extracted_text:
Instant
Lessons O
Elementary
Deirdre Howard-Williams
Mary Tomalin
Peter Watcyn-Jones Edward Woods
Series Editor:
Peter
Watcyn-Jones
(4
                                                                         O               z
10.02/
PENGUIN ENGLISH
             qgg I
Gosyolø
Contents

Reading by Mary Tomalin
1
Au
pair
2
Holiday
3
Photographs
4
I
didn't do it!
5
Health
6
The
lottery ticket
7
How
do you sleep? 8 Help! 9 A new life
10
Postcards
Writing by Deirdre Howard-Williams
11
Consequences
12 Four easy steps
13
World
weather reports
14
Food
for thought 15 My ideal penfriend
16
Advice
from Anna
17
Colours
18
An
English weekend
19
The
last chocolate cake 20 Trip to the top
page
6
10
14
18
22
26
30
32
36
40
44
46
48
50
52
54
56
58 60
62
Grammar by Edward Woods
page
21
Present
Simple       64
22
Present
Simple: interrogative and negative forms    68 23 The article   72
24
Some/any
and countable/uncountable  76
25
Past
Simple v Past
          Continuous                            78
26
Frequency
adverbs 82
27
Prepositions
of time 86 28 Prepositions of place 88 29 Adverbs  94
30
 Demonstratives and possessives        96
Vocabulary by Peter Watcyn-Jones
31
Clothes        100
32
Foot
+ ball = football           104
33
The
living room     108
34
Countries
and nationalities 112 35 What do they look like? 114 36 Food      118 37 Useful
adjectives 120 38 The family 122 39 Shops and shopping 124
40
Verb + noun collocations        126

Introduction

Instant Lessons 1 Elementary is the
  first in a new series of photocopiable resource books for

Choosing a lesson for

teachers and contains 40 complete
  lessons for practising reading, writing, grammar and vocabulary. It is aimed
  at busy teachers who

your class

need
  an 'instant' or ready-made lesson.

Lesson
  type

Although
  it is intended primarily for teachers

The teacher's notes for
  each lesson show at a

new
  to the profession and non-native-speaking

glance the main
  teaching point of the lesson,

teachers, even the more experienced
  teacher

making it a fairly easy
  task to find a suitable

should find a lot that
  is useful in the book.

lesson to use quickly.
  The lessons are all at elementary level and do not need to be done in

Each activity contains
  material to be

sequence as each lesson
  is complete in itself.

photocopied, usually
  one sheet or two, and

However, there is a
  slight progression in the

clear step-by-step
  instructions to the teacher on

level
  of difficulty, with the slightly easier

1

preparation and
  organization. Instant

lessons coming at the
  beginning of each

Lessons 1 Elementary
  can be used with adults

section.

and
  teenagers in a variety of different class situations to give extra practice
  in reading,

Preparing the activity
  before the lesson

writing, grammar and
  vocabulary in a fun and

The teacher's notes to
  each activity have a

stimulating way.

special
  section called Preparation. This section tells you exactly what you need to
  do before the

Most of the lessons
  involve the students

class
  starts, i.e. how many pages to photocopy,

working
  in pairs or in small groups, which is an

how many copies are
  needed and if the copies

excellent way of making the
  learning process more dynamic and enjoyable.

need to be cut up in
  any way.

Instant
  Lessons 1 Elementary is not meant to replace a coursebook but is intended as
  a useful

Organizing the activity

resource
  book to compliment any existing coursebook at this level. The teacher can
  simply pick and choose from it according to how

in the classroom

useful
  and interesting a particular lesson is to

Lesson plan

his/her class.

The teacher's notes for each lesson in Instant
  Lessons 1 Elementary are divided into four

How to USe this book

main
  parts: Introduction
Presentation

Instant Lessons 1
  Elementary contains forty

Practice

lessons. These are
  divided into four main

Conclusion

sections:

In addition, there is
  usually a section at the end

Reading

with
  suggestions for homework.

Writing

Introduction

Grammar

The teacher's notes
  start with suggestions as to

x;

Vocabulary

how to introduce each
  activity. It is usually

with ten lessons per
  section.

short — no more than 5
  minutes.

