61245160 er pre int resource

",ffiFor self-study and to use in class{r Real-world documentary clips

* Authentic interviews

Enslish-- 'E sult.eup. com / elt / teacher/result

ORD

EnslishReSUIt

Contents

Photocopiable Activities

Photocopiable ActivitiesTeacher's Notes

Student's DVD DocumentaryFilms Worksheets

Student's DVD AuthenticInterviews Worksheets

Student's DVD WorksheetsTeacher's Notes

2

50

62

The Activities and Worksheets

There are 48 Photocopiable Activities - one for every main Student's Book lesson.They are designed to consolidate the material covered in the Student's Book lessonin an engaging and communicative way. Most of the activities provide practice inthe grammar or vocabulary of the lesson, and all give your students the opportunityto describe, explain, speculate, debate, and question in English. The Teacher's Notesprovide full guidance in using the activities as well as all the answers.

There are r8 Photocopiable Worksheets to use with the Student's DVD in class. Theyallow you to fully exploit the documentary clips and authentic interviews with yourstudents. The Teacher's Notes provide step-by-step instructions and answers.

Tips for using the Activities- The activities can be used at various times depending on your preference. They can

be used during the lesson to change the focus and pace ofthe class, at the end toconclude the lesson, at the beginning of the next class as a warmer, or later in thecourse as revision.

- Where activities require cutting up we have often suggested a non-cut alternative.If we haven't given an alternative suggestion, you can usually adapt the activity tosuit your class.

- When students are working in pairs it is a good idea to get them to sit face to face.This will encourage them to talk to each other and also means they won't be ableto see their partner's sheet.

- If your class doesn't divide easily into pairs or groups, get two students to shareone role, orjoin in yourself.

- We have suggested the length of time each activity should take, but you canextend most activities by, for example, swapping partners and repeating theactivity, or getting students to write some of the sentences they have practised.

Tips for using the DVD Worksheets- The DVD worksheets provide a clear sequence of activities, but don't feel you need

to do all of the activities on every worksheet - use them flexibly to suit your class.

- We have made additional suggestions for making the most of the DVD in theTeacher's Notes, including ideas for further Internet research and useful languageto focus on.

- Sometimes it can be useful and enjoyable to allow students to watch the DVDwithout a worksheet.

- Feel free to use the DVD in other imaginative ways. For example, turn the sounddown and get students to predict what the narrator is saying. Or turn the pictureoff and get students to guess what they will see based just on the sound.

68

74

Family trees 1A

Smith

GII Fl.John

Smith

Ask B questions to complete the family tree.

Tom =

a\|tl?liFiona

EllisLindaEllis

SarahEllis

-a\

t .al"--.rIT

tilyJane

Smith SmithJamesSmithSmith

Julia

- - l

- - tF-a

Frank

Ask A questions to complete the family tree.

WilliamJones

Mary = JohnSmith

Jones

= Fiona

MarkSmith Smith

Simon = Ana Debbie =

SarahEllis EIIis

HPaul

Smith

Lily FrankEdward

Smith Smith

English Result Pre-intermediate

HenryAndreaSmith

NathanEllis

Smith

Photocopiable @ Oxford University Press 2o1o

Who's that man? 1BPersonal profile

First name: lYrichael

Surname:

Date and place of birth: Age:

Nationality:

Address:

Telephone:

Email:

Mobile:

Marital status:

University:

Qualification:

Present job: Place of work:

Languages:

Interests:

t t l lt t t lt t t l

i l't itchellson i C anaAian i French, English ir t t - lt t t ll - - - - - - - - - - - + - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - {

t t lt r lt - t l

AivorceA i [email protected] i "ngineer it t t - lt t t ll - - - - - - - - - - - a - - - - - - - - - - -

+ - -

f, - - - - - - - - - - - - - - - - - - - {

t t t lr t t l

Tel: 0521q scq 7G51 i tl / 0'f / nTt, Ontario i Toronto Ol Company il l l - lI t t ll - - - - - - - - - - -

O - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - a

t t t lt t t lt t t lt t^ t l

i770 flalifax Streef,Toronto i gol{, fishing i l'trb;|": 0888 5725 1725 it t t ll - - - - - - - - - - - + - - - - - - - - - - -

+ - - - - - - - - - - - - - - - - - - - - - - {t t t lt t t lt t t l

i Unive rsitv of Toronto i deqree in engin eerinq i 51 i; l tJJr i lt t t l

Photocopiable @ Oxford University Press zoro English Result Pre-intermediate 3

Bid for a sentence

Decide which sentences are correct and how muchyou want to spend on each one. You have f,roo.

Buy as many correct sentences as you can. Keepnote of the money you spend.

1C

fi

English Result Pre-intermediate Photocopiable @ Oxford University Press zoto

Connections

do

cat

key

IIIIIIIIIIIl1

I IargelvIIIIIIIIII

1D

interesting

vegetable

there

cheap

Photocopiable @ Oxford University Press zoto

sick

English Result Pre-intermediate 5

big

ill

boring

quay

expensive

did

went

their

animal

2AI

2

Tourist attractions

Write clues for the words in your half of the crossword.

Ask B for clues to complete the crossword.

1

2

L I c H T H o U s E3

I S L A N4

D

5 6

B E A c H R A L W A Y

9 LO

T o U11

R S T

12

V L L A c E

F o R E S T

I

2

Write clues for the words in your half of the crossword.

Ask A for clues to complete the crossword.

M

o2

L U D

A N E

K c T c S7

E H8

A A E

U I s R

R R Nl0

T11

R T

c L U

H12

V E I

E N

R S

English Result Pre-intermediate Photocopiable @ Oxford University Press zoto

Make a sentence

Photocopiable @ Oxford University Press zoro EngHsh Result Pre-intermediate 7

l t t t l

nice i colourful i Creek i blue it t r l

l - - - - - - - - - - - - - -+------ - r - - - - - -+-- ,+- , - r r - - - t - - - - - l

t t t t lr t t t r

high i red i dty i interesting i

beautiful i quiet i trot i trorrible i

t t t t lt t t l ll - - - - - - - - - - - - - -+------ - - - - r r - -+-r -+-------- - - - r r - {

green i famous i tovely i slow :vi ; t t l

white i big i pretty i fine i

Ions i old i easv i african ie; ; ' , 1

23

I

-{IIIIIIII

I

-{IIIIIIIII

IIIIIIII

IIIIIIIII

IIIIIII

World facts 2Cl- 11l 1 Answer the questions. Then check your answers with the teacher.

I lll 2 Test a student from group B.

1 Which is the biggest desert?

a The Gobi Desert b The Sahara Desert c The Arabian Desert

2 Which is the coldest place?

a Finland U Canada .c Antarctica

3 Which airport is about four metres lower than sea level?

a Schiphol (Amsterdam) u Heathrow (London) c Ciampino (Rome)

4 Arica is one of the driest cities in the world. Where is it?

a Australia n South Africa c Chiie

5 Which city is the closest to the North Pole?

a Istanbul b Cairo c Buenos Aires

6 What's the highest recorded temperature in Saudi Arabia?

a 45.1"C b 51.1'C c 57.1'C

l-Rl I Answer the questions. Then check your answers with the teacher.

| - | 2 Test a student from group A.

1 Which is the largest country?

a India n Russia c China

2 Which place had the highest recorded rainfall in one year?

a Cherrapunji (lndia) I 56o Paulo (Brazil) c Shanghai (China)

3 Which capital city is about 3600 metres higher than sea level?a LaPaz (Bolivia) n Rome (ltaM c Washington, D.C. (USA)

4 The fastest wind speed was recorded in the USA. How fast was it?

a 311.77 kph n 411.77 kph c 511.77 kph

5 Which UK country has the most snow?a England b Scotland c. Wales

6 Which city is the closest to the South Pole?a Beijing b Tokyo c Sydney

8 English Result Pre-intermediate Photocopiable @ Oxford University Press zoro

A holiday in Greece 2Dbuy find give go have leave lose spend stay take (xz) visit

,.-fr- -.*: t .4

___\*-=* r .

-r>s. ru-g\?".aJ,

Photocopiable @ Oxford University Press zoro English Result Pre-intermediate

How well do you know your classmates? 3AComplete each sentence with the name of a classmate and a sport / leisure activityfor example I think lohn likes swimminq.

Check the sentences with your classmates. Were you right or wrong? Ask for more information.

I

2

I I think

I think

I think

likes

t-nnni I

wlons ]-More information:

likes:rlirlrl::l:r::i:{ri

'r:,i:i

Risht t-*'"i:"lJ*More information:

likes

Di-h+

:l:"' More information:wronq

I think would like to

I dont think likes

Ainht

:lY"' More information:Wrong l

I don't think likes

Di^h+

:l'v"' More information:wrong

"_-i

I don't think would like to

Right = More information:Wrong 1

I don't think would like to

:'.gnt More information:wrono

- !

l0 EnglishResultPre-intermediate Photocopiable @ Oxford University Press zoro

Can I Could you ...? 3BWork with a partner. Ask questions using Can you...? (NOW) and Could you ...when you were rc? Askfor more information. Write your partner's answers on the worksheet.

swim

drive

ride abike

playa cardgame

plaY asport

ski

5

:,6

dance

cook

use asewing

machine

speak aforeign

language

use acomputer

Where did you learn?Why did you learn?How did you learn?Who taught you?

How well can/ could you ...?trVhat (sport/card game/instrument etc.) ...?

litr

pfay amusical

instrument

EnglishResultPre-intermediate 11

Wouid you like to learn to ...?Why/Why not?

Photocopiable @ Oxford University Press zoro

What shall we do? 3CL Work with B. Read and complete the conversation. B has the responses.

A HiJane. How are you?

B

A Well how about coming to the cinema with me?

B

A Let's see. There's a James Bond film on at the Odeon.

B

A Oh, 0K. We could go to the theatre.

B

A Great! How about meeting at that new bar on Prince Street at seven o'clock?

B

2 Listen to B and continuethe conversation using theresponses in the box.

. Not really, just football, and I hate football.

. Great! | love that film.

. OK. What DVD do you want to watch?

. lt's starting to rain.

. Nah, I haven't got any money.

I A has half of a conversation.Listen to A and continuethe conversation using theresponses in the box.

. I'm bored, there's nothing to do.

. OK, see you later then.

. I saw that last week - it wasn't very good.

. What's on?

. Good idea. There's a new play on that I want to see.

2 Change roles. Read and complete the conversation. A has the responses.

B Shall we go out? There's a new nightclub in town.

A

12 EnglishResultPre-intermediate Photocopiable @ Oxford University Press zoto

What's the story? 3DI Write the story type under each picture.

