extracted_text:
Instant
Lessons 0
Advanced
Deirdre Howard-Williams Mary Tomalin Peter
Watcyn-Jones
Edward Woods

Series Editor
Peter
Watcyn-Jones

PENGUIN ENGLISH PHOTOCOPIABLES
Instant
Lessons O
Advanced

Instant
Lessons O
Advanced
Deirdre Howard-Williams

Mary Tomalin
Peter Watcyn-Jones Edward Woods
Series Editor:
Peter
Watcyn-Jones
PENGUIN ENGLISH
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE, England and Associated
Companies throughout the world.
ISBN 0 582 45145 0
First published 2000
Fourth impression 2004
Copyright © Deirdre Howard-Williams, Mary
Tomalin, Peter Watcyn-Jones, Edward Woods 2000
The moral right of the authors has been asserted.
Every effort has been made to trace copyright holders in every
case. The publishers would be interested to hear from any not acknowledged.
Designed by Ferdinand Pageworks
Typesetting by Pantek Arts
Illustrations by Sir Vin, Chris Pavely and Pantek Arts Printed
in China. NPCC/04
All rights reserved; no part of this
publication may be reproduced, stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the Publishers.
Photocopying notice
The pages in this book marked From Instant Lessons 3 Advanced
edited by Peter Watcyn-Jones C) Penguin Books 2000  may be photocopied free of charge for
classroom use by the purchasing individual or institution. This permission to copy
does not extend to branches or additional schools of an institution. All other
copying is subject to permission from the publisher.
Acknowledgements
The publishers make grateful acknowledgement to the following
for permission to reproduce copyright material:
p 7, Boris Karloff, Rex Features Ltd; p 7,
Portrait of Mary Wollstonecraft Godwin (1759—97), author of A Vindication of
the Rights of Woman, engraved by W T Annis, published 1802 by John Opie
(1761—1807), Private Collection Bridgeman Art Library; p 19, 'Stop All the
Clocks' is taken from 'Twelve Songs IX' from Collected Shorter Poems by W H
Auden published by Faber and Faber Ltd, copyright C) 1940, 1968 by W H Auden
reprinted by kind permission of Faber and Faber Ltd, Random House Inc. and
Curtis Brown Ltd.; p 23, reviews for Panamarenko, American Beauty, Bash, Comic
Potential and Painted Illusions — the art of Cornelius Gijsbrechts, copyright
C) Times newspapers Limited 2000; p 39, 'Mistress and Maid' by Jan Vermeer,
copyright C) The Frick
Collection, New
York; p 39, detail from 'Girl Reading a Letter' by Jan Vermeer,
Gemäldegalerie Alte Meister, Staatliche Kuntsammlungen Dresden; p 39,
extract from Vermeer by Arthur K Wheelcock Jr published by Harry N Abrams Inc.,
New York, 1997; p 49, photograph for An Inspector Calls kindly supplied by
McCabes; p 49, photograph for Romeo and Juliet, Rex Features Ltd; p 57, facts
and figures, The Open University; p 61, kangaroo courtesy of Quantas.
Published by Pearson Education Limited in
association with Penguin Books Ltd, both companies being subsidiaries of
Pearson plc.

For a complete list of the titles available from Penguin
English please visit our website at www.penguinenglish.com, or write to your
local Pearson Education office or to: Marketing
Department, Pearson Education, Edinburgh Gate, Harlow, Essex
CM20 2JE

Contents

Reading by Mary Tomalin

Grammar by Edward Woods

Page

O

page

1 The story of Frankenstein

6

21     Relative clauses — defining

2 A traveller's tales

10

and non-defining

66

3 Twentieth century

22 Reduced relative clauses

70

achievements

14

23 Reporting statements

74

4 Stop all the clocks

18

24 Reporting orders, requests

5 What's on?

22

and questions

78

6 Should you smack your

25 Gerund and infinitive 1

82

children?

26

26 Gerund and infinitive 2

86

7 The flood

30

27 It — impersonal subject

90

8 How are things in

28 Purpose and reason

94

Connemara?

34

29 Result

98

9 The
  letter
10 Homeopathy and herbal

38

30 Focus and linking

104

medicine

42

Writing by Deirdre Howard-Williams

Vocabulary by Peter Watcyn-Jones

11 Once upon a time...

31 New words for old

12 'What's on?

48

(Compound nouns)

108

13 Good manners around the

32 Idioms to do with parts of

world

50

the body

110

14 Save the tiger

52

33 Prepositional phrases

112

15 For sale

54

34 Word sets (Verbs)

116

16 The Open University

56

35 Idioms to describe people

118

17 Into the future

58

36 Confused words

120

18 Off to Australia

60

37 Idioms using verbs

122

19 The small ads

62

38 Word associations

126

20 Playing the game

39 Giving definitions

128

40 Dictionarv race

134

Introduction
Instant Lessons 3 Advanced is the third in a new series of photocopiable
resource books for teachers and contains forty complete lessons for practising
reading, writing, grammar and vocabulary. It is aimed at busy teachers who need
an 'instant' or ready-made lesson. Although it is intended primarily for
teachers new to the profession and for non-nativespeaking teachers, even the
more experienced teacher should find a lot that is useful in the book.
Each activity contains material to be photocopied, usually one sheet or
two, and clear step-by-step instructions to the teacher on preparation and
organization. Instant Lessons 3 Advanced can be used with adults and teenagers
at all levels and in all different classes to give extra practice in reading,
writing, grammar and vocabulary in a fun and stimulating way.
Most of the lessons involve the students working in pairs or in small
groups, which is an excellent way of making the learning process more dynamic
and enjoyable.
Instant Lessons 3 Advanced is not meant to replace a coursebook but is
intended as a useful resource book to complement any existing coursebook at
this level. The teacher can simply pick and choose from it according to how
useful and interesting a particular lesson is to his/her class.
How to use this book
Instant Lessons 3 Advanced contains forty lessons altogether. These are
divided into four main sections: Reading
Writing
Grammar Vocabulary with ten lessons per section.
Each lesson is complete in itself and consists of teacher's notes, an
answer key (where appropriate) and one or more handouts. Each lesson is
intended to take from 50 to 55 minutes and the very detailed teacher's notes
give clear guidance on how many minutes each part of the lesson might take. The
teacher's notes are deliberately placed together with the handouts and, where
possible, as a two-page spread — again to make the book 'user-friendly' and
easy to teach from.
Choosing a lesson for your class
Lesson type
The Teacher's Notes for each lesson show at a glance the main
teaching point of the lesson, making it a fairly easy task to find a suitable
lesson to use quickly. The lessons are all at advanced level and do not need to
be done in sequence as each lesson is complete it itself.
Preparing the activity before the lesson The Teacher's Notes
to each activity have a special section called Preparation. This section tells
you exactly what you need to do before. the class starts, e.g. how many pages
to photocopy, how many copies are needed and if the copies need to be cut up in
any way.
Organizing the activity in the classroom
Lesson plan
The Teacher's Notes for each lesson in Instant Lessons 3 Advanced are
divided into four main parts: Introduction
Presentation
Practice
Conclusion
In addition, there is often a section at the end with
suggestions for homework.
Introduction
The Teacher's Notes
start with suggestions as to how to introduce each activity. It is usually
short — no more than five minutes.,
Presentation
This is where the main teaching point is presented. It is nearly always
teacher-led. It varies in length between 15—20 minutes.
Practice
This is always student-centred and it is where the students
get a chance to practise (where possible in a communicative way) what they have
been taught in the previous section. Students normally work in pairs or groups.
This is usually the longest part of the lesson (approximately 20—25 minutes).
Conclusion
Like the introduction, each lesson has a short activity (5
minutes) to round it off. It: is often used as a quick check to see if the
students have assimilated the main points of the lesson.
Pair and Group work
In most lessons students will spend much of their time working in pairs or
groups. For this a certain amount of classroom reorganization may be needed.
Where possible, rearrange the classroom slightly to make it easier for
students to work in pairs or groups without disturbing others. Where this is
not possible, students doing pairwork should work with the person sitting
beside them or the person in front or behind (they just need to turn round).
For group work, two students can easily turn their chairs round to face two
others behind them. When you have an uneven number of students, most pair
activities can be done by three people (if necessary, two students against
one).
As far as possible, vary the pairs and groups so that students do not
always work with the same people. It can sometimes be useful for example, to
mix stronger and weaker students in a small group so that they can help one
another.
The enormous advantage of working in pairs and groups is that it gives
everyone a chance to speak and in a non-threatening environment, i.e. with a
fellow-student rather than in front of the teacher and the whole class.
Students will learn from one another in a natural way that approximates more to
the world outside and gets away from some of the constraints of the classroom.
If this type of activity is new to them, it is useful to explain its advantages
and to encourage them to take full advantage by participating as much as they
can and sticking strictly to English!
The role of the teacher while this is going on is to
facilitate communication by walking round the classroom, pausing briefly beside
each pair/group. If all is going well, just encourage and move on. If things
are not going so well offer help and encouragement as needed to get students working well
together.
While walking round, it is useful to have a small notebook or
piece of paper on which you note down any common problems or persistent
mistakes you hear. You can discuss these with the whole class during the
feedback session. It is usually better to avoid saying who made each mistake as
this can have a discouraging effect!
A note about
photocopying
Since this is a photocopiable book with each activity
containing one or more handouts, it may be worth looking at ways of reducing
the costs — both in terms of time and money. The material to be photocopied can
be divided into two types: (a) handouts which the students write on, and (b)
material which the students use but do not write on. Of the latter, some are
cut up into cards.
For sheets that can be re-used, wherever possible try mounting
them on cards and protecting them either by laminating them or (a cheaper
solution) by keeping them in clear plastic folders. The extra initial effort
will certainly pay off as subsequent photocopying costs and time will be greatly
reduced.
5

Reading:  Lessons 1-10
1 The story of Frankenstein

Aim
Preparation

To understand an account of how a famous novel was written.
Copy the handouts on pages 7 and 9 — one copy per student.

Introduction (5 minutes)
Ask students to look
at the photograph on page 7. Ask them: What do you know about this monster? If
students know nothing, ask them to describe the monster. (The photograph shows
Boris Karloff as the monster in the 1931 film Frankenstein.) Then ask students:
What is the connection between the woman in picture 2 and the monster in
picture 1? Elicit answers, (The woman is Mary Shelley, who wrote the book
Frankenstein. Read Activities B and D for more about the monster and Mary
Shelley.)
Presentation (15 minutes)

Activity A In this activity,
students have to arrange the sections a, b, c, d, in the right order to tell a
story. Students can work in groups of four. Cut the story into four sections,
a, b, c, d and give one to each member of a group. Each student reads his/her
section. S/he must not show his/her section to the other students. Then, as a
group, students have to put the story together. They do this by telling each
other about their sections or they can read them aloud to the rest of the group
if they wish. Alternatively, students can do the activity in pairs. In this
case, give one student sections a and d and give the other student sections b
and
c. If you don't wish to cut the story up, students can simply look at
Activity A, and do it from the page. But the group activity is probably the
most useful, as students have to communicate with each other. Check answers
orally, giving explanations where necessary.

Key

(continued
  on page 8)

(continued on page 8)

1 The story of Frankenstein
A Put the paragraphs in the correct order.

Photocopiable

     a                                                             c

b

"I opened my eyes in terror.
  Try as I might, I could not rid myself of the image of that terrible
  creature. 'I must try to think of something else,' I told myself. My thoughts
  returned to the ghost story I was trying to write. Suddenly the idea came to
  me: What terrified me will terrify others — I need only describe the ghost
  that haunted my midnight vision." Mary began her story the next day, and
  Frankenstein, the story of a monster created by a student, was published two
  years later in 1818. At least six films have been made of this famous story.

"Horror-stricken, the student
  rushed away from his handiwork. He hoped that the spark of life he had given
  the creature would fade and the creature would become lifeless once more...
  The student slept. But when he woke, the horrid thing was at his bedside,
  opening his curtains and looking at him with yellow, watery, wondering
  eyes."

In the summer of 1816, a precocious
  eighteen year-old English girl called Mary Godwin travelled to Switzerland
  with her half-sister and a young poet called Percy Bysshe Shelley. There they
  met up with another poet who was already famous, Lord George Bvron. They took
  a villa by Lake Geneva and spent long candlelit evenings speculating on,
  among other things, life and its origins. One weekend, the group decided that
  they should all try their hands at writing a ghost story. That Saturday
  night, Mary Godwin had a terrifying dream.

She wrote in her journal:
  "When I placed my head on my pillow I did not sleep. My imagination
  presented me with a succession of extraordinarily vivid images. I saw — with
  shut eyes — a pale student kneeling beside the thing he had put together. I
  saw the hideous monster stretched out on a table. An engine clanked and the
  monster showed signs of life and stirred. "

d
(C)

Practice (30 minutes)
Activities B and C In pairs, students read a copy of the
whole text again and answer the questions. Check answers orally, explaining
where necessary. Question 5: No, we don't learn the name of the monster. 'The
student's name is Frankenstein. The monster has no name.
Encourage discussion for question 6. Write new words on the board in sentences.
If short of time
Omit Activity B, question 2 and Activity C or give for
homework.
Activity D In pairs,
students read the text and answer the questions, using dictionaries where
necessary. Check answers orally, explaining where necessary. Check
that students understand that mate means partner/wife.
Question 2: Frankenstein destroys his second creation because he is afraid that
the two monsters will have children and kill more people. Question 4:
Frankenstein goes insane because he has lost his wife. Also, he is crazy with
remorse because of what he has created. Question 5: Because he hates Frankenstein
for having created him. This is an open answer, as students may not have seen a
film version. Students could write the answers to these questions. Correct any
serious errors.

Key
a clank, a loud sound made by pieces
  of metal moving or hitting each other, b stir, to move slightly, c Try as I
  might, although I tried as hard as I could, d handiwork, the thing he had
  created, e precocious, we say this about a child or young person who develops
  special abilities earlier than is usually the case.
2
  He is hideous
  with yellow watery eyes. Mary uses the words thing, creature, ghost.
3
  They had been
  speculating about the origins of life. Also, they were each trying to write a
  ghost story. 4 Twenty.
5
  No. The name of
  the student is Frankenstein. The monster has no name.
6
  Open answer.
  Example: I'm surprised that Mary
Shelley was so
  young when she wrote Frankenstein. And I think the story of her 'vision' is
  very interesting and strange.
C Suggested ways of rewriting sentences:
1 Horrified, the student ran away from his creation.

2
  1 tried very hard
  but could not get the monster out of my mind.
3
  1 only need to
  describe the monster in my vision.
4
  One vivid
  picture after another came into my mind.
D   The answers to questions 1 and 3 are
  in the text. The answers to questions 2, 4 and 5 are suggestions as students
  may not have seen the film or read the book.
1     Because he is desperately lonely.
2     Because he is afraid that the two
  monsters will have children and kill more people.
3     He does it in revenge because
  Frankenstein killed his mate.
4     Frankenstein goes insane because he
  has lost his wife. Also, he is crazy with remorse because of what he has
  created.
5     Because he hates Frankenstein for
  creating him.
E
  Open answer. F
  Open answer.

Write new words on the board in sentences. Activity E Have a
class discussion about this question. Correct any serious errors.
Conclusion (5 minutes)
Activity F Students act out
the conversation in pairs. Correct any serious errors. Omit this if you are
short of time.
Homework
Students write an answer to Activity E.

1 The story of Frankenstein (continued)
B     Work in pairs. Read the text again in
the correct order and answer the questions.
1     Guess the meaning of these words and
phrases: a clank b stir c Try as I might d handiwork e precocious
2     Describe the monster. What other
words does Mary use for him?
3     Why do you think Mary dreamt about
the monster?
4     How old was Mary when Frankenstein
was published?
5     Do we learn the name of the monster?
6     Say what interests or surprises you
about this true story.
C     Rewrite these sentences more simply.
1     Horror-stricken, the student rushed
away from his handiwork.
2     Try as I might, I could not rid
myself of the image of that terrible creature.
3     1 need only describe the ghost that
haunted my midnight vision.
4     My imagination presented me with a
succession of extraordinarily vivid images.
D    Work in pairs. Read the continuation
of the story of Frankenstein and then answer the questions.
The superhumanly strong and hideous monster terrifies everyone he meets.
Desperately lonely, he begs Frankenstein to create a mate for him. Frankenstein
starts to do this but then destroys this second creation. In revenge, the
creature kills Frankenstein's bride. Frankenstein goes insane but recovers and
decides to destroy the monster. After a chase across the world, they meet at
the Arctic. The monster kills Frankenstein and disappears into the ice.
1     Why does the monster want a mate?
2     Why do you think Frankenstein
destroys his second creation?
3     Why does the monster kill
Frankenstein's bride?
4     Why does Frankenstein go insane?
5     Why do you think the monster kills
Frankenstein?
E     What are your feelings as you read
the story of Frankenstein? Horror? Anger? Pity? Say how you feel and why.
F      In pairs, act out the conversation
between Mary and Shelley when she tells him about the 'vision' she had.

Photocopiable

©
2 A traveller's tales

Aim
Preparation

To identify places around the world from descriptions and
  from textual clues.
Copy the handouts on pages 11 and 13 — one copy per
  student.

Introduction (5 minutes)
Ask students: What is an
e-mail? Do you ever send e-mails? Elicit answers from them. (An e-mail is a
message sent from one computer to another using the Internet.) Then write the
names of these animals on the board: anaconda, hippopotamus, kangaroo, bear.
Check that students understand the meaning of the words and ask them what they
know about these animals.
Presentation (15 minutes)
Activity A Pre-teach the words canoe and capsize. Working
in pairs, students read the four e-mails and say which country they think James
is in when he writes each one. Ask students how they know this. Tell students
to use their dictionaries only when really necessary. Check answers orally,
pointing out the sentences that give us the answers (see Key). E-mail b:
Explain to students that the bush (line 2) is the wild area of Australia where
very few people live.

Key
A a James says he is in Manaus, a town on a river in
  the middle of the jungle. We can guess he is in Brazil because he goes to the
  home of a Brazilian, he talks about the jungle, a dangerous river and
  anacondas. This suggests Brazil. The dangerous river is probably the Amazon.
b James talks about kangaroos and you only find kangaroos in Australia
  so he must be in Australia. More exactly, he says he is in a small town
  called Bourke, about 625 kilometres from the eastern coast of Australia.

c
d

James tells us that he is near Lake Victoria, which is
  In Kenya, in Africa. Also, he talks about a hippopotamus, which is an African
  animal.
James tells us he is six hours away by car from
Washington,
  on the east coast of the USA. He says he is just outside a forest.
(continued on page 12)

(continued
on page 12)

2 A traveller's tales
A Read these
four e-mails from James, a young man who is travelling round the world. Say
which country he is in when he writes each e-mail and give reasons for your
answers. Can you say more precisely where he is in each e-mail?
a                            b
                                                                   untitled                                                         untitled

Mum and

Dear Mum and Dad,
Well, here T am .in Manaus, in the heart of
  •jungle. I'm e—mail ing this to you from the home of a rather wealthy
  Brazilian who happened to meet up with a couple of hours ago. I'm feeling
  pleased with myself, having travel led a hundred miles up the river in a
  canoe. It wag good fun! There were problems though — every time the canoe
  capsized t we got covered in leeches ! The only •way to get the horrid things
  off was to burn them off •with a cigarette lighter. Then there was the time I
  reached up to a branch to pull myself out of the water and put my hand on a
  twenty-foot anaconda! We got out of there at the speed of lightning, I can
  tell you!
Incidentally t I need some dosh. Could you send £200
  fast to the Manaus Central Bank?
Thanks
Love you and miss you.
J ames

Dear Mum and Dad,
This e-mail reaches you from Bourke t a small
  town about 625 kilometres inland from the eastern coast. I walked here today,
  having slept alone in the bush for the last two weeks. It- was great .
Kangaroos would go leaping past me as -if I
  was a plant or a tree, But I had a terrifying experience early this morning I
  was walking along, not thinking of anything very much, when I looked down and
  saw at •my feet a huge brown snake curled up in the sun. It reared up and
  tried to bite me but bit my boots instead! r ve never run so fast
  in my life. In fact, T ran all the way to Bourke, where I arn now. The locals
  tell me that met a taipan, one of the world's deadliest snakes. By the way r
  please send some money.
Love , James

c                       d
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Dear Mum and Dade
scorching out here. I can hardly breathe with
  the heat, even though Lake Victoria is only a few miles away n But here's my
  e-mail anyway. I" m lucky to be alive, as I WaS charged by a
  hippopotamus a few days ago. Did you know that those huge, ugly beasts are
  the most dangerous animals in the world? -T t' s no use pointing a gun at
  them as the bullets just bounce off. The only reason I t m alive
  is that I managed to pull myself up into a tree just before the monster got
  to me! I've been shaking like a leaf ever since! Oh, before T forget, could
  you send a couple of hundred? I'm broke.
Love, James

Dear Mum and Dad,
.1 ve just
  emerged from the forest after three weeks of camping -in the wild wonderful)
  There were only a few frightening moments  like when we came face to face
  with a bear. The advice we'd been given was to lie down on the ground and
  'play dead' . We did this, but it was pretty scary, I can tell you. Thank
  God, the bear went away — very slowly, growling all the time. From here,
Washington is only six hours away by car, but it feels like
  we' re on the other side of the planet. I've no dough left. Could you send
  some? Thanks .
Lovet James

C)

Practice (30 minutes)
Activity B Students answer the questions in pairs. Tell
them to follow this procedure: 1 Read the text, using a dictionary where
necessary.
2 Read the first question. Look through the text for the
answer. Do the same with each of the other questions. Write new words on the
board in sentences.
Activity C Students answer these questions in pairs. Check
answers orally, explaining where necessary. Correct any serious errors. You may want to write correct
answers up on the board. If you wish, students could write answers to this
activity. Alternatively, they could write answers for homework. Question 5:
Check that students understand the word 'slang'. Questions 6 and 7:
Encourage discussion.

Key
 E-mails b and c. In e-mail d, the bear did not actually attack James
  and his friend.
2
  E-mail c. In
  e-mail a, James did not climb into the
tree.
3
  E-mails a and b.
4
  E-mail a.
5
  E-mail a (We got
  out of there at the speed of lightning) and e-mail b (I've never run so fast
  in my life).
6
  E-mail d (he
  'played dead' = to lie completely still, pretending to be dead).
7
  E-mail a (Manaus) and e-mail b (Bourke). 8 E-mail b.
a  The taipan is a deadly Australian
  snake. It is brown and long (huge). It is one of the most dangerous snakes in
  the world (deadly = causing or likely to cause death).
b  Leeches are found in tropical
  rivers. They attach themselves to people. You can burn them off with a cigarette
  lighter.

c Hippotamuses are the most dangerous animals in the world. They charge
  at people. Bullets bounce off them.
2
  When you are
  very frightened. When you are very frightened your body shakes,
3
  When you need to
  run very fast. Lightning is very fast.
4
  A hippopotamus,
  a bull, a goat.
5
  The words dosh
  (e-mail a) and dough (e-mail d) are both slang words for money. I'm broke = I
  have no
money.
6
  Open answer.
7
  Open answer.
D
  We learn that
  James' stories about the animals weren't true. He just invented them to frighten
  his parents. He's done this before. He likes to frighten them Open answer.
E
  Open answer.

Activity D Students read
and answer the questions in pairs. Check answers orally, explaining where
necessary. Encourage discussion about the last question.
If short of time
Omit Activity D or give it for homework.
Conclusion (5 minutes)
Activity E Walk round and check students' answers. Ask one or
two students to read out what they have written.
Homework
Students write an e-mail similar to the ones in Activity A.

 2 A traveller's tales (continued)
B     Work in pairs. Answer the questions.
In which e-mail(s) does
James say that...
1
..he was attacked
by a wild animal?
2
...he climbed
into a tree?
3
she encountered a
snake?
4
.he fell into
water?
5
.he had to get
away very fast?
6
...he had to stay
still in order to save himself?
7
...he is in a
town or village?
8
...an animal
attacked him early in the morning?
C     In pairs, answer these questions.
1
What have you
learnt about these creatures?
a taipans b
leeches c hippopotamuses
2
When would you
'shake like a leaf'?
3
When would you
'move at the speed of lightning'?
4
Name two animals
that might charge you.

5
Which two slang
words does James use when he talks about money?
6
What kind of
person do you think James is? Do you like him? Say why/why not.
7
Do you think his
parents should send him money? Say why/why not.

Dear Mum and Dad,
Thanks for sending the airfare arriving tomorrow on. flight
  G907 at 10 a.m. Please be ther.e to meet me. By the way, hope you didn't
  believe any of my scary e—mails. You know how T 've always liked to frighten
  you. But the animal facts are all true T checked with the locals.
Love you. Thanks again for the money .
James

D    Read James' last e-mail and, in
pairs, answer the questions.
1
What do we learn
about James' 'scary' e-mails?
2
Are you
surprised? Say why/why not.
E     Write one or two sentences in answer
to these questions.
How would you feel if
your son sent you e-mails like this? What would you do?
                                                                                C)

3 Twentieth century achievements

Aim
Preparation

To read about scientific achievements and to put them in
  rank order.
Copy the handouts on pages 15 and 17 — one copy per
  student.

Introduction (5 minutes)
Ask students: What do you think was man's
greatest achievement in the twentieth centuny? Check that students understand
the word achievement and can use the words man or mankind correctly.
Presentation (15 minutes)
Activity A Pre-teach the words: atom,
technology, gene (gene = the part of a cell that controls our inherited
characteristics, for example, eye colour). Students read the list of Twentieth
Century Achievements, using their dictionaries where necessary, and then do
questions 1 and 2. In question 1, ask students to try and guess the meaning of
these words without using their dictionaries. Then check answers orally,
explaining where necessary. Ask them: Do you know the English word for any
other organs in the body? (brain, lungs, stomach, pancreas, liver, intestines,
sexual organs). Check answers to question 2 orally, explaining where necessary
and making sure that students understand the phrases in the box. An assembly
line is a sequence of machines and workers assembling something,

Key
A 1 transplant = to remove part of
  somebody's body and put it into the body of another person; organs = parts of
  the body of a human, animal or plant that have a particular purpose, e.g. the
  stomach; atom = the smallest part that a substance can be divided into;
  assemble = to put the different parts of something together.

B

2 a space travel, b organ transplants, c travel, d antibiotics, e
  nuclear energy, f information technology, g assembly line, h genetic
  engineering, i telecommunications, j the Internet. Open answers.
(continued on page 16)

e.g. a car, on a moving 'belt' in a factory.
Practice (30 minutes)
Activity B In pairs,
students order the items on the list according to how important and useful they
think the achievements are. Give students about seven minutes to do this and
then elicit answers from some pairs. This will provoke class discussion. Correct
any serious errors. Remind students not to use the because they are talking
generally. Example: I think the discovery of antibiotics is the most important
achievement. I think 'c' is the most important achievement. It has completely
changed the way we live and think. Mention that we do say: The Internet, the
assembly line. Write new words in sentences on the board.
(continued
on page 16)

3 Twentieth century achievements
A 1 Work in pairs. Read this list of twentieth century achievements.
Without using your dictionary, try to guess the meaning of the words in italics
(transplanted, organs, atom, assemble).
2 Write each phrase from the box in the right place in
the list of achievements.

the Internet       organ transplants     telecommunications
assembly line           travel  information technology      antibiotics genetic
engineering           nuclear energy         space travel

Twentieth Century Achievements
a  We landed men on the moon.
 We transplanted new organs, for
example, a heart, into living people.
c
 We travelled fast by land or air all over the world using cars and
planes.
d

 We discovered that penicillin and
other antibiotics can fight and destroy illness.
 We used the power at the centre of
the atom. We made bombs with it but we also used it for energy.
f                                          We learnt how to transfer
information to computers. Almost all offices now have computers.
 We learnt to assemble machines, for example, cars, in
factories and massproduce them.
h
 We learnt how to scientifically alter the structure of genes, so that,
for example, a new kind of sheep or vegetable can be created.
i
 We used equipment to communicate over distance in pictures, sounds, and
words. This gave us radio, the telephone, television.
 In the last part of the century we connected up computers all over the
world so that they could communicate with each other.
B Work in pairs. Put the achievements above in rank order according to how
important and useful they have been for us. Be prepared to explain why you have
put them in this order.

Activity C
Students discuss these questions in pairs. Then elicit answers from them,
encouraging discussion. Correct any serious errors.
Activity D This vocabulary exercise uses words used in
Activity E. Check answers orally and write them on the board.

Key
C
  1 Sentence j.
  The Internet is a form of telecommunication.
2
  Open answer.
3
  Open answer.
D
  a increase, b
  control, c colonisation, d performance, e prevention, f cure, g protection, h
  replacement, i discovery, j use, k assembly, I alteration, m connection, n communication.

E F

Open answers.
Example: I find number six the most exciting.
  Scientists are learning so much about the structure of genes and the body.
  The idea that they will be able to prevent or cure illnesses such as cancer
  is wonderful.
Number seven
  frightens me the most. If we genetically engineer people  I think we could create terrible,
  frightening creatures.

Activity E Students read this list of possible twenty-first
century achievements, using their dictionaries where necessary. Check that they
understand the words likely, unlikely. Working in groups, they tick the
'likely' or 'unlikely' column for each achievement. Again, this will provoke
discussion. After seven minutes or so, check students' answers orally,
explaining where necessary. Ask students to explain their answers. Example: I
don't think world government is likely. Countries are too different. Too many
countries hate each other. Write new words in sentences on the board.
Conclusion (5 minutes)
Activity F Students write a
brief answer to this question. Walk round and check their answers. They can
write this at greater length for homework.

3 Twentieth century achievements (continued)
C     Work in pairs. Look at the list in
Activity A again and answer these questions.
1
Sentence 'i'
talks about telecommunication. Which other sentence also describes a form of
telecommunication?
2
Which achievement
do you think is the most dangerous? Why?
3
Are there any
other achievements that you think should be in the list? What are they? Why?

a to increase

h to replace

b to control

i to discover

c to colonize

j to use

d to perform

k to assemble

e to prevent

I to alter

f to cure

m to connect

D     Work in pairs, Make nouns from these
verbs.
          g to protect                                        n
to communicate

E      Work in small groups. Read this list
of possible twenty-first century achievements. Mark with a tick if you think an
achievement is likely or unlikely. Likely Unlikely
1
Increase of the
human lifespan to 120 years,
2
Control of the
weather.

3
Colonisation of
the moon.

4
World government.
5
Computers and
robots to perform most household, office and factory tasks.
6
The prevention
and cure of many illnesses, for example, cancer.
7
Genetically
engineered human beings, animals and plants.
8
World peace.
9
Protection of the
environment.