Each lesson is complete
  in itself and consists of

Presentation

teacher's
  notes, a key (where appropriate) and

This is where the main
  teaching point is

one or more handout.
  Each lesson is intended

presented. It is nearly
  always teacher-led. It

to take 50—55 minutes
  and the very detailed

varies in length
  between 15 and 20 minutes.

teacher's
  notes give clear guidance on how

Practice

many minutes each part
  of the lesson might

This
  is always student-centred and is where the

take. There is also a
  comprehensive key, which

students get a chance
  to practise, where possible

again makes life a lot
  easier for the busy teacher.

in a communicative way,
  what they have been

Finally,
  the teacher's notes are deliberately

taught in the previous
  section. Students

placed together with
  the handouts and, where

normally
  work in pairs or groups. This is usually

possible, as a two-page spread -
  again to make

the longest part of the
  lesson (approximately

the book
  'user-friendly' and easy. to teach from.

20—25 minutes).

Teacher's
notes
                 Conclusion
.:.-r.ã
fl           Like the introduction, each lesson has a short          activity
at the end (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. As such, 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 handout, 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, many are cut up into cards.
For
material that can be re-used, wherever possible try mounting it on cards and
protecting it either by laminating it or (a cheaper solution) by keeping it in
clear plastic folders. The extra initial effort will certainly pay off as
subsequent photocopying costs and time will be reduced greatly.

Reading:  Lessons 1-10
AU pair

Aim
Preparation

To understand job
    advertisement and letters offering work.
Copy
    the handouts on pages 7 and 9 — one copy per student.

Introduction
(5 minutes)
Write the word au pair on the board. Check
Yan| students understand the word (an au pair is a sori
young person, usually a woman, who stays with es.l
a family in a
foreign country and looks after their children). Ask students to give you as inv
many words and
phrases as they can think of de connected
with au pairs. For example: language chi
classes, children, family,
housework, foreign miri            country,
lonely, not much money. Write their ideas
on the board.
Vl it\

Key

Nationality: Spanish
City: Madrid
Because she wants to
  learn to speak good English, and also because she likes children.

City

No. of children

Babies
(under 2)

Hours work Car Pay a day

3

6

b x

3

10

2

5

2

6

(continued
  on page 8)

Teacher's notes

Presentation (20 minutes)
Activity A In pairs, students read the
text and answer the questions. Encourage students to use dictionaries where
necessary. Check answers orally, explaining where necessary. Correct major
errors.
Activity B
Elicit/pre-teach advertisement. Students read the advertisements, using
dictionaries where necessary. Then they complete the chart. Walk round, giving
help and encouragement. Then check orally. Write new words on the board in sentences.
(continued on page 8)

1 AU
pair
A      Work
in pairs. Read this, then answer the questions below.
Amaya is an
eighteen-year-old Spanish girl from Madrid. She wants to work in hotels in Spain. Her
English isn't very good and she knows it must be good for
a hotel job. She has decided to work as an au pair for a year in England
because this will help her English. She likes children (but not babies) and
wants to be in a big city.
1 Complete this
information about Amaya.

Age:
Nationality:

2 Why does Amaya
want to work as an au pair?
B       A
family friend sends these advertisements from England. Work in pairs. Read them
and complete the chart below.
a
Au Pair £80

Photocopiable

CENTRAL
LONDON —
per week
Wanted. Au pair for
single working Au pair wanted for friendly mother with three children, two, five family
with boy and 2 girls, 8, and nine. Working hours 8.00—6.00 13 and 14. Six hours
work 5 days a week. Central London. Monday—Friday. £80 per week. Very
good language school Country town. Use of car.
nearby. £70
a week.
Au pair
wanted for happy family with two boys aged Loving family needs
friendly au two and six
months. Five hours work a day, 3 evenings. pair for 2 boys, 5 and 6.
Six hours Seaside town.
£65 a week. work 5 days a week. Own car.
Near central London. £70 a week.

City

No. of children

Babies (under 2)

Hours work a day

Car

Pay

a

3

x

b x

c

5

d

yes X = nO)

Practice
(25 minutes)
Activity C Elicit/pre-teach to be
interested in. In pairs, students discuss the questions. Elicit answers orally
and ask students to explain what is wrong with the other two families. You may
want to write up the answers on the board. For example:
Amaya is interested in
advertisement a because the family is in London. There are no babies in the
family. There is a good language school nearby.