1234567

2 Use the numbers and letters from part r to complete the grid.

3 Use the grid from part z to decode the text. It's about a film.

897 2410123 897 132121975 6t

[[T4 519

70 23

l237 8

:-t-[105

a-T--lLl l

4 579

[[t]

15910121015

t2251925

194510772 10 8 1023

mm25 4

i l I11 26

r t tl l

8719

6 9 1 1023

1910 1 7 6 4 519 10 8 20 2 5 4 20 4 7 1923.

rTrITr[ [ [ [ [ ]

8 9 7r012127 1

ss

6 2 3 7 1926 4681025

921127 5217712 ls72426

236707567

2410 6 8 10 2 5

1 4 5 6 8 9

10 11 B

12 13G 74 I

15 16K 17 18u19 20w 21

022x 23 24 2sz 26

6231542323

23841.23 51062727 161019 3 4 s

6 1 4 1013 11423719

5217712 15181272 3 4 5. 20710825

897

Photocopiable @ Oxford University Press zoto EnglishResultPre-intermediate 13

Phonemic bingo 4A

I'Lauall /hao tel/ /glo:s/ llnmpl /seup/ lki:l

/'tcrlet raol/ /gest/ {aempu/ /'bo:0ru:m/ lflc:(r)l/rr'mecrt

kan traol/

/rr sepJn/ l"eJitretl lru:ml I'prlaol l[i:tl /rr'sepJn/

BINGO BINGO/'Jacie(r)/ /saop/ /mrni ba:(r)/ /'breklest/ /'teJtrer/ /rr sepJenrst/

/glcs/ Itnpl /flc:(r)/ /'tcrlet raoli [t:tl l[am'pu:l

/e lo:m kc:l/ / blrelkrt/ {rempu:/ lru:ml /Jaoe(r)/ /seop/

BINGO BINGO/e'lo:m kc:l/ /mrni bo(r)/ / tcrlet raol/ /heo tel/ I'pll'eol l'[aaa(r)l

l'taaell / brekfest/ /saop/ llrempl /glo:s/ / blie4krt/

/rr'sepJenrst/ /'bo:0ru:m/ /qlo:s/ / bo:0ru:m/ {em'pu:/ /e'lo:m kc:l/ iI

BINGO BINGOIIII

l're[tretl /gest/ {em'pu:/ lfb:(r)l/rr'maot

kan'tracll/l""t[tretl

/ brekfest//rr m3ut

kan treol/lflc:(r)l /gest/ llnmpl /'brekfest/

/heo tel/ /rr sepJn/ t:i'^tt /seop/

BINGO BINGO/'blrer1krt/ l'[aue(r)l /rr sepJenrst/ /mrni bo:(r)/ I'Lauell l"a[rretl

lru:ml /heo'tel/ /e'lc:m kc:l/ /'blae4krt/ / tcrlat reol/ /ru:mi

/glo:s/ I'taoell llnmpl lki:l {tem'pu:/

BINGO BINGOlki:l / bo:0ru:m/ llr;mpl /'mrni bo(r)/ I'taaall / eJtrer/

/glo:s/ l f i - t / Itnpl /'prlao/ /rr'me()tken'tracll/ /hao tel/

/ b1rc4krt/ /'brekfast/I

/ tcrlet raol/ i /rr sepJn/I

/ brekfast/ /Jaue(r)/

14 EnglishResultPre-intermediate Photocopiable O Oxford University Press zoro

Whoops! 49ll:l::lllll:ililt3,

o

@ral/ \FrA )1Ya---/<.

f f1\

@

Photocopiable @ Oxford University Press zoro Engl ishResultPre- intermediate'15

l

Housework challenge 4CLook at the kitchen. Find six jobs that need doing. Then ask questions to flnd out whatjobs your partner has / hasnt done (in B's picture, it's two hours later).

Look at the bedroom. Answer B's questions.

Look at the kitchen. Answer As questions.

Look at the bedroom. Find six jobs that need doing. Then ask questions to find out whatjobs your pa-rtner has / hasn't done (in As picture, it's two hours tater).

-:HMr;et F.

=

Jr6'l,@: ;lrr l

Ol l i l :

----r-'-; i-, ;sl";:'r

I-

^;, t , ,-wtfrl li l l l l l FI "ffil| | rY":t. Tl | | $ |

lltr '/4 I

i

rl Lr\--

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t!ffI ffitr=F=

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16 EnglishResultPre-intermediate Photocopiable @ Oxford University Press zoro

How many people have ...? 4D


Fashion talk 5A

Where doyou usuallybuyyour clothes?

What do you like towear in summer?

What do you wear towork / school?

f

ttrri' i : l

{r? I

What wereyouwearing yesterday?

Do you prefer wearingcasual or smart clothes?

What is the mostmoneyyou've everspent on shoes?

Haveyou evertakensomething back to ashop? Why?

How often do you buyfashion magazines?

Which celebrities doyou think dress well?

What was the last itemof clothing you bought?

Do you spend a lot ofmoney on clothes eachmonth?

What do you like towear in winter?

What clothes arefashionable in yourcountry?


Favours 5B

I can't hear the radio. It's raining and I haven'tgot an umbrella.

I can't do my homework. The dog wants to go for a walk.

I haven't got enough moneyto go to the cinema. I can't move these heavy boxes.

My computer's broken. The car's dirty.

I'm hungry.

We haven't got any coffee.

I've left my mobile phoneat home.

I'm cold.

Photocopiable @ Oxford University Press zoro EnglishResultPre-intermediate 19

These clothes need washing.

The washing up hasn'tbeen done.

I need to get to the station.

I don't feel very well.

Shopping dominoes 5C

credit card. Good morning,can I

It's for a job

What size

Of course, the

A few minutes later ...

That looks

OK. Try the

How would you

for a grey suit.

suits in the sale.

it on?

little tight.

; a good fit.i l'll take it.

a few minutes.

Yes, please.l'm looking

We've got somelovely

Er, medium

Ithink, ormaybe large. this one?

It was fi5o,but it's

half pricein the sale.

changing roomsare over there.

Thanks.l'll be back

Hmm. The jacketfeels a

next size.Here you are.

Thanks.Yes, that's


Picture bingo

r,:.B,l,N G O

5D

BI NGO BINGO

so a @@@A

@ @a@g @s € @ s @Ary @@ @ @ @ Aw @@ H a @a @ & @ as o @lwv @ €

g @ @ Ai@l

@ @@ @ @ @ I @ii@a@isa @iEg @

gr *C,'0

@iss@ g@@ @ @@

EnglishResultPre-intermediate 21Photocopiable @ Oxford University Press zoto

Check it!

Tmancemeeting:room 6

My Janaphnvn athnrhtitne

6AAsk B questions to check the information in the messages. Stress the underlined words.Tick / or correct each message.

J&'t ,rlobilerumber

607 453 6652

the planeleave, at

LO.L5Tho comPutor

is out of ordor

J"rwy SwvLtLt:safu" ts awMarlcpt Stre*t

Post officecloses of 1 p.rvr.on Soturdog

Simon Jonestt anivinqon Thurslay

T neerlto chanqe-trair:s dt

PLtneU-------------=

Wo nood90mocoffeo

Listen to A. Use the pictures to check the information in As questions. Correct any falseinformation. Stress the correction.

tli tt^;r is tqarn

g{bv \

,tft I5

ltroni?"qs.3s


Make up the rules as you go 6Bt lt lt ll lt lt ll I I r l

I wear a nelmet it ll ll lt ll ll ll - - - - - - - - - - - - - - - - - - - - - - +t lt ll ll ll lt ll I . l

i onve il lt lt ll ll lt ll - - - - - - - - - - - - - - - - - - - - - - +l lt lt lt lt lt l

r l

i Torget ii ' - 'o ' Il lt lt lt lt ll - - - - - - - - - - - - - - - - - - - - - - +

arrive late

t lt lt lt lI It l

drink coffee i talk to your partner iIt ll ll lt lt l

- - - + - - - - - - - - - - - - - - - - - - - - - - {IItII

have a ticket i ride a bike iIIIII

t lt l+ - - - - - - - - - - - - - - -

r - - - - - - I

t lIIIII

| . l I

use a moDile iItIII

l l+ - - - - - - - - - - - - - - - - - - - - - - Il lr l

speak English

stand up

swtm

watch TVII

- - - - - - - - - - - - - -{IIII

iT T' I

nave a ltcence iIIII

. lI

- - - - - - - - - - - - - -{III

iI

drive on the right iIIII

IIII

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wear Doots i stt oown iIIIII

sleep wash your hands

I

I

I

I

I

I

la

i eat rce creamIIIIt lt lt - - -

r - - - - - - - + - - - - - - - - -

IIIIII

i wear a seat-beltIIIIII

I

I

I

I

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i do your homeworkI

I

I

IIIIIIIIItIIt

take a dog runt lt l


What did you do? 6C

FINI 'H

za breok

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Photocopiable @ Oxford University Press zoro24 EnglishResultPre-intermediate

Crimewatch 6D

Fa The police arrested Nathan Armstrong after he tried to rob a post office in the

seaside town of Scarborough, England.

Armstrong, of Sutcliffe Drive, walked into the post ofhce on Marine Drive on

Monday afternoon. He was wearing a motorcycle helmet to cover his face. Three

customers were standing in the queue. Armstrong went to the front of the

and handed a note to the cashier. The note said ' l have a gun. Give me f5ooo.'The

frightened cashier put the money into the bag and gave the bag to Armstrong. He ran i

out of the post ofFce with the money.

I

I

I

I

I

-{I

I

I

the queue

When Armstrong arrived home, the police were waiting for him.They arrested him

11 :::l ltil:::: TliT:::':_1 I ?:l::::1't_:::1_ilyl:I llTll::_1iArmstrong. His name was on the back of the motorcycle helmet he was wearing!'

I

I

I

I

I

-{I

I

I

I

I

Fb Police arrested a hungry burglar after he tried to steal food from a petrol station on

Friday night.

Mike Baston (t9) was walking home from a night out with his friends. lt was two

otlock in the morning and he felt hungry, but all the shops were closed. As he was

passing the back of a petrol station, he noticed an open window. He decided to climb

in and get a snack. Unfortunately for Baston, he was bigger than the window. When

the manager of the petrol station came to work the next morning, he found Baston in

t .

i the window. He was trying to escape but he couldn't move forwards or backwards.1--------- -l - r

i The manager called the police. When they arrived, Baston was crying. The police1--------- -I

i fretped the unsuccessful burglar out of the windoq then they arrested him and tookl - - - - - - - - - -II

i him to the police station.I


Priorities IAHow important are these things to you? Circle a number between r and 5 (r = not important,5 = very important).

Compare your answers in a group. Do you all agree? Why? / Why not?

Job conditions1 a good salary

2 a nice place to work

3 an attractive uniform

4 a company car

5 a long contract

6 flexible working hours

7 long holidays

8 friendly work colleagues

9 a nice boss

10 interesting work

11 working in a team

12 having a lot of responsibility

13 the chance to learn new skills

14 opportunities to travel to other countriesi


Who? What? Where? IB

castle

I(D

train station sewing machine

office

398

-l|{rJl&

cash machine

TDTNTITY

***Hpost ofFce


lD card

EnglishResultPre-intermediate 27

doctor

tSEg@llMEeAlM8E&[email protected]@el

hotel receptionist

dentist

cashier

What's the legal age?

At what age do you think you can do these things in Britain?

rc

You can vote in an election when you're

2 You can become a Member of Parliament at

You can leave school at

You can't buy a lottery ticket if you're under

5 You can buy a pet when you're

You can join the army when you're _, but you

can't join if you're over _.

7 You can't apply for a passport until you're

8 You can't drive a car on a public road unti l

you're

9 You can leave home at without your parents'

permission.

You can get married at _ with a parent's

permission, or at without their permission.

You can go into a pub when you're _, but you

can't buy alcohol unti lyou're

12 You can have a part-time job when you're

13 You can't buy a house unless you're or over.

14 You can't buy fireworks if you're under

10

1L

-The

' ArmS

l -


A day in the life of ...

Ask B questions to complete the missing information about Mark Campbell.

Mark Campbell owns a dairy farm in Scotland. Heproduces milk for a big supermarket. (1) _

, so he gets up at4 a.m.He puts on warm clothes because (z) _

.b)

He calls the cov(+)-

so Mark goes down to the field.cal ls the cows and they come because

. Mi lk ingtakes about two hours. Mark and his wife,Hannah, have to work quickly so that (5)

There's no time to relax after milking because(6) . Markand Hannah work 365 days a year. (7)

, so they rarely haveholidays. But they never complain, Hannah says'We enjoy our work because (8)

ID

Gwen Jones owns a bed and breakfast hotelin Wales. She gets up at 6 a.m. every morningso that she can cook breakfast for her guests.Breakfast time is the busiest time of Gwensday because she has to prepare up to twentybreakfasts.

