
6 Lessons 1 and 21 in the Students' Book give
pract i ce i n t hi s t ype of wri t i ng.
146
@ Pearson Education 2002
Cl i ck on:
o t he Get Msg (= Get message) but t on t o check
f or new e-mai l s
r t he New Msg (= New message) but t on t o
compose a new e-mai l
r t he Repl y but t on t o answer an e-mai l
. t he Repl y t o Al l but t on i f an e-mai l was senr ro
you and other people, and you want your answer
t o go t o t he sender and t he ot her peopl e.
o t he Forward but t on i f you recei ve an e-mai l and
want t o send i t t o anot her person.
(Not e: t here may be sl i ght di f f erences bet ween
browsers.)
Wri t e t he subi ect of t he e-mai l.
Use Cc t o send copi es
of an e-mai l t o ot her
peopl e. Use Bcc t o
send copi es of an
e-mai l t o ot her peopl e
wi t hout showi ng t hei r
names and e-mai l
aooresses.
Peopl e are busy,
so Keep your
e-mai l s short and
^ f ^ ^. l l ^ ^ + L ^
UI Ud I. UJ U I"g
following to
i nt roduce a I i st
and bul l et s t o
l i st key poi nt s.
T. Smi th@Suoercomouters.com
L. Kent@Supercomputers.com
B Bush@Supercomputers com
Bcc:
Subj ect: meeti ng about the new model
Dear Tom,
I hope you're feel i ng better now At the meeti ng to pl an the l aunch of the
new model, we di scussed the fol l owi ng:
o the adverti si ng campai gn
o the l aunch date
l'm sendi ng you a copy of the mi nutes of the meeti ng as an attachment.
Best wi shes,
Chri s
Chri s Kennedy
Sal es and Market i ng Manager
St t n a r n n mn r r +o r c
Tel: (959) 124789
Fax: (959) 334 661
E-mai l: C Kennedy@Supercomputers com
lf you know a
col l eague wel l, i t's OK
to write Dear Tom and
t o use cont ract i ons.
l f you're wri t i ng t o
someone you don't
know (e.9. i n anot her
company), your e-mai l
shoul d be more l i ke a
formal letter,
lf you send work-related
e-mai l s, t hey shoul d
have a si gnat ure (name
and cont act det ai l s).
Useful language
. You can send / open an attachment.
attachafile/folder.
compose / replV to / forward an e-mail.
. These are some of the most common abbreviations:
CULBR See you later.
BTW By the way ...
HAND Have a nice day.
TA Thanks again.
PLS Please.
84 before
RUOK Are you OK?
IMO ln my opinion ...
2 to, too, two
Teaching notes
1 Write the following comments on the board: I hate
Mondays ... all those e-mails to answer and I love
checking my e-mails to catch up on all the gossip.
2 Have st udent s work i n pai rs/groups t o di scuss t he
reasons for the two different attitudes to e-mails.
and gi ve f eedback.
Tel l st udent s t hey are goi ng t o read an e-mai l.
They shoul d answer t he quest i ons: What i s t he
e-mail about? Who is writing to whom?
Give out the model and go through it with students.
Lessons 6 and 25 i n t he St udent s' Book gi ve
pract i ce i n t hi s t ype of wri t i ng.
4
5
@ Pearson Education 2002
147
Arti cl es
;
Useful language
r Tourist attractions:
It/The museum is worth visiting / seeing.
You should visit the market.
The boat trip is a must.
Don't miss the street carnival.
Teaching notes
1 El i ci t/Suppl y t he f ol l owi ng areas connect ed wi t h
travel and write them on the board: location,
weather, sightseeing, eating out, shopping, getting
there, accommodation, getting around. Check the
meant ng.
Then put students into pairs/groups to discuss
what i s (not ) i mport ant when t hey vi si t a pl ace.
2 Tell students they are going to read a travel article
about Shanghai.
3 Hand out art i cl e. As t hey read, st udent s underl i ne
anv i nf ormat i on about t he areas on t he board and
identifv which areas are not mentioned (getting
t here and accommodat i on).
4 Ask st udent s t o l ook at t he sent ences i n Usef ul
l anguage. El i ci t what al l t he sent ences are used
for. Elicit / Supply recommending.
5 Lesson 9 in the Students' Book gives practice in
this type of writing.
148
@ Pearson Education 2002
Inf orma I l etters
Don't put t he
address you are
wri t i ng t o,
Use Dear +
name to begi n,
noI Wrk>nd.
To end your
letter, use:
' (All mY) love
for very good
f ri ends and
f ami l y;
o Take care for
cl ose f ri ends;
c Best wishes
f or f ri ends and
peopre you
know less
wel l.
Useful language
o Fi rst l i nes:
How are you doing? I'm fine.
How are you? I hope you're well.
I'm sorry I haven't written for so long.
. Last l i nes:
Hope to hear from you soon.