Key
C Arnaya will be interested in advertisements a and d.
  She will be interested in advertisement a because the family is in London.
  They say they are friendly. There are no babies in the family and there's a
  good language school nearby. The hours of work are not too long and the money
  (£70 a week) is all right. She will be interested in family d for the
  same reasons. The family does not say that there is a good language school
  nearby but she is near the centre of London and she will have her own car. She
  can find a good language school.
Amaya will not be interested in advertisement b because ten
  hours a day is too long. Also the job is in a town, not a city. She will not
  be interested in advertisement c because it is not in a city and the family
  has a small baby.

D
E

I
2
I
2
3
4
5
6

Letter
  l/advertisment a. The writer talks about two
Letter
  2/advertisment d. The writer talks about two boys.
Possible answer: Amaya
  will choose the family in letter 2. The family in letter 1 do not sound very
  friendly. They want to leave Amaya alone at weekends! Also, they want her to
  speak Spanish every day this will not be good for her English. The family in letter 2 sound much
  nicer. They want to help Amaya with her English and say she will be 'one of
  the family'.
you will have our London house to yourself!
Paul already loves reading
We were very happy to hear from you.
We will do our best to help you.
At weekends we go away ...
Here are some photographs of my
  husband and me and the boys.

Activity D In pairs or small groups, the students read the letters and answer
questions 1 and 2. Students use their dictionaries where necessary. Check
answers orally, explaining where necessary. Correct major errors. An example
answer to question 2 might be: The family in letter 1 do not sound very
friendly. They want to leave Arnaya alone at weekends! Also, they want her to
speak Spanish every day, which will not be good for her English. Family 2 sound
much nicer. They want to help Arnaya with her English and say she will be 'one
of the family'. Write new words on the board in sentences.
Activity
E In pairs, students find the words in the text. Omit if lack of time.
Activity F Walk round and listen to
students as they discuss this question. Listen to their mistakes and briefly go
through the mistakes. Then elicit answers from each group. Omit if lack of
time.
Conclusion
(5 minutes)
Ask the
students to choose three new words they have learnt in the lesson and to write
a sentence using each of them. Walk round and check the sentences. Omit if lack
of time.
Homework
Written answer to Activity D, question 2. Also Activity
E, if not done in class.

1 AU pair (continued)
C
Which advertisements do
you think Amaya will be interested in? Why? What's wrong with the others?
D
Amaya writes to two of
the families and they write back to her. Work in pairs or small groups. Answer
these questions.
1     Read the two letters and then say
which advertisements (a, b, c or d) they go with.
2     Which family do you think Amaya will
choose? Why?

E
Work in pairs. Read the
letters again. Which words in the letters mean the same as these words?
1     You will be alone in the house.
2     He likes books a lot.
3     It was nice to get your letter.
4     We will try to help you.
5     From Friday until Sunday we go away.
6 These are pictures of our family.
F
Work in pairs. Would you
like to work as an au pair? Say why/why not.

Photocopiable

C)
2 Holiday

Aim
Preparation

To compare two people's
  accounts of the same holiday.
Copy the handouts on pages 11 and 13 — one copy per
  student.

Introduction
(5 minutes)
In pairs, students look at the pictures in Activity A.
Ask: Which place would you like to stay in for a holiday? Why? Elicit answers
from students.
Presentation
(10 minutes)

Key
A 1 He stayed in the apartment in picture 1. We know this
  because of the words: There weren't too many people on the beach./lt was good
  to be in an apartment and not some big, noisy hotel with people everywhere.
2 clear: not dirty; you can see to the bottom of the
  sea. noisy: with lots of noise, for example of people talking loudly.
together: with each other. spent (to spend): stayed/were.