10   Other forms of energy to replace
electricity.
F      Discuss this question in pairs.
Which of the above
possibilities frightens or excites you the most? Explain why.
                                                                                C)

4 Stop all the clocks

Aim
Preparation

To understand and analyse a poem.
Copy the handouts on pages 19 and 21 — one copy per student

Introduction (5 minutes)
Tell students that they are going to read a poem called
Stop all the clocks. Write the title on the board and ask them: What do you
think the poem is about? Elicit suggestions.
Presentation (20 minutes)

Key
A 1 muffled = of a sound that cannot
  be heard clearly because something else is in the way; to scribble to write
  quickly in an untidy way; to dismantle = to take something apart so that it
  is in separate pieces.
2 Verse I a, Verse 2 a, Verse 3 b, Verse 4 b,

3

Example: The poet is
  writing about the death of someone he loved very much. We know this because
  he tells us that he wants aeroplanes to scribble the message, 'He is Dead'.
  Also, he uses words like coffin and mourners, which are associated with
  death. In Britain, people often wear black at the funeral of someone close to
  them.
(continued
  on page 20)

Activity A This famous poem is by the English poet W.H. Auden
(1907-1973). Working in pairs, students read the poem and answer question 1,
without using their dictionaries if possible. Check answers orally, pointing
out how other words in the sentence can help with the meaning. In question 2,
students have to choose a line to complete each verse. Ask them to identify, in
each case, the line written by the poet. Allow students to use their
dictionaries where necessary. (Vocabulary note about crepe bows: Crepe is a
thin, crushed material. A bow is a thin piece of material tied in two circles.
'A crepe bow is a black crepe bowtie worn round a man's neck
at a funeral.) Check answers orally, explaining language where necessary. Ask
students to explain why they chose one line and not another. Tell students to
write in the correct last line of each verse on their handouts. Students then
do question 3. Ask them to give reasons for their answer. Example: The poet is
writing about someone he has loved very much, who has died. We know this
because he wants the aeroplane to write the words He Is Dead. Finally, write
new words on the board in sentences.
(continued
on page 20)

4
Stop all the clocks
A 1 Work in pairs. Read the poem and
try to guess the meaning of these words: muffled, scribbling, dismantle.
2
Read the poem
again and look at the two choices below for the last line of each verse.
Complete each verse with the line that you think the poet wrote.

Verse 1

a

Bring out the coffin, let the mourners come.

b

Call all who loved him, all of them to corneo

Verse 2

a

Let the traffic policeman wear
  black cotton gloves.

b

Wear deepest black, black hats, black cotton gloves.

Verse 3

a

My day, my night, my right, my
  wrong.

b

I thought that love would last
  forever: I was wrong.

Verse 4

a

The world is dark to me and nothing
  any good.

b For nothing now can
come to any good.
3
Discuss
what you think the poem is about.

Stop
  all the clocks
Stop all the clocks, cut off the telephone,
Prevent the dog from barking with a
  juicy ne,
Silence
  the piano and with muffled drum
Let aeroplanes circle moaning
  overhead Scribbling on the sky the message He Is ad Put crepe bows round the
  white necks oft
He was my North, my South, my East and West,
My
  working week and my Sunday rest,
My noon, my midnight, my talk, my song;
The stars are not wanted now: put out every on
Pack up the
  moon and dismantle the sun;
Pour away the ocean and sweep up the wood.

©

Practice (25 minutes)

Key
B 1 coffin, mourners, the drum, He Is Dead, crepe
  bows, black cotton gloves.
2
  We mourn (in
  other words we feel sorrow) when we lose something or someone that we love
  very much; usually this is when someone dies. A mourner is someone who goes
  to a funeral.
3
  Open answer.
4
  a Verse 2, b
  Verse 4, c Verse 1, d Verse 3.
5
  Perhaps the poet
  wants silence so that the only sound people can hear is the sound of the
  drum. Then ail attention will be on the coffin and the mourners.

6
  Perhaps because
  the universe means nothing to him now, not even the most beautiful and
  powerful things there are have any meaning, Also, the poet wants there to be
  darkness everywhere - black is the colour of mourning. The verse also
  suggests that the light in the poet's life has gone out — the person the poet
  loved.
7
  Open answer.
8
  Open answer.
C
  Open answer.
D
Open answers.

Activity B In pairs, students read the poem again and read the
questions, using their dictionaries if necessary. After a few minutes, check
that students understand the questions. Then they answer the questions. Check
the answers orally, explaining meaning where necessary. For questions 3, 5, 6,
7 and 8, encourage discussion. With question 1 you may want to explain to
students that this poem was written about fifty years ago, when people wore
crepe bows and black gloves at funerals. Activity C In groups of four, students
read aloud one verse each. Before they do this, read the whole poem aloud to
the class first. If appropriate, read the first verse again for the whole class
to repeat and then do the same with the other three verses. Then students can
read the poem in their groups.
Conclusion (5 minutes)
Activity D (This activity
is optional. Each teacher will judge whether or not it is appropriate for
his/her students.) Students discuss the following question in pairs. Then ask
some students for their opinions, Would you choose to read this poem ifsomeone
you loved died? If not, why not?

4 Stop
all the clocks (continued)
B       Work in pairs. Read the poem again
and answer these questions.
1      Which words refer specifically to
death, and the things that happen or that we wear when someone is dead?
2      When do we mourn? What is a mourner?
3      In your country, what colours or
clothes do people wear when someone dies?
4      Which verse suggests...
a
...that the poet
wants everyone to know his loved one is dead?
b
...that the poet
wants the universe to be destroyed, to turn black?
c
..that the poet
wants to stop all the sounds?
d
ithat the person
the poet lost meant everything to him?
5      Why do you think the poet wants to
stop all sounds?
6      Why does the poet want to 'put out'
the stars and 'pack up the moon'?
7      Which is the most powerful verse, in
your opinion? Explain why?
8      What is your opinion of this poem?
How does it make you feel? Do you think the poet really loved this person?
C       Work in groups of four. Read aloud
one verse each.
                                                                                (O

5 What's on?

Aim
Preparation

To understand reviews of various cultural events.
Copy the handouts on pages 23 and 25 — one copy per
  student.

Introduction (5 minutes)
Ask students these questions: Do you know the name for a
report in a newspaper about a new book, play or film? (a review) What's the
name for the person who writes these reports? (a critic) You could also ask
these questions: Do you ever read reviews? Have you ever seen a film or read a
book because it received a good review?
Presentation (70—15 minutes)
Activity A There are six short reviews. There are, but not in
this order, two film reviews, two reviews of plays and two reviews of (art)
exhibitions.

Key

(continued
  on page 24)

a is a review of the
film American Beauty directed by Englishman Sam Mendes. It was released in 1999
and won several Oscars. b is a review of a play called Bash by contemporary
American playwright and film director Neil LaBute. It was first performed in
1999.
c is a review of a Chinese film called Xiao Wu directed by
Zhang Ke and first released in 1999. d is a review of an exhibition of the
paintings of Cornelius Gijsbrechts, a Danish painter working in the 1670s. Very
little is known about him, not even his date of birth.
e
is a review of a play called Comic Potential by the well known
contemporary British playwright Alan Ayckbourn. It was first performed in 1999.
f
is a review of an
exhibition of the work of the contemporary Belgian artist Panamarenko. The
first sentence or phrase of each review has been removed. Students have to
insert each sentence/phrase at the beginning of the correct review. Students
can do this in pairs or in small groups, using their dictionaries. Check
answers orally, explaining where necessary.
(continued
on page 24)

5 What's on?
A
Work in pairs. The first sentence (or part of a sentence) of each of the
reviews below has been removed. Match each sentence or phrase with the correct
review.
1      In art at least, everyone enjoys
being tricked.
2      Aeroplanes, personal flying machines,
submarines, cars and other fantastic contraptions:
3      Neil LaBute's play is in fact three
plays:
4      Alan Ayckbourn's 53rd play is one of
his artful best.
5      The tale of a pickpocket in
provincial China,
6      There is nothing currently on release

'What'
Theatre
a                                                            d

that's quite as moving and funny as this film. Kevin  So
  there's no mystery about the universal appeal of Spacey plays Lester Burnham,
  a suburban, middle-aged          paintings that make you think the objects in
  them are man with a dead-end job, a dying marriage and a real. One of the
  most accomplished but least known of teenage daughter who hates him. The
  director, Sam  the trompe l'oeil deceivers was Cornelius Gijsbrechts, Mendes,
  gets terrific performances from the entire cast,           who briefly became
  famous in Copenhagen in the especially Annette Bening as Lester's wife and
  Alan          1670s, Here are some of his hugely enjoyable pictures, Ball's
  screenplay has the ability to make you stop and             on show for the
  first time in London. think about your own life.
Comedy

each a
  monologue by somebody trapped or corrupted by life. How to resist? Three
  American actors give Here is the future and it doesn't quite work. A young
  spellbinding performances of spiritual disease. scriptwriter gets involved
  with an 'actoid' — an artificial actress with a programmed mind who can
  surprise her
Film                                                                                makers.
  Janie Dee's performance is seriously funny.
c

who finds that the world has moved
  on while he is still             this spectacular show features almost four
  decades of plying his trade. Shot with non-professional actors, this       work
  by the Antwerp born artist Panamarenko. One film has a very ordinary human
  sadness. Zhang Ke has   large gallery is entirely filled by an airship while,
  produced an engrossing film which does not drag but               outside the
  gallery, a submarine is marooned high above maintains a kind of intelligent
  walking pace throughout.              the river.

C)

Practice (30 minutes)
Activity B In pairs,
students answer these questions, using their dictionaries. Check answers
orally, explaining where necessary. Activities C and D Walk round and check
students' work for Activities C and D. Also check answers orally. Write example
answers on the board for these activities (see answer key). Write new words on
the board in sentences.
If short of time
Omit Activities C, D or both and give for homework.

Key
B 1 plays: b and e.
films: a and c.
exhibitions: d and f.
2
  a moving and
  funny/terrific performances from the entire cast/the ability to make you stop
  and think about your life b spellbinding performances c an engrossing film/a
  kind of intelligent walking pace throughout d hugely enjoyable pictures e
  seriously funny f spectacular show.
3    a) plays and films:
  director/cast/monologue/ performance/actor
b) films only: on
  release/screenplay/scriptwriter.

c
D
E
F

I a job that offers no chance of
  promotion/advancement
2 the film is not too slow, the film has a good pace
  and does not move fast 3 extremely funny
4 a mind
  that has been programmed like a computer.
1    They are all means of transport.
2    The artist can make us believe that
  what he has painted is real when it is only a painting.
3    Submarines travel underwater. So it
  is strange to see a submarine above the water and not in it.
Open answers.
Open answer.

Activity E In
pairs, students discuss the questions. Walk round and listen to them. Then, as
a whole class activity, correct any serious errors. Then have a class
discussion on these questions.
If short of time
Omit one or two of these questions and give for homework.
Conclusion (5 minutes)
Activity F Walk round and check students' sentences.

5 What's
on? (continued)
B     Work in pairs. Answer these
questions.
1      Sort the reviews into three groups:
              plays:            exhibitions:            films:
2      For each review, write down the words
or phrases that show that the reviewer recommends the
film/play/exhibìtion.
3      Which of the terms below can be used
about
a)
plays and films?
b)
films only?
director         on release      cast     screenplay
monologue performance actor   scriptwriter
C     Work in pairs. Explain the meaning of
the words or phrases in italics.
1      a suburban middle-aged man with a
dead-end job
2

an engrossing film which does
not drag but maintains a kind of intelligent walking pace throughout
3      Janie Dee's performance is seriously
funny
4      an artificial actress with a
programmed mind
D    Work in pairs. Answer these
questions.
1
What do the
'contraptions' in review f have in common?
2      Read review d again. How can we be
'tricked' in art?
3      Read review f again. The artist shows
a submarine 'marooned high above the river'. What is strange or interesting
about this?
E     In pairs, discuss the questions.
1      Choose one play, one film and one
exhibition that you would be interested in seeing. Explain why you made that
choice.
2      Are you interested in the kind of art
reviewed in f? Why/why not?
3      Is there any one of these
films/plays/exhibitions that you would really not want to see? Explain why.
F      Complete one of these sentences.
I prefer the cinema to
the theatre because...
I prefer the theatre to
the cinema because...
6 Should you smack your children?

Aim
Preparation

To understand two newspaper articles about a legal issue.
Copy the handouts on pages 27 and 29 — one copy per
  student.

Introduction (5-10 minutes)
Write these two sentences on the board: Smacking stays legal.
Parents could be jailed for using slippers or the cane. Tell students that they
are headlines from a newspaper. Check that students understand to smack, legal,
jail, slippers. Ask students: What do you think these headlines are about? What
do you think a 'cane' is? (A long stick that teachers and parents have used to
hit children with.) Elicit answers from students, Then give them the following
explanation: In 2000 the British government proposed that smacking should
remain legal. However, the government said it would consider jailing people who
use slippers or the cane on children.
Presentation (15 minutes)

Key

B 1 beat, hit, smack, assault, strike.
2 Text 1, tried in the European Court of Human
Rights, The court found the man guilty of assault, He had been
  acquitted of assault in a British court Text 2, A man was taken to court, was
  found guilty of assaulting his daughter, 'admonished'. C Open answers.

(continued
  on page 28)

Activity A Ask students:
What is the European Union? Explain that the European Union now has a European
Court of Human Rights. If, for example, an individual is unhappy about a legal
decision in a British court, he/she can take the case to the European Court,
which is a higher court. Elicit the meaning of or teach these words: to try
someone in court, to assault, to acquit, to admonish, guilty, not guilty. Then,
working in pairs, students read the articles and match the sentences. Check
their answers orally and explain where necessary.
Activity B Encourage students to use
their dictionaries. Then check their answers/explain where necessary. You may
want to teach them these legal terms items: to fry someone (in court), to find
guilty or not guilty, to acquit, to take to court, to admonish (= to say that
an action was wrong and must not happen again). Write new words on the board in
sentences. Activity C Check that students understand these words: inhuman,
social worker.
(continued
on page 28)

6 Should you smack your children?
A      Work in pairs. Read the two newspaper
articles and match each sentence below with the correct article.

A man was taken to court (in Britain) for smacking his child in a
  dentist's waiting room. The man, a primary school teacher, was found guilty
  of assaulting his daughter. He was, however, only 'admonished' by the court.
  At the time of the incident, he was separated from his family for two weeks,
  and the family is still visited by social workers.
Comment - Page 10

By STEVE SOMEBODY
Social Affairs Correspondent

A BRITISH MAN was tried in the European Court of Human Rights in
  September 1998 for beating his son with a I-metre cane. The court found the
  man guilty of assault and decribed his treatment of his son as 'inhuman'. He
  had been acquitted of assault in a
British court.

12
a   This man hit his child in public.
b   This man hit his child with a long
stick.
c   This man was found guilty in a
British court.
d   This man was found not guilty in a
British court.
B      1 Circle the words in the box below
that are connected with 'hitting' someone.

beat

hit

smack

bite

assault

stroke

stri ke

admonish

2 Underline the 'legal'
language in the two articles.
C      In pairs, discuss these questions.
1     Do you think it is 'inhuman' to hit a
child with a one-metre cane?
2     Do you think the court was right to
send social workers to visit the man in the second case?

Practice
(25 minutes)

Key
D  Open
  answers.
E  It should
  be illegal, should be prohibited, should go to jail, It should be made a
  crime.
F  1 Statement
  a, should, smacking; Statement b, prohibit, cane, stopped/prohibited/made
  illegal
2 Statement a can be matched with
  statement 7 in Activity D; Statement b can be matched with statement 5 in
  Activity D.

Activity
D Have students read this using their dictionaries. Then go through it,
checking comprehension. At the same time, briefly check who agrees and
disagrees with each statement. Then students circle their answers (1 to 5) and
get in small groups for discussion. Walk round and note major errors. At the
end of the activity, point out any major errors and write some model sentences
on the board. Activity E Students identify four phrases from Activity D that
mean that something should be illegal.
If short of time
Omit Activity E or give for homework.
Conclusion
(5 minutes)
Activity
F Students work in pairs. Check answers orally Elicit and write these words on
the board in different sentences, if possible.

6
Should you smack you children?
(continued)
V,-orking alone, read through the
following statements and then circle a number from 1 to 5 to show how much you
agree or disagree with each one.
1

= I disagree strongly. 4 = I
agree. 2 = I disagree. 5 = I agree strongly. 3 = I'm not sure.

1
2
3
4
5
6
7

Only a natural parent should be allowed to smack a child.
It should be illegal for
  unmarried fathers, stepfathers and grandparents to smack children.
Smacking children on the head should be prohibited.
Parents
  should go to jail if they hit their children with a cane, slipper or belt.
It is sometimes necessary to smack a naughty child.
If an adult smacks a
  child so as to leave bruises, then s/he has smacked the child too hard.
It should be made a crime to smack
  children.

2
Now work in pairs
or in groups of three. Compare and discuss your answers.
3
Discuss these
questions.
I.Vhat happened in your family?
Did your parents ever smack you? If so, why? What had
you done?
If not, how else did they punish you when you had done
something wrong? you/do you smack your children? Why/why not?
E       Identify four words or phrases from
Activity D that mean that something should be illegal.
F
1 iVork in pairs.
Complete the sentences.
a
I don't believe
that children  ever be smacked. They don't need to be smacked. Talking to children is
much more effective than them.
b
It's crazy to  smacking a child. A child sometimes
needs that kind of punishment. Beating a child with a  is another matter. That is wrong and
should be
2 -Match each statement above with one of the
statements in Activity D.
7 The flood

Aim
Preparation

To understand and respond to an extract from a science
  fiction story.
Copy the handouts on pages 31 and 33 — one copy per
  student.

Introduction (5 minutes)
Ask students these questions: What happens in a flood?
When do floods happen? Can you remember any big floods that have happened in
the past few years? Elicit answers from students.
Presentation (15 minutes)
Activity A In this activity, students have to arrange the
sections a, b, c, d, in the right order to tell a story. Students can work in
groups of four. Cut the story into four sections, a, b, c, d and give one to
each member of a group. Each student reads his/her section. S/he must not show
his/her section to the other students. Then, as a group, students have to put
the story together. They do this by telling each other about their sections or
they can read them aloud to the rest of the group if they wish. Alternatively,
students can do the activity in pairs. In this case, give one student sections
a and d and give the other student sections b and

Key

B 1 The story is taking place in the future but not in
  the very near future because there has already been a major climate change.
2
  She is on a hill
  in the south of England looking out to sea.
3
  The sea has
  rushed in, flooding the land for about a hundred miles. It has not withdrawn
  and villages and towns lie beneath the water. Yes, it has happened elsewhere
  in Britain, in small but significant parts.

4
5
6
7
8

It has developed a Mediterranean climate.
Consequently,
  Mediterranean crops have replaced the crops formerly grown there.
They fear that the whole of the ice cap will melt. Example: Then,
  thought Julia, then...most of Britain would be under water.
Open answer. Open answer.
(continued
  on page 32)

c. If you don't wish to cut the story up, students can simply
look at Activity A, and do it from the page. But the group activity is probably
the most useful, as students have to communicate with each other. Check answers
orally, giving explanations where necessary.
Practice (30 minutes)
Activity B In pairs, students read the text again in the
correct order and answer the questions. Check answers orally, explaining where
necessary. Question 1: The story is taking place in the future but not in the
very near future because there has already been a major climate change. For
question 6, walk round and check students' sentences. At the end of this
activity, write new words on the board in sentences.
(continued
on page 32)

 7 The flood
A Put the paragraphs in the correct order.

a
But now, once again, the winds of change were blowing.
In the last six months, the country had lost small but significant parts of the
land to the sea. There was ominous talk among the scientists. So far, only a
small portion of the ice-cap had melted, sending the sea flooding in. They
feared that the whole ice continent would suddenly turn to water. Then, thought
Julia, then..
b

hastily set had believe the been
  like they ran survived. world, was parts

Fortunately the government had given people good Warning of the impending
catastrophe. People had fled further inland) to relatives or up government
camps. A few remained, choosing not to warnings, What must it have for them,
Julia wondered, as before the waters. None had Like everv other country in the
Britain was in turmoil, But it coping — just. As yet, only small of the country
were under water. The rest of the country was enjoying the benefits Of its
newfound Mediterranean climate.
d
Julia gazed around her, wondering at the vineyards and orange groves that
flourished everywhere between the hills and the sea, She was old enough to
remember when these same fields the had grown apples and plums fruit of colder,
more northerly countries. When it had become clear that the climate was
changing, the government had overseen the change to more southerly crops. The
cost had been huge but Britain had made the change, and its economy had
survived.
c

B Work in pairs. Read the text
  again in the correct order and answer the questions. 1 When is this taking
  place, the past, the present or the future? Is it possible to be more exact?
2
  Where is Julia?
3
  What has
  happened in Norfolk? Has it happened anywhere else in Britain?
4 How has the climate in Britain changed in this story?
  What is the result?
5
  Why are
  scientists fearful?
6
  Complete the last sentence.
7
  Do you think
  the scenario in this text is possible? Or is it just science fiction?
8
  How do you feel
  when you read the text?
                                                                                ©

Julia stood on the top of
the hill and looked out to sea, HOW calm it seemed. Here in the south of
England they were safe, the scientists told them — for the moment. In the
south-east, in Norfolk, less than two months ago the sea had rushed in a
hundred miles or so, claiming the land for its own, destroying villages and
towns in a few terrifying hours. Those villages and towns were gone forever now
— where there was life and laughter, now there was water, turbulent or calm, as
the weather dictated. The sea had not withdrawn.

Key
C The correct order is 1, 2, 10, 5, 8, 6, 4, 9, 7, 3.
Jack: Why might the icecaps melt?
Jill: Because of global warming.
Jack: Global warming — you mean that the planet is
  getting hotter? Why is that happening?
Jill: Because of pollution.
Jack: What kind of pollution?
Jill: Gases that are created as by-products of industry and cars. The
  gases remain in the atmosphere and prevent heat from escaping into space.
  Therefore the atmosphere heats up and consequently the global temperature
  rises.

D 1
2

Jack: And so the sea heats up and
  the ice at the poles melts?
Jill: That's the idea. The ice is melting already. Why
  do you think we're getting all these floods and other natural catastrophes?
Jack: I hear what you're saying. But
  I'm an optimist, personally.
Jill: Glad to hear it.
The events here happen after the events in Activity
The sea has
  flooded England and two-thirds of the country is now under water.

Activity C In pairs,
students put the conversation in the right order, using their dictionaries.
Note: by-product = a substance produced during the making of something else;
the poles = the North and South Poles. Check answers orally, explaining where
necessary. Activity D Check that students know the word helicopter. Encourage
students to read the text and answer the questions without using their
dictionaries. Check answers orally, explaining where necessary.
If short of time
Give Activity D for homework.
Conclusion (5 minutes)
Elicit new words that students have learnt and write them on
the board in sentences.

7 The
flood (continued)
C Work in pairs. These are the first two lines of a
conversation. The rest of the conversation is in the wrong order. Number the
lines in the correct order. Then, in pairs, read the dialogue aloud.
1 Jack: Why might the icecaps melt? 2 Jill: Because of global warming.
              Jill:     Glad to hear it.
              Jack:   And so the sea heats up
and the ice at the poles melts?
              Jill:     Because of pollution.
                Jill:         Gases
that are created as by-products of industry and cars. The gases remain in the
atmosphere and prevent heat from escaping into space. Therefore the atmosphere
heats up and consequently the global temperature rises.
              Jack:   I hear what you're
saying. But I'm an optimist, personally.
               Jack: What kind of pollution?

                Jill:         That's
the idea. The ice is melting already. Why do you think we're getting all these
floods and other natural catastrophes?
                Jack: Global warming — you mean that the planet is
getting hotter? Why is that happening?
D Work in pairs. Read the
text and answer the questions.
1
Do the events in
this text happen before or after the events in the text you read in Activity A?
2
What has happened?         She
was alive.             this a good or bad thing, she wondered? She lay awake,
shivering, wishing that her sleeping bag  thicker, knowing that she was lucky
to have one at all. Th cold grey light in the tent that signalled the
approaching morning. She rose and wentere was a wearily outside. Most people
were still asleep but in one corner of the field a helicopter had
walked over to him.e pilot climbed out and she
at's the news?" she asked
nervously. The man looked away from her.
The worst. Two thirds ofthe country's under water." Julia turned and
walked slowly back to her tent.
8 How are things in Connemara?

Aim
Preparation

To reconstruct the text of an advertisement from its
  various parts.
Copy the handouts on pages 35 and 37 — one copy per
  student.

Introduction (5 minutes)

Key
A lc, 2 e, 3 f, 4 a, 5 d, 6 b.

(continued
  on page 36)

Ask students to look at the title of the lesson, the pictures
and their captions. Ask these questions: What is this advertisement selling?
What is a tourer? What does the caption in the first picture (Never better
according to...) mean? Elicit answers. Don't tell students which answers are
correct, apart from the answer to the last question. The caption Never better
according to Jim and Jane Walden in their Freelander tourer. means that things
are great and they are having a wonderful time. Point out that this caption is
the answer to the question of the title of the lesson.
Presentation (20 minutes)
Activity A This
activity is very similar to a Cambridge Advanced English exam task. In pairs,
students read the paragraphs 1—6 and choose which paragraphs a—f fit in the
numbered gaps. Allow students to use their dictionaries. Check answers orally,
explaining where necessary. Help students to find words/phrases in the text
that show paragraph order.
(continued
on page 36)

8 How
are things in Connemara?

A
Read the advertisement below and decide which of the paragraphs a—f on the
following page fit into each numbered space.

It
was after Helen, our youngest, had left home for university with a
disconcertingly chirpy air that Jim and I found ourselves with time on our
hands and a yen to travel. So we treated ourselves to one of the latest luxury
tourers, complete with all mod cons and every home comfort.

1              We
docked at Dublin's ferry port in under four hours and were soon. zooming along
the Camac Valley Tourist Park. The park lies within 300 acres of Corkagh Park
and enjoys open views across mature woodlands.
2              That
evening we watched the sun sink below the treeline as we tucked into the
steaming stew and sipped from glasses of ruby claret. After eating, we switched
on the central heating and stretched out on the double bed and watched TV.
Bliss.
3              After
a day's busy sightseeing, we picked up some provisions and headed back to the
tourer. It was Jim's turn to cook, so whilst: I luxuriated in a hot shower, he
made a delicious pasta dish.
4              Following
the N6 we forded the mighty Shannon river and made our way along the deserted
roads to the Cong Caravan Park near Connemara.
5              With
the light fading, we cycled along the winding lane into Cong village itself.
The place seemed haunted by the past with ancient stone circles and burial
mounds surround the village like a primeval necklace, and the remarkable ruins
of a medieval abbey.
6        In
short, when the day finally came to hitch up the tourer and return home, we
knew we'd be leaving a small part of ourselves behind forever on that fair
island.

Practice (25 minutes)
Activity B In
pairs, students answer the questions. Check answers orally, explaining where
necessary, Question 3: Example answer:
The Irish countwside is
romantic because it is very beautiful and silent, appealing to your imagination
and making you think of the past. Allow the word breathtaking if students can
give examples to support their choice. For question 4, encourage students to
talk.
Activity C In pairs,
students say whether the sentences are true or false, using their dictionaries.
Check answers orally, explaining where necessary (see key). Write new words on
the board in sentences.
If short of time
Give either Activity B or C for homework. Activity D In small
groups, students discuss question 1. Walk round and listen to students, making
notes of any serious errors. Then correct mistakes and ask students for their
answers. Write key sentences up on the board. Question 2can be done for
homework.
Conclusion (5 minutes)

Key
B 1 It is advertising a Freelander Tourer. (It is in fact a
Land Rover. See second photo and caption.)
2
  A tourer is a
  caravan. We learn from the advertisement that the tourer has 'all mod cons' —
  in other words, all the necessary modern facilities. It has a fridge, a
  full-sized oven and hob (with four cooking rings). It has central heating,
  and a hot water shower. There is a double bed.
3
  The best answer
  is b. The Irish countryside is romantic because it is very beautiful and
  silent, appealing to your imagination and making you think of the past.
4
  They are trying
  to make you feel that you would like to do what Jim and Jane Walden did and
  tour Connemara in a Freelander tourer. They try to do this by telling you
  what a wonderful time they had, how beautiful the countryside is and how
  comfortable the tourer is. Open answer.

c
D

I 2
3
4
5
6
I
2

True.
True. Jane says she had already
  prepared the stew beforehand.
False. When they woke the
  birds were singing but the text does not explicitly say that the birds woke
  them up.
False. They had already decided to go sightseeing (We had a day's
  sightseeing lined up).
False. The countryside is legendary (= famous and
  inspiring admiration) but the text does not state that there are legends
  about it.
False. A dancing fiddle tune is a tune that seems to
  dance. It does not mean that people dance to it.
Open answer. Open answer.

Ask students to make two
sentences using expressions that they have learnt in this lesson. Example: I
was up with the lark I got up very early) because I had to catch a plane.

8 How are things in Connemara? (continued)
a
Next morning, we
headed off into the watery heart of Ireland. It was like entering a different
world. Everywhere you look are lakes which glisten in the morning sun.
b
The next couple
of days were spent exploring the jagged Connemara coastline, And after the
exertions of the day, there was always the welcoming lure of the pubs with
their dancing fiddle tunes and mellow fug of pipe smoke.
c
We decided to cut
our touring teeth the very next week by exploring Connemara on the glorious
west coast of Ireland. From our home it was a short drive to Holyhead to pick
up the afternoon ferry. The tourer was so easy to tow, Jim almost forgot it was
there.
d
The park gave a
splendid view of the legendary Cong Countryside. We lifted our mountain bikes
from the back of the car and headed off to explore the deserted landscape of
glacial lakes and silent mountains.
e
After unhooking
the car and siting the tourer, we had dinner. I'd already prepared a pot of
Irish stew which had been tucked away in the tourer's fridge. So it was straight
into the oven with the meal (did I mention the tourer came with a full-sized
oven and hob, complete with 4 rings, no less?)
f
The first thing I
noticed on waking was the absence of roaring traffic. In fact, the only sound
to disturb the silence was birdsong. We had a day's sightseeing in Dublin lined
up, so it was up with the lark and after a cooked breakfast, on with the
action.
B

In pairs, answer these
questions.
1     What is this text advertising?
2     What is a tourer? What do you learn
about the tourer in this advertisement?
3     •Which of the following words
glamorous, romantic, monotonous or breathtaking would you use for the
Irish countryside described in the text?
•Why would you use this
word?
4     How are the writers trying to make
you feel? How do they try to do this? Do you think they succeed?
C
Work in pairs. Say
whether these statements are true or false.
1     Helen's parents did not expect their
daughter to be quite so pleased about leaving home.
2     They ate a pre-cooked meal at their
first campsite.
3     On their first morning in Ireland,
the birds woke them up.
4     They decided to go sightseeing when
they woke up.
5     There are many legends about the Cong
countryside. 6 They enjoyed the dance tunes in pubs.
Say which of the following things you would prefer to be given as a
present. Give reasons.
a tourer (1 week's hire) a mountain
bike a two week holiday in a good hotel £800
2 Write an advertisement
for a tourer.
9 The letter

Aim
Preparation

To understand a critical appreciation of two paintings and the artist
  who painted them.
Copy the handouts on pages 39 and 41 — one copy per
  student.