After breakfast, Gwen tidies the dining roomso it's ready for the next day. There's no timeto relax in the morning because Gwen hasto clean all the bedrooms. Then she checksthe hotel guest list so she can see how manypeople are staying. Finally, at midday, Gwencan sit down and have a coffee.

Gwen works seven days a week. She worksby herself, so sometimes she's very tired.But Gwen says she Ioves her work becauseshe likes meeting new people. Every year,however. she closes the hotel for three weeksso she can have a holiday.

Ask A questions to complete the missing information about Gwen Jones.

Gwen Jones owns a bed and breakfast hotel inWales. She gets up at 6 a.m. every morning so(1) . Breakfasttime is the busiest time of Gwen's day because(z)

Afterso (3)

breakfast, Gwen tidies the dining room_. There's no time

to relax in the morning because (4). Then she checks

the hotel guest list so (5). Finally, at midday,

Gwen can sit down and have a coffee.

Gwen works seven days a week. (6)

, so sometimes she's verytired. But Gwen says she loves her workbecause (7)Every year, however, she closes the hotel forthree weeks so (8)

Mark Campbell owns a daiy farm in Scotland.He produces milk for a big supermarket. He hasto milk his cows early in the morning, so he getsup at 4 a.m. He puts on warm clothes becauseScottish mornings are often very cold. Mark'scows live outdoors, so Mark goes down to thefield. He calls the cows and they come becausethey recognize his voice. Milking takes about twohours. Mark and his wife, Hannah, have to workquickly so that the milk is ready before the lorr iesarrive to collect it.

There's no time to relax after milking becausethere is always something to do on the farm.Mark and Hannah work 365 days a year. Theyhave to milk the cows every day, so they rarelyhave holidays. But they never complain. Hannahsays 'We enjoy our work because we love theanimals and the countryside. '


Excuses, excuses!

I Say the complaints and listen to B's excuses.

E Why haven't you finished tf.r.

@;\4E You'vedrunk-

?t

E You oron r seno ,n" , lffilf---J Ib=J-l

tr You're late. The film started t- #

2 Listen to B's complaints. Apologize and give an excuse from the box.

8A

tr The chicken is

E Where's the

a I didn't have any breakfast.

I was really t ired.

I dropped it on the floor.

I didn't have your number with me.

I was in a hurry and I left it at home.

I haven't had time to go to the post office.

t r1

2 Say the complaints and listen to As excuses.

E whydidn'tr",t{m}t t

g whv did vou fall ffi

in mv lesson?

:F-Y

E You've eaten all the6$

tr Where's your

E Haveyou postedthoseH t

tr *A\@isn'twor*ng'

Listen to As complaints. Apologize and give an excuse from the box.

aI forgot to turn the cooker off.

I left it in the hotel.

I forgot it was your birthday.

I thought it was my glass.

I haven't had time to do it.

I missed the bus and I had to walk here.

i0 Engl ishResultPre- intermediate Photocopiable @ Oxford University Press zoto

Describe it

lh

E

&-' i - & ( lArrr '

Y

%

8B

Photocopiable O Oxford University Press zoro EnglishResultPre-intermediate 31

Twenty-five years from now 8C

Tlre year will befold over

i Morirol rfotur You'tl

fold over

2 Children You'll

fold over

3 Pefr You'll

fold over

4 Money You'll

fold over

5 Tronrport You'll

fold over

6 Home You'll

fold over

7 lob title You'll

fold over

8 Ploce of work You'll

fold over

9 Free fime You'll

fold over

iO Holidoys You'll


Noughts and crosses 8D

$1lf you give meyour phonenumber ...

lf you buy anew laptop ...

lf youdownloada virus ...

lf you breakthe printer ...

lf you lendme 50memoney ...

lf you goonline ...

lf you openan email

account ...

lf you click onthat icon ...

lf youtell other

people yourpassword ...

We'll haveto phone the

computertechnician if ...

l'll get a newcomputer if ...

l ' l l send youan email if ...

l'll givethese CDs tomy sister if ...

We'll buy anew cameraonline if ...

We'll haveproblems if ...

l ' l l delete theemail i f . . .

l ' l l lend youmy laptop if ...

You won'thave any

money if ...

52


The picnic..1:,:]l:lil"ill..r:

Describe your picture to B. Findtwelve differences.

9A

Describe your picture to A. Find twelve differences.


Food for thought

{)i, ' -

9BThink of fwo ...

things you con boil

cold drinks

woys to cook eggs

things you usuolly put in o solod

types of meot

vegefobles you con peel

things thot you stir

types of fish

woys to cook meot

English dishes

things you need to moke o kebob

types of food you con roost

things you use for frying

types of food you con mosh

cooking equipment

desserts


Problem page

Student A

Deor Amy,

I don'i know whot to do obout my doughter. 5hefinished university lost yeor ond she hosn't got ojob. 5he sleeps until I I o.m. ond then she stoysin her room oll doy ond woiches TV. I've oskedher to help me with the housework, but she soysshe's too tired. I hove o full-time job ond everyevening I come home ond cook her dinner, thenI hove to tidy the house ond wosh her clothes.5he never hos ony money, so I hove to poy for

Dear Worried of Wokingham,

Student C

Dear Amy,

Please help me. l 'm unhappy because l 'moverweight. I want to lose 8 kilos but I can't.l've tried diets but they don't work. l'm ateacher and l'm always too busy to have aproper meal. I never have time for breakfast.By lunchtime I feel really hungry. I usually havesome sandwiches and a cake while I 'm markinghomework. In the evening l'm always too tiredto go to the gym or the swimming pool. Mostevenings I order a pizza or a Chinese takeawayand watch TV. What can I do?

Concerned of Cardiff

Dear Concerned of Cardiff,

everything. Pleose help.

Worried of Wokinghom

36 EnglishResult Pre-intermediate Photocopiable @ Oxford University Press zoro

9C

Dear Amy,

I'm unhappy because I split up with mygirlfriend last month. She wanted to getmarned but I'm only 19 and I want to go tounrversity next year and get a good job. Theproblem is that I love her. We've been togetherfor four years and we did everything together.I don't have any other friends so now I juststay at home looking at photos of when wewere happy. My mum says I should go outand make some new friends, but I don't wantto. what should I do?

: Rrnkon_hoartod nf Di-* i -^r^^*' urvr\urr rrvqr LUU vr DII I lLJ.]1911d.I t .L

Dear Broken-hearted of Birmingham,

Dear Depressed of Doncaster,

Student D

I've worked in the same company for ten years.I was happy with my old boss, but he retired.My new boss is a young woman. She's horribleto me. She never talks to me or gives me anyinformation about work. Then, if I make amistake, she shouts and says I'm old and stupid.

I am so unhappy. My family and friends sayI should Iook for another job, but I dont havemany qualifications and I'm 55. Sometimes I gohome and cry. I dont know what to do. Can yougive me some advice?

Depressed of Doncaster

Mind your manners

I Read the sentences and decide if they are true or false.

2 Are these things true or false in your country? Discuss in your group.

9I'

True False

L lt's good manners to put your elbows on the table in Brazil.

2 You mustnt touch your hair when you're having a meal in ltaly.

3 It isn't polite to speak with your mouth full in Tirrkey.

4 In Germany, it isnt polite to eat noisily.

5 You mustnt lift your bowl when you eat rice in Japan.

6 In Korea, you must wait for elder$ people at the table tobegin their meal before you begin eating yours.

7 You shouldnt eat with your mouth closed in Chile.

8 It isn't polite to refuse a dish in Venezuela.

9 It's very bad manners to leave food on your plate in China.

10 You must eat with your left hand in Iran.

11 You should use a knife and fork to eat a sandwich in Britain.

L2 You mustnt blow your nose at the table in Japan.

l-3 You should hold your spoon in your left hand when youeat dessert in lreland.

14 You should never break your bread into smaller pieces in France.

trTtrtrtr

trtrtrTTtrT

TT

trtrTtrtr

trtrtrTtrtrtr

TI


Where in the world?

I

on Mount Everest i at the North Pole

in lndia

10A

:11::11r:

,*$#, l

..i rl'

'j$l.

t t l

il

l-qI r<! . . \

^-- \ i . - .D , E ' . ' t . . f II

I

I

I

I

I

I

If r ' lt t l

i in the Sahara Desert i in Spain iin SpainI

-+t l

in the Amazon

I

I

I

I

III

=-= ^. ^-. ^

-E_-I

I

I

I

I

I

III

I

t rEz' i l t i lq l rLr lt t l

in Paris i rt the Pyramids i in Moscow

in Britain

38 EnglishResultPre-intermediate

at the South Pole


Flying high 108

t r :,],...i:,:]illliilllliili]]it *

Write clues for the words in your half of the crossword.Ask B for clues. Find the missing destination.

tcU S T o M S

'L A N D

tDE P A R T U R E c A T E

6

,cH E c K N

8

o-A R R V E10

t tPA s s P o R T c o N T R o L

T2

tfll I Write clues for the words in your half of the crossword.

| - | 2 Ask A for clues. Find the missing destination.


Guess how long

Complete the sentences in the ME column with information about yourself.Make guesses about the other students in your group under their names.Compare your guesses with the other students in your group. Who guessed correctly?

10c1

2

3

,o\

$.\4t+

'-7

I've been able to swim since I was

I haven't bought any new clothes since

I haven't had a holiday for

I've been a student / had a job for

I've been awake since _ this morning.

I've had a passport since _.

I haven't had my hair cut for

I haven't been to the cinema for _

I've studied English for _.

l've lived in this country since _.

T ,/7i*


How have things changed? 10D

sport

muSrc health

food famil ies housework


What's the matter?

You've got o temperoture

114

i You've got o cough i You've got o sore fhroot i- - - - - - - - - - . i

You've got toothoche You've got o heodoche You feel sick

Youve 9of flu You've 9ot stomoch oche

frYou ve 9ot o sore eyeYou've burnt your hond

You've 9ot bockoche


You're oching oll over You've broken your le9

Picture the scene

1 Imagine you're on a crowded train. Describe the scene to B in as much detail as possible,but don't say where you are. B will try to guess.

2 Listen to B. Guess where he / she is.

3 Take turns with B to describe / guess the other scenes on your worksheets.

1 on a crowded train

2 at a football match

3 in a dentist's waiting room

4 in hospital

5 in a fast food restaurant

118

,-^\

I Listen to A describe a scene. Try to guess where he / she is.

2 Imagine you're in a traffic jam. Describe the scene to A in as much detail as possible,but dont say where you are. A will try to guess.

3 Take turns with A to describe / guess the other scenes on your worksheets.

ii - t l

, 1 in a traffic jam on the motorway i

2 at a theatre watching a play

3 at the supermarket

4 on a plane

5 on a crowded beach


Tell us about it 11C

Where ore youplonning to go foryour next holidoy?

ls there ony foodthot you wouldrefuse to eot?

something thotyou often forget )@

:, \ | to do something, but I:! I t not finished'ii? /'J \=-

GI thot you wont I\ to buy? I

-^-U/ Whot sport/ would you like /t to try? /x-/

m\ .o leorn o'n"i \ \ reollv like to meet? I

9-Hove you ever

pretended to beout when someone

phoned?

Whot hove youplonned to do ofter

the lesson?

ever ogreed to dosomething thot youdidn't wont to do?