It'd (would) be great to hear from vou.
Keep in touch.
. Gi vi ng advi ce:
lf I were you, I'd + verb
I (don't) think you should + verb
e Request s, i nvi t at i ons and suggest i ons:
Could you ... ?
Would you like to ... ?
Do you fancy + -ing?
How / What about + -ing?
Teaching notes
1 Put st udent s i nt o pai rs/groups t o brai nst orm what
people write in informal letters. Give feedback. lf
necessary, elicit/supply the following'. personal
news, plans.
2 El i ci t t he grammar used t o t al k about t hese t opi cs
(e.9. present perf ect f or t hi ngs t hat t he wri t er has
done si nce he/she l ast wrot e, present conl nuous
f or t hi ngs he/she i s doi ng at t he moment ).
3 Tel l st udent s t hey are goi ng t o read an i nf ormal
l et t er. They shoul d underl i ne any exampl es of t he
topics (e.9. personal news: l'm not living with my
parents any more', plans: /'m meeting him again this
weekendl. Gi ve out t he model and go t hrough i t
wi t h st udent s.
4 Lessons 1 4 and 1 5 of t he St udent s' Book oi ve
pract i ce i n t hi s t ype of wri t i ng.
@ Pearson Education 2002
149
Formal l etters
Wri t e t he name
and address of
f ha nar enn \/nr r
are wri t i ng t o.
l f you don't
know t hei r name,
wri t e t hei r j ob
+i +l a /a n Qal ac
L r L r v \v.v. e s r v e
Manager, Managi ng
Director).
Useful language
o Fi rst l i nes:
I am writing (as I would like)to ...
I am writing in response to Your letter of (date).
I am writing (as I would like to) apologise for +
noun/-i ng
. Last l i nes:
I hope you wiil consider my application / look into
the matter.
I look forward to hearing from You.
, Request i ng:
I would appreciate it if you could / would + verb
, Formal/i nf ormal regi st er:
I want to = | would like to / | wish to
give = supply
so = therefore
AeCaUSe = aS
. Forms of address:
Mrs and Miss can be used instead of Msfor
women if you know their marital status.
VT
Teaching notes
1 Write these verbs on the board: complain about,
ask for, confirm, apply for and check meaning.
2 El i ci t why peopl e wri t e f ormal l et t ers. Use t hese
nouns as prompts: a holiday, a iob, a bank loan,
a hotel booking, information.
3 Tell students they are going to read a formal letter.
Hand out t he l et t er and have t hem answer t he
questions: Who is the letter fo? (someone who
speci al i ses i n rent i ng l uxury apart ment s I n
California) and Why is the person writing? (to ask
about rent i ng an apart ment ).
4 Lessons 26 and 36 i n t he St udent s' Book gi ve
practice in this type of writing.
150
@ Pearson Education 2002
Letters of appl i cati on
I
Useful language
. Fi rst I i nes;
I am writing in reply to the advertisement rn The
llmes of 12th December for (job name).
I am writing to apply to join the Carlton Club.
r Last l i nes:
I hope you will consider my application.
o Descri bi ng j obs/ski l l s:
I am responsible for ...
I have to ...
I have good managerial/communication skills.
Teaching notes
1 El i ci t t he key el ement s of a j ob appl i cat i on l et t er
from students, for example Why you?,
qualifications, present job, experience, and write
t hem on t he board. St udent s work i n pai rs/groups
t o deci de t he order t hey normal l y appear i n a j ob
application letter. Give feedback.
2 Tell students they are going to read a job
appl i cat i on l et t er. Hand i t out and have t hem read i t
and compare t he order i n t he l et t er wi t h t hei r order.
3 Go t hrough i t wi t h st udent s t o check underst andi ng.
4 Lesson 27 in the Students' Book gives practice in
this type of writing.
@ Pearson Education 2002
l:lil:l::i
Useful language
. Ot her l i nki ng words:
Firstly, ...
Secondly, ...
Thirdly, ...
What's more, ...
Lastly, ...
On the other hand. ..
. Gi vi ng opi ni ons:
ln my opinion, ...
As far as l'm concerned, ...
. Summar i si ng:
To sum up, ...
Teaching notes
1 Ask students to suggest things that make
communication easier and quicker to elicit mobile
phones.
2 St udent s work i n pai rs/groups t o brai nst orm t he
advantages and disadvantages of mobile phones.
Encourage them to find at least three advantages
and three disadvantages. Feedback and write up
i deas on t he board.
3 Tell students they are going to read an essay/
di scussi on on mobi l e phones. Hand out t he model
and have them read the text to find any pros/cons
t hat aren't on t he board.
4 Go through it with students to check
underst andi ng.
5 Ask students to identify places in the text where
t hey coul d subst i t ut e l i nkl ng phrases f rom t he
Usef ul l anguage sect i on.
150
@ Pearson Education 2002
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