Introduction (5 minutes)
Ask students to look at the two pictures on page 39. Ask
them: Without thinking about it, which picture do you like the best? Elicit
answers from students and then ask a few of them to try and explain why. Supply
vocabulary if needed. Check that students understand the words mistress, maid.
Presentation (15 minutes)

Key
A The images that the Dutch painter Jan Vermeer (16321675) has left us
  are few and of limited scope: Many of his paintings feature single figures,
  for example, (2) a woman pouring milk in a sunlit corner of a room, (2) a
  girl adorning herself with pearls (2). Occasionally he introduces a second or
  third figure and depicts a concert, (1) a gentleman offering a woman a drink
  (I). Two cityscapes, a Biblical painting, a mythological scene, a few allegories,
  nothing more. Yet we esteem him as one of the greatest artists who ever
  lived.

B
c

1
  A 'cityscape' is
  a painting or drawing showing a city scene. (It is similar to the word
  'landscape'.)
2
  a range, b
  decorating, c shows, d see/rate/regard.
1
  She was writing
  a letter.
2
  She looks rather
  hesitant and respectful.
3
  Example: The
  woman in Mistress and Maid is older than the woman in Girl Reading a Letter.
  The former's clothes suggest that she is wealthy — she probably has children
  and runs a household. The latter is younger, slimmer and is described as a
  'girl'. We might imagine that the letter is a love-letter.
4
  and 5 Open
  answers.
(continued on page 40)

Activity A In pairs,
students read the text and write I l' or '2' in what they think is
an appropriate place. Explain that there are various possible answers. Students
can use their dictionaries. Check answers orally, explaining where necessary.
(Line 4 mentions 'a second or third figure', so phrase 1 must follow it as
there are two people mentioned.)
Activity B In pairs, students use their dictionaries, and
answer the vocabulary questions. Question 1: the word cityscape may not be in
their dictionary. Explain that it has a similar meaning to the word landscape.
Check answers orally. Write new words on the board in sentences.
Practice (30 minutes)
Activity C Students can answer these questions in pairs or
small groups. Walk round and check any serious errors. Then go through the
questions with the whole class, encouraging discussion.
(continued
on page 40)

9 The letter

Mistress and Maid           Girl
Reading a Letter by an Open Window by Jan Vermeer (1632-75)   by Jan Vermeer
(1632—75)
A       Work
in pairs. In the following text, two phrases referring to the paintings above
have been omitted. Write 1 or 2 to indicate the places in the text where these
phrases could be inserted.
1

a
maid delivering a letter
2     a
girl reading a letter
HE IMAGES THAT THE DUTCH painter Jan
Vermeer (1632—1675) has left us are few and of limited scope. Many of his
paintings feature single figures, for example, a woman pouring milk in a sunlit
corner of a room, a girl adorning herself with pearls. Occasionally he
introduces a second or third figure and depicts a concert, a gentleman offering
a woman a drink. Two cityscapes, a Biblical painting, a mythological scene, a
few allegories, nothing more. Yet we esteem him as one of the greatest artists
who ever lived.
B       Work
in pairs. Answer these questions.
1     What
is a cityscape?
2     Find
synonyms for these words: a scope, b adorning, c depicts, d esteem
C       Work
in pairs, Answer these questions.
1     What
was the woman in painting 1 doing before her maid interrupted her?
2     How
would you describe the maid's attitude to her mistress in picture 2?
3     How
are the two women in pictures 1 and 2 different, do you think?
4     From
these two paintings, why do you think Vermeer is so greatly admired? Give
reasons.
5     Which
painting do you prefer? Why?

Activity D In pairs,
students read the text and answer the questions, using their dictionaries.
Check answers orally, explaining where necessary. (The word Before refers to
painting 1. The word After refers to painting 2. The words are used because
Mistress and Maid shows a woman receiving a letter and before she reads it.
Girl Reading a Letter shows a girl after she has received a letter.)

Key
D 1 The word
  Before refers to painting 1. The word After refers to painting 2. The words are
  used because Mistress and Maid shows a woman receiving a letter and before
  she reads it. Girl Reading a Letter shows a girl after she has received a
  letter.
2 Of the thirty-four works that we know to be by
  Vermeer, six show a woman in the acting of either, receiving, writing or
  reading a letter. The paintings shown above could almost be named Before and
  After, although those words are rather demeaning to the poetry of these two
  great works. In painting 1, a woman handed a letter reacts with faint anxiety.
  In painting 2, in an utterly private moment, a woman is absorbed in the act
  of reading a letter.
One of Vermeer's identifying characteristics was the way in
  which he used windows as a way of shedding light on a scene. Thus, in
  painting 2, the young woman's face is suffused with a pale, golden light. In
  picture 1 however, the dark background makes the woman's face and clothing
  particularly luminous. Much of Vermeer's greatness lies in his ability to
  capture in paint a moment so real that we feel certain that the painter must
  have witnessed it before painting it. It is as if we can almost hear the
  thoughts of the two women in these paintinzs ('two

E
F
G

women' because the maid in painting 1
  is of secondary interest only). What is it that concerns and puzzles the
  woman in painting 1? What words in the letter she holds are so absorbing to
  the woman in painting 2? One feels that behind each painting there is an
  untold story that will forever tantalize the viewer.
1
  False. The writer
  feels that the words Before and After demean the paintings. In other words,
  they make the paintings seem of less value.
2    True.
3
  False. The writer
  describes the woman as reacting with 'faint' anxiety, that is, with a little
  anxiety.
4
  False. One can
  often recognize a Vermeer by the fact that there is a window in the painting
  shedding light on a scene.
5
  True.
6
  False. The
  writer feels that the maid is of much less interest than her mistress.
7
  False. We feel
  certain that the painter must have witnessed these moments, but we do not
  know if he actually did.
Ringlets reaching down to her shoulders 2, A rather crumpled letter 2,
  an ornate box 1, a reflection in glass 2, tassels 2, a rich fur border 1, a
  white collar 1 and 2. Open answer.

Activity E In pairs, students say whether statements are true
or false. If the statement is false, they must correct it. Check answers orally
and write the correct answers on the board. Write new words on the board in
sentences.
Activity F This activity can be given as homework.
Activity G Walk round and check what students have written.
Offer help with vocabulary.
Conclusion (5 minutes)
Invite students to read
their descriptions or stories aloud, either for the whole class or in small
groups.

 9 The letter (continued)
D    Work in pairs. Read this text and
follow the instructions.
1
Say what the words Before and After refer to in this text.
Explain why they are used this way. 2 Write 1 (Mistress and Maid) or 2 (Girl
Reading a Letter) in the gaps below.
Of the thirty-four works that we know to be by Vermeer,
six show a woman in the acting of either, receiving, writing or reading a
letter. The paintings shown above could almost be named Before and After,
although those words are rather demeaning to the poetry of these two great
works. In painting  a woman handed a letter reacts with faint anxiety. In painting in an utterly private moment, a woman
is absorbed in the act of reading a letter.
One of Vermeer's identifying characteristics was the
way in which he used windows as a way of shedding light on a scene. Thus, in
painting the young woman's face is suffused with a pale, golden light. In picture however, the dark background makes the
woman's face and clothing particularly luminous.
Much of Vermeer's greatness lies in his abilitv to
capture in paint a moment so real that we feel certain that the painter must
have witnessed it before painting it. It is as if we can almost hear the
thoughts of the two women in these paintings ('two women' because the maid in
paintingis of secondary interest only). What is it that concerns and puzzles the
woman in painting? What words in the letter she holds are so absorbing to the woman in
painting? One feels that behind each painting there is an untold story that will
forever tantalize the viewer.
E

Work in pairs. Are these
statements true or false? Correct the false statements.
1
The writer feels that the titles Before and After describe the
paintings adequately.
2
The writer feels
that the paintings have the attributes of poetry.
3
The writer feels
that the woman handed the letter by her maid is extremely anxious.
4
One can often
recognize a Vermeer painting by the way in which he darkens the background,
making the figures more luminous.
5
The writer feels
that on seeing these paintings one wants to understand the stories behind them.
6
The writer feels
that the maid in picture 2 is as interesting a figure as her mistress. 7 We
know that Vermeer witnessed the moments portrayed in these paintings.
F      Work in pairs. Find these details in
the two paintings and write 1 or 2 beside each one.
ringlets reaching down to her
shoulders  a rather crumpled letter      an ornate box      a reflection in glass        tassels a rich fur border       a white collar

G    Work on your own. Choose one of the
writing tasks below.
1
Write a
description of one of the pictures. Write down the new words you have learnt in
this lesson and try and use some of them in your description. Try not to look
at the texts as you write your description.
2
Write a story of
one or two paragraphs about one of the pictures.
10 Homeopathy and herbal medicine

Aim
Preparation

To understand and evaluate the material in an information
  brochure.
Copy the handouts on pages 43 and 45 — one copy per
  student.

Introduction (7 minutes)

Key
A c A brochure in a health clinic that offers homeopathy and
  alternative medicine.

(continued
  on page 44)

Write these words on the
board: solution, principle. Ask students to write a definition of each word.
Elicit answers and explain if necessary. This will help students with the
reading texts. Also teach these words: to dilute, side effect a secondary,
usually unpleasant effect of a drug, e.g. a headache).
Presentation (20 minutes)
Activity A Try
not to let students take more than five minutes to look through the texts as
this activity gives practice in scanning.
(continued
on page 44)

10 Homeopathy and herbal medicine
A
Look quickly through these two texts and say where you think they are taken
from. Explain your answer.
a       A newspaper article about homeopathy
and herbal medicine.
b       A textbook for people learning about
homeopathy and herbal medicine.
c       A brochure in a health clinic that
offers homeopathy and alternative medicine.
d       An advertisement for homeopathy and
herbal medicine.

Homeopathic
  medicine
Your questions answered
How did
  homeopathy begin?
Homeopathy was established in the 18th century by Dr Samuel Hahnemann.
  He gave us three basic principles:
I A substance that causes symptoms in a healthy
  person can be used to cure the same symptoms in an ill person.
2    Diluting the homeopathic medicine
  increases its ability to cure and prevents unwanted side effects.
3    Homeopathy treats the whole person
  and not just the illness.
How are
  medicines made?
Homeopathic medicines are prepared
  by taking a solution of an ingredient and diluting it many times.

Homeopathy is very popular and is
  used throughout Europe. France, Germany and Holland all have a large number
  of doctors who prescribe homeopathic remedies. Research has confirmed the
  efficacy of homeopathic remedies and the old idea that it only worked psychologically
  has been disproved. We know that animals also benefit from homeopathic
  treatment; it is most unlikely that their health improves because they know
  that they are being given a medicine. A recent survey suggested that 80% of
  people receiving homeopathy in the UK were satisfied with their treatment.
Is
  homeopathv safe?
Yes. The extreme dilutions used for homeopathic treatment
  make the medicines safe and ensure there are no unwanted side effects.

Herbal
  medicine
Your questions answered

What are
    herbal medicines?

They are medicines made from parts
  of plants, such as roots or flowers.
Do Herbal
  Medicines work?
Yes. Mankind has observed the
  success of herbal medicine for thousands of years. There is evidence that
  earliest man used plants as medicines and today over 60% of the world
  population uses no other kind of medicine.
Are Herbal
  Medicines the same as Homeopathic Medicines?
No. Homeopathic medicines use
  extreme dilutions of plants and minerals to stimulate the body's ability to
  heal itself. Herbal
whole, but
  are taken in much higher dosages more similar to those of conventional
  medicine.

Do Herbal Medicines produce side
    effects?

There are very few known side effects. As with traditional
  medicines some people may experience side effects but this is not usually the
  case. If you experience any strange feelings, you should stop taking the medicine,
  and see your doctor.

Why do many Herbal Medicines contain
    several ingredients?

Because different herbs treat different aspects of an
  illness.

                                                                                ©

Activity B In pairs,
students read the text again, using their dictionaries where necessary. Check
answers orally, explaining where necessary. Question 1 tests students by asking
them to explain things in their own words. In question 2, encourage discussion.
From language that has come up, write down ten new words that students have
learnt on the board, in sentences, if possible. Remind students that when we
talk about medicine as a whole, the word is uncountable (medicine is...) but
when we talk about different kinds of herbal medicines, for example, the word
is countable (the medicines are )
Practice (25 minutes)
Activity C Students answer the multiple-choice questions,
using their dictionaries. Explain to students that they must look as carefully
at the question as at text. Check answers orally, explaining where necessary.
Write new words on the board in sentences.

Key
B 1 Example of explanation in own words: Homeopathy
  uses very diluted substances. People believe that this increases its
  efficacy. Herbal medicine uses the same kind of dosages as traditional
  medicine.
2 Open answer. Example: 1 think homeopathy sounds
  safer because the medicine is so diluted. Also, it sounds as if more research
  has been done on it. But I'm not sure if it works!

D Open answer. Examples: I would use the word
'charlatan' because a charlatan is someone who falsely
  claims to have special knowledge. I think that a lot of people in alternative
  medicine are charlatans. They're just in it for the money.
I would use the words 'natural' and
  'safe'. Alternative medicines are natural and safe. I would much prefer to
  see a homeopath than to see a conventional doctor. E Open answers.

Activity D Check that students understand the meaning of
the phrase alternative medicine. any type of treatment, for example, herbal
medicine,
acupuncture, aromatherapy, that promotes
health without using artificial drugs). Go through the words quickly, checking
that students understand them and teach the meaning if necessary (charlatan =
someone who falsely claims to have special knowledge). Then, in pairs, students
answer the question. Walk round and listen to students as they talk. Then
correct any serious errors. As a whole class activity, elicit answers from
students. Write up key language
on the board.
Activity E Discuss this question as a whole class activity.
Encourage students to talk about personal experiences. Then go through major
errors and write up key language on the board.
If short of time
Omit Activity D or E or give as a written task for
homework.
Conclusion (5 minutes)
Ask one or two students to read out what they have written for
Activities D or E.

10 Homeopathy and herbal
medicine (continued)
B
Work
in pairs. Answer the following questions in your own words.
1
How
are homeopathy and herbal medicine different from each other?
2
Which
of these two types of medicine sounds the safer, in your opinion? Explain why
you think this.
C
Work
in pairs. Read the text again and choose the right answers below.
1
According
to the text, ...
a
...people
used to believe that homeopathy only worked for psychological problems.
b
...we
now know that Homeopathy works because people believe that it works.
c
...homeopathy
works because the medicines are effective.
d
...homeopathy
works with animals because they react psychologically.
2
Homeopathic
medicines...
a
..
.may be harmful when diluted many times.
b
.
. .may have unwanted side-effects.
c
...are
not dangerous because they are so diluted.
d
...are
diluted because it makes the medicine less effective.
3
According
to the text
a
...40% of the world population do not use herbal
medicine.
b
...60%
of the world population use only herbal medicines to cure themselves.
c
...Many
people have used herbal medicines for thousands of years. d ...60% of the world
population use herbal medicine because it is successful.
4
Herbal
medicines. ..
a
..
.are given in higher dosages than conventional medicine. b ...use parts of
plants and minerals,
c
...like
conventional medicine, treat the body as a whole.
d
..
.are more similar to conventional medicine than homeopathy.
D
Work
in pairs. Which of the words and phrases in the box would you use when talking
about alternative medicine? Explain why.

unscientific      natural
  based on observation

charlatan
  useless

traditional
  safe harmful efficacious

E
In
pairs or small groups, discuss these questions.
What
is your opinion of homeopathy and herbal medicine?
If
you were going to choose one of them as treatment for an illness, which one
would you choose? Why?
(O

Writing:  Lessons 1 1—20
1 1 Once upon a time...

Aim
Preparation

To develop awareness of register and different
  writing styles and to practise expressing a story in a variety of contrasting
  ways.
Copy the handout on page 47 — one
  copy per student. Think of a well-known fairy tale to tell the class.

Introduction (5 minutes)
Ask the class to sit
comfortably as you are going to tell them a story. Then tell a fairy tale (not
Cinderella) — either a traditional tale like
Sleeping Beauty; Beauty and the Beast, The
Little Mermaid, etc. or a tale that the class know well. Afterwards ask them to
talk about the content, the style and the typical elements of a fairy tale,
e.g. a happy ending, romance, magic, etc.
Presentation (15 minutes)
Give each student a copy of the handout and start by reading
the story of Cinderella all together. If this is a story that is unfamiliar to
your class, make sure the content is clear. If the class know the story well,
ask them what details have been missed out in this brief summary and how
important these are. Draw attention to the typical beginning and ending and the
fairy tale characteristics.

Then look at the newspaper
article and postcard and invite comments. Students will realise that these are
based on the Cinderella story but with a modern twist and with a completely
different format and style. Ask students to work in pairs to make a list of as
many different written formats as possible, e.g. magazine article, letter, diary,
report, e-mail, note, list, advertisement, news flash, poem, script, pop song,
notice, essay, question and answer, summary of a TV or radio programme, etc.
List their suggestions on the board and discuss as a class.
Practice (20 minutes)
Divide the class into groups of between four and six students
and ask each group to choose a fairy tale that they all know well to work on.
(Try to make sure that each group chooses a different fairy tale, if possible.)
Give them time to work on expressing their fairy tale in a variety of different
ways and with a bit of a modern twist. Circulate to give help and
encouragement. Feedback could either be a whole class feedback where
individuals read out their work for appreciation and comment, or two groups could
get together and listen to one another's work, only reading a selection to the
whole class. Make a note of any language problems and spend some time going
through these at the end.
Conclusion (5 minutes)
Discuss the following questions with the class. Ask: Why
are fairy tales so popular? Do they embody universal truths and aspirations? Or
are they now out-of-date and no longer relevant? Do we need some more modern
fairy tales about ordinanx' men and women who take their fate into their own
hands?
Homework
Ask students to write
newspaper articles based on fairy tales with a modern twist and relevance.

 1 1 Once upon a time...

Cinderella longed to go but nothing to
  wear and was left she sat by the cinders crying godmother appeared and rags
  into a splendid ball matching glass slippers coach and horses out of a some kitchen
  mice. Cinderella to the ball but she had to home by midnight.
At the ball the handsome eyes only for
  Cinderella and every dance together. No one

Once upon a time there was a beautiful young girl called
Cinderella who lived with her cruel stepmother and her two ugly stepsisters who
made her do all the housework and treated her cruelly. One day the king of that
land organised a grand ball to find a bride for his son and all the ladies of
the land were invited. alas she had at home. As her fairy changed her gown With
made a pumpkin and could go promzse to be

PRINCE SEEN WITH
MYSTERY LADY
Prince Igor has been seen several
  times recently in the company of a mysterious young woman and, according to
  sources close to the palace, the relationship is a serious one and there are
  plans for an early wedding. His parents are believed to have certain
  reservations about the suitability of their future daughter-in-law for a role
  in public life, but by all accounts the prince has set his heart on the
  match.

prince had they danced recognised
her, not even her ugly stepsisters but
everyone was intrigued by the beautiful stranger. Then the clock began to
strike midnight and Cinderella rushed from the palace, dropping one of her
glass slippers in her haste. As she ran home, her fine clothes changed back
into rags and her horses became mice again.
The prince could not forget her and
decided that he would find this mysterious lady and make her his bride. Every
woman in the land was invited to try on the glass slipper and the prince swore
to marry the person it fitted The slipper however was tiny and no one could get
it on until of course, Cinderella came out of the kitchen in her rags and tried
it on. It fitted perfectly and the prince recognised her as hus true love. He
took her away to his palace where they were married and lived happily ever
after.
2)

Dear Buttons,
I'm having a wonderful time here at the palace and it's great not to
  have to do any cleaning, All I do all day is wear lovely clothes, go to
  6utvons sumptuous banquets and have c/o The Ugly Family dancing and singing
  lessons. Only problem is don't see much of Igor StarlighÇ Heights —
  he's always busy and I don't Never Never Land think his mother likes me very
  much. Wish you were here.
Do you fancy a job in the klTzchens?
Love trom Cindy XX

                                                                                C)
              Books
12
What's On?

Aim
Preparation

To practise writing short dialogues, 'rave' reviews
  and summaries of films and plays, paying attention to style and register.
Copy the handout on page 49 — one copy per student.

Introduction
(10 minutes)
Introduce the topic by talking about a good film you have
recently seen or hope to see. Ask the class what types of film they enjoy.
Write this list of different genres on the board: thrillers, war films, horror
movies, disaster movies, adventure movies, westerns, science fiction films,
cartoons, romantic comedies, comedies, historical films, fantasy,
documentaries. Students work in pairs. Ask them to choose two genres and write
a very short piece of dialogue to illustrate each one Pairs then read out their mini-scripts
to the class and invite guesses as to which type of film they come from.
Presentation
(15 minutes)
Give out the handouts and ask students to read the publicity
about An Inspector Calls. Explain that this is a famous play by J.B. Priestley
(1894—1984) which is currently enjoying great success in London's West End (the
theatre district). Draw their attention to the quotes from reviews that are
being used to advertise the play and discuss the language used. Point out that
a new production of Romeo and Juliet (advertised below) also needs some 'rave'
reviews to boost audiences. Give about five minutes for students, working alone
and then in pairs, to write some glowing tributes. Listen to examples and note
some of the best ones.
Practice
(20 minutes)
Look now at the short summaries of the plot that are given in
the publicity material — just enough to whet the appetite and give some idea of
the subject matter but not so detailed as to give the ending away. Ask students
now to think of a play or film they may have seen recently that they would be
able to describe to others. As far as is possible, put the class into groups
where one person has seen something that the others in the group have not seen.
The aim now is for that person to tell the rest of the group the plot and then
everyone works individually to sum up that plot in no more than about four or
five sentences. Versions are compared in the group and the most accurate
chosen. The group then work together to produce a summary suitable to include in
an advertisement for their film or play. These are read aloud to the class who
vote on which ones they feel most motivated to see.
Conclusion
(5 minutes)
Write the following phrases on the board: original version,
dubbed version, sub-titled version. Check that students understand these terms
as they are used for films. Invite the class to discuss the advantages and
disadvantages of each type of presentation.
Homework
Ask students to write either a review of a film or a play or a
short script for an imaginary production.

 12
What's on?

"Wildly
  IMAGINATIVE,                                  "A TRULY theatrical
  experience."
The
  Guardian
unremittingly EXCIThe Eventng
  TING.Standard"   "A triumph, worth seeing a second time and
  certainly e a Evening first."Standard

C)
13 Good manners around the world

Aim
Preparation

To
  focus attention on cultural differences and to write about these in an
  informal short letter.
Copy the handout on page 51 — one copy per student. Try to think of
  some amusing anecdote about a misunderstanding caused by different cultural
  conventions (optional).

Introduction (5 minutes)
Tell the class that you are
going to tell them about an embarrassing situation and then ask them what it
shows us. If you have a real personal experience, use this. Otherwise, tell
them about a friend of yours who was on holiday in Greece and decided to call
in unexpectedly on some friends at about three o'clock in the afternoon. She
was surprised to find them all in bed having a siesta and very embarrassed when
they all had to get up and get dressed to entertain her. Introduce the idea of
different customs, habits and ways of life. Ask if anyone else has an amusing
(or otherwise!) story.
Presentation (10 minutes)
Activity A Give out the handout and ask the students to
fill in the quiz individually. Then, ask them to compare their answers in pairs
and small groups. Discuss the answers and write them on the board. 1 c In
Britain it is polite to arrive slightly after the stated time. 2 b It is an
important document and should be treated with respect, 3 a This is the
customary greeting for people you do not know well. 4 a It is polite to take
something for your hosts, but chrysanthemums are associated with funerals while
red roses can be seen as a declaration of love!
Practice (30 minutes)
Activity B Turn the discussion round to the students'
own country and customs and how easy or difficult it would be for newcomers to
adapt. Read the extract from the letter and
so
explain that you are going to answer it with some do's and
don'ts. (Check that students understand the expression do's and don'ts.)
Discuss what aspects of daily life need to be covered and make a list on the
board. For example: how to greet and address people, what to wear on different
occasions, how to behave at work or at college, punctuality, politeness,
mealtimes, paying for things and giving tips, how to behave when invited to
people's homes, etc. Divide the students into groups of between three and five
and give each group one or more of the topics. (Try to cover them all if
possible.) Ask them to work together to write a paragraph giving some useful
tips on how to behave. Allow between ten and fifteen minutes for this.
Circulate to give help and encouragement. Any group that finishes early could
be asked to add an additional paragraph on any other subject they consider
useful. Finally ask each group to read out their paragraphs and invite comments
from the rest of the class.
Conclusion (5 minutes)
Discuss the following questions with the class. Ask: With
the development of international communications, are all countries becoming
more similar? Are good manners as important as they used to be? Encourage
discussion and debate.
Homework
Ask students to
write another paragraph about do's and don'ts of social customs but for a
category that they did not cover in their group during the lesson.

13 Good manners around the
world

DO YOU KNOW HOW TO BEHAVE WHEN YOU ARE ABROAD?

DO YOU RESPECT OTHER PEOPLE'S CUSTOMS AND MAKE A GOOD
  IMPRESSION?

ANSWER
  THESE SIMPLE QUESTIONS TO FIND OUT.

•l
  If you ore invited to Q British home for dinner at
7.30 p.m. it is polite to
  arrive...
(a). ..at about 7 p.m. for
  drinks.
(b)...at any time after 6
  p.m. (c) ...at about 7. 05 p.m.
2   If
  a Japanese man gives you his business card, you should...  read
  it in front of him and put it in your pocket.
(b). -read if carefully and put it on the table in
  front of you. (c) .memorise the name and then throw the card away.
3   When
  you ore introduced to someone from the Middle East, you should...
(a). . shake hands.
(b).. bow formally.
(c)
  .. embrace the person warmly.
4   If
  YOU are invited to Q French friend's home for dinner, YOU should...
.take chocolates or a
  bottle of wine,
(b).. .rake nothing buf
  thank them warmly afterwards.
(c)  ..
  fake a bouquet of red roses or chrysanthemums.

                                                                                (O
14
Save the tiger

Aim
Preparation

To practise note taking and the reconstruction of a text
  from notes.
Copy the handout on page 53 — one copy per four students and one extra.
  Cut each handout up into its four sections. Find a picture of a tiger to
  introduce the topic (optional).

Introduction
(5 minutes)
Show the picture of the
tiger (or write the word tiger on the board). Invite-the class to give you
their reactions — one adjective from each student, e.g. wild, fierce, majestic,
etc. and write these up on the board. If the word endangered does not come up,
introduce it and invite brief comment.
Presentation
(15 minutes)
Explain to the students that they are going to learn
about the tiger and the problems facing its continued survival. Give each
student one of the sections from the handout and give them a few minutes to
read. They may have some questions about vocabulary and you can write difficult
words on the board or encourage students to use a dictionary, Students then
work individually to make notes on a separate piece of paper about their
section. Explain that the notes will be for another student to read so they must
be legible and as clear as possible and they must cover all the main points.
They should write the title of their section at the top of their paper and then
the notes, which must total no more than forty words.
52
Practice
(20 minutes)
Once all the notes are ready, each student exchanges papers
with another student (who has worked on a different section) and reconstructs
the notes into a continuous paragraph of about five sentences. They are not
allowed to ask the person who made the notes any questions and they must just
work from what is in front of them. Circulate to give help and encouragement.
When the paragraphs are ready, students hand them back to the person whose
notes they worked from. Each student can now compare the original passage with
the passage another student was able to construct from their notes. They should
work together for a few minutes commenting on this and how good they found the
notes, etc. A short feedback session can concentrate on the importance of
picking out the important points and making notes clear.
Conclusion
(5 minutes)
Students would probably
like to read the whole passage so put them in groups of four to read both the
two passages they did not read earlier and also the reconstructions of these
passages. Encourage discussion about what else could be done to protect the
tiger, e.g. breeding programmes with captive tigers, encouraging photographic
safaris, etc.
Homework
Ask students to do research into another endangered species
and to write a report.

 14
Save the tiger

THE
  FACTS
Tigers are the largesr living cats on earth and a large
  male con weigh up ro 000 kilos and measure three metres from head to tip of
  tail. They are solitary', nocturnal animals that do not like to share their
  range with other tigers. Thus even a small population requires a very large
  area in which to live and hunt successfully... up fo (00 sq km for one male
  tiger. One of nature's most feared predators, the tiger is capable of killing
  animals over twice its size and lives on a dier of game — wild ox, buffalo,
  wild boar and sometimes monkeys, lizards and even porcupines. Mating is in
  the spring and after fifteen weeks rhe tigress gives birth ro two to four
  cubs. About half of all tiger cubs die before they reach maturity and those
  that survive stay with the mother for about three years. When they are
  independent, she is able to mate again.

THE SITUATION *
Within this century
  eight recognised species of tigers ranged over most of Asia; three of these
  have since gone extinct. Only about 5,000 tigers survive in the wild today.
  Nearly one-third of these live outside of the boundaries of the national
  parks or tiger reserves designed to protect them and are unlikely to survive
  the loss or deterioration of their habitat. All five tiger species are
  threatened wirh extinction in ferns of the criteria of risk used by rhe World
  Conservation Union. Three species (South China, Siberian, Sumatran) ore
  classified as critically endangered which means they have a 50% probability
  of extinction within five years or two generations. The Indochinese and
  Bengal rigers are nor much berrer off and are classified as endangered
THE PROBLEM
The problem for tigers is as simple as
  it is brutal. Across all of Asia, wild tigers have had their forests
  desrroyed for timber or for agriculture. Small islands of forest are now
  surrounded by an ever increasing and relatively poor population who collect
  firewood, graze their livestock and shoot and snare common tiger prey for
  themselves. Worse still, tiger bones and other body parrs used in Chinese folk
  medicine fetch very high prices on rhe international black market (a minimum
  of £4 000 per tiger) and poachers now poison waterholes or set steel
  wire snares to kill tigers. It is a cruel death. The boundaries of many of
  rhe reserves are nor adequately protected by the local states and field
  directors and rangers have received neither adequate funding nor training to
  enable them ro act effectively against the poachers. If we continue to
  maintain the stows quo, we run the risk of losing all wild tigers.
THE SOLUTION
To combat ever-decreasing tiger numbers, we need a new
  vision and strategies for rhe management of tigers at international level.
  Training and technology must be provided for Asian conservationisrs so rhat
  they can fake primary responsibiliry for safeguarding the future of their
  tigers. Detailed field studies need ro be undertaken fo assess the real
  situation of wild tiger populations and to heighten awareness of rhe
  human-tiger conflicts ar national and infernafional levels in order to
  affract funds and provoke political action. Teams of tigerrangers must
  receive specialised Fraining ro act effectively against poaching and raise
  village and community awareness so that people and figers can live happily
  side by side into rhe millennium and beyond.