B The man, Mike, wrote the text in Activity A. The woman, Maria, wrote
  the text in Activity B. They are married with children.
(continued
  on page 12)

Activity A Elicit/pre-teach the word
beach. In pairs, the students read the text and look at the pictures. Question
1: Students say which apartment the writer stayed in. Tell the students not to
use their dictionaries for this activity. Question 2: Students try and guess
the meaning of the words from context. Check answers orally, explaining and
helping students to guess the answers from the context.
Practice
(30 minutes)
Activity B Pre-teach the
word relationship. In pairs, students read the text in Activity A again and
also the text in Activity B. They look at the pictures and answer the
questions, using their dictionaries where necessary. Check answers orally,
explaining where necessary.
(continued on page 12)

2 Holiday
A Work in pairs. Read the text and answer
the questions.
1
The
pictures show two apartments. Read the text. Which apartment did the writer
stay in? How do you know?
2     Can
you guess the meaning of the four underlined words (lines 4 and 8)?
„¾wwmmmw,
         Picture
1                                              Picture 2

Photocopiable

our
  a
big,
and
  good

/f
was a greaf holiday. The weather was good - rea//y hot. The best *hing was fhaf
aparfmenf was on/y 100 mefres from the beach. / gof up af eight every day and
had swim before breakfast There weren many peop/e on the beach and sea was b/ue
and clear. The chi/dren were fine, /f was good fo be in an aparfmenf and
not sorne hofe/ wifh people everywhere. / *rave/ a /of for myjob. and stay in
good hofe/s, so / don 'f wan* fo stay in one when / on ho/iday. / don 'f even
want fo eat in restauranfs much. / do foo much of *haf when / *ravel Maria and
/ did the cooking shopping fogefher, so fhaf was d/ right. We spenf
mos* days on beach. /f was fo lie in *he sun, gef brown andp/ay wifh chi/dren.
We were two mi/es from fhe
I nearest vi//age. Thaf was good too. Good fo be done
wifh fhe fami/y for two weeks.

T
  e,yoged Ede                                               s a-
  beæ-t.d"/ßa/
Ha-ce Q-nd •He
  -Cood '-s H- s -L f sleep we//
,4Ad •Me éa-bŽ' woke me
  everg Q-bötÅf d'ke wear Yo - H" LUQ-_S a./uyæŽ'_s
  me y,de were a-ad loved ée'Aÿ pea-H He bea-c/. So ded -L -
  H" wa-s wonder/u// •He sea. uya-_s so c lea-r/
                            -time -L                  sya--.t/
       a- ,40fe/
I m "red o/      cook/,X9
  everg dike andersffa-nds de EL-S vert/ pod            "e/eed me        >
  buf ave fo do everg da-f a-t- Zome. de doesa          A/sow  Rea-resf             foo
  -Pa-r a-wa-Ž'        -Here wa-_s a-/mo_5f no o,ae f,4e
  beæcÅ.         like mee¾Aÿ peoe/e» bat -Here L.',zs
  no          meet/   n'- is a- bea-u#iCu/ p/a-ce. we // yo bank           zea-r
  a- /Dfe/ •fDU.)A. And we 7/ yo Jutte w/e,t s I  so „40f.

B
Work in pairs. Read the text in Activity A again. Also, read the text opposite.
Look at the pictures. Which person wrote text A? Which person wrote text B?
What are their names? What is their relationship?
©

Activity C Students read both texts
again. Check students understand the task. Go through the chart orally, asking
students to predict the answers. Then, in pairs, students complete the chart.
Walk round and check their answers.

Key

Woman

Man

The weather If was too hot.
I liked the weather.
I didn't sleep very well.

Children and baby
The children were fine.
The baby woke me every night.

Position of apartment
    loved being near the beach.
It was too far to the nearest village. liked being two
    miles from the village.

Cooking and
    shopping didn't like cooking and shopping every day. The cooking and
    shopping was OK.

c
D 1 He travels a lot. He stays in good hotels and eats in
restaurants.
2 Because it won't be so hot in June.

E

3
4
5
1
2
3
4
5

Possible answer: They are probably
  quite happy, but
Maria would prefer Mike to help more
  with the baby. Why doesn't he get up at night sometimes? But at least he
  helped with the shopping and cooking on holiday. They don't communicate very
  well. Mike seems not to realize that Maria didn't like everything about the
  holiday.
You can swim,
  get brown, play with your children, lie in the sun, play ball, walk along the
  beach, watch people, read, sleep.
Possible answer: I'd prefer a holiday in a hotel. I don't
  want to cook or shop when I'm on holiday. And I don't want to clean. And you
  can meet people in a hotel - I'd like that. a hotel eating in restaurants the
  baby being near the beach the shopping and cooking