Did you know?

Work with a partner. Complete the sentences with true information,for example The EiffeI Tower was designed by Gustave Eiffel.

was designed by

was made in

3

4

5

6

7

8

9

1_0

11D

My

L

2

The song

The

was sung by

was invented by

was f i lmed in

was painted by

was /were held in

was written by

was won byThe

Themain character(s) in was /were playedby

2 llrrn your statements into questions, for example Who was the EiffeI Tower designed by?3 Then work with a different student. Use your questions to test their general knowledge.

1

2

3

4

5

6

7

8

9

1_0

?

?

?

?

?

?

?

?

?

7

ffi


Find someone who ... 12A

name mare infarmatian

1 enjoys doing homework

2 doesn't l ike getting up early

3 loves watching romantic fi lms

4 would l ike to try a new hobby

5 refuses to eat fish

6 goes camping

7 hates travell ing by train

8 needs to buy a new computer

9 l ikes doing housework

10 is planning to go abroad

11 doesn't mind waiting in queues

12 wants to move house

, ! |j

.-"_$j


Festivals of Britain r2B

Cooperi HillThey ore there for

which

fost Mond oy of Moy,

the top of

Cheese rolling is o troditionTr- l. lne LooDers

from the top of the

the hill ofter

Hill roce ottrocts

At middoy, o round of

hilf .

it._ the cheese before itgets _ This rorelyhoppens becouseof 112 kilometres per hour.

is usuofly the first

cross the finishing line.

Every yeor, on thethe Cheese Rollers meet ot

in the west of Englond.

the onnuol Cheese Rolling Festival.

hundreds of yeors.

rofled

roce down

hitfcon reoch speedsThe winner of the cheesemon or womon to

dotes bock

people from olf over the world. _locol hondmode cheese is

The competitors. The oim is to cctch

to the bottom of the

the cheese


Going out r2c1 Are you doing anything tonight? A What's on? Are they showing

the new Bond fllm?

2 Would you like to come skiingwith me this weekend?

3 What are you doing at the weekend?

4 Would you like to go tothe cinema tonight?

5 What time shall we meet?

B Would you like to come to the theatrewith me tomorrow?

9 I'm having a party next week.Do you want to come?

10 What do you fancy doing tonight?

f, Would you like to come roundfor dinner tonight?

B I'd love to go for a meal. Shall we trythe new Indian restaurant?

C Yes, I'd iove to go out with you.

D I've got an exam tomorroq so I'mcicr r inn in anr i ctr r r l r r inrrDUo'yrr lv -rr l cr l rLr DLuuyurv.

E OK. You cook and I'll brinq the wine.

6 Do you fancy going for a meal? F Let's stay in and watch a DVD.

7 Will you go out with me tonight? G I'd rather stay in on Thursday. I haveto get up early on Friday.

H That would be lovely, butI'm on holidav next week.

I I'd like to but I'm visiting my family thisweekend. Maybe some other time.

J 1'll see you at eight o'clock at the station.

K I'm working on Saturday and gorngto the beach on Sundav.

12 Do you want to go to a clubon Thursday?

L That's very kind of you, but I've arrangedto go out with my parents tomorrow.


Imagine

Complete the sentences with your own ideas. Then compare and discuss them in a group.

r2D

1, ---

My parants would bahappy ,f ...

" fd ba happiar if ...

'1;!" ,

It would surprise m,1twchor if ...

- - , , . . , . . i

l'd mova Io anothercountrl if ...

'-: a'.-

I I wouldn't bo hapn tf .-

l'd loavo my job /giva up my studies if ...

H fall out with m,1 boetfriand f ... My English would improvo if ...

1.

I wouldn't havo to worK if ... '''-'''-I wouldn? forgive somoono if ...'I

.tt

Photocopiable @ Oxford University Press 2o1o EnglishResultPre-intermediate 49

Photocopiable Activities Teacher's Notes

1A Family trees lC Bid for a sentenceIctivity )airwork. Students complete an information gap activi ty to

lract ise familv vocabularv and oossessive 's.lime 0 minutesPreparation-opy and cut in half one sheet for each pair of students in

:ne cl455.

Procedure- Put the students into A + B pairs. Give out the worksheets.

Remind students not to look at their partner's worksheet.

- Tell students to find lohn Smith on the family tree. Explainthat they have to find out the names of John's family byasking each other questions, e.g. What's lohn's brother's

frst name? What's lohn's wife's middle name? What's Fiona'ssurname?

- Students take turns to ask and answer questions in order tocomplete their family tree. Remind them to ask each other tospell names.

- When students have finished the activity, get them tocompare their worksheets to check they have the correctnames and spellings.

- For an extra activity, divide the class into two teams and askquestions about the family tree, e.g. Is Sarah Marilyn's aunt?Award a point to the first team that calls out the correctanswer (e.g.fVq Sarah is Marilyn's cousin).

1B Who's that man?

Procedure- Give each student a personal profile worksheet and at least

one information card. Make sure you give out all fifteencards from the set (students can have more than one cardeach).

- Tell students that the object ofthe activity is to completeMichael's personal profile. To do this, they move around theclassroom, asking each other questions about Michael,e.g. What's Michael's surname? How old is he?

- Set a time limit of ten minutes for students to complete theactivity; then go through the answers.

First namer Michael Surname: MitchellsonDate and place ofbirth:fl / A7 / 1971, Ontario Age 39Nationality: Canadian Address: 120 Halifax Street,Toronto Telephone: 03274 569 7659Mobile: 0888 3223 1725 lmail [email protected] status: divorced University: University of TorontoQualification: degree in engineeringPresent job: engineer Place of work: Toronto Oil CompanyLanguages; French, English Interests: gol{ fishing

Activity Croupwork. Students play an auction game to practiseWh- ouestions.

Time 20 minutesPreparationlopv one worksheet for each qroup ofthree or four students.

Activity Croupwork. Students practise personal details by minglingwith the rest of the class to qather information for a orofi le.

Time 10-15 minutesPreparationCopy and cut out one personal prof i le worksheet for each

student in the class and cut out one set ofcards. l fyou havea class larger than fifteen students, cut out extra cards froma copy of the set (more than one student can have the samecard), enouRh to qive one card to each student.

Procedure- Divide the students into several teams. Explain that you are

going to hold an auction. Elicit the meaning of auction andwhat happens during a normal auction.

- Give each team a worksheet. Explain that there are flfteensentences for sale; some are correct, and some are incorrect.Each team has f roo to spend. The teams compete againsteach other to buy as many correct sentences as possibie. Bidsstart at f5 and increase by f5 until the sentence is sold.

- Set a time limit for students to discuss the sentences anddecide which ones they want to bid on and how muchthey're prepared to bid.

- Before you start the auction, remind teams that they onlyhave froo. If they spend a lot on one sentence, they may runout of money before the end. Tell students to keep note ofthe money they spend during the auction. For example, if ateam buys sentence r for f5, they should make a note of it inthe box next to the sentence.

- Conduct the auction. Keep it moving quickly and use typicalauction phrases to make the activity more fun, e.g. Who'IIgive me t5 for sentence i Do I hear fto anywhere in the room?Going once, going twice, going three times. SoId to the teamin the corner. When you sell a sentence, make a note of theprice and the team who bought it.

- Go through the sentences at the end and discuss which arecorrect. The winning team is the team that bought the mostcorrect sentences.

Conect sentences: 2; 4; 5;7;10; 11; 12; 14Incorrect sentences: 1; 3; 6; 8; 9; 13; 15Suggested corrections1 What is the name of your best friend? 3 How often doyou usually drink coffee? 5 Why are you learningEnglish? 8 How many students are there in your class?9 Where were you yesterday? 13 Who is your teacher?15 Which colour do you prefer? Red or blue?

lD Connections

Procedure- If necessary, revise the language from the Student's Book for

giving definitions (means the same as, sounds the same as, isthe opposite of, is a kind of, is the past ofl.

- Divide the students into groups. Give each group a set ofConnections cards. Ask the students to shuffle the cards then

Activity 3roupwork. Students play a Pelmanism game to practiserivine definit ions.

Iime 10 minutesPreparationCopy and cut out a set of cards for each group ofthree or

four students.Non<utalternative

Copy one sheet for each student in the class.

50 Photocopiable Activities Teacher's Notes

spread them out face down on the desk (without looking atthe words on the cards).

Students take turns to turn over two of the cards at a time.The aim is to find two words which are connected. Forexample, if a student turns over cat and animal, they canmake a connection: A cat is a kind of animal. If they areunsuccessful, they turn the cards over again and the nextperson has a go.

In order to win a pair, a student must make a connectionthat everyone in the group agrees is correct. The studentwith the most pairs wins the game.

For a non-cut alternative, put the students into pairs. Giveeach pair a copy of the sheet. They take turns to makeconnections from the words.

Suggested connectionsA cat is a kind of animal lnteruting is the opposite ofboring. Big means the same as large. Expensive is theopposite of. cheap. Key sounds the same as quay.A potato is a kind of vegetable. Ill means the same assick. Did is the past of do. There sounds the same as thei/.Went is the past of go.

2A Tourist attractions

Procedure- Divide the students into groups A and B. Give out the

worksheets. Tell students to work in their group and writeclues for the words in their half of the crossword.

- Divide the students into A + B pairs. Remind them not tolook at each other's crossword. Tell students to take turnsto ask for a word which is missing from their crossword,e.g. What's t down? The other student gives the clue, e.g. It'ssimilar to a hill, but bigger. People go there to walk or climb.

- Set a time limit for students to complete the activity. Whenthey have finished, they can compare their crosswords tocheck thev have the correct answers.

28 Make a sentence

Procedure- Divide the students into groups ofthree or four. Give each

group a set of cards. Ask the students to shuffle the cardsand place them in a pile, face down on the desk.

- Demonstrate the activity. Take the top card from one ofthe piles and write the word on the board, e.g. nice. Askstudents to think of nouns which can go with nice, e.g. name,house, village. Then ask them to make a sentence using theadjective before one of the nouns, e.g. We live in a nice house.

- Students play the game, taking turns to pick up an adjectiveand make a sentence. The other students in the group mustagree that it's correct. If a student makes a correct sentence,


within thirty seconds, they keep the card. If they fail toproduce a correct sentence within the time limit, they passthe card to the next player, who can then try to win it forthemselves. The student with the most cards wins the game

- For a non-cut alternative, you could get students to play aversion of noughts and crosses. Put the students into pairsand give each pair a copy ofthe sheet. One student in eachpair is noughts (Os), and the other crosses (Xs). Students taketurns to choose an adjective and make a sentence. Ifthesentence is correct, the student draws a nought / cross overthe adjective. To win the game, a student has to get fournoughts / crosses in a line, e.g. nice, colourful, Greek, blue.

2C World facts


worksheets. Tell students to work in their group and answerthe questions.

- Go through the answers with each group. Make sure theother group can't hear the answers as you do this.

- Divide the students into A + B pairs. Students use their quizto test their partner.

- Set a time limit for students to complete the activity; thengo through the answers. Find out which student(s) gave themost correct answers.

QuizA: lb 2c 3a 4c 5a 6bQuizB:1b 2a 3a 4c 5b 5c

Procedure- Put the students into small groups of three or four and give

each student a sheet. Elicit the names of the two people inthe story (Tom and Jill) by focussing on the plane tickets inpicture r.

- Tell students to look at pictures r-rz and discuss what theythink happened, using the verbs at the top of the sheet.Remind students to use the past form of the verbs.

- Use the pictures to elicit suggestions as a class.

- Divide the students into A + B pairs. A turns his / her sheetover and attempts to retell the story from memory. B checksthe information and tells A if he / she has missed anythingout. They then swap roles.