(O
15
For Sale

Aim
Preparation

To become sensitive to different written registers
  (in this case, that used by estate agents) and to practise using language
  persuasively.
Copy the handout on page 55 — one copy per student.

Introduction
(5 minutes)
Tell the class that you or friends of yours want to sell your
house and ask for their advice on how to proceed, e.g. putting up a For Sale
sign, advertising in the local newspaper, consulting an estate agent, etc. Talk
about estate agents and how they work and ask if anyone knows any stories about
buying and selling property.
Presentation
(15 minutes)
Give out the handouts and explain that these are details from
estate agents of houses for sale in London. Read through the first one as an
example, focusing on the specialised vocabulary used to describe the house,
both rooms and fittings, and also the flattering words that are used to present
the property in its best light.
Divide the class into two groups and give them time to read all
the descriptions. Ask one group to make a list of all the house vocabulary,
e.g. fitted kitchen, semi-detached, west-facing garden, etc. while the other
group notes all the 'biased' vocabulary designed to paint a glowing picture,
e.g. impressive, well-presented, spacious,
etc. When both groups have finished, discuss the lists, clarifying any doubts
as necessary.
Practice
- part 1 (15 minutes)
Divide the class into groups of between three and five
students and ask them to write a short description of the house shown at the
bottom of the handout. They should aim to give details of the rooms and
fittings and also highlight the advantages with carefully chosen descriptive
words (while not exaggerating so much as to be unrealistic) in no more than
four sentences. Groups read out the finished product to the class who choose
those who look set for a promising career as estate agents!
Practice
— part 2 (75 minutes)
Organize new groups of three to five students and ask them to
think of a building or residence to sell that everyone knows, e.g. the prime
minister's residence, the president's palace, the college, the town hall, a
place of work, the building where the class is taking place, etc. They should
keep this a secret from the other groups and imagine they are writing a short
description to sell this property to an Englishspeaking purchaser. Give them
about five minutes to write a short description which they then read aloud to
the class. The idea is to see if their description is detailed enough to enable
the others to guess the place.
Homework
Ask students to write a description of their own home (or
somewhere else they know well) as if they were hoping to sell it.

For
sale

This
  unique family home has been designed on four          A well-presented
  Victorian house offered in excellent floors and boasts very spacious living
  accommodation. condition throughout and also including features such as There
  are five bedrooms,             bathrooms, two formal         parquet
  woodblock flooring, stripped pine doors and cast reception rooms, one with
  adjoining roof terrace, and an  iron fireplaces. Also comprises three double
  bedrooms, incredible 30' kitchen/diner that overlooks a pretty   double
  reception room, kitchen/breakfast room, garden.  bathroom, shower room and a
  well-enclosed rear garden.

This magnificent home
  boasts three     A four bedroom detached residence    This impressive
  semi-detached family double bedrooms, two formal              within 3/4 mile
  of tube station. The      home comprises three bedrooms, tho receiption
  rooms, a stunning 19'          house boasts guest cloakroom, gas      formal
  reception rooms, a fully fitted kitchen/diner, bathroom, cloakroom   central
  heating, two reception rooms, kitchen/diner, a beautifully appointed and
  storage cellar. Many original fitted kitchen and an integral garage   bathroom,
  a west facing garden and features are evident and the property       with own
  driveway.               a shared driveway, which leads to a is fully alarmed.               double
  garage.

MUST

BE

SEEN!

C)

16         Open
University

Aim
Preparation

To practise presenting factual information in a variety of
  ways.
Copy the
  handout on page 57 — one copy per student. Take in large sheets of paper for
  presentations (optional).

Introduction
(5 minutes)
Introduce the subject of universities, e.g. talk about
your own or ask if students are planning to go or have been and ask why it is
difficult for some people to go. The subject of finance should be raised at
this point and you can write the words Open University on the board. Invite
discussion about how a university can be open to everybody.
Presentation
(20 minutes)
Give out the handouts and read the facts about the Open
University. (Do not look at the statistics at this point.) Check that everyone understands
and then ask students what they think about the presentation of these facts.
They will probably say, for example that it's boring, that it doesn't make you
want to read any more, that it doesn't make the OU sound the sort of place you
would like to go to, etc. Invite students to become image consultants,
publicity agents and copywriters for advertisements and discuss briefly how
these facts could be made more interesting, e.g. presented visually, as a
series of questions and answers, as a case study, etc. Divide the class into
small groups of three or four and give them about ten minutes to come up with a
new way of presenting the facts about the OU. (Explain that it is not necessary
to present all the facts that are given.) They should do this on paper to show
the rest of the class. After hearing the presentations you might like to
encourage brief discussion as to which was the most effective.
56
Practice
(20 minutes)
Now look at the statistics about the OU and divide the class
into eight groups. Allocate one set of statistics to each group. Their task is
to present these statistics in a written form rather than in numerical form as
now. They need to work together to write a short flowing paragraph presenting
the information as in the 'facts/ section of the handout. Allow about ten
minutes for this and encourage careful checking of the finished product for
accuracy. Finally each group chooses one person to read out their paragraph to
the class (who can follow in their statistics). Ask if they feel they
understand better when reading figures or when listening to somebody expressing
those figures and why this is so.
Conclusion
(5 minutes)
Computers have
revolutionised information technology. If the class are computer users, ask
them to explain how they use the computer to access information. Otherwise ask
them to write down three ways of getting information, e.g. asking people,
libraries, telephone, leaflets, etc. and say how effective they think these
media are.
Homework
Ask students to
find some factual information on a topic of their choice and present it in a
variety of ways.

Student
  and customer statistics

19905

1995/96

Features of Open Univenlty
  students

1996

Flnance

1995/96

Undergrúee
  led

Ito.383

113,021

New undergraduate students

Incomg

Postgraduae
  stuøs

Erquiries

21425

Fur•dtng
  Council grants

122.1

56.9

33211

35,976

AWicnts

62,123

StUd•ent
  tees ard sales

74.4

863

867

Aftitted studuts

37,767

Research grang and
  contræts

4.3

research

517

Registered stiMs

25,758

8.8

4.1

Assessrvt Wal

7209
5.093
157276

7,890
3,653
161.975

Median ne on Bitry
All
  undergraduate level students

34

Tül imwre

214.5

Non-assessed puks itEns

56.631

49.343

Male:FuraIe rdio

4852

Expenditure

Total stuMs cusffiWS

213,907

1.318

Eóãioral qualWions below 2 A Le•æls

34%

ard
  research
Tuition Fid regional
  services

609
51.9

28.3 241

Stu±nts wdh disabilities

Student distribution

1994/95

1995/96

OperdiŒ1s (cwrse
  procbction

distribution)

25.5

11.9

UK students

UK Fees

BBC/OU
                            Centre

12.9

6.0

112.642

114.033

Uregraúie
  course (60                         points)

uninigration

36.7

17.1

13.036

lŽ.621

resi&niial shooi (ore
  wed)

£199

i4.9

69

5,444

5•323

Protessioral &
  postgrõAe cwr*s

n30t0£2.050

120

5.7

Norttvn
OWS stL±ts (locdion
  unknœM1)

3242
7209

3211

Taught rasters                    courses
OU research degree

£193 to £2,350

Toäl expenditure

215.1

525

6620

wt-tirœ

Other Information

1996

10,478

12277
Cumulative

full-tire (UK & Eire)
Non-assesÿd paks
  itens

£2,430

hånber 01 standard courses/rrodJles
  offered
p/g Wel

173
102

Quallflcatlons awarded

1995

1971-1995

Cost of study to UK
  student

prices

Mnber
  ot owseas version/special                          courss

52

First degræs (BABSc)

12.611

185,421

(estimated average total)

Nunber ct paks with
  asses.YTY1t

21

I-Ii$er
                          (taun and research)

2,106

10,041

aooo

Proiessional &
  advanced dipmas & certifiates 9257

27753

MBA

£8,100

Nunber of "y cmtres

Postmjde
  diplomas certificates                                                  1204

1.762

MA in Ed-ation

£2,000

UK

311

Validated                                                                                2,791
All
  sfiidem-courses•                         1994/95

6,430
1995196

Other taun masters
Postgrúate diplarns

£1,135toî5þOO

Raional centra

27

by academic subject
  category

Stan statlstics

1996

TOäl hours
  transmission yur

Subjects
  & protessions allied to rædicine                            6520

6•697

þcaffiic gatt

913

tv

25,503

25856

Academic-related utl

1,013

136

Eroirwing
  & tEMology                           Ži,1Si

(secrearìes.
  clerks.

i,776

Sti-derts on courses
  requiring home computing

20204

Built
  Elviror1TMt                                                                                63

109

BBC/OU Production Ce-tre
  staf

Students on coarses
  requiring home-experirent kits

24226

Matzndical
              & colWding           24,857
27.72
Social siertes                                       2329§
28.025
Årt & performing arg 1.451
  Eduäion - ITT                       3.600 a•jon -    12178 Tohl
  ÞJdes all Þ-s ard IVns) i74349
•stuúts
  an                        course.

27,46Ž
29,894
29§89
1,ñ6
3,815
13,636
,772

Assœiate Izturers

C)

7.613

Mxnber of finamial awards for tee smort (1996) Number
  of credit transter awards for prior stuty (19%)
Definitions:
Irr - Intål

15,725

     16         Open
University

FACTS
  AND

   TheOpen                        FIGURES
University
THE
  FACTS
Open University
  students - 1971 to 1996
The
  Open University was opened in        180000
1
  971 and is now the UK's largest             160000
140000
university, with over 210,000 120000
  students and customers. Nearly all 100000 of its students are part-time and
  they represent 21 % of all part-time higher education students in the UK.

The Open
University

Instruction is provided by various forms
of distance learning specially produced textbooks, tv and radio programmes,
audio and video tapes, computer software and home experiment kits - combined
with tutorials and summer schools.
More than 70% of OU
students remain in full-time employment throughout their studies and two-thirds
of students are aged between 25 and 45. There are no formal academic
requirements for entry to first level courses.
Courses
are available throughout Europe and, by means of partnership agreements with
other institutions, in many other parts of the world. Over 30,000 learners are
studying OU courses outside the UK.
THE FIGURES
17 Into        future

Aim
Preparation

To make future predictions using appropriate
  structures, scientific vocabulary and style.
Copy the
  handout on page 59 — one copy for each group of students and one extra. Cut
  these up into the six sections. Take in a picture of some futuristic
  invention or idea (optional).

Introduction (5 minutes)
Introduce the topic of the future and the technological
advances it may bring. Do this either with a picture or simply with an idea,
e.g. cloning human beings, taking holidays on the Moon, etc. Invite reactions
and ask the class if they feel optimistic or pessimistic about the future and
why.
Presentation (15 minutes)
Divide the class into two groups: the optimists and the
pessimists. Ask each student to write three sentences about the future
(negative or positive according to their group), covering personal, national
and international predictions and using a variety of future forms. Listen to
the ideas, listing some on the board as models. Discuss as a class which are
most likely to come true.
Practice (25 minutes)
Write the following on the
board: the human body, entertainment, robots, computers, communications, travel.
Explain that these are areas where there is certain to be enormous
technological advance in the future. Divide the class into six groups
(corresponding to these six areas) and give each member of the group the same
section from the handout, i.e. all members of one group will have the section
on computers, etc. Each section contains two
58
sentences with information on what advances are already on
their way and space for students to add a sentence of their own with their own
predictions. Students work individually for about five minutes thinking of a
future prediction and how to express it. Then they get together with the other
members of their group to choose the best one and to polish the sentence so
that it is written in the same style as the rest. Circulate to give help where
necessary. Each group then chooses a spokesperson to read out their section,
inserting their own sentence. The other groups listen and note down which
prediction they think the group made up. Give time for some discussion and keep
score to see which groups did best, both in foxing the others and in choosing
correctly.
Conclusion (5 minutes)
A millionaire has given money to develop one single invention
for the good of humanity. Ask students what they would suggest.
Homework
Ask students to write about society in the future — in 20
years and in 100 years. Ask them to consider whether English will end up
becoming the world's universal language.

     17 Into        future

The Human Body
Illness may soon
    become a thing of the past and faulty body parts will be replaced.
Special biological chemicals could be used to delay the
    ageing process, stretching the average human lifespan from 70 to 140 years.

Robots
Scientists are
    developing a robot with the brain power of a cat.
These cyberpets will
    recognise your voice and face but you will not need to worry about feeding
    them.

Travel
Driverless cars will take you from
    place to place, using satellites for navigation.
All aeroplanes will be
    enormous carrying up to 1,000 passengers each and trips into space will be
    possible.

Communications
Mini TV
    phones, worn like watches, will allow you to keep in contact wherever you
    are.
More
    communications satellites will make the Internet much faster.

Computers
The food of the future
    may contain microchips which let ovens know how long to cook it.
Tiny
    computers injected into your bloodstream will be able to act as doctors and
    check your health.

Entertainment
Films and plays will
    be recorded as holograms and you'll be able to interact with the stars.
We won't send
    postcards any more — we'll send video clips when we go on holiday.

(O
18 Off to Australia

Aim
Preparation

To write the script for a
  short commercial presenting a product (Australia).
Copy the handout on page 61 — one
  copy per student, Bring in any pictures or information about Australia you
  can find.

Introduction (5 minutes)
Ask the class
to brainstorm what they know about Australia. Ask them what impressions they
have of the country and whether they would like to go there for a holiday if
money were no object.
Presentation (10 minutes)
Give out the handout and ask the class to read through
it quickly. Ask them if this information corresponds to what they knew or
believed. Explain that their task is to write the script for a one-minute
television commercial to be shown in all English-speaking countries to
encourage people to take a holiday in Australia. Discuss how a TV script needs
to be written, making a clear difference between what is seen and what is
heard. As practice, ask the class to say what they would write in a simple TV
script where a man gets out of a car and apologizes for being late. You might
like to write the following on the board as an example:
SCENE 1: EXTERIOR: A COUNTRY ROAD
A BLUE CAR DRIVES SLOWLY ALONG THE
ROAD
AND STOPS OUTSIDE A SMALL HOUSE.
A MAN GETS OUT AND LOOKS AROUND
CLEARLY LOOKING FOR SOMEONE. A
WOMAN
APPEARS AT THE DOOR OF THE HOUSE LOOKING WORRIED AND CARRYING A BABY IN HER
ARMS.
MAN
Sorry I'm late. It was the traffic. Hope you weren't
worried
Draw attention to the use of capitals for the
description of what is seen and the way the name of the person speaking is also
in capitals and is centred above their speech. Students could adopt this
convention or use different coloured pens. Suggest that they think about who
could present their commercial e.g. a famous actor, some typical Australians
or simply a voice-over, that is, an unseen presenter
Practice (30 minutes)
Students now work in groups Of between three and five
working on the script for their commercial encouraging people to spend a
holiday in Australia. Stress that they can choose what information to give and
they can add what they like. However they should time their commercials and
restrict them to one minute.
Remind them that TV time is expensive! Circulate to give help
and encouragement. When the groups have finished, each one should present their
commercial to the class.
Conclusion (5 minutes)
Discuss how much this has inspired them to
visit Australia one day or not! Ask: Is TV the best way to advertise holiday
destinations? What about glossy brochures? Can we believe what we read or see?
Homework
Ask students to write the script for a commercial — either the
best of what has been presented on
Australia, or for another country of their choice.

 1 8 Off to Australia
Australia is a land of contrasts — every holiday you've ever wanted —
  and much more!
It's no surprise that Australia has
  been voted one of the most desirable destinations in the world.

CLIMATE
Australia generally has a pleasant
climate without extremes of temperature. About 40% of Australia (Northern
Queensland, the Northern Territories and the Northern Areas of Western
Australia) is in the tropical zone with hot summers and very mild winters. To
the south, remaining areas (New South Wales,
Victoria, Tasmania, South
Australia and Southern Western Australia) are in the temperate zone where
summers can be agreeably hot and winters seldom cold.
WHAT TO WEAR
Lightweight comfortable clothing and shoes, hat and
sunglasses are practical for touring Australia.
VACCINATIONS
AND HEALTH None required Unless you have recently travelled from an area
infected with yellow fever. There are very few health hazards — the water is
safe to drink and the standards regulating food hygiene ore rigorous. In
addition, Australia has an excellent health system.
DARWIN
                                                       NORTHERN                            CAIRNS
                                 GREAT                                                                     TOWNSVILLE
                                 SANDY           LICE
SPRING
DESERT
AYERS ROCK
CANARVON                                                                    QUEENSLAD
                      AUSTRALIA                                                                               BRISBANE
AUSTRALIA
                   PERTH                                                           NEW
SOUTH
                        FREEMANTLE                                                  WALES
           SYDNEY
CANBERRA ADELAI                     VICTORIA
MELBOURNE
HOBART
CURRENCY
Australian Dollar. AUDS = 100 cents
WHAT TO SEE: 6 TOP SIGHTS
I    Cities:
All worth a visit. Don't miss cosmopolitan Sydney with its famous harbour, opera
house and beaches.
2     Outback: There is plenty of this in
Australia and a wide selection of tours and safaris to introduce you to ancient
Aboriginal cultures.
3     Great Barrier Reef: 1,200 miles of
coral reef — a must for all divers but can also be viewed from an underwater
observatory and on cruises.
4     Islands and beaches: Australia has
more beaches than any other nation — 7,000.
5     Notional Parks: More than 2,000 national
parks which include tropical rain forests, deserts, snow-capped mountains,
reefs and glacial lakes.
6     Nature reserves: See some of
Australia's Unique wildlife — kangaroos, koalas, platypuses and dingoes to name
but o few too good to miss!
C)

The small ads

Aim
Preparation

To understand the language, style and format of small ads
    and to write some to sell items.
Copy the handout on page 63 — one copy per student.

Introduction
(5 minutes)
Tell the class that you have something you want to sell
and ask them to suggest how you should go about it. Elicit ideas such as
putting a small advertisement in a local paper, for example. Ask if anyone has
ever sold something and how they went about it.
Presentation
(10 minutes)
Give out the handouts and explain that these ads were
placed by private individuals who wanted to sell something. Focus attention on
the style and explain that this is because advertisers pay a certain amount per
word so obviously they try to limit the number of words they use. Divide the
class into eight groups and ask each group to look at a different ad. Ask them
to note down what else they could add to their advertisement if money were no
object and to give further details to encourage a buyer. Discuss their
suggestions, checking understanding of all the vocabulary.
62
Practice
(30 minutes)
Divide the class into groups of three
to five and explain that each group is going to write two ads to sell items
they no longer need. For the first ad, everyone has the same item. Choose
something your students know about, e.g. a camera, a guitar, a bicycle, a
collection of old magazines, etc. Limit the number of words to between fifteen
and twenty and give the students time to compose their ad. When everyone is
ready, each group reads out its ad and the rest of the class take this down as
a short dictation. Then they compare the ads and choose the most successful.
For the second ad, each group chooses what to sell. This can be anything, but
you should fix an approximate price. Once again they write their ads of fifteen
to twenty words. When ready, the ads are passed round to the different groups
and each student notes down which item they would choose to buy and why.
Feedback discussion will reveal the most popular.
Conclusion
(5 minutes)
Discuss the
advantages (mainly price) and disadvantages (condition, no guarantee, could be
stolen, etc.) of buying items in this way.
Homework
Ask students to write a selection of small ads for unusual
things or things they would like to buy themselves.

19 The small ads

sports video

WARDROBE Good
  quality EXERCISE bike, all complete, modern wardrobe in white with little
  used. Cost £280 new. grey trim. Top shelf and mirror. Accept
  £100.

tv
    and video

Dismantled
  ready for collection. Suit teenager's room.
COLOUR portable, 15 ins.
  LEATHER JACKET 3/4 length Remote control. hardly worn. Black biker style.
  Good picture.
6 matching chairs. Can deliver.
      AND
  this one is free!
ELECTRIC organ with double keyboard,
  foot pedals, rhythm section, suit beginner. £150.

(O
20
Playing the game

Aim
Preparation

To
  explain how to play a game giving brief rules.
Copy the handout on page 65 — one
  copy per student.

Introduction
(5 minutes)
Ask the class what sports and games they play and
write a list on the board. Ask them what they know about badminton, e.g. the
rules, the equipment, etce
Presentation
(15 minutes)
Give out the handouts and ask the students to
read about playing badminton. Ask them if the information confirms what they
said previously. Point out that sixteen words are missing from the text. Give
time for the students to work individually to find these words and then compare
their answers with a neighbour. Go through the answers: 1 players, 2 hit, 3
net, 4 opponent, 5 points, 6 games, 7 court,
8 markings/lines, 9 rackets,
10 synthetic,
11 shorts, 12 scores, 13 rally, 14 serve, 15
side,
16 match. Discuss the details given in the text. Ask
students if they now feel they have a clear idea of how badminton is played.
Ask them if there is any other information they would like to have been given.
64
Practice
(25 minutes)
Students
now work in small groups to prepare a similar sheet describing the rules,
equipment, etc. of a game they know. Based on what students said in the
introductory phase, encourage them to choose unusual games if at all possible
and group themselves with others who know how to play the same game. Within
each group, individuals might like to work on different aspects and then all
work together on the final product. Circulate while students are working to
give help and encouragement. When groups are ready, they should come up to the
front and read out what they have written. Another group member could mime the
actions and be ready to answer questions from the class.
Conclusion
(5 minutes)
Allow one minute and see who can write down the most
games and sports that can be played with a ball.
Homework
Ask
students to write and illustrate an information leaflet about a game or sport
of their choice,

20 Playing the game

Post

Left service court
line

les

NET

Right
    service court
Centre
    line

0
o
o

Centre
Right service court
Side
    line for sin

Left
    service court

Side line for

Right
    service court

Left
    service court

DOUBLES

doubles
  post
The
  Gome of Dodminton
The
  game of badminton is played on a COUT by rwo players (singles) or four  (doubles). The players use rackets
  to 2 a shuffle over a ner from one side ro rhe orher, rhe object of the game
  being to hir the shuttle across rhe 0 to a place in the opponenr's COUT where
  he connor reach ir, or to force the 4 ro hit the shuttle out of court
  or info the net. A player who achieves this when he or his partner has served
  is awarded a point, and the first player or pair to reach the required number
  of
5 in a game wins that game. A march
  is rhe best of three
The
  Court
The
  dimensions of the court are shown above. The surface of the 7 should be of wood, although other
  surfaces may serve equally well, provided they are nor slippery. Because the
  shuffle is whire in colourr the floor and background should be of a dark
  shade and rhe markings must be clearly defined by white or yellow lines.
  These 8
  should be 40mm wide. The game is usually played indoors, except in cerrain
  counrries-
Equipment
The
  rocker: o bodminfon racket is very light and can weigh less than '1 14 g.
  Most 9 now have sreel or carbon fibre shafts and metal heads, The shuffle:
  two basic types ore availablen fearhered or synthetic, and shuffles are made
  in varying speeds. Cornpared ro feathered shuffles,  shuffles are more durable and less
  expensive and so are widely used by beginners.
Dress
Badminton
  is a fast game and freedom of movemenr js essential. Clothing must be
  comforrable and should be predominantly white. Shorrs and shirr are the
  normal clothes for men and women can wear a dress, skirt and blouse or and shirr. Special arrenrion should
  be paid to foorweor and shoes should be cushioned and nor have black soles.
Scoring
Only
  rhe side wh)ch is serving at rhe time may add ro its score. When rhe server's
  side wins a rally it 2 0
  poinr. If the opponents win that particular 13 they do not score a point;
  however they cause rhe server ro lose the right to serve. When both partners
  have lost the right to (4
  the service will pass ro rhe other '1 5 which then has the opportunity
  of adding ro its score. So rhe game continues until the side first scoring 15
  points wins rhe game. Certain games go ro 2 't poinrs. A d 6 is normally the
  best of three games.
Throughout
  the world, badminton is played under exactly the some rules and with exactly
  the same equipment. It is Q truly international sport.

©

Grammar: O Lessons 21-30
21 Relative clauses — defining and non-defining

Aim
Preparation

To show the meaning and use of
  the two types of relative clauses.
Copy the handouts on pages 67 and 69 — one copy per
  student.

Introduction (5 minutes)
Write the following sentences on the board: la The
railway station was the first one in this part of the country. 1b The railway
station is by the castle. 2a That girl is the cleverest in the class. 2b She
lives in the small house near the park. Now ask students to make one sentence
from la and 1b and one sentence from 2a and 2b. Then write the two new
sentences on the board: 1 The railway station, which is by the castle, was the
first one in this part of the country. 2 That girl, who lives in the small house
near the park, is the cleverest in the class. Underline which and who and
remind students that which is used for animals and things and who for people.
Distribute the handouts and ask students to work on the Introduction Activity
in pairs. All the relative clauses fit together to make one sentence. (There
are two non-defining relatives among them, which are to be dealt with during
the presentation. Make sure you put the commas round the two non-defining
clauses.) The complete sentence is: The cat is sitting on a wall which was
built round a farm which belonged to my grandfather, who died ofcancer which
was caused by smoking in 1937, which was the coronation year of George VI.
Presentation (15 minutes)
Explain that some relative
clauses (called defining relative clauses) give us essential information about
the person or thing, which helps us to understand which person or thing is
being discussed. Other relative clauses (called

non-defined relative
clauses) give us additional information about the person or thing, which may or
may not be relevant. Now ask the students to look through the Introduction
Activity and see which of the sentences they have made have defining relative
clauses. Write them on the board: 1 The cat is sitting on a wall which was built
round a farm 2 the farm which belonged to my grandfather 3 cancer which was
caused by smoking. Show that, without the relative, it wouldn't be clear what
we were talking about. Try covering up the relative in some way. Now ask them
to pick out the sentences with non-defining relative clauses and write them on
the board: my grandfather, who died of cancer in 1937, which was the coronation
year of George VI.
In this case, cover up the
relative and show that it is quite clear who and which year we are talking about.
The relative clause is an additional piece of information and we could say: It
was built by my grandfather and he died of cancer in 1937. He died in 1937 and
this was the coronation year of George VI. Stress the importance of putting
commas round the relative in this second case and point out how you can replace
the relative clause by a coordinating clause beginning with and.
Practice (20 minutes)
Activity A Ask students to work in pairs. Check answers orally
and deal with any problems.
(continued
on page 68)

Key
A 1 defining, 2 defining, 3
  defining, 4 defining,
5 defining, 6 non-defining, 7 non-defining, 8 defining, 9 non-defining.

(continued
  on page 68)

06
21 Relative clauses -
defining and nondefining

The
  cat is sitting on a wall which belonged to my grandfather who died of cancer
  in 1937 which was built round a farm which was caused by smoking which was
  the coronation year of George VI

Introduction
Activity
Work in
pairs and put the clauses in the right order.
A Work in pairs and decide which of the relative
clauses in the dialogue are defining and which are non-defining.

1 Josh:

Do you know the man who lives in
  the end house?

2  Lynn:

You mean
  the big house which faces the canal?

3 Josh:

Of course. Do you know the man
  who lives there?

Lynn:

No.

4 Josh:

I thought you might. He's the man
  who made the film about the computer-controlled office building.

Lynn:

Why
  should I know him?

5/6 Josh:

Wasn't it
  your father who designed an office like that? I know your father who must be
  a very rich man designs visionary things.

Lynn:

Really!!!

7 Josh:

And your company which is also
  rich makes them.

Lynn:

That's true.

8 Josh:

Do people like you who make these
  products use them?

9    Lynn:

Oh yes.
  My house which is in the next street is computer controlled.

Josh:

How does it work?

Lynn:

You'll see.

                                                                                (O

Activity B With this
Activity, you can let the students work in pairs or individually from the
worksheet. Check answers orally.
Conclusion (10 minutes)
Activity C Have students do this as an individual task.
Homework
Ask students to describe a
place they know in the way the small fishing village was described in Activity
B.

Key
B Correct order: f, i, a, e, h, j, c, g, d, b.
For many years, Ashanto was a quiet
  seaside village, (1) which depended on fishing for its livelihood. In the
  1960s, people (2) who had heard of the palm island just offshore started to
  visit the village, By the 1970s, it had become a popular seaside town, (3)
  which tourists liked to visit. As a result, many of the fishermen, (4) who
  had found fishing hard and unprofitable, turned their homes into small
  hotels. Then a company (5) which had hotels all over Japan built a large
  hotel on the shore. But It was only for tourists (6) who had just got
  married. Thus the small seaside village became a town (7) which attracted
  young, married people — a honeymoon town. The offshore island, (8) which had
  been covered only in palm trees, now had lots of little wooden cabins among
  the trees. The cabins, (9) which were heart-shaped, could be rented by the
  day from the hotel. The fishing village is a place where the people (10) who
  always lived there now work as service staff in the hotel.