Activity D
Students read the questions. Check they understand them. Then, in pairs,
students answer the questions. Check answers orally, explaining where
necessary. Correct major an! errors. Encourage discussion for questions 3 and
5. Example language for question 3: They are probably quite happy, but perhaps
the man doesn't help the woman much with the baby. Why doesn't he get up at
night sometimes? For question 5, correct major errors. Omit 1—3 if lack of
time.
Activity
E Don't worry about grammar too much in students' answers. Just make sure they
understand what the underlined words are referring to. Omit if lack of time.
Conclusion
(5 minutes)
Activity
F Students write one or two sentences about their best holiday. Elicit some
model answers before students write. Walk round and check their sentences.
Homework
Students
write a short paragraph about their best or worst holiday.

2 Holiday (continued)
C       Work
in pairs. Read both texts again. The woman and the man feel differently about
the holiday. Look at the sentences in this chart. Tick (V) who says or feels
these things, the man, the woman, or both.

Woman

Man

The weather It was too hot.
I liked the weather.
I didn't sleep very well.

Children and baby
The children were fine.
The baby woke me every night.

Position of
  apartment
I loved being near the beach.
It was too
  far to the nearest village.
I liked being two miles from the village.

Cooking and shopping
I didn't like cooking and shopping every day. The cooking and shopping
  was OK.

D      Work
in pairs. Answer the questions.
1
What
do we learn about the husband's job?
2
Why
does the woman want to go back next year in June?
3
Do
you think the man and the woman are happy together?
4
What
can you do on a beach? Write down three things.
5
Which
would you like better, a holiday in an apartment on a beach, or in a hotel on a
beach? Say why.
E       Work
in pairs. What do the underlined words mean?
1
1
don't want to stay in one when I'm on holiday. (line 6)
2
1
do too much of that when I travel. (line 7)
3
Mike
never went to him — it was always me. (line 15)
4
So
did I — it was wonderful! (line 18)
5
He
was very good and helped me with it. (line 23)
F
Write
one or two sentences about your best holiday.

Photocopiable

13
3
Photographs

Aim
Preparation

To match photographs to
  written descriptions.
Copy the handouts on
  pages 15 and 17 — one copy per student.

Introduction (5 minutes)
Students
look at the picture in Activity A. Ask them these questions: Where are the
women? What country do you think this is? Possible answers to the first
question: They're on a boat.fThey're in the doorway of a boat. I think the boat
is on a river or canal. You may need to teach the word canal (and possibly
river too) as not many students will know this. Teach the word doorway as
students will probably want to use it. Possible answers to the second question:
Perhaps it's Spain or Portugal. (In fact, it's Portugal.) Higher level: It
could be Spain or Portugal.
Presentation (20 minutes)

Key
A    ...
  he has hands on his hips ... The baby has nQthing on ... looking up at
  the_manLhim ... The dog is standing neaxLQy.er some rope
B     I
  Possible answer: Because he's the woman's husband and the baby is his child.
  The woman and baby look very happy to see him.
2
  His shoulders and arms are bare. I think he works outside.

3
4
5

Possible
  answer: Perhaps they're friends. Or perhaps the older woman is the other
  woman's mother.
Possible answer: I
  feel good. The woman and child look happy. It's a happy picture.
(continued on page 16)

Activity
A Students look at the picture for one minute. Then, in pairs, they read the
text and underline the mistakes. Encourage students to use their dictionaries.
Then check answers orally, explaining where necessary. Ask students to correct
the mistakes. Then students can study the picture.
Activity
B In pairs or small groups, the students read the questions and use
dictionaries if necessary. Then check they understand the questions. When they
have discussed in pairs, have a whole class discussion. Example answer for
question 1: Because he's the woman's husband and the baby is his child. The
woman and baby look very happy to see him. Example answer for question 2: I
think he works outside because his shoulders and arms are bare. Example answer
for question 3: Perhaps the older woman is the other woman's mother. Correct
major errors. Write new words on the board in sentences. Omit questions 3 and 4
if lack of time.
(continued on page 16)

3
Photographs
A
Work in pairs. Look at this picture for one minute.
There are some mistakes in this
description of the picture. Find the mistakes.