Suggested ansurers1 Tom and lill Tayl,or went to Athens.2 They stayed in a five-star hotel.3 In the morning, they visited the Acropolis.4 Tom took some photos.5 They left the Acropolis at half past twelve.6 They had lunch in a taverna.7 Then, they spent two hours shopping.8 Theybought a rug and some postcards.

51

ktivdy Pair and groupwork. Students use a quiz to practisecomparatives, superlatives, and weather words.

lime 20-25 minuteslreparation Copy and cut in halfone sheet for each pair ofstudents in

the class.

[ctiYrty Pairwork. Students complete a crossword to practise touristattractions.

lime l5-20 minutesrrcparationCopy and cut in half one sheet for each pair of students in

the class.

2D A holiday in Greece. Students use a picture story to practise the past

Activity Groupwork. Students play a card game to practise fact andopinion adiectives.

Iime '10-15 minuteshepantion Copy and cut out a set ofcards for each group ofthree or

four students.lon-cutrltemative

Copy one sheet for each pair of students in the class.

Jpwork. Students conduct a class survey to practise(doing), would like to do, and vocabulary for sports /

one worksheet for each student in the class.

9 JilI lost her passport in the street.1O A boyfound it.Il He took the passport to the hotel.12 He gave the passport to Jill and she thanked him.

3A How well do you know your classmates?

Procedure- Give out the worksheets. Demonstrate the activity by

asking students to make some guesses about the sports orleisure activities that you like / don't like doing, or would /wouldn't like to do, e.g. I think you like fshing. Tell students iftheir guesses are right or wrong and encourage them to askyou for more information, e.g. Why don't you like fishing?

- Set a short time limit for students to make guesses abouttheir classmates and complete the eight sentences. Encouragethem to write about as many different classmates as possible.They can, but don't have to use the sports / Ieisure activitiespictured on the worksheet.

- Tell students to find out if their guesses were right or wrong.They do this by moving around the classroom, reading theirsentences to the appropriate classmates. Remind them to askfor more information and record their classmates' answerson the worksheet.

- When they have flnished, f,nd out who made the mostcorrect guesses. Then ask students to report back on someof the things they Iearnt about their classmates. Make surethey use likes / doesn't like or would / wouldn't like to in theirresponses, e.g. John wouldn't like to go ice climbing. He thinksit's too danaerous.

Procedure- Give each student a worksheet. Tell them to choose six ofthe

prompts (swim, drive, play a sport etc.) and prepare twelvequestions by using the prompts wlth Can you ...? and Couldyou ... when you were rc? Give an example: Can you swim?Could you swim when you were to? Make sure students don'twrite their questions on the worksheet (the two columns arefor the answers).

- Demonstrate the activity. Nominate a student and ask Canyou swim? Could you swim when you were to? If the studentanswers no to both questions, askWould you like to learn toswim? Why? / Why not? If the student answers yes to eitherof the questions, ask one or two of the follow-up questionsfrom the QUESTION BOX, e.g. Where did you learn? Whotaught you? Copy the two columns from the worksheetonto the board and add an example answer, e.g. John canswim. He learnt at school (in the NOW column). Repeat withother students until you feel the class is ready to begin theactivity.

- Divide the students into pairs. They take turns to ask eachother questions about their present and past abilities. Eachtime, they should follow up with one or two of the questions

from the box. Tell students to write their partner's answerson the worksheet.

- Get feedback to find out what students discovered abouttheir partners.

3C What shall we do?

Procedure- Divide the students into A + B pairs. Give out the worksheets.


- Demonstrate the activity. Take the part of A and read thefirst line from the conversation. Tell Bs to find an appropriateresponse from the RESPONSE BOX. Elicit I'm bored, there'snothing to do.

- Students continue in pairs. When they have completed thefirst conversation, they swap roles. B reads out each linefrom his / her conversation and A gives the responses.

- After students have finished both role-plays, get them torepeat the two conversations from memory.

3D What's the story?

Procedure- Divide the students into pairs and give each pair a

worksheet. Focus on instruction r. Tell students to write thestory type in the boxes under each picture. Set a time limit.

- Now focus on instruction z. Point out that each of theboxes from part r has a number above it. Students use thesenumbers to transfer the letters from their answers in part rto the grid in part z, e.g. I = R, 2 = O.

- Once students have completed the grid, they use it to decodethe message in part 3 by writing the correct letters underthe numbers, e.B. 8, 9,7 = THE. The first pair to correctlydecode the message wins.

- For an alternative activity, separate part 3 from theworksheets and cut it into five horizontal strips (cut upenough sets for the class). Give students parts r and z tocomplete in pairs. Then put students into groups of five. Giveeach group a set of the strips from part 3 - one strip to eachstudent. Tell groups to decode the text and put it in order.The first group to finish is the winner.

KeylR 20 3M 4A1oI 118 12L r3GreD 20W 2tQ 22X

Decoded textthe film The Golden Compass is set in Lsrdon and starsNicole Kidman and Daniel Craig. It ig based on a novel byPhilip Pullman. Chris Weitz directed the film, and it wonawards.

5N 6C ?E 8T eHt4l 15P r6K rv t8u23s 24F 257 26Y

Actiylty Pairwork. Students perform a role-play to practise makingand responding to suqgestions.

Iime l0 minutesheparatbn Copy and cut in half one sheet for each pair of students in

the class.

lrtivrty Pairwork. Students complete a word puzzle to practise storytypes, and decode a short passage about a film.

lime 15 minutesPreparation:opy one worksheet tor each student in the class.

*temative:ut Copy one worksheet tor each student in the class and cut off

part 3. Cut up a set of coded lines (part 3) into fve sectionsfor each group offive students.

38 Can / Could you ...?

s ask and answer ouestions

one worksheet for each s


Activi$ Jroupwork. Students practise hotel vocabulary by playingl binso same.

Iime 0 minutesPreparation-opy the sheet and cut out one bingo card (per game) for

:ach student in the class.

4A Phonemic bingo

Procedure- Give each student a bingo card. Ifyou have a class larger

than twelve students, you can give more than one studentthe same card. Alternativeiy, put the students into pairs andhand out one card between two.

- Allow students time to look at the phonemic spellings ontheir card and work out what words they represent.

- Explain that you are going to play a game of bingo. Tellstudents that you will call out words at random. If they havethe word on their card, they cross it out. When they havecrossed out all the words on their card, they shout bingol

- Use the hotel vocabulary in the box below. Call the wordsout at random and tick them off as you go.

- When a student caIIs bingo, ask them to say the words ontheir card. Check that they are words you have ticked. If theyare, the student has won. If not, continue the game.

- For an extra activity, divide the students into small groupsto play a second game. Choose one person in each group tobe the caller and give them a list ofthe hotel vocabulary.Give the others in each group a new bingo card from thesheet. Tell the callers to call out the words at random.Remind them to tick them off as they go.

Procedure- Divide the students into pairs. Give each pair a set of picture

cards. Before students begin the main activity, teil them toIook at the pictures and match them. Check they have thecorrect matches. Use the pictures to elicit / pre-teach anynew vocabulary that your students might need for the nextstage of the activity.

- Now ask the students to shuffle the cards and spread themout face down on the desk.

- Explain the activity. Students take turns to turn over twoof the cards at a time. The aim is to find a pair of associatedcards, one with a smiley face Q and one with an unhappyface @. For example, if a studdnt turns over the womanwith the cakes, they have one chance to find the dog that'sjust finished eating the cakes.

- When a student matches a pair of pictures, they make apresent perfect sentence to describe what's happened, e.g.She's made some cakes, but the dog's eaten them.They can then


keep the two cards. If they don't find a matching pair, theyturn both cards face down again, and play passes to the otherstudent. The student with the most pairs wins the game.

Get feedback from the class, asking different pairs to saytheir sentences.

For a non-cut alternative, divide the students into A + B pairsand give out the sheets. A chooses a smiley picture Q andgives the first half of the sentence (e.g. He's made pasta, ...).B looks at their sheet and gives the second half of thesentence (but he's put sugar on it). It's then B's turn to start.

Suggested answersShe's made some cakes, but the dog's eaten them. He'smade pasta, but he's put sugar on it. She's put the foodin the fridge, but she hasn t turned the fridge on. He'sironed the dress, but he's burnt it. They've done thewashing up, but they've broken a mug. He's cleaned thekitchen floor, but the children have walked in with dirtyboots. She's put the books on the shel{ but the shelf'sfallen down. They've cleaned the windows, but they'vebroken one. He's watered the plants, but they've died.He's made a cup of tea, but he's dropped it. He's cut upthe vegetables, but he's cut his finger. He's washed theclothes. but it's started to rain.

4C Housework challenge



- Pre-teach / Review any useful vocabulary for the activitythat students may have difficulty with, e.g. (do the) ironing.

- Focus on instruction r. Explain that both students havea picture of a kitchen at different times of the day. In Aspicture, it's one o'clock and the kitchen is very untidy. In B'spicture, it's two hours later and some of the housework hasbeen done. Tell As to find six jobs that need doing in thekitchen. Then tell them to ask Bs questions in order to findout if he / she has done the jobs, e.g. Have you washed up?

- When students have completed part r, they swap roles forpart z. This time, Bs ask questions about the bedroom, andAs answer.

- When students have flnished the activity, tell them tocompare their pictures.

Suggested answersKitchen:B has washed up.B has cleaned the table.B has washed the clothes.B has put the food away.B hasnt cleaned the floor.B hasnt fed the cat.Bedroom:A has put the books and magazines on the shelf.A has made the bed.A has watered the plant.A has put the clothes away.A hasn't ironed the clothes / done the ironing.A hasn't put the rubbish in the bin.

D aiarm call fl ashtray n bathroom E blanketflbreakfast nfloor n glass ! guestn notet n tey ! tamp ! mini-bar! receptionist n reception fl room n pillowf] remote control E shampoo n sheet n shower! soap ! tap n toilet roll E towel

53

Activity )airwork. Students use an information gap activi ty torractise the oresent perfect.

Iime l0 minutesPreparationSopy and cut in half one sheet for each pair of students in

:ne cla55.

48 Whoops!

lctivity Pairwork. Students play a matching game to revise accidentsat home and the present Derfect for recent events.

Iime 10 minutesPreparationCopy and cut out a set of picture cards for each pair of

students in the class.Non-cutilternative

lopy one sheet for each student in the class.

lctivity Groupwork. Students conduct a class survey to practiseHave vou ever ...?

lime 15 minutes,reparationlopy the sheet and cut out at least one picture card for each

;tudent in the class.Ion-cutilternative

:opy one sheet for each group of three or four students.

4D How many people have ...?

Procedure- Give out at least one picture card to each student. If you

have a class larger than twelve students, you can give morethan one student the same card.

- Pre-teach / Review any vocabulary for the activity thatstudents may have difficulty with, e.g. camel, snail, or theverbs act, sing, cry.

- Explain to students that they are going to do a survey. Theyhave to make a question about their picture using Have youever ...? They then mingle, asking their question to as manystudents as possible. Encourage them to ask for details whensomeone answers Yes, I have. For example, When / Where /Why did you do it?

- Set a time limit for the survey. Tell students to write downthe names of those who answer Yes, I have, as well as someofthe details.

- When they have finished the activity, get feedback fromaround the class.

- For a non-cut alternative, put the students into small groups.Give each group a copy of the sheet. Students take turns toask and answer questions about the pictured activities.

5A Fashion talk

Procedure- Arrange the students into small groups. Give out the sheets.

Go through the questions quickly to check that studentsunderstand. Explain any new vocabulary, e.g. celebrity,fashionable, take (something) back.