C

1
  is non-defining
  because we know which town it is and this is giving us additional
  information.
2
  is defining because
  without it, we don't know who the people were.
3
  is non-defining because
  we know it is popular and by the sea so this is additional information.
4
  is non-defining because
  we know who the fisherman are and this is additional information.
5
  is defining because
  without it, we don't know what sort of company it was.
6
  is defining because
  without it, we don't know which tourists.
7
  is defining because
  without it, we don't know what sort of town it had become.
8
  is non-defining because
  we know which island it is so this is additional information.
9
  is non-defining because
  we know a lot about the cabins and this is additional information.
10    is defining because without it, we
  don't which people worked in the hotel.
1 non-defining, 2 defining, 3 non-definmg, 4 nondefining, 5
  non-defining, 6 defining, 7 non-defining 8 non-defining, 9 defining, 10
  non-defining

68
21 Relative clauses - defining and nondefining (continued)
B    Work in pairs. Number the sentences a
to j in the correct order.
a     By the 1970s, it had become a
popular seaside town.
b    The fishing village is a place where
the people now work as service staff in the hotel.
c     Thus the small seaside village became
a town — a honeymoon town. d  The cabins could be rented by the day from the hotel.  As a result, many of the fishermen
turned their homes into small hotels.
f
 For many years, Ashanto was a quiet seaside village.
g
 The offshore island now had lots of little wooden cabins among the
trees.
 Then a company built a large hotel on
the shore i  In the 1960s, people started to visit the village. j   But it was only for tourists.
Now read the clauses
below and write the number of each one in the appropriate place in the text
above. Insert one clause into each sentence. Make them relative clauses and put
who, which or that at the beginning as necessary. Note whether they are defining
or non-defining.
1
depended on
fishing for its livelihood
2
had heard of the
palm island just offshore
3
tourists liked to
visit
4
had found fishing
hard and unprofitable
5
had hotels all
over Japan
6
had just got
married
7
attracted young,
married people
8
had been covered
only in palm trees
9
were heart-shaped
10
always lived
there
C    Decide which of the relative clauses
in the following sentences are defining and which are non-defining.
1
Gonzalez who was
Prime Minister of Spain in the 1980s was a socialist.
2
The film which
made Leonardo DiCaprio famous was Romeo & Juliet.
3
Audrey Hepburn
who was a film-star in the 1960s and 70s did a lot of work for UNESCO.
4
That desk which
was bought in 1958 was a birthday present.
5
The journey which
was only 600 km took them more than twelve hours.
6
The young man who
was attacked at the club had taken the security guard's girlfriend.
7
He tried to phone
Hazel who was going to China.
8
Bangalore which
is in Southern India is the centre of the Indian IT industry.
9
The villagers
gathered to pray for the symbol which had been lost.
10  That shop which changed owners last
year has never been successful.
                                                                                ©

22 Reduced relative clauses

Aim
Preparation

To show how relative clauses can be reduced using an
  adjectival clause with either the present or past participle of the verb.
Copy the handouts on pages 71 and 73 — one copy per
  student.

Introduction (5 minutes)
Hand out the Introduction Activity. Do the first two with the
whole class. Then have students work in pairs joining the two halves A and B
together. Then they should identify the defining and the non-defining relative
clauses. Remind students about the difference between a defining and a
non-defining relative. Write on the board: Conan Doyle, who created Sherlock
Holmes, was interested in forensic science. The man who created Sherlock Holmes
was interested in forensic science. Point out that another version of the first
example is: Conan Doyle created Sherlock Holmes and was interested in forensic
science. In the first example, the relative clause is not needed to identify
the person interested in forensic science whereas in the second example it is.
Presentation (15 minutes)
Explain that you are going to show how
relative clauses can be reduced and that you can avoid using the relative
pronoun when the relative is the subject of its clause. Write on the board some
of the answers from the Introduction Activity like this:
Dave Kelly is
the man who is writing a history of wine-making.
Dave Kelly who
is writing a history of wine-making is the man
Now cross out the relative clause where the relative clause is
a defining relative and replace it with just the verb (writing). Explain from
the examples that the defining relative can be reduced by replacing the
relative pronoun and its verb with either the present participle of the verb or
the past participle. Point out that this is not possible with a non-defining
relative and the verbs to be and to have when they are the main verbs. Then
discuss with students when we use which participle, i.e. the present participle
if the verb is active and the past participle if the verb is passive.
(continued
on page 72)

Key
Introduction Activity
Dave Kelly is the man who is writing
  a history of winemaking. (defining) OR Dave Kelly, who is writing a history
  of wine-making, is the man. (non-defining) The man who lives in the end house
  works in the criminal court. (defining) OR The man who works in the criminal
  court lives in the end house. (defining) I went to see The Lion King, which
  was showing at the Apollo cinema. (nondefining) Don married that woman who is
  making millions from her paintings. (defining) The instructions which were
  sent with the machine don't make sense.

(defining) John Price, who has financial problems, is working in Majorca
  now. (non-defining) Conan Doyle, who was interested in forensic science,
  created the character of Sherlock Holmes. (non-defining) OR Conan Doyle, who
  created the character of Sherlock Holmes, was interested in forensic science.
  (non-defining)
Joe fell in love with the girl who sold ice-cream at the theatre.
  (defining) They say that man who owns a TV company has been kidnapped by the
  Garage gang.
(defining) I've just seen that film
  which was recommended in all the reviews. (defining)
(continued
  on page 72)

70
22 Reduced relative clauses
Introduction Activity
Join the sentences in A
and B together.

Dave Kelly is the man
The man works at the
criminal court
I went to see The Lion King
Don married that woman
The
instructions don't make sense
John Price is working in
Majorca now
Conan Doyle created the
character of Sherlock Holmes Joe fell in love with the girl
They say that man has
been kidnapped
I've just seen that film
He is writing
a history of wine-making
He lives in the end house
It was showing at the Apollo theatre
She is making millions
from her paintings
They were sent with the machine
He has financial problems
he was interested in
forensic science
She sold ice cream at the
theatre
He owns a TV company
It was recommended in all
the reviews

Practice (20 minutes)
Activities A and B Ask
students to do the activities in pairs and then to check their answers.
Conclusion (10 minutes)

Key
A   1, 2, 3, 5 and 6 are active, 4 is
  passive
Mike who was driving the
  car was the one in charge. Dave and Bill who were sitting in the back seat
  had the guns. When the car stopped outside the shop which stood at the corner
  of the High Street, Dave and Bill strode into the shop. A girl at the counter,
  who had been told always to smile at new customers greeted them warmly. Then
  her smile faded as she saw the gun.
Screams which echoed through the building attracted the
  attention of the shop owner. Dave and Bill hadn't expected this. The two men
  were terrified by the turn of events, and ran from the shop into the car.
  "You've messed it up," Mike said. But he didn't drive off. He
  pulled back a blanket which was lying on the front passenger seta where there
  were two toy pistols. "Here take these. Go back into the shop and say
  you were joking." As Dave and Bill got out of the car, Mike quickly
  drove away. This surprised Dave and Bill. They were left standing on the
  pavement as the police car arrived.
B   1 1 sat opposite a woman smoking a
  pipe. The woman was dressed all in black and smiled at me. I have often sat
  opposite women smiling at me, but never opposite a woman dressed in black and
  smoking a pipe. 2 The house standing at the end of the terrace is the one
  where my mother was born. My mother hated the town and determined to leave as
  soon as she could. She met a man living in London. She liked the idea of
  cities attracting young people like London did and decided to go to London.
  The man knew she was coming and found an apartment for her and then asked her
  to marry him. So he became my father. 3 There was a swan

C

swimming in the canal running past my
  house. The people seeing the swan were very surprised. This was the first
  swan living on the canal and it was all alone. So the people were sorry for
  it and it became the first swan adopted by the town. 4 The street lamp
  flickering all night is the one damaged by the crowd coming back from the
  football match last Saturday. One team had played only ten men. The team
  playing only ten men and defeated by ten goals to one was not popular that
  night. Nor were the lampposts.
The young
  journalist writing the story about the monkey playing golf every Tuesday must
  have been unaware of curious incidents following such stories. Do you
  remember this? In 1989, a young zoo-keeper given the job of feeding the
  monkeys living in Castleford Zoo accidentally left his football boots in the
  monkey house. When he went back to collect them, he found a monkey, sitting
  crouching in a corner and looking very suspicious, had put them on. As the
  keeper went in, the monkey jumped up and started to run around like a
  footballer waiting for a game. The monkey used its feeding dish as a ball.
  The ball hit the keeper and knocked him out. When the keeper regained
  consciousness, he found the monkey, excited at what happened, had fetched its
  other monkey friends and they were all playing football with the feeding
  dish. When this story, written as if it was an unusual event, was published,
  stories came in from zoos all over the world. Nearly every zoo had a keeper
  knocked out by a monkey playing football. And, of course, there are scores of
  journalists with close monkey-friends playing golf.

Activity C Have students do exercise C and then check orally.
Homework
Ask the students to write a short story in the style of either
the story in Activity A or the onet in Activity C.

22 Reduced relative
clauses (continued)
A      Read the text. State whether the
participle in italics represents an active or a passive relative clause.
Mike (1) driving the car was the one in charge. Dave
and Bill (2) sitting in the back seat had the guns. When the car stopped
outside the shop (3) standing at the corner of the High Street, Dave and Bill
strode into the shop. A girl at the counter (4) told always to smile at new
customers greeted them warmly. Then her smile faded as she saw the gun.
Screams (5) echoing through the building attracted the
attention of the shop owner. Dave and Bill hadn't expected this. The two men
were terrified by the turn of events and ran from the shop into the car.
"You've messed it up," Mike said. But he didn't drive off. He pulled
back a blanket (6) lying on the front passenger seat where there were two toy
pistols. "Here take these. Go back into the shop and say you were
joking." As Dave and Bill got out of the car, Mike quickly drove away.
This surprised Dave and Bill. They were left standing on the pavement as the
police car arrived.
Now rewrite the text
using relative clauses
B      Work in pairs and rewrite the short
paragraphs below reducing the relative clauses. When you have finished, check
your answers with another pair.
1
I sat opposite a
woman who was smoking a pipe. The woman was dressed all in black and smiled at
me. I have often sat opposite women who smiled at me, but never opposite a
woman who was dressed in black and who was smoking a pipe.
2
The house
which stands at the end of the terrace is the one where my mother was born. My
mother hated the town and determined to leave as soon as she could. She met a
man who lived in London. She liked the idea of cities which attracted young
people like London did and decided to go to London. The man knew she was
coming, found an apartment for her and then asked her to marry him. So he became
my father.
3
There was a swan
which was swimming in the canal which ran past my house. The people who saw the
swan were very surprised. This was the first swan who lived on the canal and it
was all alone. So the people were sorry for it and it became the first swan
which was adopted by the town.
4
The street lamp
which flickers all night is the one which was damaged by the crowd which came
back from the football match last Saturday. One team had played only ten men.
The team which played only ten men and which was defeated by ten goals to one
was not popular that night. Nor were the lampposts.
C      Rewrite the following story reducing
the relative clauses.
The young journalist who wrote the
story about the monkey who plays golf every
Tuesday must have been unaware of curious incidents
which always follow such stories. Do you remember this? In 1989, a young
zookeeper who had been given the job of feeding the monkeys who lived in
Castleford Zoo accidentally left his football boots in the monkey house, When
he went back to collect them, he found a monkey, who sat crouching in a corner
and who looked very suspicious, had put them on. As the keeper went in, the
monkey jumped up and started to run around like a footballer who was waiting for
a game. The monkey used its feeding dish as a ball. The ball hit the keeper and
knocked him out. When the keeper regained consciousness, he found the monkey,
who was excited at what happened, had fetched its other monkey friends and they
were all playing football with the feeding dish. When this story, which was
written as if it was an unusual event, was published, stories came in from zoos
all over the world. Nearly every zoo had a keeper who had been knocked out by a
monkey who played football. And, of course, there are scores of journalists
with close monkey-friends who play golf.
C)

23 Reporting statements

Aim
Preparation

To revise reported speech and to show the different
  verbs that can be used for reporting and to practise other more indirect ways
  of reporting.
Copy the
  handouts on pages 75 and 77 — Introduction Activity Cards, one copy per
  group. Activites A, B and C — one set per student.

Introduction (5 minutes)
Arrange the students in small groups. Give each group a set of
the Introduction Activity cards. As each student picks up a card, he/she has to
rephrase the statement as a reported statement using say or tell. Give the
students approximately three minutes to do this and then listen to some of
their responses and write them on the board.
Presentation (15 minutes)
Tell the students you are
going to consider reporting verbs other than say or tell. Then discuss with
them the difference in use between say and tell. Now put two columns on the
board thus:

say

tell

Key
Introduction Activity Cards
The boss said he wanted to see Dave
  in his office. I told Jo (that) Mary had sadly failed in her exams. The
  newspaper said a bear had escaped from the zoo. The judges told Harry they
  had to congratulate him on winning the race. Andy told Anna he had fallen in
  love with her. The head teacher said that boy Wilson would do no good.

A 1 agree, 2 claimed, 3 admit, 4 reassured, 5 decided,
6 promised, 7 were notified, 8 were persuaded,
9
  convinced, 10 warned
(continued
  on page 76)

Now elicit any reporting
verbs other than say or tell. As students suggest verbs, write each one in the
appropriate column according to how it is used. Possible answers are: Verbs
used like say —
admit, agree, announce, answer, argue, claim,
complain, decide, deny, explain, insist, mention, promise, reply, suggest,
warn. Verbs used like tell — admit, announce, complain, convince, explain,
inform, mention, notify, persuade, reassure, remind, warn. Point out that where
a verb can be used in both forms, it is usually necessary to use the
preposition to rather than the indirect object,
i.e. he told me that he
would be late, but he mentioned me that he would be late. An exception here is
the verb warn. Also show that when the verbs in the tell column are used in the
passive, they are not followed by the indirect object, e.g. They were told that
he would not come until eight. They were persuaded that this was thèir
best chance.
Practice (20 minutes)
Activity A This task should be done in pairs. When students
have finished, discuss with them the verbs they chose and why. If there is
time, introduce other verbs that might have been used and discuss what they
mean.
(continued
on page 76)

23 Reporting statements
Introduction
Activity Cards

A Work in pairs. Complete each gap in
the sentences with one of the following verbs. Each verb can only be used once.
In some cases the verb is in the passive voice.

admit
  notify

agree
  persuade

claim
  promise

convince
  reassure

decide
  warn

1 1       with you that he did the right thing he was the heir to a multi-million
fortune.
3 He
refused to that he had stolen the money although it was found in his suitcase.
 her that there would be no trouble now that he was safely in prison.
5
John that everyone must arrive by ten
o'clock, or the coach would go without them.
6
Jane  she would come without fail.
7
We by the police that the trial would
start on Monday.
8
Theythat the best route was via Madrid
and not down the coast as they had planned.
9
Tony Sheila that his intentions were
honourable. So she married him.
10     Sheila's friendsher that Tony always
said such things.
(O

Conclusion (10 minutes)
Activity B This activity can be done individually. At the end
discuss other ways in which each statement could have been reported.

Key
B
1 e, 2 h, 3 b, 4
f, 5 i, 6a, 7 j, 8c, 9d, 10 g.
C
1 mentioned, 2
admitted, 3 complained, 4 reminded, 5 claimed, 6 promised, 7 argued, 8 said, 9
informed, 10 denying.

Homework
Ask students to complete Activity C and to be ready to explain
their answers next class.

23 Reporting statements (continued)

1 "I really can't wait any longer.

a Jane mentioned that she'd met

2 "Of course, I'll help you."

Joan and Roy.

3 "They always deliver the

b Ed complained about the paper

wrong paper. "

deliveries.

4 "The best thing would be for

c Maggy announced she'd got the

you to fax the application."

science prize.

5 "If I were you, I'd book in

d Alan informed Jacqui he'd be in

advance."

London when she wanted him.

6 "By the way I saw Joan and

e He insisted he couldn't wait any

Roy the other night."

more.

7 "John did not have lunch with

f Ann suggested he fax his

me yesterday."

application.

8 "Listen, everyone, I've won the

g Sarah reminded Brian to fetch

science prize."

Hannah from school.

9 "I'm sorry, Jacqui but I'll be in

h Pete promised he'd help.

London that day."

i They were advised to book in

10 "You won't forget to fetch

advance.

Hannah from school, will you."

j Gisela
  denied having lunch with

B
Work in pairs and
match each statement with the reported statement.
John.
C
Complete these sentences
by using one of the words in the brackets at the end of each sentence. Be
careful with the tense!
1
Theyto me that you were interested in the
job. (inform/mention)
2
Marythat she had cheated with her
homework. (admit/tell)
3
Gill to the department head that the
visitor had been very uncooperative. (complain/insist)
4
1        her
that she was paid to be here until five o'clock. (mention/remind)
5
Nelson          that the best city in Britain was
Aberdeen. (claim/notify)
6
David and Roy
have       that they won't come and upset the visitors.
(promise/reassure)
7
Dianne         that
it was better to take the train rather than fly from

San Francisco to
Vancouver because you would see more. (argue/convince)
8
Katie   she wouldn't be home for Christmas.
(say/tell)
9
Brian  us he was leaving. (explain/inform)
10   Are you that you agreed to work on the
project. (deny/notify)
                                                                                (O

24 Reporting orders, requests and
questions

Aim
Preparation

To revise reported orders, requests
  and questions and show the different verbs that can be used for reporting and
  other more indirect ways of reporting.
Copy and cut out the handouts on pages 79 and 81 — one copy
  per student.

Introduction (5 minutes)
Say the following to four different students: Hand out
these books. Could you fetch me a newspaper at lunchtime? What will you do this
evening? Can I have your homework? After each request, order or question, ask
another student to report what you just asked. Write the correct answers on the
board: You asked him to hand out those books. You asked him if he could fetch
you a newspaper at lunchtime. You asked what she would do this evening. You
asked to have his homework. Ask the students to say which were requests, which
were orders and which were questions.
Presentation (15 minutes)

Key
Exercise A
1 h, 2 j, 3 b, 4 g, 5 i, 6 a, 7 d, 8 c, 9 e, 10 f.

(continued
  on page 80)

Check the answers with the
students and ask them what is special about the third and fourth ones, i.e. a)
we do not need to use the indirect object with a question if it is obvious who
was asked or it is a general question and b) the subject of the request in the
fourth one is the same as the subject of the reporting verb. Discuss with them
the main features of reporting orders, questions and reports. 1) With orders we
use the reporting verb followed by the indirect object and the infinitive.
Finish that work by one o'clock! He was told to finish that work by one
o'clock. 2) With questions the reporting verb is followed by a clause beginning
with the question word used in the original question or if when it is a
question requiring a yes/no answer. Where are you going? He asked me where I
was going. Did you finish the work on time? He asked her ifshe had finished the
work on time.
3) With requests we use
both forms. When the subject of the request is the person making the request or
the person reporting the request, we can use either form. Could I come with
you? She asked to come with us. OR She asked ifshe could come with us. Would
you let Jane go with us? They asked me to let Jane go with them. OR They asked
me ifI would let Jane go with them. When the subject of the request is not the
speaker of the request nor the reporter of the request, then we use the
reporting verb followed by an if clause. Can Jane come with us to the cinema?
They asked ifJane could go with them to the cinema. Note that requests are
often made in a question form beginning with could, would or can.
Now ask the students to
supply alternative verbs to ask and write them on the board: infinitive —
advise, beg, command, forbid, instruct, invite, order, persuade, remind, tell,
warn if + question word — inquire, wonder Now ask students to work in small
groups to see what alternative verbs they could have used for the orders or
requests you made and the questions you asked.
Practice (15 minutes)
Activity A Students work in small groups matching the two
parts, what was said and how it could have been reported. When they have
finished, they should discuss the changes in the reported statements, first in
their own group and then with the rest of the class.
(continued
on page 80)

1 "Are you coming to see the
  championship match at the

a

weekend, Joe"

b

2 "Why not come round to

c

dinner tomorrow night?"

C) 24
  Reporting orders, requests and questions
A Work in small groups. Match what was said with how it
  could have been reported.

3 "I think you should take the job.
d 4 "Don't be late for the
meeting, e

5 "You mustn't use my car again.

6 "Please let me come with you,
Mary. "

f

7 "All right, I'll go and meet the

g

chairman."
8 "It would be good to see you
  at the opening, Jacqui.

h

9 "How is Joaquim getting on with his English?"

i

10 "How did you like Greece,
  Tom?"

j

He begged Mary to let him go with her.
She advised him to take the job.
Doug hoped Jacqui would be at the opening.
He agreed to meet the chairman.
She inquired about Joaquim's English.
They asked Tom what he had thought of Greece.
Guy was told not to be late.
He asked Joe if he was going to the see the
championship match at the weekend.
He was forbidden to use her car again.

C)

He invited them to dinner.
Conclusion (15 minutes)

Key
B (suggested answer)
The interviewer asked Ms Tomlinson
  why she had decided to become a politician. In turn, she wondered why he had
  become an interviewer. He said it was something he hadn't decided but was
  asked to do. He wondered if she had been happy as a successful writer. She
  insisted that she was still a successful writer and questioned why anyone
  should only have one job. He inquired if this meant people should do several
  jobs. She didn't think everybody could. Then she asked for a glass of water.
  He wanted to know if it was just water she wanted. She wondered if anything
  stringer was allowed on television. He told her someone had gone to get the
  water. She then suggested that he had more than one job. He agreed but said
  all his work was for television. He claimed that wasn't what she meant. She
  agreed, but felt we should all have to be multi-skilled in the future. He
  agreed that that was what people said. She asked if by 'people' he meant
  people Like him. He agreed he probably did.

c

1
2
3
4
5
6
7
8
9
10

Jim wondered if this was the right time to buy shares
  in dot.com companies. Sheila advised Ali to buy the car.
Gary asked Tim if he could go with him to Africa.
Dave was asked who had got the job.
Mary's father ordered her not to stay
  out after midnight.
The lecturer expected Gill to finish
  the essay by Friday.
The staff wondered what would happen
  When the present director left.
Tim intended to visit all the major
  Roman sites in North Africa.
Alice agreed to be at the races.
Mick asked Barbara how old she was.

Activity B Students work in
small groups to write a report of the interview. Encourage them to explore
different ways of reporting what was said, so as not to repeat the same
introductory verbs.
Homework
Ask students to complete Activity C and be ready to explain
their answers next class.

    (O 24                                              and
Reporting
orders, requests questions (continued)

why did you decide to become a politician?

Tomlinson:

Why did you decide to
  become a TV interviewer?

Interviewer:

I didn't decide. I was asked to do the job. But weren't
  you happy being a successful writer?

Tomlinson:

I still am a successful
  writer. Why should anyone just do one job?

Interviewer:

Do you think people should
  do several jobs?

Tomlinson:

Not everybody. I'm sorry,
  could I have a glass of water?

Interviewer:

Just
  water?

Tomlinson:

Is anything stronger
  allowed on television?

Interviewer:

Someone's gone to get you
  a glass.

Tomlinson:

Thank you. Now you have
  more than one job, don't you?

Interviewer:

I do more than interviewing, but I only work for
  television. That's not what you mean, is it?

Tomlinson:

Not
  really, but in a way, yes. And don't you think we shall all have to be
  multi-skilled in the future?

Interviewer:

That's what people say,

Tomlinson:

By 'people', you mean
  people like you?

Interviewer:

I suppose so.

B
Write a report of the following interview. The opening
has been done for you.
The interviewer asked Ms Tomlinson why
she had decided to become a politician. In turn, she wondered why he had become
an interviewer.
        Interviewer:      Now
Ms Tomlinson,
C
Rewrite
each statement using the given verb as the reporting verb. The name of the
person or people with the verb should be used as the subject of the verb. When
there is no subject named, the report should be in the passive.
1    Is
this the right time to buy shares in dot.com companies? (Jim/wonder)
2    I
should buy that car if I were you, Ali. (Sheila/advise)
3    Could
I come with you to Africa, Tim? (Gary/ask)
4    Who's
got the job then, Dave? (ask)
5    Don't
stay out after midnight, Mary. (her father/order)
6    Of
course, you'll finish that essay by Friday, won't you, Gille (the
lecturer|expect)
7    What
will happen when the present director leaves? (the staff/wonder) 8 My plan is
to visit all the major Roman sites in North Africa. (Tim/intend)
9
Yes, I said I would be at the races. (Alice/agree) 10 Just how old are you,
Barbara? (Mick/ask)
                                                                                (o
25 Gerund and infinitive 1

Aim
Preparation

To show how the use of the gerund or the infinitive after
  the verbs remember, forget, regret and stop can affect meaning.
Copy the handouts on pages 83 and 85 — one copy per
  student.

Introduction (5 minutes)
Ask the students to make a list of the following items: a)
things they remember doing when they were younger but don't do now b) things
they forget doing but must have done c) things they regret doing d) things
they've stopped doing. Then have them compare their list with their classmates.
Presentation (15 minutes)

Key
A    I meeting, 2 to bay, 3 doing, 4
  being, S to go, 6 to announce, 7 to ask, 8 promising, 9 to make sure 10
  meeting.
B
  l a, 2 a, 3 b, 4
  a, 5 a, 6 b, 7 b, 8 a,

(continued
  on page 84)

Ask the students to give you some examples from their lists
(at least one example for each category) and write these in full on the board.
Point out that in all the examples these verbs are followed by the gerund or
4ng form. Discuss the time relationship between the main verb and verb in the
-ing form. Point out how, in general, the verb in the -ing form refers to
something that has happened in the past, however recent. For example: I
remember playing tennis with Alice. I forget meeting Peter in the garden. Now
ask students to 'convert' their sentences into sentences using the infinitive.
For example.' I remembered to play tennis with Alice. I forgot to meet Peter in
the garden. Now discuss the difference in meaning between the sentences with
the -ing form and those with the infinitive, Explain the following points: With
remember/forget, the -ing form shows that the person is remembering or
forgetting something that happened in the past whereas with the infinitive
form, the person remembered and then completed the activity. In this second
case it is better to think of forget as meaning 'not remember'. With stop, the
-ing form shows an activity which the person is no longer continuing to do,
whereas the infinitive form shows the reason why a previous activity was
stopped. With regret, the -ing form shows something that has already happened.
With the infinitive form, regret is always followed by a reporting verb in the
infinitive, for example regret to tell you, regret to inform you, regret to
show you, etc.
Practice (20 minutes)
Activity A Have students do
this activity individually. Check answers orally. Activity B Organize students
in pairs or small groups. When they have finished, discuss their answers with them.
(continued
on page 84)

25 Gerund and infinitive 1
A      Put the verb in brackets in the
correct form, either the -ing form or the infinitive.
1
I remember (meet)
him last year, but I forget what he looks like.
2
I'm sorry. I
forgot (buy) some apples. Should I go back to the supermarket?
3
Stop (do) that!
That banging noise is driving me mad!
4
I regret (be) at
the meeting last night. Now they think I support their ideas, which I don't*
5
You're wrong! I
did remember (go) to the library and I got the books you wanted.
6
We regret
(announce) that the First Minister was taken ill during the night and died
early this morning.
7
But it was only
two minutes. I stopped (ask) that person the way. It can't have been long.
8
I bet the Prime
Minister regrets (promise) to lower taxes.
9
Don't forget
(make sure) all the doors and windows are locked before you leave.
10  I shall always remember (meet) the
Pope in 1996.
B      Read the sentences and tick (V) the
correct explanation for each one.
1 Mary remembered to book
the theatre tickets.
a)    She remembered and then she booked
the tickets.
b)   She booked the theatre tickets but
now can't find them.
2 The
film critic regretted saying that the film was trivial and poorly directed when
it won the Oscar for the best film.
a)
The critic said
this in the past before it won the Oscar.
b)
The critic is
saying this now that it has won the Oscar. 3 After he won the lottery, he
stopped living in a caravan. a) He is going to live in a caravan.
b) He used to live in a
caravan but now lives in a house.
5       He was painting the house when he
stopped to have lunch.
a)    He stopped for lunch.
b)   He stopped having lunch.
6       It's now March. She must have
forgotten to take her Christmas decorations down.
a)    The decorations are still there.
b)   She took them down but doesn't know
where they are.
7       Thelma was a world-class athlete, but
she stopped to look after her mother.
a)    She doesn't look after her mother
anymore.
b)   She's not an athlete anymore.
8       The workforce remembered hearing the
boss say there would be a pay rise.
a)    They went to hear the boss speak.
b)   They heard it in the past.
9       The boss conveniently forgets saying
there would be a pay rise.
a)    The boss doesn't think he said it.
b)   The boss intended to say so but
didn't.
C)

Conclusion (10 minutes)
Activity C Ask students to
complete the letter individually and then to compare answers in pairs.
Homework

Key
C 1 to tell, 2 to renew, 3 to do, 4 driving, 5 seeing,
  6 seeing, 7 telling, 8 being, 9 being able, 10 to book,
11 to wear.

Ask students to write a
list of some of the things: a) they remember doing when they were younger b)
they have stopped doing now c) they forgot to do this last week d) they regret
doing.

                            25                                                   1
(continued)

                        C  each
space in the letter With the  in               in the

Dear Nicki,
I
  regret (1)                      (tell) you I forgot
(renew) the road tax for
  the car.
(do)
  it, it was
When I did remember
  (3) too late, As I was driving to the post office, I was stopped by the
  police. Next week I have for to go a while.to court.
I've stopped (4) (drive)

On a brighter note, I
  remembered (5)
(see) an advertisement for a concert
  you would like and I booked tickets.
(see) Julia. You were I've
  stopped (6)
right, We weren't right for each other.
  I remember (7) (tell) you about her when I had first
met her and how you shook
  your head. Though so rude youto her,
probably
  regret, (6)                                   (be)
don't you? Whatever she did, you went Coo
  far!
(be
  able)

regret not (9)
to
drive you to the concert on Saturday! a But taxi.f have
remembered
(10)          (book) Don't forget (11)  (wear) that new dress you bought.
Afl
good wishes,
Rob

©
26 Gerund and infinitive 2

Aim
Preparation

To show how the gerund or the infinitive is used after the
  verbs try and allow.
Copy the handouts on pages 87 and 89 — one copy per student

Introduction (5 minutes)
In small groups get the students to make a list of things they
are now allowed to do at home, at work or at school. Then get them to make a
list of things they are trying to achieve at the moment or in the future. Then
get each group to compare its list with that of another group.
Presentation (15 minutes)
Explain that you are going to look at the verbs try and allow
to see what differences occur either in form or meaning when they are followed
by the infinitive or the -ing form.
Elicit examples of sentences using allow + infinitive. You can
expect most of the examples to be in the passive, e.g. We are not allowed to
smoke. Rewrite these sentences in the active form beginning with the impersonal
they, e.g They don't allow us to smoke. Then rephrase them again to show the use of
the -ing form,
e.g. They don't allow smoking. Finally
discuss the difference with the students and draw up the rules. Use the
infinitive a) when allow is passive

Key
A
  I telling, 2 to
  attend, 3 to go, 4 telling, 5 writing, 6 to persuade, 7 smoking, 8 driving,
  going, 9 to get, 10 to go.
B
  1 investing, 2
  to buy, 3 to invest, 4 to submit, 5 to sell
6 to stabilize, 7 using, 8 selling, 9 buying, 10 playing, 11 to advise

(continued
  on page 88

b) when allow is followed
by the person who is the object of the verb, for example, Her father doesn't
allow her to smoke in the house. Use the -ing form when the activity is the
object of allow. For example, He doesn't allow smoking in his house.
Now go through the same steps with fry starting with sentences
with the infinitive form. Draw up some rules. Use the infinitive to show an
'attempt' to do something, for example, He tried to get to work on time on his
first day. Use the -ing form to show one or a series of 'experiments' for
example, He needs money to buy a car. He could try borrowing some from his
father. The difference is that with the infinitive, it is a one-off attempt,
which is either successful or a failure. With the -ing form, the subject is looking
at a number of ways of doing something.
Practice (20 minutes)
Activities A
and B Ask students to do these individually or in pairs. It is Important to
discuss their answers with them at the end.
(continued
on page 88)

       26                                    2
A      In each sentence, write the correct
form of the verb in brackets, either the -ing form or the infinitive.
1
He tried (tell)
her on many occasions, but she wouldn't listen.
2
Yes, of course,
I'm allowed (attend) the meeting. 3 My father allowed me (go) but not my
sister.
4
Try (tell) him.
That's one possibility.
5
It's hard to know
what to do. I've tried (write) to the authority, but they don't answer.
6
I tried
(persuade) the company that we were not at fault, but they didn't accept that.
7
You surely don't
allow (smoke) during the meeting.
8
If you try
(drive) to London instead of (go) by train, you'll see what the problems are.
9
Try (get) a good
lunch in that restaurant after 2 0'clock and you'll see what sort of place it
is.
10      Excuse me. Are we allowed (go) across
the playing field?
B      Complete each space in the text with
the verb given in brackets in the correct form, either the -ing form or the
infinitive.
Many people have tried (1)  (invest) in internet companies,
hoping to make a lot of money. Some companies are so over-subscribed that
investors are only allowed (2)  (buy) very few shares at one time. I tried (3)  (invest) in one, but was told I was
too late. When the company goes on the stock market, a time is announced by
which you have to have put in your application, and you are not allowed (4)  (submit) an application after that
time, until after a few days, when people start selling. If you manage to buy
some shares and you try (5)  (sell) them quickly, you will have to pay a lot of tax. In this way, they
are trying
(6)   (stabilize) the market. The Stock
Exchange also forbids
(7)   (use) 'insider' information. It you
try (8)  (sell) or (9)  (buy) because someone has told you what is going to happen to the
company, you are breaking the law. Recently, with the coming of the Internet,
there is a new type of investor — the 'day-trader'. If you want to become a
'day-trader', it is better in the beginning to try (10)
(play) with the stock-markets with pretend money. You
pretend to invest and see from the financial columns how your investments would
have done. The most important thing is not to allow friends (11)  (advise) you!
©

Conclusion
(10 minutes)
Activity C Have students do this activity in pairs. Check
answers orally.
Homework
Imagine a friend is looking for promotion to a very good post
at his/her place of work. Make a list of a) the things he/she should try to do
and

Key c 1
2 3
4
5

Gill wants to work in Spain. What can she do? She could try teaching
  English, opening a bar, selling luxury homes.
Mary doesn't like her son bringing home strange cats,
  So she has forbidden him to.
Alice is very easy about
  smoking. Anyone is allowed to smoke in her house.
If you want a good grade, try working harder.
Please try to understand him,

6
7
8
9
10

They tell me I am allowed to work as a financial adviser without special
  qualifications.
Tell them they are forbidden to
  build on that field. I want to get in touch with her. I've tried faxing,
  phoning and e-mailing, but she doesn't reply. Allow him to work on his
  painting in the garden. I tried to see the exhibition, but it was too
  crowded.

b) the things he/she is allowed to do or is forbidden to do.

                 26                                                            2
(continued)
C Rewrite each sentence
using the verb given in brackets as in the example.
So you want more money.
You could rob a bank, you could get a better job, you could invest in one of
the new Internet companies. (try)
So you want more money.
Try robbing a bank, or getting a better job, or investing in one of the new
Internet companies.
1
Gill wants to
work in Spain. What can she do? Teach English, open a bar, sell luxury homes?
(try)
2
Mary doesn't like
her son bringing home strange cats. So she has told him not to. (forbid)
3
Alice is very
easy about smoking. Anyone can in her house. (allow)
4
If you want a
good grade, work harder. (try)
5
He needs you to
understand him. (Please try)
6
They tell me I
can work as a financial adviser without special qualifications. (allow)
7
Tell them they
can't build on that field. (forbid)
8
I want to get in
touch with her. I've faxed, phoned and e-mailed, but she doesn't reply. (try)
9
Let him work on
his painting in the garden. (allow)
10   I wanted to see the exhibition, but
it was too crowded. (try)
                                                                                C)
27
It - 'Impersonal subiect

Aim
Preparation

To present and practice the use of the pronoun it as
  the subject although it has no direct reference to any previously named
  object.
Copy the handouts on pages 91 and 93 — one copy per
  student.

Introduction (5 minutes
Ask a few students to
answer the following questions with full sentences: When is your birthday?
What's the weather like today? What's the time? What do you think of?
(here choose a popular film, book or magazine likely to appeal to the class).
If you do not get a full sentence, give a model for a full answer, e.g. When's
your birthday? It's on 21st June. After hearing a few answers, have students
work in pairs and ask each other similar questions.
Presentation (75 minutes)

Key
A 1 It is a great Pity not to have seen the Beatles when
  they were playing. 2 It is always a pleasure to meet Dave Brown. 3 It is
  illegal to drive a car without proper insurance. 4 It is amazing that you
  look as young as you do. 5 It is very surprising that Lynn of all people got
  the best exam result. 6 It was very exciting getting an e-mail from Tony and
  Jane. 7 It will be very upsetting to hear the news about Peter here. 8 It is
  very difficult getting to work on time in all this traffic. 9 It is a crime in
  my book to avoid paying your tax. 10 It would be very worrying being a
  billionaire.

B

1 Going to another country for the
  first time on your own is exciting, 2 To see you again would be lovely. 3
  Going out with Mel is so boring. 4 Walking alone along the canal at night
  could be dangerous. 5 That Tim's leaving is sad. 6 Eating at restaurants
  every night is quite expensive. 7 To come home after a long trip away is
  nice. 8 Trying to talk to her is very difficult. 9 To write such a big book
  must be very exhausting.
10 To use
  e-mail rather than the telephone is cheaper,
(continued on page 92)

Write one example of their answers next to each of the
questions on the board. Then ask the students what all the answers, regardless
of the subject, have in common (the use of it). Explain how it is used as an
impersonal subject. Normally, it as a pronoun refers back to some thing already
spoken about. In this lesson, however, such a referring back is not so clear.
Elicit more examples of sentences using it to do with the time/date, the
weather or opinions (for example, It was okay, I guess.) and write
examples on the board. Then introduce the use of it to show
interest, pleasure, surprise or upset,
e.g. It surprises me that so few ofyou did the homework. It
upset Mary to find the cat missing. and write these examples on the board. Then
try to elicit a rule for the use of the that clause (the object of the main
verb is different from the subject of the verb in the that clause) and the use
of the to + infinitive phrase (the object of the main verb is the subject in
the infinitive phrase). Finally put on the board some examples of reporting:
The school is said to be good. The dog is thought to be dangerous. Point out
the passive form of the reporting verb and show how the use of it can be used
to reorganise the sentence. It is said that the school is good. It is thought
that the dog is dangerous. Ask students to give you some more examples.
Practice (20 minutes)
Activities A and B These activities should be
done in pairs. Allow time for discussion afterwards.
(continued
on page 92)

27 It— impersonal subiect
A      Rewrite the following sentences so
that they begin with it as in the example
Having e-mail is very
convenient.
It's very convenient to
have e-mail,
1
Not to have seen
the Beatles when they were playing is a great pity.
2
Meeting Dave Brown
is always a pleasure.
3
Driving a car
without proper insurance is illegal.
4
That you look as
young as you do is amazing.
5
That Lynn of all
people got the best exam result is very surprising.
6
To get an e-mail
from Tony and Jane was very exciting.
7
To hear the news
about Peter here will be very upsetting.
8
Getting to work
on time is very difficult in all this traffic.
9
To avoid paying
your tax is a crime in my book,
10  Being a billionaire would be very
worrying.
B      Replace the word it at the beginning
of each sentence by transferring a noun phrase from another part of the
sentence as in the example.
It was great fun going on
holiday with them.
Going on holiday with
them was great fun.
1
It's exciting
going to another country for the first time on your own.
2
It would be
lovely to see you again.
3
It's so boring
going out with Mel.
4
It could be
dangerous walking alone along the canal at night.
5
It's sad that
Tim's leaving.
6
It's quite
expensive eating at restaurants every night.
7
It's nice to come
home after a long trip away.
8
It's very
difficult trying to talk to her.
9
It must be very
exhausting to write such a big book.
'10 Itß cheaper to
use e-mail rather than the telephone,
C)

Conclusion (70 minutes)
Activity C This can be done individually or
in pairs. Allow time for discussion of their answers.
Homework
Set Activity D for homework. Give an example to get them
started: It will be fun living in Tokyo,

Key
C
  I It's a pity, 2
  It's difficult, 3 It was decided, 4 It's awful, 5 It was fun, 6 It's silly 7
  It's risky, 8 It's not nice, 9 It's fascinating, 10 It's ridiculous.
D
  (suggested
  answers)
1
  It'S sensible to
  get tickets in advance.
2
  It could be
  tiring going to see them every week, 3 It will be possible to meet the Prime
  Minister.
4 It was necessary to tell him what
  we were planning.

5
6
7
8
9
10

It wasn't difficult to arrange an appointment for next week.
It was easy to see the Deputy Prime Minister.
It will be easier to
  arrange an appointment for next week,
It could be fun owning a restaurant.
It was expensive living in Tokyo.
It wasn't clever to let them know where we were going

92
27 lt- impersonal
subiect (continued)
C       Complete
the sentences by using one of the introductory phrases in the box. Each phrase
may only be used once.

          It's awful       It was decided
                   It's
  not nice        It's a pity

It's difficult
It's ridiculous

It's fascinating
It's risky

It was fun

1
 she didn't come to the party.
2
 doing this job when the director's
away.
3
 he should get the prize.
4
 not knowing who got the job.
5
 to go on holiday with Sarah and Jane.
6
 to plan things a long way ahead.
7
 to invest a lot of money in that hotel
chain.
8     having
to wait an hour in the rain, you know. 9  to see the advances
taking place in medicine.
10  spending
so much money on a coat.
D      See
how many sentences you can make using the phrases in the table below.

It

is
could be will be was
wasn't

sensible tiring possible
  necessary
difficult
easy
  easier fun expensive clever

going to
  see them every week.
to get the
  tickets in advance.
to meet the Prime Minister.
living in
  Tokyo.
to tell
  him what we were planning.
owning a restaurant.
to let them
  know where we were going.
to get there on time.
to see the Deputy Prime Minister.
to arrange an appointment
  for next week.

                                                                                (O

28
Purpose and reason

Aim
Preparation

To present and practice the difference between clauses
  of purpose and clauses of reason and how these are expressed in English.
Copy the handouts on pages 95 and 97 — one copy per
  student. Cut up the cards on page 97 for Activity C — one set per group.

Introduction (5 minutes)
Introduce the topic by
asking questions about yourself or your family, e.g. Why do I leave home early
in the morning? Why do we switch off the heating at night? Why did I decide to
become a teacher? Tell the students not to answer with because. Write on
the board the phrases: to, so as to, in order to, in order not to. Tell them to
answer using one of these phrases. Write an acceptable answer for each
question, for example: to be able to walk to school, so as to save money. Make
sure that the answers you select give an example of each type of purpose phrase
and then underline it. If any are missing, rephrase one of the answers you have
been given.
Presentation (15 minutes)
Draw attention to the phrases underlined and explain that we
use these to show purpose.

Key
A 1 Terry went to London in order to see the Queen.
purpose 2 He's leaving early as he's
  going to the theatrereason 3 Why don't you go abroad so that you could get
  some useful experience? purpose 4 Linda wants a good degree result so as to
  get a good job. purpose 5 Don't telephone after ten o'clock because I go to
  bed thenreason 6 Jane lives in the Lake District so that she can go climbing
  at the weekend. purpose 7 You must give yourself time since this will need a
  lot of work. reason

B

8 The minister wasn't happy as he knew he wasn't going to promoted in
  the government. reason 9 Make sure you get up early in order to see the
  sunrise tomorrow. purpose 10 1 don't like that photograph because it was
  taken without my permission. reason
1 because, 2 in order to/so as tož 3 in order to/so as to, 4
  because, 5 in order to/so as to, 6 because, 7 so that/in order that, 8
  because, 9 because, 10 so that/in order that (continued on page 96)

Explain that in each
question that you asked the subject of the main verb was the same as the
subject of the purpose clause, so we use an infinitive phrase to introduce the
purpose. Ask a question, e.g. Why was the United Nations set up? In order that
the world might live in peace. Explain
that we always use a that clause when the subject of the main
clause is different from that of the purpose clause. We cannot use it when the
subjects are the same, e.g. I leave home early in order that I can walk to
school. When we use the that clause, we usually have a modal verb in the
clause. Ask students which question type these clauses answer. Point out that
why is the question word. And in this case, the answer shows the purpose. But
we also ask why when we want a reason for doing something. Then the answer
begins with because, since, as. For example, Because he worked hard, he won the
prize. If there is confusion over the concept of reason and purpose, show that
here we have a reason: He won the prize because he worked hard. Purpose changes
this around: He worked hard in order to win the prize.
Practice (20 minutes)
Activities A
and B Students can do these activities individually or in pairs. Check answers
orally.
(continued
on page 96)

28
Purpose and reason
A      Join the two sentences together using
the link words in brackets at the end. Then say whether the sentence expresses
purpose or reason.
1    Terry went to London. He wanted to
see the Queen. (in order to)
2    He's leaving early. He's going to the
theatre. (as)
3    Why don't you go abroad? You could
get some useful experience. (so that) 4 Linda wants a good degree result. Then
she can get a good job. (so as to) 5 Don't telephone after ten o'clock. I go to
bed then. (because)
6
Jane lives in the
Lake District. She likes to go climbing at the weekend. (so that)
7
You must give
yourself time. This will need a lot of work. (since)
8
The minister
wasn't happy. He knew he wasn't going to promoted in the government. (as)
9
Make sure you get
up early. You must see the sunrise tomorrow. (in order to)
10     I don't like that photograph. It was
taken without my permission. (because)
B      Put the most suitable linking phrase
in each gap.

because

in order that

in order to

so as to

so that

I always walk home along the canal
(1)  it's not only more pleasant, but it's actually quicker. But last
Wednesday (2)      meet Sue, I decided to walk along the main road. Sue goes home this way
(3)  do any necessary shopping. However,
on Wednesday, (4)  she didn't have any shopping to do, she walked home by the canal. So,
(5) get in touch with her, I had to phone her. She was very surprised when
she heard my voice (6) I'd never phoned her before. And she wanted to know why I'd phoned. I
told her it was to tell her about a new vacancy in my office (7)  she could apply for it. She was very
angry. I said I thought she would have been pleased to get this early
information. She wasn't pleased (8) she said she was happy where she was
and I should keep my nose out of her business. Two days later, I met Janine. I
told her what happened. She wasn't surprised
(9) she knew about Sue and Gianni. Sue
and Gianni? Yes. Sue wants to stay in her job (10)  she can see Gianni every day.
C)

Conclusion (15 minutes)

Key
C (suggested answers)
1   REASON She's invested money in the
  new company because she wants to became very rich. PURPOSE She's invested
  money in the new company in order to become very rich,
2   REASON He left the job because he
  wanted to work for himself.
PURPOSE He left the job in order to
  work for himself.
3   REASON He left the party early
  because he didn't want to start a fight.
PURPOSE He left the party early in order not to start
  a fight.
4   REASON They won't give you that
  promotion because you might resign.
PURPOSE They won't give you that
  promotion so that you might resign.
5   REASON I must go now as I have to be
  home by seven.
PURPOSE I must go now to be home by seven.
6   REASON She helped Tom with his
  business because she wants to marry him.
PURPOSE She helped Tom with his
  business in order to marry him.
7   REASON He's having a holiday in Spain
  because he wants to lie in the sun.
PURPOSE He's
  having a holiday in Spain so as to lie in the sun.
8   REASON I have to see him because I
  want to get the money he owes me.

D

PURPOSE I have to see him in order to get the money he
  owes me,
9
  REASON I'm having
  lunch with Jill because I want her to invest in my company.
PURPOSE I'm
  having lunch with Jill so that she'll invest in my company.
10   REASON She lived in London because
  she went to the theatre a lot.
PURPOSE She lived in London in order
  to go to the theatre a lot.
(suggested answers)
1
  The house
  collapsed because it was damaged by the explosion.
2
  David only wrote
  those books in order that his wife should have some money after he died.
3
  The business
  failed because the management was poor.
4
  Tony bought the
  Jaguar so as to impress his girlfriend.
5     Rob didn't write the lyrics as he
  couldn't stand the music,
6
  The dog ran off
  because it saw the ducks.
7     The room was kept cold because there
  were some special plants there.
8
  The government
  must look confident in order to win.
9
  You needed to
  win in order to get the job.
10
  Julia shopped at
  the market in order to save money.

Activity C Students play in groups. They take an A card which
has two sentences. Then they take a B card, which tells them to join the
sentences with either a purpose link word or a reason link word.
Homework
Ask students to complete Activity D, making ten sentences from
the substitution table.

28 Purpose and reason (continued)
     C A cards                                                                   B
cards

D
Work in small groups. Make up ten sentences from the table below as in the
example.
David needed to win in
order to impress his girlfriend.

The house
David
The government
The
  business
Tony
Rob
The dog
The room
Julia
YOU

didn't
  write the lyrics only wrote those books failed most look confident shopped at
  the market was kept cold needed to win bought the iaguar collapsed ran off

in order to so that because since in
  order that so as to as

it could
  save money.
impress his
  girlfriend.
get the
  job.
he couldn't
  stand the music it was damaged by the explosion.
there were
  some special plants there.
the
  management was poor. his wife would have some money after he died.
win.
it
  saw the ducks.

                                                                                C)
29 Result

Aim
Preparation

To show how result is
  expressed in English.
Copy the handouts on pages 99, 101
  and 103 — one copy per student. Also copy and cut the cards on page 103 — one
  set for each group.

Introduction (5 minutes)
Introduce the topic by referring back to how purpose
clauses are formed in English. Remind the students about the questions about
yourself or your family: Why do I leave home early in the morning? Why do we
switch off the heating at night? Why did I decide to become a teacher? and the
answers that you gave: to be able to walk to school, so as to save money, in
order not to work in an office.
Presentation (15 minutes)
Explain that you have been looking at why things were done.
Now you are going to talk about the result of things. Hand out the pictures,
Check that they understand the pictures. Now look at the different ways we
express result so...that/such...that, too/enough. Write these examples on the
board: John was so tall that he could look over the wall, but he couldn't go
through the gate. Bill showed such bravery that he was awarded a medal. Now ask
the students to suggest captions for the other two pictures and write them on
the board. For example: Hilary is so clever that she will soon get a job with a
lot of money. The film was so horrific that the boy couldn't see it. Discuss
with the students how we use so...that/such...that to show result. They should
note that so... that is used with adjectives or adverbs, e.g. She was so
beautiful that. They drove so fast that... and such...that is used with nouns.
When the noun is a singular count noun, we put a/an before the noun, e.g. They
made such a noise that. He gave such good advice that... Now, using the
pictures again, write these examples on the board: Hilary was clever enough
to get a good job with a lot of money. The film was too horrific for the
boy to see. Now ask the students to suggest captions for the other two pictures
and write them on the board. For example: John was too tall to go through the gate.
Bill was brave enough to get a medal. Explain how too and enough are both used
with adjectives or adverbs, but too comes before the adjective or adverb
whereas enough comes after. Point out that enough is used before a noun, e.g.
The boy had enough money to see the film. Students should note that when the
subject is different from the person or thing governing the infinitive verb,
the person or thing before the infinitive verb is preceded by the preposition
for. The gate was too low for John to go through. The film was too horrific for
the boy to see. Finally discuss the difference in meaning between the use of
too and enough and introduce the other conjunctions which can express result.
Write on the board: The film was too horrific for him to see. The film was
horrific and sutžzece@rcLgs-azesult he didn't see it.
The film was horrific. As a result/Therefore/So he didn't see it.
Underline the linking words. Make clear that the use of too indicates that
something didn't happen. The film was too horrific for him to see. means
The boy didn't see it. Now write on the board: John has got enough money to buy
the car. John has got the money and so-LtbecefczeLgxccesuLt he
can buy the car. John has got enough money. as-a-resultL Therefore/So he
can buy the car. Underline the linking words. Make clear that the use of enough
indicates that something happened or could happen. John has got enough money to
buy the car. means He can buy the car.
(continued
on page 100)

29

                                                                                ©
Practice (20 minutes)
Activity A and B Have
students work on these activities individually or in pairs. Check answers
orally.
(continued
on page 102)

Key
it was so late that we couldn't wait
  any longer.
2
  John was so busy
  that he forgot his wife's birthday.
3
  They spent such a
  lot of money last month that now they can't even afford to go to the cinema.
4
  That's such a
  beautiful picture that I wish I could have it.
5
  It was such a
  dirty apartment that I couldn't possibly live there.
6
  The salaries were
  so Ilow that it wasn't worth working for that company.
7
  They tried so
  hard that it was a pity they didn't win the match.
8
  The attack was so vicious that
  people will never forget it,
9
  You've bought
  such a lot of fruit that we'll never eat it all.
10
  In summer such a
  lot of people visit the Lake District that I find it too crowded.

B

1
2
3
4
5
6
7
8
9
10

The mountain was too high for him
  to climb.
The car went too fast for him to get
  the number.
He worked hard enough to pass the exam.
The house was big enough for a
  family of six to live
there.
The government has enough money to
  cut taxes.
The journey
  was too long for him to go bv car. The woman was old enough to remember the
  first radio broadcasts.
That painting is too expensive for me to buy. The
  summer of 1999 was too hot for the flowers to grow properly.
Alan and
  Maggy have enough money to retire now.
(continued on page 102)

                29                  (continued)
A
Join the two
sentences in the items below by using so...that/such...that.
1
It was very late.
We couldn't wait any longer.
2
John was very
busy. He forgot his wife's birthday.
3
They spent a lot
of money last month. Now they can't even afford to go to the cinema.
4
That's a very
beautiful picture. I wish I could have it.
5
Tt was a very
dirty apartment. I couldn't possibly live there.
6
The salaries were
very low. It wasn't worth working for that company.
7
They tried very
hard. It was a pity they didn't win the match.
8
The attack was
very vicious. People will never forget it.
9
You've bought a
lot of fruit. We'll never eat it all.
10
In summer a lot
of people visit the Lake District. I find it too crowded.
B
Rewrite each item
using too or enough.
1
The mountain was
very high. He couldn't climb it.
2
The car went so
fast that he couldn't get the number.
3
He worked as hard
as was necessary to pass the exam. 4 The house was big. A family of six
could live there.
5
The government
has the money. It can cut taxes.
6
The journey was
very long. He didn't want to go by car.
7
The woman was so
old that she could remember the first radio broadcasts.
8
That painting is
very expensive. I can't afford to buy it.
9
The summer of
1999 was very hot. The flowers didn't grow properly.
10
Alan and Maggy
have the money. They can retire now.

Conclusion (10 minutes)                            Homework
Activity C Students play in small
groups They        Ask students to do Activity D for homework. take an A card
which has two sentences. Then they take a B card, which tells them which phrase
to use to link the two sentences together.

Key
C (possible answers for three of the cards)
1
  Sally works so
  hard that she's always very tired.
Sally works
  hard. Therefore she's always very tired. Sally works hard. Because of this,
  she's always very tired.
Sally works hard. So she's always very tired.
2
  Peter came to
  work so early that he's going home now. Peter came to work early. Therefore
  he's going home now.
Peter came to work early. Because of this, he's going
home now.
Peter came to work early. So he's going home now.
3
  Lions can be so
  dangerous that people must keep away from them. Lions can be dangerous.
  Therefore people must keep away from them.
Lions can be
  dangerous. Because of this, people must keep away from them.
Lions can be dangerous. So people must keep away from them.

D

1
2
3
4
5
6
7
8
9
10

He came very late. There was nothing left to eat.
I really don't like Anne. I won't come with you.
It's a very good film. It's bound to win some Oscars.
Vanessa was very tall. She couldn't become a dancer. The city has
  changed a lot. I can't find my way through it now.
You can rely on good weather in the summer in
Spain. I always go there for my holidays
Television programmes are now very boring. I spend
  most evenings reading.
The crowd was very big. I didn't go.
The cave was very dark. I felt claustrophobic. As a young man he always
  listened to very loud rock music. He's very deaf now.

                 29                  (continued)
C      A
cards      B cards

D      Rewrite each item as two sentences
without the link words/phrases.
1
He came so late
that there was nothing left to eat.
2
I really don't
like Anne. Therefore, I won't come with you. 3 It's such a good film that it's
bound to win some Oscars.
4
anessa was so
tall that she couldn't become a dancer.
5
The city has
changed such a lot that I can't find my way through it now.
6
You can rely on
good weather in the summer in Spain. So I always go there for my holidays.
7
Television
programmes are now so boring that I spend most evenings reading.
8
The crowd was
very big. Therefore, I didn't go.
9
The cave was very
dark. So I felt claustrophobic.
10
As a young man he
always listened to very loud rock music. As a result he's very deaf now.
                                                                                ©
30 Focus and linking

Aim
Preparation

To show how different sentences in written passages
  and speech are linked and to show how we focus our remarks.
Copy the handouts on pages 105 and 107 — one copy per
  student.

Introduction (5 minutes)
Distribute the Introduction
Activity and get the students to work in pairs to pick out linking words. When
they have finished, have each pair compare their answers with other pairs.
Write these on the board: 1) co-ordinating conjunctions, such as and, but,
either...or, nor, etc. 2) connectors such as therefore, however, nevertheless,
etc. 3) pronouns 4) shifts in article from indefinite to definite, etc.
Presentation (15 minutes)

Key
My neighbours have got a new cat. It
  makes an awful noise at night.
2
  Although people
  travel all over the world, there is still a lot of cultural misunderstanding.
3
  Give them the
  money which they've earned.
4
  Some people can
  never forget the horrors of war and this is the most difficult thing after a
  war.
S In less than ten years, there will
  be only six car manufacturers in the world. They will be in the United
  States, Japan and Germany.

6
  I got up early
  as/because I had to get the first train to London.
7
  It was a very
  violent crime so the criminal must stay in gaol for life.
8
  I know it's
  dangerous. Nevertheless, I want to go white water rafting.
9
  I've never
  enjoyed pop music. I've spent my life, however, managing young groups.
10
  He had twenty-two
  children and three wives but he never worked in his life.
(continued
  on page 106)

Explain that they are going to learn how to link ideas and
statements and also how to focus the attention of the listener or the reader on
what we are talking about. Go back to the Introduction Activity and discuss
with the students what sort of things they picked out. Be sure that they have
picked out examples of each of the four types above. Then move on to talk about
focussing. Write these two statements on
the board: A glass of wine is a gift from the gods for me. For me, a glass
of wine is a gift from the gods. Discuss with the students how shifting for me
from the end to the beginning of the statement focuses the second statement
more directly on the speaker, whereas in the first statement, the focus is on a
glass of wine. Point out that there are other ways of focusing, such as: It is
a glass of wine that is a gift of the gods for me. It is for me that a glass of
wine is a gift of the gods. Now go back to the texts in the Introduction
Activity and ask students to look at the focus in each sentence and how the
focus shifts. Discuss with them how this has been done.
Practice (20 minutes)
Activities A and B Ask students to work on
these activities in small groups. Check answers orally.
(continued
on page 106)

30 Focus and linking
Introduction
Activity
Madrid is the capital of Spain and of the autonomous region, the
Comunidad de
Madrid. Philip Il moved his court to Madrid in 1561 and
made Madrid the Unica Corte (the only court). With this decision, he passed
over many older cities in Spain. These cities, like Seville, Cordoba, Zaragoza,
Toledo, had felt they had a greater claim. Madrid was the newest city in Spain.
Today, it is the largest city in Spain. The king's palace is there and so are
the Parliament and the main government offices. Therefore, Madrid is now the
political, cultural and financial centre of Spain.
2
People often
forget that Karl Marx was not just an economic philosophy but also a real
person. He was a Prussian Jew, who had to leave Germany and who eventually
settled in London. He spent a lot of his time in the British Museum Reading
Room. He was, however, also a very good host who enjoyed convivial company.
3
Fred: I don't
want to go to the cinema tonight.
Gina: But it's a very
good film.
Fred: Possibly; but I'd
rather stay at home.
Gina:
Home! You're always at home. You spend such a lot of time here that you'll
forget what it's like outside.
Fred: No, I won't. I don't want to go
because it's a very popular film and the cinema will be too crowded for me.
Gina; Let's go and see an
unpopular film then.
Fred: All right.
Gina: Either
we do that or we watch a boring television programme. Fred: I've said I'll go.
A Link the following sentences by using the form or word given in
brackets at the end.
1
My neighbours
have got a new cat. 'The cat makes an awful noise at night. (pronoun)
2
People travel all
over the world. There is still a lot of cultural misunderstanding. (although)
3
Give them the
money. They've earned the money. (relative pronoun)
4
Some people can
never forget the horrors of war. This is the most difficult thing after a war.
(co-ordinating conjunction)
5
In less than ten
years, there will be only six car manufacturers in the world.
The six car manufacturers
will be in the United States, Japan and Germany. (pronoun)
6
I got up early. I
had to get the first train to London. (reason)
7
It was a very
violent crime. The criminal must stay in gaol for life. (so)
8
I know it's
dangerous. I want to go white water rafting. (nevertheless)
9
I've never
enjoyed pop music. I've spent my life managing young groups.
(however)
10  He had twenty-two children and three
wives. He never worked in his life. (co-ordinating conjunction)
C)

Conclusion (10 minutes)

Key
The Queen visited Australia in March.
  I shall go in September.
2
  It takes a long
  time to get the garden straight.
3
  At home, he
  never does anything.
4
  If can't have
  that book, she won't have it, 5 It's the blue one I like.
6
  How anyone can
  be so cruel, I can't imagine.
7
  For years, I
  haven't been to Italy.
8
  The favourite came in first, but
  it was hard race9 Cats I don't like, but dogs are all right.
10 In my opinion, Jane was the cleverest.

C

Mother:
Father:
Mother: Father:

The children are not so
  bad. No really, Jack. Not compared with some. What's the matter with you
  anyway? You've never done anything like this before.
No. Maybe that's the trouble. Maybe I
  should have done. If I'd put my foot down earlier, it would never have come
  to this.
You're just being stubborn.
Stubborn? Me? You let those kids run
  rings round you. Well, I'm going to put a stop to it.
Here and now!

Activity C In this dialogue a
father is angry because his daughter has not come home and it is very late. The
mother is trying to say that the children are not so badly behaved as he
thinks. The first speech by the mother is exactly what she said, but in other
speeches the phrases have been put down in the wrong order and so the focus is
wrong. Students reorganise the other speeches. At the end, invite pairs of
students to act out the dialogue.
Homework
Ask students to complete
Activity D for homework. They number the sentences in the correct order. Ask
them also to underline the words or phrases that show how they decided on the
order of the sentences.