- Tell students to take turns to ask and answer the questionson the sheet. Encourage them to ask follow-up questions.

- Set a time limit of r5-zo minutes for students to conducttheir discussion. Monitor the groups during the discussion,but try to avoid interrupting.

- When students have finished, get feedback from around theclass. Ask students to decide who in their group is most likethem and why.

- For an alternative activity, cut up the sheet and give eachstudent at least one question card. If you have a class largerthan fourteen students, you can give more than one studentthe same card. Get the students to mingie and ask eachother their questions.

58 Favours

Procedure- Demonstrate the activity. Read out one of the situations, e.g.

I can't hear the radio, and elicit some responses. Encouragestudents to be inventive, e.g. I'Il fnd your hearing aid. I'ilmove the radio nearer to you. I'il move you nearer to the radio.

- Give each student one situation card. Ifyou have a classiarger than twenty students, you can give more than onestudent the same card. Tell students to mingle and say theirsentences to each other. They have to listen to the situationand think of a response, which must be a promise to dosomething or an offer of help.

- When two students have practised their sentences with eachother, they change partners. Monitor as they work.

- When they have finished, ask students if they had anyfunny or unusual responses to their situation.

- For a non-cut alternative, put the students into small groupsand give out the sheets. Tell students to take turns to saya sentence; the other members of the group must think ofappropriate responses.

5C Shopping dominoes

Procedure- Tell students that they are going to build a conversation by

matching sentence halves. Demonstrate the activity. Writethe beginning of a sentence on one side ofthe board, e.g.Good morning, can I. On the other side, write two possibleendings, e.g. help youl this one? Ask students to choose thecorrect ending.

- Divide the students into pairs or groups ofthree. Give eachpair or group a set of dominoes. Ask the students to shufflethe dominoes and then share them out equally. Tell themnot to show their dominoes to the rest of the group.

- Explain the rules of the game. One student lays down adomino. The next student must try to put down a dominowhich matches either side of the first domino. If a studentdoesn't have a match, they pass their turn. The firststudent to put down ail their dominoes wins the game. Theremaining players continue until all dominoes have beenplaced correctly. The completed arrangement should read asa dialogue between a shop assistant and a customer.

- For an extra activity, when students have finished laying alltheir dominoes, put them into pairs to practise the dialogue.Increase the challenge by removing some of the dominoes,leaving students to fill in the gaps from memory.

lctivi$ Groupwork. Students use a mingling activity to practiseoromises and offers.

lime 10 minutesPreparationCopy the sheet and cut out at least one situation card for

each student in the class.Non-cutalternative

Copy one sheet for each student in the class, or one for eachsrouo ofthree or four students.

Activity )air or groupwork. Students play a domino game to practise;hoppine Dhrases.

Time 0-15 minutesPreparation-opy and cut out a set ofdominoes for each pair or group of

:hree students.

\ctivity Sroupwork. Students use a discussion activity to practise:alkine about clothes.

fime 20-25 minutesrreparationlopv one sheet for each student in the class.

llternative:ut lopythe sheet and cut out at least one question card for

:ach student in the class.


5D Picture bingo

{ctivity 6roupwork. Students play a bingo game to practise sayingrules using must I mustn't.

Iime 15 minutesPreparationCopy the sheet and cut out one bingo card (per game) for

each student in the class.

58 Make up the rules as you go

lctivity Groupwork. Students play a card game to practise have tqdon't have to, mustn't.

fime 15 minutestleparation Copy and cut out a set of cards for each group of three or

four students.\lon-cutrlternative

:opv one sheet tor the class.

Procedure- Give each student a bingo card. Ifyou have a class larger

than twelve students, you can give more than one studentthe same card. Alternatively, put the students into pairs andhand out one card between two.

- AIIow students time to work out what the siens on theircard mean.

- Explain that you are going to play a game of bingo. Tellstudents that you will call out rules (e.g. Iou mustn't smoke)at random. If they have the corresponding sign on their card,they cross it out. When they have crossed out all the wordson their card, they shout bingol

- Use the rules in the box below Call them out at random andtick them off as you go.

- When a student calls bingo, ask them to say the meaningof each of the signs on their card using You must / mustn't.Check that they are rules you have ticked. Ifthey are, thestudent has won. If not, continue the game.

- For an extra activity, put the students into small groups toplay the second game. Choose one person in each group to bethe caller and give them a list of the rules. Give the others ineach group a new bingo card from the sheet. Tell the callersto call out words at random. Remind them to tick them offas they go.

You must ...! stop fl wash your handsE wear a seatbeltYou mustnt ...E cycleE drive over 40 kphn make a fireE smoken use a mobile phone

Edrmkdrink fl go in / enter

n play footballl-l take ohotos

fldriven eat orn parkEswim

5A Check it!



- Demonstrate the activity. Draw students' attention to thefirst message on As worksheet (The plane leaves at to.ts).Usethe message in a question to Bs, stressing the underlinedinformation: Did you say my plane leaves at ro.r52 Tell Bs tocheck the information in the question by looking at the flrstpicture on their worksheet. Elicit Nq the plane leaves at to.5o.Make sure Bs stress the correction.

- Point out that not all of the messages are incorrect. Beforestudents begin the activity in their pairs, make sure they'reclear on how to proceed: As ask questions and Bs respond.

- When they have finished, students can compare theirworksheets to check the answers.


Procedure- Divide the students into small groups. Give each group a

set of cards. Ask the students to shuffle the cards and placethem in a pile, face down on the desk.

- Explain the activity. Students take turns to pick up a cardand make a sentence from it using have to, don't have to,or mustn't. Explain that they have a time limit of twentyseconds. If the student with the card makes a correctsentence within the time limit, they get to keep it. If theymake a mistake or run out of time, the next student in thegroup can attempt to win the card.

- Demonstrate the activity with one of the cards, e.g. weara helmet. Elicit suggestions from the class. Students canbe as inventive as they like, but the sentences must begrammatically correct, e.g. You have to wear a helmet when youride a bike. You don't have to wear a helmet in class.

- Monitor while students play the game in groups. The objectis to collect as many cards as possible. The student with themost cards wins the game.

- For a non-cut alternative, divide the class into two teams andcall out the prompts from the sheet. The f,rst team to producea correct sentence, using have to, don't have to, or mustn't,rar inc e nnint

Procedure- Put the students into small groups. Give each group a copy

of the game board, a counter for each member of the group,and a dice / coins. (Ifyou prefer, students can work in groupsof four and play in pairs against each other.)

- All ofthe counters are placed on START.

- Tell students to decide which member of their group is goingto start the game. The flrst player throws the dice / coinsand moves their counter. They read the verb on the squarethat they land on, and make a sentence from it. The sentencemust use the verb in its past form as well as a past timeexpression (e.g. yesterday,last week, a month ago). n studentIanding on the flrst square (see), for example, could say I sawa flm on TV last night. The other members of the group thenhave to ask one question each to flnd out more information,e.g.What did you see? Who was in the fiIm?

- The object of the game is for players to work their wayaround the board to FINISH. If they land on a ladder, theymove their counter up and make a sentence from the verbat the top of the ladder. If they land on a snake, they movetheir counter down and make a sentence from the verb at

6C What did you do?

[ctivity 3roupwork. Students play a snakes and ladders game torractise the past form of irreqular verbs.

lime 20-25 minutesrreparation Copy one game board for each group ofthree or four

students. You wil l also need a dice and some counters foreach group. lfyou don't have dice, you could use coins (e.g.two heads = I move, two tails = 2 moves, one heads and onetails = 3 moves).

lctiYrty Pairwork. Students perform short dialogues to practisestress in corrections.

Iime 10 minutesPreparationCopy and cut in half one sheet for each pair of students in

the class.

55

A{tiYity )air or groupwork. Students read and order two texts torractise the past simole and the past continuous.

Time l5-20 minutesPrcparation-opy and cut up one sheet for each group of three or four

;tudents. Shuffle the slips of paper, combining Story a withitorv b.

ilon-cutlltemative

Sopy and fold in half one sheet for each pair of students in:he class.

the bottom ofthe snake. Note that the pictures on the gameboard squares are there simply to offer ideas - students havethe option to ignore them when making their sentences.

6D Crimewatch

Procedure- Pre-teach / Review any vocabulary in the activity that

students may have diftculty with, e.g. rob, cashier, burglar,petrol station.

- Put the students into small groups. Give each group a set ofshuffled sentences.

- Explain to students that they have two different storiesabout crimes that went wrong. Students must work in theirgroups to sort one story from the other and correctly orderthe sentences respectively.

- Set a time limit for students to complete the activity.Monitor as they work.

- When they have finished, go through the stories tocheck students have the sentences for each story in thecorrect order. Then ask students to read the stories againand underline examples of the past simple and the pastcontinuous. Elicit the answers from the class.

- For a non-cut alternative, put the students into A + B pairs.Hand out the folded sheets: give Story a to the As and Storyb to the Bs. Tell students to read their story. Then instructthem to cover their sheet, make notes about the story, anduse the notes to retell the story to their partner.

Story aPast simple anested, tried, walked, went, handed, said,put, gave, ran, arrived, arrested, took, said, wasn't, wasPast continuour: was wearing, were standing, werewaiting, was wearingStorybPast simple: arrested, tried, was, felt, were, noticed,decided, was, came, found, couldn't, called, arrive4helped, arrested, toskPast eontinuous: was walking, was passing, was trying,was crying

7A Priorities

Procedure- Give out one worksheet to each student. Go through items

r-r4 to check students understand the vocabulary.

- Focus on instruction r. Tell students to work alone andcomplete the survey by circling the numbers.

- Arrange the students into small groups of three or four.Focus on instruction 2. Demonstrate the activity. Nominatedifferent students and ask How important is a good salary toyoui Elicit answers and ask follow-up questions.

Tell students to compare their survey answers with theother members of their group. Remind them to ask follow-up questions. Set a time limit for students to discuss theiranswers. Monitor the discussions.

When students have finished, get feedback from around theclass. Ask students which members of their group agreed /disagreed with them and why.

78 Who? What? Where?

Procedure- Review the use of relative clauses in giving definitions. Put

the students into small groups and give each group a set ofcards. These are placed in a pile, face down on the desk.

- Demonstrate the activity. Pick up a card and tell students toIisten and guess what the word is. Define the word withoutsaying it, e.g. It's a person who looks after your teeth (dentist).When a student guesses correctly, show the picture to theclass.

- Tell students to take turns to pick up a card and give adefinition of it using a relative clause. Remind them thatthey cannot use the word on the card in their definition. Thefirst student to guess the word, keeps the card. The studentwith the most cards wins the game.

- For a non-cut alternative, put the students into small groups.Give a copy of the sheet to every student. They each taketurns to define a word. The other students in the group mustIook at their sheet and try to guess which word is beingdefined. The first person to guess correctly, wins a point.

7C What's the legal age?

Procedure- Give out the worksheets. Go through the sentences and

explain any new vocabulary.

- Divide the students into groups ofthree or four. Ifyou havea multilingual group, try to mix the nationalities in eachgroup (this will make the second stage of the discussionmore interesting).

- Tell the groups to discuss the sentences and decide at whatage it is possible to do each of the things in Britain.

- Set a strict time limit for students to complete theirworksheets; then go through the answers. Find out whichgroup(s) gave the most correct answers.