30
FOCUS and linking (continued)
B     Shift the focus as indicated. Work in
pairs.
1
In March, the
Queen visited Australia. I shall go in September.
2
To get the garden
straight takes a long time.
3
He never does
anything at home.
4
She won't have
that book if I can't have it.
5
I like the
blue one.
6
I can't imagine how
anyone can be so cruel.
7
I haven't been to
Italy for years.
8
It was a hard
race, but the favourite came in first.
9
Dogs are all
right, but I don't like cats. 10 Jane was the cleverest in my opinion.
C     In the following dialogue, a father is
angry because his daughter has not come home and it is very late. The mother is
trying to say that the children are not so badly behaved as he thinks now. The
first speech by the mother is exactly what she said, but in other speeches the
phrases have not been put down in the right order so the focus is wrong. Work
in pairs and see how you would reorganise the other speeches.

Mother:
Father:
Mother:
Father:

The children are not so bad. No
  really, Jack. Not compared with some. What's the matter with you anyway?
  You've never done anything like this before.
It would never have come to this.
  Maybe I should have done. If I'd put my foot down earlier. Maybe that's the
  trouble. No.
Stubborn you're just being!
Well, I'm
  going to put a stop to it. Stubborn? You let those kids run rings round you.
  Me? Here and now!

D    In the following passage the lines
are mixed up. Number them in the correct order from 1 to 8.
 Airbrokers, who have minds like mini-computers, have difficulty in
dealing with questions about the weather in Singapore or Bangkok; but if you've
got dates, your enquiry will sound serious.
      When you're looking for a
bargain, it helps if you have already decided where you want to start and when
you want to get home.       It doesn't make sense unless you're a student of the effects of
government regulations on business, but it's a fact.
       A return flight to Madrid from London costs £149, but you
can with diligence, fly round the world for £1000 or even less.
 I wanted to get to Tokyo, and different brokers offered a seat with the
same airline at £630, £650, £655 and £700.
 You must ring several brokers and you shouldn't assume that one broker
will be able to provide you with the best bargain for all legs of your trip.
I was also offered
£600 by another airline.
This compares with
£1064 for an ordinary tourist ticket.
(O

Vocabulary: Lessons 3 1-40
31 New words for old (Compound nouns)

Aim
Preparation

To introduce a number of compound nouns, including idioms.
Copy the handout on page 109 — one copy per student.

Introduction (5 minutes)
Introduce the subject of compound nouns by writing the
following on the board and asking the students to suggest words that can be
added to form new words.

agent

man

hostel

lenses

finger

ear

foot

sky

Point out that
sometimes the two words are separate, sometimes they are joined by a hyphen and
sometimes they are written as one word.
Presentation (15 minutes)
Activity A This is a good
way to check how much the students already know. Read through the introduction,
do the first example with the whole class then let them work through the other
examples on their own in pairs. Check orally, paying particular attention to
any new or unfamiliar words.
Practice (20 minutes)
Activity B This activity
introduces a number of other compound nouns, this time idiomatic ones. Again
the students go through it in pairs. Check orally, paying particular attention
to any Activity C This is a revision activity to give the students a chance to
use some of the words in Activities A and B. Arrange the class into groups of
three or four. Each person takes it in turns to read out a question and then to
give his/her opinion. The others can naturally join in and give theirs too. To
make sure they don't spend too long on any one question, after a few minutes
encourage them to move on to the next question by saying: Right, go on to the
next question now!
Conclusion (5 minutes)
This is intended as a fun activity. Students try to draw a
picture one of the compound nouns they have learnt during the lesson. Get one
or two students to draw their words on the board.
Homework
Tell the students to copy down the following
words: assembly line, contact lenses, facelift, generation gap, roadworks,
sandpaper, wheelchair, chatterbox, headhunter, rat race, shop steward. Tell
them for homework to prepare an activity either like Activity A or Activity B,
using six of the above words. (They can test each other next
class.)

words that were new or unfamiliar.

Key
Introduction (suggestions only) estate agent/newsagent,
  postman/policeman/frogman, youth hostel, contact len fingerprint,
  earring/earwig, football/footstep, skylight/skylark.
A 1 catwalk, 2 honeymoon, 3 mail
  order, 4 lifeguard, S beauty spot, 6 human rights, 7 manslaughter, 8 capital
  punishment, 9 bandage, 10 hay fever, 1 1 traffic warden, 12 blood
  transfusion.

B 1 elbow grease 2 nest egg, 3 bloodbath, 4 soap opera, S
  bottleneck, 6 loophole, 7 brainwave, 8 sandwich course, 9 bookworm, 10
  gate-crasher, Il couch potato, 12 figurehead.

31 New words for old (compound nouns)

A Take a word from the first box
  and a

5

The town centre is a real

word from the second box to form a

neck with long traffic jams in the

new word. Write each new word

6

mornings and evenings.
My accountant managed to find a loop

next to the correct clue below.

in the tax laws, which saved

band cat life

beauty blood hay honey mail man

capital human
  traffic

me about £4,000.
7
He got a sudden brain that helped him solve the problem.
8
I both work and study. I'm doing a course at the local
Technical College.

fever guard age moon order          9
George loves reading. He's a real book punishment rights slaughter spot
transfusion walk warden  10 He always turns up to parties without

       being invited.       doesn't
  see anything

1 Models walk along this at fashion
  shows.

       wrong with being a -crasher.

2 A holiday taken by two people who
  have

11 All she ever does is sit in front of the

just got married.

TV. She's such a couch

3 Buying goods through the post rather

12 The Queen has no power — she's just a

than from a normal shop.
4 He or she saves people from
  drowning.

head.

5 A small dark
  mark on a woman's skin, especially her face.

C

Discuss the following in groups.

6 Amnesty International fights for these

1

Have you ever been given a blood

all the time.

transfusion? If so, describe the
  occasion.

7 Accidentally killing someone.

What do you think of people who
  refuse

8 Legally killing someone, e.g. by
  hanging

them on religious grounds? Should
  they

them.

be forced to have one to save their
  lives?

9 You might use this if you have
  cut your

2

What makes people become couch

hand.

potatoes?
  How can you persuade people

10 People who are allergic to
  pollen suffer

to watch less television? What would

from this.

you encourage them to do instead?

11 He or she makes sure you don't
  park for

3

Name three countries which have a
  poor

too long or in the wrong places.

record on human rights. What do you

12 You might need this after a
  serious car

know about Amnesty International and

accident.

the work it does?

4

Have you ever been a gate-crasher?
  If so,

B Take a word from the box and add
  it

describe the occasion. Have you ever

to the correct word in the sentences.

had gate-crashers at your parties? If
  so, what happened?

bath grease sandwich

bottle hole wave

figure gate nest potato worm soap

He
5
Have you ever
wanted to appear on a catwalk? What do you think about
Supermodels and the money they earn?
6
Which would you
prefer to be — a

1
  Rub harder! Use
  some elbow
2
  1 don't want to
  be poor when I'm older, so I've already started building a

lifeguard or a traffic warden? Why? Make a list of five
  jobs you would be proud to say you did and five jobs you would be ashamed or
  embarrassed to say you did.

 egg•
3
Many people feared
a terrible blood in the recent troubles in
Indonesia.
4
The Australian opera, Neighbours, is watched by millions
of viewers.
                                                                                C)

32 Idioms to do with parts of the
body

Aim
Preparation

To introduce and practise a number of idioms to do with the
  body.
Copy and cut up the handout on page 111 —
  one copy per pair for Activity 1 and one copy per group for Activity 2. It
  would also be useful if the students could have dictionaries with them in
  class — especially English-English ones, e.g., the Longman Dictionary of
  Contempormy English.

Introduction (5 minutes)
Introduce the subject of idioms to do with the body by
saying: I was at a restaurant last night with some friends. It was really busy
there and all the waiters were run off their feet. So much so that it was
really hard to catch the waiter's eye. But I managed in the end and we had a
superb meal. Then suddenly my cousin walked in. I haven't seen her for ages
but, being my own flesh and blood, I gave her a big smile and said hello. And
do you know what — she walked straight past me without saying a word. Honestly!
She gave me the cold shoulder for some reason. I still don't know why. But I
have to admit that she looked a bit down in the mouth and had lost a lot of
weight. She was all skin and bones. So maybe she's ill or something. Ask the
class if they can remember any expressions that used parts of the body? Write
them up on the board. Explain if necessary. Tell the students you are going to
look at some other idioms to do with the body.
Presentation (20 minutes)

Activity A Students work first
alone and then in pairs. Give each pair a copy of Activity A. Let them try and
match up the sentence halves. For the last five minutes, ask them to check
their answers in pairs. One student reads out something from the second column
while the other person tries to remember the idiom. e.g. Sl: You are good at
gardening. S2: To have green fingers. Halfway through, tell the students to
change roles and do it again. Check orally. Explain where necessary.
Practice (75 minutes)
Activity B This is an activity for groups of three or four.
Give each group one of the four idiom cards. Tell them they have to try to make
up their own sentence halves as in Activity A for the three idioms on their
card. They write them down on a separate piece of paper, making sure that the
halves are mixed up. When everyone has finished, the groups change papers and
try to sort out the halves.
Conclusion (5 minutes)
Read out the following. After you have finished reading
each one, ask the students to suggest which idiom you are describing. 1 1 pay
over £800 a month for my flat. It's not really worth that much, but it's
in the centre of town, so... 2 Oh, what's her name? I know it...it begins with
P, I think! Oh, what is it? 3 1 was really dying to laugh, but I didn't, of
course. 4 My mother's fantastic at gardening, she really is! Everything she
touches seems to grow. 5 John thought I was being serious, but I wasn't. I was
only teasing him. 6 Sony, Dave, I can't stop and talk now, I'm really, really
busy. 7 What's wrong with Dora? I said hello to her this morning and she
completely ignored me. 8 It was no accident. He killed him quite deliberately!
Homework

Key
A I f, 2 x, 3 1,  7 e, 8 m, 9 u, 10 a, 11 g, 12 i, 13 0, 14 b, 15 t, 16 v, 17 c, 18 j,
  19 d, 20 n, 21 q, 22 h, 23 s, 24 k.

Conclusion
1 You pay through the nose for your
  flat. 2 It's on the tip of your tongue. 3 You managed to keep a straight
  face.
4 She's got green fingers. 5 You were pulling his leg. 6 You're run off
  your feet. 7 Dora gave you the cold shoulder. 8 He killed him in cold blood.

Tell the students to make
up sentences using the following idioms: to have one's back to the wall, a
brainwave, to lose face, to fall on one's feet, to lose one's head.

32 Idioms to do with parts of the
body
A Match up the sentence halves. Write your answers in the boxes below.

1
If you do
something behind someone's    a you help him/her. back.b you tease him/her.
2
If you have
something on the brain...      c you are feeling depressed.
3
If you are all ears...           d
you ignore him/her.
4
If you try to
catch someone's eye...         e s/he is a relative of yours.
5
If you keep a straight face... f          you act deceitfully.
6
If you have green
fingers...          g you are very frightened.
7
If someone is your
own flesh and h you almost remember it.
blood...
i you speak angrily to him/her. 8 If you are run off your feet... j you pay
more for something 9 If you don't turn a hair when something than it is really
worth.
                 happens. ..                                                      k
you do it deliberately.
10
If you give
someone a hand...            I           you are listening very carefully.
11

If you have your heart in your
mouth... m you are very busy. 12 If you give someone a piece of your n you are
very thin.
mind... o you run away from him/her. 13 If you show
someone a clean pair of p you try not to laugh.
heels...       q you are feeling very
emotional 14 If you pull someone's leg...     and so can't speak.
15 If you bite your lip... r you are good at gardening.
16 If you give someone a piece of your s you are old.
mind...       t           you deliberately stop
yourself 17 If you are down in the mouth...   from saying something.
18
If you pay through
the nose for    u you don't show any sign of emotion. somethingv you speak openly and frankly to him/her.
19
If you give
someone the cold shoulder... w you want to attract his/her attention.
20
If you are all
skin and bones...     x you are obsessed about it.
21 If you have a lump in your
throat...
22 If you have something on the tip of
vour tongue...
23
If you are a bit
long in the tooth...
24
If you do
something in cold blood...
33 Prepositional phrases

Aim
Preparation

To introduce and practise a number of common prepositional phrases, e.g.
  in debt, on business, etc.
Copy the handouts on pages 113 and
  115 — one copy per pair for Activity A and one copy per group for Activity B.

Introduction (5 minutes)

Key
A 1 at last, 2 by accident..,on
  purpose, 3 by no means,
4 in the end, 5 out of work, 6 at a discount,
7 at random, 8 by ear, 9 in advance, 10 out of order,
Il at a loss, 12 at most, 13 by heart, 14 in debt,
15 on holiday, 16 at a pinch, 17 at once, 18 in a hurry,
19 in vain, 20 at a profit, 21 at the same time,
22 by sight,
  23 by the wav, 24 At first, 25 at will, 26 in future, 27 out of the blue, 28
  by air, 29 at first sight.

(continued
  on page 114)

Introduce the subject of prepositional
phrases by saying: I dropped a vase once when I was visiting my aunt. It was
completely by accident, but she thought I had done it on purpose and got really
angry with me. Fortunately, she believed me in the end, but I still had to buy
her a new vase! Write on the board: by accident, on purpose, in the end. Ask
the students if they know what phrases like these are called? (prepositional
phrases) Ask for some other phrases with by, on and in and write them on the
board. Explain that in this lesson they are going to look at some common
prepositional phrases.
Presentation (25 minutes)
Activity A The students work in pairs. Give each pair a copy
of Activity A. Do the first example, then let them do the rest. Check orally and
explain where necessary.
(continued
on page 114)

33 Prepositional phrases
A
Replace each underlined word in the sentences below with a suitable
prepositional phrase. Choose from the following list.

at
  a discount

at
  a loss

at a pinch

at a profit

at
  first

at
  first sight

at
  last

at most

at once

at
  random

at
  the same time

at will

by accident

by air

by ear

by heart

by no means

by sight

by the way

in a hurry

in advance

in debt

in future

in the end

in vain

on
  holiday

on
  purpose

out
  of order

out
  of the blue

out of work

1    After travelling for more than twelve
hours, they finally arrived at their destination. (arrived
2    He dropped the vase accidentally
rather than deliberately.
3    To pay 50% income tax is not at
all uncommon in some Scandinavian countries.
4    After sixty-five driving lessons, he
finally passed his driving test. (he passed)
5    My uncle has been  for almost a year.
6    The chairs were being sold at less
than the normal price.
7    The winning numbers for the National
Lottery are chosen without a special system or order.
8    He learnt to play the piano without
being able to read music.
9    All rent must be paid one month before
the due date.
10 The lift is not working, I'm afraid.
11 Everyone
was unable to explain how England lost 6—1 to Iceland 12 My car is worth no more than
£400.
13 The child could recite the poem without looking at it.
14 The company owed
nearly_£2 million. (was nearly £2 million .
15 I'm afraid Mr Brown's free from
work this week. He's in Majorca.
16 We can put you up with some difficulty if you can't find a
hotel. But you'll have to sleep on the floor, I'm afraid.
17 'Come here immediately!' the mother shouted to her young son.
18 I'm sorry, Claire, I can't stop.
I'm short of time.
19 The teacher tried unsuccessfully to control the noisy pupils.
20      He managed to sell his flat for
more than he paid for it.
21      It is very difficult to follow a
radio discussion when everyone is talking simultaneously.
22      I've known her to look at for
a long time, but I haven't been introduced to her yet.
23      Incidentally, did you remember to post that
letter I gave you yesterday?
24      In the beginning, things went well. But it wasn't
long before they started to quarrel.
25      A chameleon is able to change its colour
whenever it wants.
26      I'll let you off this time, but from
now on make sure you are not late for work.
27      James arrived completely unexpectedly.
28      I love travelling in an aeroplane.
29      It was love from the moment I saw
her.
(O

Practice
(10 minutes)
Activity B This activity is for groups of three or four. Give
each group a copy of Activity B. They take it in turns to discuss the questions
and to give their opinions. Listen to a number of answers and encourage
discussion.
Conclusion
(5 minutes)
This is a quick game to
finish up with just to see if the students can remember which prepositions are
used with which words. It can be done orally. Read out the nouns/phrases in the
following order and ask individual students to supply the missing preposition.
Do this as quickly as possible. 1 (on) holiday, 2 (by) no means, 3 (in) the
end, 4 (out of) the blue, 5 (at) a profit, 6 (by) accident, 7 (in) a hurry, 8
(on) purpose, 9 (at) a discount, 10 (at) first sight, 11 (at) the same time, 12
(by) the way, 13 (in) future, 14 (in) vain, 15 (by) heart, 16 (at) last, 17
(at) random, 18 (at) most, 19 (out of) work, 20 (at) a loss, 21 (by) air, 22
(on) holiday, 23 (by) ear, 24 (at) a pinch, 25 (at) will, 26 (by) sight, 27
(in) advance, 28 (out of) order, 29 (in) debt, 30 (at) first.

Key
B
Open answers.

Homework
Tell the students to make up sentences using the following
prepositional phrases: in common, in danger, for a change, out of tune, at
present, for sale, by mistake, in other words.

33 Prepositional phrases (continued)
B Discuss the following.
1      Name two things that you sometimes
have to pay for in advance.
2      Have you ever heard from someone or
has someone ever visited you completely out of the blue? Describe the occasion.
How did you react?
3      Some people try in vain to stop
smoking or to lose weight. Have you ever tried? What advice would you give to
people wishing to lose weight or give up smoking? What other things have you
tried in vain to do?
4      Do you find it easy to learn poems,
children's stories, pop songs by heart? If so, recite something you know by
heart to the others.
5      If you were to go on holiday tomorrow
and money was no object, where would you go to and why?
6      What was the last thing you bought at
a discount? How much did you save?
7      Have you ever broken or damaged
something on purpose? What about by accident? Tell the others about it.
8      How many people are out of work in
your country? How do people who are out of work survive? Do they get help from
the state, their family, or what? If you were out of work, would you take any
job rather than no job at all?
                                                                                C)
34 Word sets (Verbs)

Aim
Preparation

To
  group verbs into sets and then to explain the differences in meanings between
  individual verbs in each set.
Copy the handout on page 117 — one copy per pair /group.

Introduction (5 minutes)
Write the following verbs on the board in random order:
bleat, weep, snigger, croak, giggle, chuckle, drop off, bark, doze, snivel,
snore, sob. Let the students work in pairs or groups of three. Tell them to try
to sort the verbs into four logical sets, with three verbs in each. Tell them
to suggest a heading for each group. Check orally and give explanations where
necessary: bleat, croak, bark (sounds that animals make); giggle, chuckle,
snigger (ways of laughing); sob, weep, snivel (ways of crying); doze, snore,
drop off (verbs to do with sleeping). See if students can add one more word to
each group. Suggestions for extra words: grunt, neigh, guffaw, chortle, titter,
co', wail, bellow, dream, drowse, slumber.
Presentation (20 minutes)
Divide the class into groups of three or four. Give each group
a copy of the handout. Tell them to arrange the verbs under the correct
headings — five words under each. Do the first word with the whole class and
then let them complete the activity. Check orally and give explanations where
necessary.
Practice
(15 minutes)
Give each group one of the sets of words. Using a dictionary,
if necessary, get them to work out suitable definitions for each of the verbs.
Allow approximately ten minutes. Then ask each group to read out their
definitions one by one while the others try to guess which verb is being
described.
Conclusion (5minutes)
Read out the following definitions. After each one, ask
students to write down which verb you are describing: 1 to pull one car with
another, 2 to steal in small amounts, often from the place where you work, 3 to
walk with heavy steps, 4 to look at something or someone, often for a long
time, without blinking, 5 to cook in water without boiling, 6 to speak in a
low, unclear voice, 7 to look quickly at something, 8 to steal from a house or
a flat. Check answers orally: 1 to tow, 2 to pilfer, 3 to trudge, 4 to
stare/gaze, 5 to simmer, 6 to mumble, 7 to glance, 8 to burgle.
Homework

Key
Verbs
  to do with walking and moving: crawl, limp, stagger, stroll, trudge.
Verbs to do with speaking: announce, lisp, mumble, quote, stutter.
Verbs to do
  with pulling, pushing and holding: clutch, grasp, shove, tow, tug.

Verbs to do with looking:
  catch sight 0b gaze, glance, peer stare.
Verbs to do with heating and
  burning: blaze, char, scald, scorch, simmer.
Verbs to do with stealing: burgle, loot, pinch, pilfer,
  rob.

Ask students to write their own sentences using the
following verbs: limp, quote, clutch, gaze, scald, rob.

B C

34 Word sets (Verbs)
Below are thirty
verbs in random order. Place each one under the correct heading. (There should
be five words under each one.)

announce           crawl                   loot

           rob                       stare

blaze

gaze                     mumble               scald

          stroll                     burgle

glance

peer                    scorch                stutter

          catch
  sight of     grasp

shove                  tow                      char

pinch

simmer

trudge                  clutch

          quote                   stagger

tug

Verbs
  to do with walking and moving

Verbs to do with speaking

Verbs
to do with pulling, pushing and holding Verbs to do with looking

      Verbs to do with
heating and burning      Verbs to do with stealing

                                                                                (O
35 Idioms to describe people

Aim
Preparation

To look at various idioms used to describe people, e.g.
  gate-crasher, guinea pig, wet blanket, etc.
Copy the handouts
  on page 119 — one copy per pair for Activity A and one copy per group for
  Activity B

Introduction (5 minutes)
Write the following on the
board: My brother's such a wet blanket sometimes. I was once a when
I was a student. Ask the students if they can suggest what the words wet
blanket and guinea pig mean (wet blanket = someone who spoils the atmosphere or
prevents others from enjoying themselves by being very boring and negative
about everything; guinea pig = someone used as a subject in medical or other
experiments). If necessary, help the students by giving extra clues, e.g. (for
guinea pig) I was once paid £10 to catch a cold. Then doctors then
studied me every day and tried out different drugs on me. Tell the students
that in this lesson they will be looking at more idioms used for describing
people.
Presentation (20 minutes)
Activity A Students work in
pairs. Give each pair a copy of Activity A. Go through the first example with
the whole class and then let them complete the others. Check orally. They can
now test each other. One person reads out a definition, while the other tries
to remember what the word was without looking at the handout. The person reading
out the definition can give some help, if necessary, by saying the first letter
of the word. When they have done it once, they can change parts and repeat.
Practice (15 minutes)
Activity B Students work in groups of three
or four. Give each group a copy of Activity B. They discuss the ten questions.
Listen to a number of answers and encourage discussion.
Conclusion (5 minutes)
Read out the following and ask students to write their
answers on a piece of paper. I'm going to

Key
A I f, 2
q, 3 i, 4 n, 5 p, 6 s, 7 k, 8 d, 9 j, 10 g, 11 0, 12 b, 13 1, 14 t, 15 16 c, 17
h, 18 a, 19 m, 20 e.

describe eight people I know. Listen carefully and write down which word,
of the words you've learnt today, you would use to describe each one. 1 My
cousin is always borrowing things from me and other people. He doesn't work; he
just seems to live off others. 2 My neighbour, Mrs Price, always seems to know
what everyone in our street is doing. .. who's getting divorced, whose children
are in trouble at school. Honestly, I just don't know how she finds out all
these things! 3 My uncle Albert is one of the meanest people I've ever met.
Honestly, he just hates spending money. I asked him for money once for Save the
Children and do you know what he gave me — -11)! I ask you, how mean can you
get! 4 1 was at my sister's 40th birthday party the other day when this guy
came in wearing a bright pink suit. I'd never seen him before so I asked my
sister who he was. She had no idea, either. In fact, it turned out that nobody
at the party knew him. He'd just turned up! 5 My brother's son is only
eighteen, yet he's brilliant with computers. In fact he's just written a game
and it's so good that both Nintendo and Sony want to buy it. 6 There's a fish
and chip shop at the end of my street. Unfortunately, people have usually
finished their chips by the time they reach my house, so they just throw their
empty wrappers in my garden. It annoys me. Why can't people use the bin at the
other end of the road or take their rubbish home with
them? 7 My cousin Carol once did a bungee jump from a helicopter. She's
always doing mad things like that. She's really brave! 8 In our country the
Queen is the socalled Head of state. But she doesn't have any real power.
That's with the Government and the Prime Minister. Check answers orally: 1
sponger, 2 busybody, 3 skinflint, 4 gatecrasher, 5 whizz kid, 6 litter louts, 7
daredevil, 8 figurehead.
Homework
Students make up their own sentences using
five of the words they have learnt.

35 Idioms to describe people
A Match up the words and
  definitions. Write your answers in the boxes below.

1
    a big shot

8 a
    general dogsbody   15 a ringleader

2
    a blackleg

9 a jaywalker             16 a scapegoat

3 a busybody

10 a
    junkie            17 a skinflint

4 a
    chatterbox

11 a killjoy              18 a sponger

5
    a daredevil

12 a
    layabout          19 an underdog

6
    a figurehead

13 a
    litter lout       20 a whizz kid

7
    a gatecrasher

14 a pain in the neck

A person who...

k turns up at a party without being invited

a is always borrowing money and
living off other people.
b is very lazy and avoids
responsibility and work c is unfairly blamed or punished for something, because
the public wants to see that someone is punished or blamed.
d has a low
position in a company and gets all the boring jobs that no one else wants to
do, e.g. photocopying, making coffee,
etc.
e is extremely
intelligent and successful at their job, even though he/she is very
young.
f is important
and influential. g is unable to stop taking drugs. h hates to spend or give
money.
i
always
wants to know about other people's private lives.
j

crosses
the street in a careless or dangerous way, often ignoring traffic lights.
to it.
I drops
rubbish everywhere and never puts it in the bin.
mis expected to lose in a
competition with someone else or a weaker person who is always treated badly by
others. n can't stop talking.
o disapproves of things that other people enjoy
and who tries to stop them from enjoying themselves.
p loves taking
risks and doing dangerous things.
q carries on working when other workers are on
strike.
r leads others
to do wrong or make trouble. s is head or chief but in name only as he/she has
no real power.
t is a really annoying person
who most people can't stand.

1

12

13

14

15

16

17

18

19

20

B
Discuss the following questions.

1

Name some big shots in your
  country.

6

Have you ever been a gatecrasher?
  If so,

Would you like to be a big shot? Why?

tell the others about it. What
  about you?

Why not?

Have
  you ever had gatecrashers at a party

2

What is your opinion of
  blacklegs? How

you held? Who were they and what

effective
  are strikes?

happened?

3

Have
  you ever known a busybody? Tell

7

Is it against the law to be a
  jaywalker in

other students about this person.

your country?

8

Can you think of any sporting
  event

4

Who is
  the biggest chatterbox in your

(football, tennis, boxing, etc.)
  where an

class? In general, are men or women the
  bigger chatterboxes?

underdog has won?

9

Which
  would you least like to be known

5

Bill
  Gates, the founder of Microsoft, was

as — a pain in the neck, a
  skinflint or a

a computer whizz kid. Do you know any other famous whizz kids?

sponger? Give reasons.

©

s
36 Confused words

Aim
Preparation

To
  practise using a number of commonly confused pairs of words, e.g.
  continuous/continual, affect/effect, etc.
Copy and cut up the handouts on
  page 121 — one copy per pair for Activity A and one copy per group (A—F) for
  Activity B.

Introduction (5 minutes)
Write the following sentences on the board:
1066 is one of the most historical moments in British history. The new tax on petrol
will take effect from 6 p.m. tonight. Her hair was pink and obviously dyed.
Tell the students that in one of the sentences a word is used wrongly. Invite
suggestions as to which one (the word historical in the first sentence). Ask
students if they know which word should have been used instead (historic). Tell
the students that in this lesson they will be looking at other commonly
confused words.
Presentation (20 minutes)
Activity A Divide the class into pairs. Give each a copy of
Activity A. Tell them that in some of the sentences one word is used
incorrectly. Tell them to find the incorrect words and suggest which word
should have been used instead. After about ten minutes, tell the class that
there are fifteen mistakes altogether. Check answers orally.
Practice (15 minutes)
Activity B Divide the class into six groups A — F with
approximately four students per group. Give each group a copy of Activity B.
Tell students to write their own sentences using the four pairs of words on
their sheet, They may use dictionaries, if necessary. Tell them to follow the
pattern for Activity A, that is, to make some of the sentences correct, while
in the others they are to use the incorrect word of each pair.
Allow approximately ten minutes for this. Then, ask each group
to read out their sentences and for the others in the class to say whether each
one is correct or incorrect. If they say that a sentence is incorrect, ask them
to suggest which word should have been used in its place.
Conclusion (5minutes)
As a quick review, read
through all the sentences in Activity A again. Ask students to follow without
looking at their handouts. Choose students at random and ask each one after
reading a sentence: Does the sentence sound right or wrong? If he/she says it
sounds wrong, continue: Which word do you think is wrong? And finally: And
which word should have been used instead?
Homework

Key
A The following sentences are incorrect, with the
  wrong word given first, followed by the (suggested) word that should have
  been used. 1 dialect — accent, 2 meaning — intention, 4 stairs — steps, 5
  avoid — prevent,
6 Admittance — Admission, 8 real — actual, 9 decisive — conclusive, 10
  alternately — alternatively, Il sure — certain, 13 efficient — effective, 14
  Less — Fewer, 16 facilities — amenities, 17 fantasy — imagination, 18
  specimen — sample, 20 priceless — worthless.

Ask students to explain the difference between the
following sets of terms: girlfriend/boyfriend, partner, old flame beat, punch,
knock out, slap look at, see, watch curator, caretaker, warden, warder

36 Confused words
A In
some of the sentences below, one word is used wrongly. Find the word and
suggest which word should have been used instead.
1
She spoke English
with a broad Welsh dialect.
2
I'm sorry, Paula.
It really wasn't my meaning to upset you.
3
A child leaving
home for good is a very emotional experience for most parents.
4
They ran up the
steep stone stairs leading up to the entrance of the
museum.
5
Something must be
done to avoid such an accident ever happening again.
6
There was a large
sign on the door which said 'Admittance £5'.
7
Do you think the
new changes in income tax will affect you very much?
8
This is the real
piano on which Andrew Lloyd Webber composed most of the music for Cats.
9
The police now
have decisive proof that the two men robbed the bank.
10  We can go by train or, alternately,
we can go by bus.
11  It is almost sure that the Labour
Party will win the next election.
12  Most tinned food is deficient in
vitamins.
13  This new stain remover is very
efficient. It easily got rid of the gravy stain on my shirt.
14  Less people turned up for the pop
concert than expected.
15  She had dyed her hair a distinctive
shade of green.
16  Our new house is in a good
residential area, close to shops, schools and other local facilities.
17  You need a pretty vivid fantasy to
write fiction.
18  They asked the artist to send them a
specimen of his work.
19  If you print that story about me,
then I'll sue you for libel. 20 The painting was a fake and completely
priceless.