- Now tell students to work in their groups and compare thelist of British laws on the worksheet with the laws in theirhome countries. When they have flnished, get feedback fromaround the class.

l eighteen 2 eighteen 3 sixteen 4 sixteen 5 twelve6 sixteen, thirty-three 7 sixteen 8 seventeen9 seventeen lO sixtecn, eighteen ll fourteen, eighteenlZthirteen 13 eighteen l4eighteen

{ctiYity Groupwork. Students play a guessing game to practise usingdefi nins relative clauses.

fime l0 minutestreparation Copy and cut out a set of picture cards for each group of

three or four students.{on-cutlltemative

Copy one sheet for each student in the class.

Activity Sroupwork. Students use a discussion activity to practise:an and can't.

Ilmr 20 minutesPreparationlopv one worksheet for each student in the class.

AGtivity 3roupwork. Students use a group discussion activitytorractise talking about iob conditions.

Tinre l5 minutesPreparationlopy one worksheet for each student in the class.


7D A day in the life of ...Mivity Pairwork. Students use an information gap activity to

practise because and so.Iime 20-25 minuteskepantion Copy and cut in half one sheet for each pair of students in

the class.

Procedure- Divide the students into A + B pairs. Give out the

worksheets. Remind students not to look at their partner'sworksheet.

- Tell students that they each have two texts. One is complete,the other has information missing. Give them time to readthrough the texts. Help out with any difficult vocabulary.

- Explain to students that they must ask their partnerquestions in order to get the missing information they need.Tell students to Iook at the first text on their worksheet andprepare eight questions using IMy, e.g. Why does Mark get upat 4 a.m.? Why does Gwen get up at 6 a.m.? Set a time limitfor this; then go through the questions as a class. You couldask students to write the questions on the board.

- Set a time limit for students to ask and answer each other'squestions and complete their texts. Monitor while studentswork.

8A Excuses, excuses!



- Review different phrases for apologizing, e.g. I'm sorry, I'm sosorry, I'm really very sorry, I'm sorry about that.

- Focus on instruction r. Demonstrate the activity. Take thepart of A and read the first complaint. Tell Bs to look atthe EXCUSES BOX and flnd the appropriate excuse. Whenthey have found it, explain that they must also include anapology in their response, e.g. I'm really sorry; I haven't hadtime to do it.

- Students continue in their pairs. When A has said all of his /her sentences and B has reiponded, they swap roles.

- For an extra activity, when students have finished both role-plays, get As to cover the EXCUSES BOX on their worksheetand respond to Bs complaints from memory. Then ask themto swap roles.

88 Describe it

Procedure- Put the students into small groups and give each group a set

of cards. These are placed in a pile, face down on the desk.


Demonstrate the game. Pick up one of the picture cardsand show it to the class. Ask students to make a Dresentpassive sentence about the object. Elicit some suggestions.For example, if you picked up the picture of champagne,students could say /t's made from grapes. It's made in France.It's drunk at parties. It's sold in supermarkets. Note that it isn'tnecessary for students to know the names ofthe objectsin the pictures, they can use it / they / this / these in theirsentences, but you could go through the words at the end ofthe activity.

Tell the students to take turns to turn over a card and makea sentence. In order to win a card, a student must make asentence that everyone in the group agrees is correct. Thestudent with the most cards wins the game.

For a non-cut alternative, you could get students to play aversion of noughts and crosses. Put the students into pairsand give each pair a copy of the sheet. One student in eachpair is noughts (Os), and the other crosses (Xs). Studentstake turns to choose a picture and make a present passivesentence about it. Ifthe sentence is correct, the studentdraws a nought / cross over the picture. To win the game, astudent has to get four noughts / crosses in a line.

Suggested sentenceschampagne: It's made from grapes. Ferraris: They'remade in ltaly. chess: It's played by two people.chopsticks: They're used to eat Chinese food. pizzastThey're eaten in Italian restaurants. dictionaries: They'rebought by students. credit cards: They're used to pay forthings. keys: They're used to open doors. televisions:They're watched by millions of people. birycle helmets:They're worn by cyclists. road maps: They're used bydrivers. lobsters: They're cooked in water. newspapers:They're printed on paper. paintings: They're painted byartists. stamps: They?e collected by people. kettles:They're used to heat water. shoes: They're worn on yourfeet. tractors: They're driven by farmers. roses: They'regrown in gardens. bread: It's sold in supermarkets.

8C TWenty-five years from now

Procedure- Arrange the students in a circle. Give out the worksheets.

- Ask students to add twenty-five years to the current yearand write this at the top of the worksheet next to THE YEARWILL BE. Explain to students that they are going to predictthe future for each other.

- Demonstrate the activity. Ask students to iook at section r(Marital status). Elicit ideas for completing the sentence, e.g.You'Il be married / divorced / separated / Iiving with someone.Students complete the sentence, then fold back the heading(THE YEAR WIIL BE ...), followed by their answer to section r,so that both are hidden. Tell students to then oass the sheetto the person on their left.

- Repeat the process until the worksheet is full. Encouragestudents to be inventive, and conduct the activity at a briskpace to maintain interest.

- When all ten sections have been completed, collect in allthe worksheets, shuffle them, then give one back to eachstudent. Tell students that these are predictions about theirlives and give them time to read through the ten sentences.

lctivity Pairwork. Students perform short role-plays to practiseapolosizins and making excuses.

nme l0 minutesrreprntion Copy and cut in half one sheet for each pair of students in

the class.

Activity 3roupwork. Students make predictions about their:lassmates to practise will.

lime l0-25 minutesPrepantionloov one worksheet for each student in the class.

Adivity 3roupwork. Students play a card game to practise therresent oassive.

nme l5-20 minutesPreparationCopy and cut out a set of picture cards for each group of

three or four students.ilon-cutalternatlve

lopy one sheet for each pair of students in the class

57

Put the students into small groups to discuss the predictionsand decide who will have the most interesting life. Monitoras they do so; then get feedback from around the class.

Procedure- Divide the students into an even number of small teams.

Nominate half the teams as noughts and the other half ascrosses. Give each team a copy of Game r.

- Explain that all of the squares in the grid contain f clauses.Teams take turns to choose a square and make a completefirst conditional sentence. If they make a correct sentence,they draw their team symbol (O or X) over the appropriategrid square. The aim is to be the quickest team to make ahorizontal, vertical, or diagonal row of three noughts / crosses.

- Give students time to discuss the prompts in their teams.Then pair each noughts team with a crosses team. Studentstake a Game r grid and begin playing. Monitor as they work.When they finish, elicit sentences from around the class.

- Repeat the process with Game z, but point out that all of thesquares contain result clauses. Students have to think of anappropriate r/clause to make a complete sentence.

- For an alternative approach, you could play the Bame as aclass by copying the grid onto the board. For this, divide theciass into two teams. AIIow time for students to discuss theprompts in their teams, then begin the game.

Procedure- Pre-teach / Review any vocabulary that students will need for

the activity but may have diffculty wlth, e.g. paper cup, plate,knives, forks, s p o ons, crisps.

- Divide the students into A + B pairs. Give out the worksheets.Remind students not to look at their partner's worksheet.

- Explain that both students in each pair have a picture of apicnic scene. Some things are the same and some things aredifferent. Students have to find twelve differences betweenthe two pictures.

- Demonstrate the activity using both pictures. For example,tell the students to find the chicken legs in the picture. ElicitThere are some / four chicken legs in my picture from the As,and There's one chicken leg in my picture from the Bs. Repeatwith sugar to elicit There's some sugar from both the As andthe Bs.

- Students complete the activity in pairs. They describe theirpictures to each other and circle the differences.

- When students have flnished the activity, tell them tocompare their pictures.

- For an extra activity, put the students into small groups todiscuss what thev would take on a picnic.

Procedure- Put the students into teams of three or four. Give out the

worksheets.

- Demonstrate the activity by focussing on the first item. Askstudents to name two things you can boil. Answers mightinclude eggs, potatoes, water.

- Explain that this is a race. Teams have to write theiranswers on the worksheet. The winner is the team thatwrites down the most correct answers within the time limit

- Set a time limit and start the activity. Monitor the teams asthey work. If students are struggling, extend the time limit.

- At the end, get feedback from around the class. Go throughthe items, check the answers that each team gave, and workout which team(s) gave the most correct answers.

Suggested answersthings you can boil: eggs; potatoee cold drinks: watetorange juice ways to cook eggs: boil; fry things youusually put in a salad: tomato; lettuce types of meat:beef; chicken vegetables you can peelr potatoes; onionsthings that you stir: soup; sauce types of fish: salmon;tuna ways to cook meat: roast; fry English dishes: fishand chips; roast beef things you need to make a kebab:meat; peppers types of food you can ro&st: beef; potatoesthings you use for frying: frying pan; oil types of foodyou can mash: potatoes; bananas cooking equipment:pan; wooden spgon desserts: ice cleam; chocolate cake

Procedure- Divide the students into groups of four. Pre-teach the

meanings of problem page and. agony aunt. Explain that thestudents are going to be agony aunts.

- Give the four students in each group a different problempage letter from the sheet (A, B, C, and D). Allow enoughtime for students to read and check any new vocabulary.

- Tell students to take turns to explain their problem to therest of their group. The other students in the group listenand offer suggestions on what advice to give using should /shouldn't. Tell students to note down the ideas on a seDaratepiece of paper.

- Rearrange the groups so that As are together, Bs are together,Cs are together, and Ds are together. Set a time limit for thestudents in each group to compare and discuss the ideasthey noted down earlier and decide on the best advice.Monitor as they work.

- Ask students to use the best advice from their group in a replyto their problem page letter. Students write their reply in thespace on the worksheet. Remind them to use should / shouldn't.

- Get feedback from the class by asking some ofthe studentsto read out their letters.

98 Food for thought

lctivity 3roupwork. Students compete in a team race to practise:ookine vocabularv.

Iime 10-15 minutesPreparationlopv one worksheet for each team of three or four students.8D Noughts and crosses

Activity Sroupwork. Students playtwo games of noughts and crosses:o oractise the first conditional.

Iine 5 minuteskeparation -opy and cut in half one sheet for each grou p of three or fou r

;tudents.

94 The picnic

{ctivity Pairwork. Students use an information gap activi ty tooractise countable and uncountable nouns.

fime 10 minuteslreparatbn Copy and cut in half one sheet for each pair of students in

the class.

9C Problem page

Activity i roupwork.Students take part in a group reading and;peaking activityto practise should I shouldn't.

fime 15 minutesPreparation opy and cut up one sheet tor each group of tour students.


9D Mind your mannersActivity )airwork. Students take part in a discussion activity to

xactise should and must.fime 0 minutesPreparation.oov one worksheet for each student in the class.

Procedure- Give out the worksheets. Go through the sentences and

pre-teach any new phrases / vocabulary items.

Divide the students into pairs. Focus on instruction r. Tellstudents to work with their pafiner and decide whether thesentences are true or false. Set a time limit.

Go through the answers as a class.

Put the students into small groups. If you have amultilingual group, try to mix the nationalities in eachgroup. Focus on instruction z. Tell students to discuss thesentences and say whether they are true or false in theircountry.

When they have f,nished, get feedback from the class.

I False 3 True 5 False 7 False 9 False 11 False 13 False2 True 4 True 6 True 8 True 10 False 12 True 14 False

10A Where in the world?

Procedure- Demonstrate the activity. Pick up one of the picture cards

and tell the students to work out where you are by askingyes-no questions (to which you can only answeryes or no),e.g. Are you on an island? Is it a country? Do the people speakSpanish? When a student correctly guesses the location onthe card, show the picture to the class.

- Put the students into small groups and give each group a setof cards. These are placed in a pile, face down on the desk.

- Start the activity. Tell one student to pick up a card. Remindthem not to Iet the others see it. The rest ofthe group canask a maximum of flfteen questions. If they fail to guess theIocation within flfteen questions, the student with the cardwins the round.

- For a non-cut alternative, play the game as a class anduse one sheet of pictures. Ask one student to come to thefront and choose a picture. The rest ofthe class ask yes-noouestions.

10B Flying high


worksheets. Tell students to work as a Sroup and write cluesfor the words in their half of the crossword.


Put the students into A + B pairs. Remind them not to lookat each other's crossword. Tell students to take turns to askfor a word which is missing from their crossword, e.g. What'snumber 4? The other student gives a definition, e.g. It's anairport shop where you can buy things lihe perfume or alcohol.

Set a time limit for students to complete the activity. Whenthey have finished, tell them to compare crosswords withtheir partner.

10C Guess how long

Procedure- Put the students into groups of three or four. Give out the

worksheets.

- Focus on instruction r and the sentences in the ME column.Teil students to complete the sentences with informationabout themselves. Remind them not to show theirworksheets to the others in their group.

- When students have completed the ME column, focus oninstruction z. Tell students to write the names of the othermembers of their group at the top of the columns markedNAME 1, NAME z, and NAME 3. Explain that they must gothrough the sentences again, this time making guessesabout the other students in their group. They write theirguesses in the relevant column. Point out that they onlyhave to write the date / year / period of time, etc. Set a shorttime limit for this.

- Demonstrate part 3. Write I've been able to swim since I was

_ on the board. Ask three or four students to guessthe missing information about you. Encourage them touse complete sentences, e.g. You've been able to swim sinceyou were 5. Give the correct answer. If any of the studentsguessed correctly, award two points. If none were correct,award one point to the closest guess / guesses. Now askstudents to do this in their groups.

- Monitor while students compare their guesses and work outtheir scores.

- Get feedback from around the class to find out whichstudent(s) made the most correct guesses in each group.

10D How have things changed?

Procedure- Pre-teach some or all of the following phrases: Many years

ago ..., A long time ago ..., X years ago ..., When I was a child ...

- Divide the students into groups. Give each group a set oftopic cards. Ask the students to shuffle the cards and placethem in a pile, face down on the desk.

- Demonstrate the activity. Take a card and read out the topic,e.g. transport. Tell the students you are Soing to describehow things were different in the past (e.g. how transportwas different). Explain that you are going to talk about the

Activity Croupwork. Students play a guessing game to practise thepresent perfect with since and for.

Time 20 minutesPreparationCopv one worksheet for each student in the class

Activity Croupwork. Students play a guessing game to practise placesand preposit ions of place.

Iime 20-25 minutesPreparationCopy and cut out a set of picture cards for each grouP of

three or four students.Non-cutalternative

Copy one sheet for the class.

Activity Groupwork. Students perform a speaking activity to practiseused to and didn't use to.

lime Z0 minutestreparationCopy and cut out a set of cards for each group of three or

four students.Ion-cutrlternative

lopy one sheet for each student in the class,

Activity )airwork. Students complete a crossword to practise air:ravel vocabularv.

Time 15-20 minutesPreparationCopy and cut in half one sheet for each pair of students in

the class.

59

topic for thirty seconds, using used to and didn't use fo. Aska student to time you. Think of a period in the past, e.g. 1ooyears ago, and begin talking. If you picked up transport, youcould say 1oo years ago, there didn't use to be much trafic onthe roads. Cars and trains used to be slower. Many people usedto travel by horse and carriage and so on.

- Set a time limit for the activity. Students take turns topick up a topic card and talk for thirty seconds. They cantaik about the topic in relation to their home country andany period in history. Each time they produce a sentencecontaining usedto / didn't use to, they score one point. Theother students in the group are responsible for timing thespeaker and awarding the points. At the end, the winner isthe student with the most points.

- Get feedback from around the class on the different topicsstudents talked about.

- For a non-cut alternative, give each student a copy of thesheet and put them into pairs. They take turns to choose atopic and talk for thirty seconds.

11A What's the matter?

Procedure- Pre-teach / Review any vocabulary that students may have

difficulty with during the activity, e.g. a sore toe, a broken leg.

- Demonstrate the activity. Pick up a card, read it withoutshowing it to the students, and mime the health problem.You could use classroom objects as Props, e.g. to mime You'vegot a temperature, you could use a pencil as a thermometer:put the 'thermometer'under your arm, wipe your handacross your forehead, as if you were very hot, and thenmime reading the thermometer. The students try toguess exactly what is written on the card, i.e. You've got atemperature.

- Put the students into groups of four or five and give eachgroup a set of cards. These are placed in a pile, face down onthe desk.

- Start the activity. Tell students to take turns to pick up acard and mime the problem. The other students compete toguess the answer. The f,rst person to guess the answer getsthe card. If no one can guess the answer, the card is placedat the bottom of the pile. Monitor as students work.

- The winner in each group is the student with the most cardsat the end.

- For a non-cut alternative, put the students into pairs. Giveeach pair a sheet of health problems. They take it in turnsto mime a problem. Their partner has to guess whichproblem it is. Set a time limit for students to practise withthe pictures; then collect in the sheets. Tell students to workwith a new partner and do the activity again from memory.

118 Picture the scene



- Demonstrate the activity. Choose a situation which isn'ton the sheet, e.g. in an exam. Explain that you are going todescribe a scene and students have to guess where you are.Begin by telling the students what you are doing and add asmuch information as possible without actually saying thename of the place / situation. For example, I'm in a big roomwith a lot oJ students. I'm sitting down. I'm reading and writing.No one is talking. Two people are walking around the room.They're checking what we're doing. Someone is putting theirhand up. They want some more paper Continue until someoneguesses that you're in an exam room doing an exam.

- Students continue in pairs. They take turns to describe andguess all ofthe scenes on their worksheets.

- Monitor as they work. Then go through the situations,asking what sort of information students gave for each one.

llC Tell us about it

Procedure- Put the students into groups of three or four. Give each group

a copy of the game, a counter for each member of the group,andadice/coins.

- All ofthe counters are placed on START. Tell students todecide which member of their group is going to start thegame. The first player throws the dice / coins and movestheir counter. They read the question on the stone they landon and answer it. Each ofthe other students in the group hasto ask a follow-up question connected to the topic.

- The object of the game is for players to work their wayaround the board to FINISH.

- Get feedback by asking the different groups to tell the rest ofthe class some of their answers to the board game questions.

flD Did you know?

Procedure- Divide the students into pairs. Give out one worksheet to

each student. Go through the sentences on the worksheet tocheck that students understand.

Activity )airwork. Students describe a number of different scenes torractise action and state verbs.

l'im€ l5 minutestreparationlopy and cut in half one sheet for each pair of students in

:he class.

Activi$ 3roupwork. Students play a mime game to practise healthrroblems.

Iime l0-15 minutesPreparationlopy and cut out a set of cards for each group offour or five

;tudents.Non-cutalternative

3opy one sheet for each pair of students in the class.

Activity 6roupwork. Students play a board game to practise verb +infinitive.

time 20-25 minutestreparation Copy one board game for each group ofthree or four

students. You will also need a dice and some counters foreach group. lfyou don't have dice, you could use coins (e.9.two heads = 1 move, two tai ls = 2 moves, one heads and onetails = 3 moves).

Pairwork. Students create a general knowledge questionnaire

one worksheet for each student in the class


Focus on instruction r. Students work in pairs and completethe sentences with their own ideas. Emphasize that theinformation has to be true. Demonstrate the activity bywriting _was designed by _on the board andeliciting one or two ideas from the students, e.g. The EiffelTower was designed by Gustave Erfel. Remind students thatby should be followed by a person's name and in should befollowed by a place or a time.

Set a time limit for pairs to discuss and complete thesentences. Make sure thev don't show them to the otherstudents.

When the time limit is up, focus on instruction z. Tellstudents to write past passive questions from theirsentences, e.g. Who was the Eifel Tower designed by?

Pair up each student with a different partner. Focus oninstruction 3. Tell students to use their questions to test eachother's general knowledge and award a score out of ten.

Get feedback from around the class.

12A Find someone who ...

Procedure- Give out the worksheets. Go through items r-rz and elicit

the questions that students need to ask in order to do theactivity, e.g. Do you enjoy doing homework?

- Demonstrate the activity. Write the f,rst item on the boardand add two columns beside it: one for NAME and one forMORE INFORMATION. Nominate a student in the class andask them Do you enjoy doing homework? If they answernq repeat the question with other students in the classuntil one of them says /es. Write this student's name inthe appropriate column on the board and ask a follow-upquestion, e.g. Why do you enjoy doing homework? IMere doyou usually do your homework? Put the answer to thefollow-up question in the MORE INFORMATION column onthe board.

- Set a time limit for students to complete the activity. Tellthem to move around the classroom asking and answeringquestions.

- Get feedback from the class to discover what students foundout about each other. If you have a large class, put studentsinto small groups to compare and discuss their answers;then get feedback from the class as a whole.

l2B Festivals of Britain

Procedure- Divide the students into A + B pairs. Give out the

worksheets. Remind students not to look at their Dartner'sworksheet.

- Explain that each student has half of the same text. Theyhave to work in their pairs to complete the text by dictatingthe words to each other.


Demonstrate the activity by taking the parts of both A andB. Tell the As to look at the first four gaps in their text. Tellthem to iisten and write the words you say. Read the firstfour missing words from the text (Every year, on the) whilethe As write. Repeat the process with the Bs. Read the firstfour missing words from the text (Iast Monday oJ May) w}:.ilethe Bs write. Check that both the As and Bs have completedthe relevant gaps in their texts.

Students continue the activity in pairs. Remind them to spellany difficult words for their partners.

When they have finished, students compare and check theiranswers in their pairs.

Procedure- Give each student one card (r-rz or A-L). If you have a class

larger than twenty-four students, you can give more thanone student the same card. If you have a small class, you cangive students more than one card.

- Students mingle and read out their cards to each other untilthey find the matching half of their dialogue.

- When students find a match, they go to you to check theanswer. If it's correct, they practise the dialogue.

- When all the students have found their matching halvesand practised their dialogues, get them to say them frommemory for the rest of the class. Then shuffle the cards andrepeat the activity.

- For a non-cut alternative, put the students into pairs andgive each pair a copy ofthe sheet. Tell them to match all ofthe sentences and practise the dialogues.

7C 9H l lE8L 10F 12G

1D2T

3K 5J4A 68

Procedure- Give out one worksheet to each student.

- Demonstrate the activity. Write one of the sentence heads onthe board, e.g. My parents would be happy tf ...Ask studentsto call out ideas to complete the sentence, e.g. I got a goodjob, I passed my English exam, I won an Oscar. Ask one or twofollow-up questions, e.g. What would be a good job? Do youthink this will happen?

- Set a time limit for students to complete the ten sentencesby themselves. Monitor and help where necessary.

- Put the students into small groups. Tell them to share theirsentences with the group and ask each other follow-upquestions. Then get feedback from around the class.

s take part in a

12C Going out

lctivity 3roupwork. Studentstake part in a mingl ing activi tytorractise qoinq out phrases.

lime 10 minutesteparation lopy the sheet and cut out at least one card for each

;tudent in the class (each card should have a matching half;omewhere else in the class).

{on-cutrhemative

:0py 0ne sheet for each palr ot students in the class.

12D Imagine

ActiYity Groupwork. Students use a speaking activity to practise thesecond conditional.

Iime 20-25 minutesPreparationCoov one worksheet for each student in the class.

qctivity Pairwork. Students use a dictation activity to practiseJescribine fest ivals.

Iime 20 minutesheparation Copy and cut in halfone sheet for each pair ofstudents in

the class.

61

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