(O

Aim
Preparation

To present and practise a number of common idioms
  using verbs e.g. get into hot water, let the cat out of the bag, etc.
Copy the handout on page 123
  (Student A) and the handout on page 124 (Student B) — one copy per student.

Introduction (5 minutes)
Write the following sentences on the board: a It's all Greek
to me. b I'm over the moon. c You could have knocked me down with a feather!
Read out the following questions and ask students to work out (or guess) which
idiom goes with which question? 1 Which person is very surprised? 2 Which
person doesn't understand something? 3 Which person is really happy and
excited? Check answers (a 2, b 3, c 1). Tell the students that in this lesson
they are going to look at a number of common idioms.
Presentation and Practice (30 minutes)
Unlike in previous lessons, the presentation and practice
sections go together as a pairwork activity. Divide the class into pairs,
Student A and Student B and give each student his/her corresponding handout.
Allow students five minutes to read through the handout. Then they work through
it in pairs. When they have done it once, they change papers and do it again.
Doing it twice should help 'fix' the idioms.
(continued
on page 125)

Student
A
Ask Student B the
following ten questions. See if he/she can guess the right answere If not, tell
him/her what it is. (The answer is underneath in brackets.)
1    Which person has decided to work much
harder?
(I think it's time I pulled my socks
up.)
2    Which person is getting suspicious?
(I'm starting to smell a
rat.)
3    Which person talked about his/her job
at the party?
(We talked shop most of the evening.)
4      Which person has made an embarrassing
mistake?
(I think I've put my foot in it.)
5      Which person has given away a secret?
(I'm afraid I let the cat out of the
bag.)
6      Which person has financial problems?
(It's really hard to make ends meet.) 7 Which person is very clumsy?
(I'm all fingers and thumbs.)
8
Which person
wants a friend to write to him/her?
(Don't forget to drop me a line.)
9
Which person is
pleased with a dress she has bought?
(It fits like a glove.)
10   Which person has recently lost
his/her job?
(I've just been given the sack.)
Student B will now ask
you ten questions. Choose a suitable answer from the following. (Only ten will
be used!)
1     Get a move on, will you?
2     I caught it by the skin of my teeth.
3     I got it for a song.
4     I really hit the roof.
5     I think I'll go and stretch my legs.
6     I was only pulling your leg.
7     I'm at the end of my tether.
8     I've got green fingers. 9 It was a
piece of cake.
10 It's not
really my cup of tea, 11 Keep your hair on!
12     Let's go Dutch, shall we?
13     She gave me the cold shoulder.
14     She's been cooking the books.
15     You're the spitting image of my
cousin, Bob.
When you have done the
activity once, change papers and do it again.
                                                                                ©
(continued)
Student
B
Student A is going to ask
you ten questions. Choose a suitable answer from the following. (Only ten will
be used!)
1
Don't forget to
drop me a line.
2
He tried to
grease my palm.
3
I think it's time
I pulled my socks up.
4
I think I've put
my foot in it.
5
I paid through
the nose for it.
6
I'm afraid I let
the cat out of the bag.
7
I'm afraid you're
barking up the wrong tree.
8
I'm all fingers
and thumbs.
9
I'm starting to
smell a rat.
10   I've got a sweet tooth.
11   I've just been given the sack.
12   It fits like a glove.
13   It was really hard to keep a straight
face.
14   It's really hard to make ends meet.
15   We talked shop most of the evening.
It is now
your turn to ask Student A questions. Read out the following and see if he/she
can guess the right answer. If not, tell him/her what it is. (The answer is
underneath in brackets.)
1
Which person has
been completely ignored by someone?
(She gave me the cold shoulder.)
2
Which person is
just teasing someone?
(I
was only pulling
your leg.)
3
Which person got
angry last weekend?
(I
really hit the
roof.)
4
Which person
wants to go for a walk?
(I
think I think
I'll go and stretch my legs.)
5
Which person
almost missed the last train home?
(I
caught it by the
skin of my teeth.)
6
Which person
doesn't like classical music (It's not really my cup of tea.)
7
Which person has
offered to pay his/her share of a meal at a restaurant?
(Let's go Dutch, shall we?)
8
Which person
wants someone to hurry up?
(Get a move on, will you?)
9
Which person has
bought something very cheaply?
(I
got it for a
song.)
10   Which person thought the English exam
was easy?
(It was a piece of cake.)
When you have done the
activity once, change papers and do it again.
         From
Instant Lessons 3 Advanced series edited by Peter Watcyn-Jones C)      guin
Books 2000

Teacher's notes
Conclusion (10 minutes)
As a quick review, ask students the following questions.
They can work in pairs and write down their answers on a separate piece of
paper. 1 If someone wants you to pull your socks up, what does he/she want you
to do? 2 If you ignore someone, what do you give them? 3 If something fits you
really well, what do you say? 4 If someone tells you to get a move on, what
does he/she want you to do? 5 What's another way of saying to share the bill,
for example at a restaurant? 6 If someone hits the roof, how is he/she feeling?
7 What's another way of saying that someone is very clumsy? 8 Instead of saying
that an exam was easy, we can say it was what? 9 If someone promises to drop
you a line, what is he/she going to do? 10 Ifyou bought something really
cheaply, you could say that you got it for a what? Check answers orally: 1 work
harder, 2 the cold shoulder, 3 it fits like a glove, 4 hurry (up), 5 to go
Dutch, 6 angry, 7 He/She's all fingers and thumbs, 8 a piece of cake, 9 write
to you/write you a letter, 10 a song.
Homework
Tell the students to write the questions which a person would
answer with the following idiomatic responses. (Write them on the board.) Each
question should begin Which person...?
I'm at the end of my tether.
I've got green fingers.
Keep you hair on!
You're the spitting image of my cousin, Bob.
I'm afraid you're barking up the wrong tree.
I've got a sweet tooth.
It was really hard
to keep a straight face. I paid through the nose for it.

Teacher's notes
38
  Word associations

Aim
Preparation

To encourage and practise the free association of words.
Copy and cut up the handouts on
    page 127 — one copy per group (if required) for Activity A and one copy per
    group for Activity B.

Introduction (5 minutes)
Write the following 'words
on the board in groups of three: guitar — rose — beach, credit card — computer
— mountain, rainbow — ice-cream — cinema, compete — kiss — laugh, sports car —
Rome — golf. Tell the students to look at each group of words and then decide
which word appeals to them most and why, Allow two or three minutes for them to
work out their answers. Then they get together with a partner and compare their
answers. Explain that in this lesson there are no right or wrong answers
because everybody sees different associations between words and responds to
words in a personal way.
Practice part 1 (20 minutes)
Activity A Divide the class into
pairs. Tell them to write the numbers from one to twenty in a column down one
side of a piece of paper. Tell them that you are going to read out sentences
with gaps in them. After you have read out each one (see Activity A on page
127), tell them that they have one minute to write as many alternative ways
(single words, phrases) of filling the gap. Be strict about the timing! Go
through all fifteen sentences in this way. When you have finished, ask the
students to shout out just five numbers between one and twenty. These are the
sentences you will now look at with the whole class. Ask, for example: What did
you write for sentence 1? and write suggestions on the board. Only after
you have done this should you read out the original sentence. Ask the students
to choose their favourite answer from the ones suggested. Continue in this way
with the other four sentences, Alternatively, pairs could join together and
each group of four could be given a copy of the sentences. This way they can
check and compare their answers together.
Practice — part 2 (15 minutes)
Activity B Again students work in pairs. Give each pair
a copy of Activity B. Go through the example and then let them complete the
activity using their own adjectives and reasons.
Allow approximately twelve minutes for this.
Then stop them and listen to a few answers. Encourage
discussion.
Conclusion (5 minutes)
Write the
following words on the board (or use your own words, if you prefer): Barcelona,
wallpaper, bicycle, terrified, aeroplane, hitch-hike, doctor, conceited, fed
up, responsible, hospital, spider. Students can either work individually or in
pairs. Tell them they have three minutes to write a sentence or a short
paragraph, trying to use as many of the above words as possible, But the
sentence/paragraph must make sense! Stop everyone after three minutes and ask:
Who's used all twelve words? Eleven? Ten? etc. until someone replies. Listen to
tne sentence(s) and let the rest of the class decide if it is acceptable or
not.
Homework
Ask the students to think up ten original
(and unusual) uses for one of the following objects: a paper clip, a banana, an
umbrella, a ladder, a pair of tights, a computer disk.
Acknowledgement: The
ideas used here are adapted from ideas found in the book How To be More
Interesting by Edward de Bono (Viking,
199T

38 Word associations
A
Read
out the following statements, pausing for one minute after each one.
1    Most
men find it hard to _(beep!)_
2    An
attractive woman is someone with _(beep!) 3
It's a pity that _(beep!)_ was ever invented.
4      Most
people worry about _(beep!)_
5      It
is very embarrassing to _(beep!) _
6      I
really like the sound of the word _ (beep!)_
7      If
people could choose their jobs, many people would like to be a(n) _(beep!)
8      To
be a good teacher, you should _(beep!)_
9      You
know you're getting old when _(beep!)
10 You can often tell a
foreigner by the way he or she _(beep!)_ 11
Good parents always _(beep!)_ their children.
12       _(beep!)     is
one of the most important qualities to look for in a partner.
13       Happiness
is _(beep!)_
14       I
think the word _(beep!) _ sounds really ugly and unpleasant.
15
Most people would hate to be thought of as _ (beep!)

B       Choose
your own answers for the following (two for each). Use one of these adjectives
below or use your own. Try to use a different adjective each time.
annoyed, anxious, apprehensive, ashamed, cheerful,
dejected, despondent, disillusioned, ecstatic, elated, excited, Frightened,
frustrated, furious, heartbroken, homesick, hopeful, horrified/ hostile,
indignant, irritated, miserable, mixed-up, nervous, nostalgic, pleased,
puzzled, remorseful, resentful, satisfied, scared, sceptical, sentimental,
sorry, suicidal, surprised/ thoughtful, thrilled, touched, uneasy, unhappy

            this thing                      can
make you feel           explanation

1 a
letter sad news of the death of a close relative happy letter saying you have
got a job

2 a film

3
  a politician's speech

4 the news

5 a dog

6 driving

7 a wedding

8
  a dental appointment

9
  flyi ng

10
  a kiss

1
  1 a lie

12
  an e-mail

(O

Teacher's notes
39 Giving

Aim
Preparation

To practise giving exact definitions of various nouns,
  verbs and adjectives.
Copy the handouts on pages 129,
  130, 131 and 132 (Student A and Student B) and the handout on page 133 — one
  copy per student.

Introduction (5 minutes)
Introduce the subject by writing the following words on the
board: 1 acquaintance, 2 bargain, 3 compete, 4 drowsy, S incredible. Tell the
students to work in pairs. Tell them to make up suitable definitions for the
above words. Check orally and then let them compare their answers with typical
dictionary definitions, in this case taken from the Longman Dictionary of
Contemporary English. (1 Someone you know, but who is not a close friend. 2
Something bought cheaply or for less than its usual price. 3 (a) To take part
in a competition or sports event (b) To try to be more successful than another
person or organisation, especially in business. 4 Tired and almost asleep,
usually because of food, drugs or because you are in a warm place. 5 Too
strange to be believed, or very difficult to believe.) Find out how many of the
students came close with their definitions. Tell them that in this lesson they
are going to practise giving exact definitions of various nouns, verbs and
adjectives.
Presentation (20 minutes)
Activity A Students work in pairs, Student A and Student B.
Give each student a copy of the corresponding handout. Explain what is to be
done and allow time for preparation. Student A starts. If there is time, ask
them to change papers and do it again. (It is surprising how many words will be
remembered the second time!)
Practice (12 minutes)
Activity B This
is a quick revision activity. Again, students work in pairs, A and B. Give each
student a copy of the corresponding handout.
Conclusion (8 minutes)
Activity C This is a final
quick revision activity. Give each student a copy of the handout. Do the first
sentence orally with the whole class and then let them complete the rest. Check
answers orally: 1 epitaph, 2 dawdle, 3 obsolete 4 looted, 5 eavesdrop, 6 itinerary, 7
boisterous, 8 scrutinized, 9 recuperate, 10 affray, 11 ambidextrous, 12 articulate,
13 rostrum, 14 extinct, 15 notorious, 16 hibernate, 17 ovation, 18 crave, 19
replica, 20 unanimous.
Homework
Ask students to use a dictionary to find definitions for the
following words and to give an example sentence for each one:
commiseration, flotsam, elope, frivolous, gregarious profusion,
travesty, envisage, imminent, vindictive.

A
A Read out the following definitions to Student B. See
if he/she can guess the right answer. If not, tell him/her what the word is.
Give one point for each correct answer. You can read out the definitions in any
order.
Which
(noun/verb/adjective) means... ?

NOUNS
1
  A difficult or
  unpleasant situation in which you do not know what to do, or you have to make
  a difficult choice. (predicament)
2
  A noisy fight or
  quarrel in a public place. (affray)
3
  A very good
  copy, especially of a painting or other work of art. (replica)
4
  A plan or list
  of places to be visited on a journey.
(itinerary)
5
  A small
  platform you stand on when you are making a speech. (rostrum)

VERBS
1
  To take a long
  time to do something or go somewhere.
(dawdle)
2
  To walk with
  slow, heavy steps, usually because you are tired. (trudge)
3
  To steal things
  from shops and homes that have been destroyed in a war or riot. (loot)
4
  To have a really
  strong desire for something. (crave)
5
  To recover from
  an illness or injury.
(recuperate)

ADJECTIVES
1
  No longer
  existing.
(extinct)
2
  (of a person)
  Easily harmed or hurt emotionally, physically or morally. (vulnerable)
3
  Careful with
  money; economical. (thrifty)
4
  Difficult or
  impossible to reach or get at.
(inaccessible)
5
  Able to speak
  clearly and fluently.
(articulate)

Now Student B
will read out fifteen definitions. As you listen, try to work out which words
are being defined. Choose your answers from the following. (Only 15 of the
words will be used!)
NOUNS:           commiseration, contraband, epitaph, flotsam,
mishap, ovation, rancour
        VERBS:             ambush,
eavesdrop, envisage, hibernate, pilfer, scrutinize
ADJECTIVES: ambidextrous, boisterous, imminent, notorious, obsolete,
unanimous, vindictive
When you have finished,
add up the points and compare scores to see who won.
                                                                                ©
B
A Student A is going to read out fifteen definitions. As you listen, try
to work out which words are being defined. Choose your answers from the
following. (Only 15 of the words will be used!)
NOUNS:            affray, itinerary, predicament, profusion, replica,
rostrum, travesty
    VERBS:             crave, dawdle,
elope, loot, recuperate, trudge
ADJECTIVES:  articulate, extinct, frivolous, gregarious,
inaccessible, thrifty, vulnerable
Now read out the following definitions
to Student A. See if he/she can guess the right answer. If not, tell him/her
what the word is. Give one point for each correct answer. You can read out the
definitions in any order.
Which
(noun/verb/adjective) means... ?

NOUNS
1
  A short piece of
  writing on the stone over someone's grave. (epitaph)
2
  Feeling of
  hatred, especially when you cannot forgive someone. (rancour)
3
  Enthusiastic
  applause; loud clapping. (ovation)
4
  Smuggled goods.
(contraband)
5
  An unfortunate
  or unlucky accident. (mishap)

VERBS
1
  To examine or
  look at something closely.
(scrutinize)
2
  To listen
  secretly to other people's conversations. (eavesdrop)
3
  To steal small
  amounts of things or things that are not worth much, especially from the
  place where you work. (pilfer)
4
  (of animals) To
  sleep for the whole winter. (hibernate)
5
  To attack
  someone from a place where you have been hiding. (ambush)

ADJECTIVES
1
  Famous or
  wellknown for something bad. (notorious)
2
  (of a decision)
  That everyone agrees with.
(unanimous)
3
  Being able to
  use both hands equally well. (ambidextrous)
4
  No longer useful
  because something newer or better has been invented.
(obsolete)
5
  Rough, noisy
  and energetic. (boisterous)

When you have finished,
add up the points and compare scores to see who won.
                                                                                (C)

A
B Try to find what these
words are. Ask Student B: What's word number 1?
6

c

7
8
Now try to
explain the following words to Student B. For number 2, for example, say: It's
a verb. It means...

1 itinerary (n)

6 obsolete (adj)

2 loot (vb)

7 contraband (n)

3 articulate (adj)

8 boisterous (adj)

4 ovation (n)

9 pilfer (vb)

5 hibernate (vb)

10 mishap (n)

Student
B
B
Try to explain the
following words to Student A. For number 1, for example, say: It's a noun. It
means...

1 affray (n)

   6   ambidextrous (adj)

2 dawdle (vb)

   7    predicament (n)

3 extinct (adj)

   8   thrifty (adj)

4 epitaph (n)

   9    ambush (vb)

5 eavesdrop (vb)

10 notorious (adj)

Now try to find what
these words are. Ask Student A: 'What's number 2?
1
2
4
7

s

8
9
10
                                                                                ©

C
Fill in the missing
words in the following sentences. To help you, the first letter of each word is
given.
1
The eon the musician's tomb read: 'Well,
I've played everything but the harp!'
2
If you dlike that we'll miss our train. So
hurry up!
3
When
manufacturers brought out a new computer chip and operating system, it made my
old PC practically o overnight.
4
During the
earthquake in San Francisco, many shops were I
5
I love travelling
by bus because it gives me the chance to e on people's conversations —
especially those sitting behind me.
6
Before our New
Zealand trip, my wife and I spent hours planning our i
7
Children,
especially boys, are often very bwhen they play.
8
the document very carefully before declaring it a fake.
9
My uncle has gone
to North Wales to r after his illness.
10   Two men were arrested in the aoutside the nightclub.
11   My cousin is a and can write equally well with his
right or left hand.
12   To be a news presenter, you have to
be a
13   The speaker was so short that even
when she stood on the r  she could barely be seen.
14
The giant panda
is in danger of becoming eunless we do more to protect the ones that are left.
15 Al Capone was a ngangster.
16      Bears usually hduring the winter.
17      The orchestra and conductor got a
standing oon the Last Night of the Proms.
18      I sometimes c something sweet to eat — ice-cream,
chocolates it doesn't really matter what as long as it's sweet.
19      This model is an exact r of the Empire State Building.
20      When they voted, the decision to sell
the company was u. In other words, everyone agreed.

Photocopiable

40 Dictionary race

Aim
Preparation

To give students practise in looking up words in a
  dictionary.
Copy
  the handouts on pages 135, 137 and 139 — one copy per group. Also make sure
  each group has access to a dictionary, preferably an English-English one.

Introduction (5 minutes)
Unlike the other lessons in the book, this lesson
consists ot one single activity, namely a dictionary race (a type of quiz) for
groups of three or four students. Introduce the subject by asking the students:
How often do you use a dictionary? Do you remember the last word(s) you looked
up? Do you use an English-English dictionary? Point out the advantages of using
this type of dictionary, especially ones written specifically for more advanced
EFL learners, e.g. Longman Dictionary of Contemporary English, Collins Cobuild,
Oxford Advanced Learner's Dictionary, etc.
Practice (30 minutes)

Key
A One point for each correct answer. Total three points.
  The following are incorrect: illegible = difficult or impossible to read,
  peckish = slightly hungry, hovel = a small, dirty, cramped place where
  someone lives, especially a very poor person.

B
C

One point for each correct answer. Total ten points.
angry — furious, livid, poor — destitute, penniless, rich — affluent,
  well-off, worried — anxious, concerned, tired — exhausted, weary.
One point for each correct answer. Total eight points. 1 c, 2 g, 3 e, 4
  a, 5 f, 6 h, 7 b, 8 d.
(continued on page 136)

Activities A to I Divide the class into groups of three or
four. Each group will have a captain who is responsible for recording the
answers.
Also, tell each group to think up a name for their team (e.g.
The Fab Four, Three's a Crowd, etc.) Give each group a copy of the handouts and
tell them to write their group name at the top. They now have thirty minutes in
which to answer all the questions. At the end of thirty minutes, tell them to stop
writing whether they have finished or not! Check the answers. To ensure no one
cheats, ask the groups to exchange papers and to mark each other's answers. Go
through each question orally, giving explanations where necessary. Make sure
they add up the total points at the end of each section and the final total at
the end. The papers are now handed back. Get a final score from each group and
perhaps give the winning team a small prize.
(continued
on page 138)

Group name:
A
Read through the following words and definitions and underline any that are
incorrect.
1     illegible unable to read or write
2     insipid  without flavour
3     peckish slightly annoyed or irritated
4     stingy   mean, not generous
5     acronym         a word formed from
the initial letters of other words, e.g. NATO
6     hovel    a place where people go to
be safe
Score

B Next to each adjective below, write two other adjectives
that are similar in meaning. Choose from the following. (Not all the words will
be used.) affluent, annoyed, anxious, bold, concerned, despondent, destitute,
downhearted, elated, exhausted, furious, livid, penniless, weary, well-off
angry  worried poor  tired
           rich
Score

C
Match the words on the left (1—8) with the correct definitions (a—h). Write
your answers in the boxes.

1 acquiesce

a to make a bad situation worse

2 cellophane

b extremely funny

3 debris

c to agree to do what someone wants or to let them do what
  they want

4 exacerbate

d (of a job or activity) that lets
  you earn a lot of money; profitable

5 frugal

e wreckage; broken pieces of something which has recently
  been destroyed, such as a plane or a building

6 hammock

f careful to only buy what is necessary

7 hilarious

g thin transparent material used for wrapping things

8 lucrative

h a type of hanging bed made of string or canvas

2

3

4

5

6

7

8

                                                                                (C)

Key
D  One point for each correct answer.
  Total eight points. I by, 2 back on, 3 down, 4 away with/off with, 5 out, 6
  behind, 7 off, 8 in for.
E
  One point for
  each correct answer. Total ten points. flowers — daffodil, poppy, herbs —
  sage, chives, kitchen utensils — grater, ladle, tools — mallet, plane,
  containers/receptacles — crate, trunk.
F   One point for each correct answer.
  Total six points. 1 b, 2 d, 3 b, 4 a, 5 c, 6 b.

(continued on page 138)

(continued)
D Complete the following
sentences using a suitable phrasal verb with get or go.
1
It's hard to geton just one salary. Nowadays, both
partners in a marriage need to work.
2
I never thought
Paul would gohis promise.
3
I thought your
speech went quite well last night.
4
As it was her
first offence, she got a small fine.
5
You're not going
to wear that dress, are you? That style went years ago!
6
I've got so  in my work that I'm going to have to
work every evening next week to catch up.
7
We can't eat this
meat — it's gone
8
Maria's teacher
encouraged her to go the Cambridge Proficiency examination.
Score

E      Write the following words next to the
correct headings (two words for each).
chives,
crate, daffodil, grater, ladle, mallet, plane, poppy, sage, trunk flowers herbs kitchen utensils tools containers/receptacles
Score
F       Underline the best alternative (a, b,
c or d) to complete the idioms in the following sentences.
1
Mary wanted to
pay the bill, but the restaurant was so crowded that it was difficult to  the waiter's eye.
a)
see      b) catch         c)
hold           d) attract
2
It was only after
she had parted with £1,000 that the only lady realized that the so-called
insurance salesman had taken her
a)
to the laundry           b)
down the drain c) up the garden path  d) for a ride 3 The chief accountant was
arrested forthe books.
                    a) laundering                 b)
cooking                 c) washing                           d) ironing
4 When I was a student I was alwaysand often had to borrow money from my
parents.
                    a) hard up                       b) over the top          c)
out of sorts                   d) dead beat
5
You really put
yourin it when you made fun of that painting. Didn't you realize that the man
you were talking to's wife had painted it?
a)
fist      b) mouth         c)
foot d) nose
6
She found it
really easy to pull the over her parents' eyes. They always believed everything she told them.
a)
blinds  b) wool           c)
shades         d) rug

                                                                                (O

Homework
Ask students to try their hand at
writing their own set of ten questions based on one of the sections (A to I)
from the Dictionary Race.
Acknowledgement: The dictionary definitions
used here are taken largely from the Longman Dictionary of Contemporary English.

Key
G One point for each correct answer. Total 10 points.
1 R conscientious = showing a lot of care and
  attention, 2 W virulent = extremely bitter and hostile (better word
— virile), 3 W beverage = a hot or cold drink,
4
  W urbane =
  behaving in a relaxed and confident way in social situations, (better word —
  urban),
5
  R cumbersome =
  heavy and difficult to move or carry, 6 R ravenous = extremely hungry, 7 W
  biennial = happening every two years, (better word — bi-annual), 8 R blurb =
  short description of a book, usually on the

back cover, 9 W ventriloquist = someone who can speak without moving
  their lips, (better word — contortionist, 10 W tantrum = a sudden fit of
  anger and bad temper.
H
  One point for
  each correct answer. Total 5 points. Suggested answers: 1 he needs to make a
  greater effort, to work harder, 2 they have quarrelied, 3 a clumsy person, 4
  he's bragging, boasting, 5 she's lost her temper, become very angry.
I
  One point for
  each correct answer. Total eight points.

(continued)
G
Say whether the words in bold type in the following sentences are used
correctly or not. Write R (Right) or W (Wrong) after each one.
1
Most bosses would
like their workers to be conscientious.
2
He's very macho
and really virulent.
3
A beverage is a
young beaver.
4 Urbane means to do with towns or cities.
5
It is difficult
to carry something that is cumbersome.
6
Give me something
to eat — I'm ravenous.
7
It's a biennial
event it takes place twice a year, in June and November.
8
I never buy a
book without reading the blurb first.
9
My sister's a
ventriloquist and can twist her body in all sorts of ways.
10     Most parents would be pleased if
their son or daughter had a tantrum.
Score

H Answer the following in
your own words.
1     What does he need to do if he needs
to pull his socks up?

2     John and Mary have fallen out. What
has happened to them?

3     What sort of person is all fingers
and thumbs?

4     He's blowing his own trumpet again.
What is he doing?

5     She's blown her top. What has she
done?

Score

I
Find a word on the right (a—h) that is connected with a word on the left (1—8).
Write your answers in the boxes.

1 candle

a    twig

2 funeral

b      cuff

3 tree

c    nappy

4 egg

d wick

5 shirt

e      parting

6 hair

f    tributary

7 baby

g yolk

8 river

h coffin

1

2

3

4

5

6

7

8

Total

                                                                                C)

PENGUIN
ENGLISH PHOTOCOPIABLES

0 14 081562 7                  0 582
42783 5                   0 582 45146 9                   0 582 45145 0                   0
582 46901 5

Pair
Work O

'NO rocoPIA'Le•

0 14 081632 1                  0 14
081656 9                   0 582 44774 7                   0 14 081619 4              0
582 42788 6

www.penguinenglish.com

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Advanced
Instant Lessons 3 Advanced is the third
of three Instant Lessons books in the Penguin English Photocopiab/es series.
With 40 complete lessons for practising reading, writing, grammar and
vocabulary at Advanced level, it is an invaluable resource for teachers who
need a readymade lesson or who want to complement their usual teaching
material. Each lesson is designed to last around Peter Watcyn-Jones 55 minutes.
Other titles in the series include:
 Minimum
preparation

10 self-contained lessons on each language area —
reading, writing, grammar and vocabulary

Detailed
teacher's notes with clear guidance on preparation, timing etc.
 Practical
layout with teacher's notes next to photocopiable pages
AdvancedAdults
Upper Intermediate16+
Intermediate12-15
Pre-IntermediatePrimary
Elementary
Beginner
Penguin English
Photocopiables is a growing series of resource books designed with the busy
teacher in mind. All activities are quick to prepare and easy to use, and will
motivate students to learn and enjoy the language.
www.penguinenglish.com
Front cover photograph: © Gettyone Stone

ISBN
  0-582-45145-0
9 780582
  451452

Published
and distributed by
Pearson
Education Limited
PENGUIN
ENGLISH PHOTOCOPIABLES

alt: Instant Lessons 0 Advanced

alt: Series Editor Peter Watcyn-Jones

alt: Instant Lessons O Advanced

alt: PENGUIN ENGLISH Pearson Education

alt: Off to Australia 60 37

alt: Reading: Lessons 1-10 1 The story of

alt: Photocopiable

alt: I opened my eyes in terror. Try as

alt: The story of Frankenstein (continued)

alt: B In pairs, act out the conversation between

alt: Dear Mum and Dade scorching out here

alt: Practice (30 minutes) Activity

alt: A traveller's tales (continued)

alt: Twentieth century achievements

alt: World peace. 2 Protection of the environment

alt: Stop all the clocks A 1 Work in pairs

alt: Stop all the clocks (continued)

alt: O 5

alt: Key B 1 plays: b and e. films: a and c

alt: What's on? (continued) B

alt: B Complete one of these sentences

alt: Should you smack your children?

alt: Practice (25 minutes) Key

alt: It's crazy to smacking a child

alt: Those villages and towns were gone forever now — where there was life and laughter, now there was water, turbulent or calm, as the weather…

alt: The flood (continued) C Work in pairs

alt: How are things in Connemara?

alt: There are many legends about the

alt: The letter Mistress and Maid

alt: How would you describe the maid's attitude to her mistress in picture 2? 2

alt: The letter (continued) D

intro: содержит в себе ответы ЭТА ТЕМА ВСЕГДА ОСТРО ВСТАЕТ В ШКОЛЕ ДЛЯ БОЛЕЕ КОМФОРТНОЙ РАБОТЫ С АНГЛИЙСКОЙ ГРАММАТИКИ НУЖНО ПОДБИРАТЬ ПРАВИЛЬНЫЕ ПОСОБИЯ, КОТОРЫЕ ОТРАЖАЮТ РЕАЛЬНЫЕ АСПЕКТЫ СОВРЕМЕННОГО ЯЗЫКА. ЭТО ПОСОБИЕ ПОЗВОЛИТЬ ДОПОЛНИТЕЛЬНО ПРОРАБОТАТЬ ВСЕ НЕОБХОДИМЫЕ ПРАВИЛА, КОТОРЫЕ ИСПОЛЬЗУЮТ АНГЛИЧАНЕ В СВОЕЙ ПОВСЕДНЕВНОЙ ЖИЗНИ. Грамматика английского языка – это набор правил, которые позволяют связывать отдельные слова в предложения.

доп. образование взрослых

group: Другое

title: ГРАММАТИКА ЛИКВИДАЦИЯ ПРОБЕЛОВ УРОВЕНЬ С1