. Photocopiable

A
man is standing with his back to us — we can't see his face. His arms and
shoulders are bare and he has one hand on his hips. He's looking down into the
doorway of a boat. In the doorway there are two women, an older woman and a
young woman. The young woman is holding a baby in her arms. The baby has a
t-shirt on and is smiling at the man. The woman is wearing earrings and has
bare feet. There's a dog between the two women. There's another dog near the
man, looking up at the baby. The dog is standing on some rope.
B
Work
in pairs or small groups. Discuss these questions.
1
Why
do you think the man is looking at the women and baby?
2
What
kind of work do you think the man does? Why do you think this?
3
What
do you think the relationship is between the two women?
4
Where
do you think the boat is? a by the sea b on a canal c on a river?
5
How
do you feel when you look at this picture? Can you say why you feel this?
©
15

Practice (20—25 minutes)
Activity
C In pairs, the students look at the second picture. Then they read the two
descriptions below it, and say which is the best description in their opinion.
Allow use of dictionaries.
Description 1 says: I don't think
the man is the woman's husband. Description 2 says: The father is looking at
his wife and children. Explain there is no correct answer to this question.
Encourage
n
discussion. Correct
major errors.

Key
Open answer
2    Possible
  answer:
There's a woman and a baby in both pictures. There's
  a man in both pictures. He's looking at the woman and baby.
3    Possible
  answer:
Picture 1 shows a boat.
Picture 2 shows fields
  and a tree.
Picture 1 shows a happy
  woman.
Picture 2 shows an
  unhappy woman.

E
  Countryside things and people: peasant, field, tree, village, gypsy
Body and clothes: hips,
  bare feet, earrings, back, shoulder

Activity
D In pairs, the students read the questions. Check students understand the
words similar, both, show. Elicit some answers from students and encourage
discussion.
it Students could then do this as a
writing activity or orally in pairs. Write new words on the board in sentences.
Omit if lack of time.
Conclusion (5 minutes)
Activity
E Students work in pairs. Check answers orally. Omit if lack of time.
Homework
Students write a
description of the pictures.

3
  Photographs (continued)
                      C
  Look at this picture. Then look at the two descriptions below. Which one
  describes the picture best?

1
  This
  picture shows countryside somewhere in Europe. A woman is sitting under a
  free with her three children. The children's feet are bare. The children look
  poor and unhappy. Perhaps they're a gypsy family. I don't think the man is
  the woman's husband. I think he's just passing.
2     A
  woman with three small children is sitting under a free in the middle of the
  countryside. The father is looking at his wife and children. The family is
  vay poor — we can see this from their clothes. The baby is asleep under a
  tree. There's a village and fields in the background. Perhaps they're
  peasants — or gypsies. I'm not sure.

D      Answer
these questions.
1
Which
picture do you like best? Can you say why?
2
How
are the two pictures similar? Use this language:
There's/There are ... in both pictures.
3
How
are they different? Use this language:
The first picture shows ...
The second picture shows ...

Countryside
  things and people

Body
  and clothes

Photocopiable

E       Work
in pairs. Put the following words into the two groups below: hips peasant field
bare feet earings free village back gypsy shoulder
C)

1 didn't do it!

Aim
Preparation

To understand a
    jigsaw reading text.
Copy
    the handouts on pages 19 and 21 — one copy per student. If required, cut
    text in Activity A into four sections.

Introduction
(5 minutes)
Write
these words on the board:
Today
is a terrible day for me.
Ask:
Why do you think it
is a terrible day for this person? Elicit students suggestions.
Presentation
(20 minutes)
Activity A Students
have to put sections a, b, c,
Mid                    d,
into the right order to tell a story. You can do the activity in this way:
10
Students work in
groups of four. Cut the story in
rea
Activity A into four
sections, a, b, c, d. Give each Demember of a group one of the four sections.
prEach student reads his/her section. S/he must
praloh not
group, show students it to the have other to put students. the story Then,
together.as a

Key
A    The
  correct order is: c, b, d, a
B     I
  Peter
2
  Heis in prison.
3
  Heis
  at his sister's home.
4
  He is inside.
5    Angry
  but happy to be out. Strange.
C     le
  2b 3d 4c 5a
(continued on page 20)

They
do this by telling each other about their section. They can read it to the rest
of the group if they wish. Students use their dictionaries but don't try to
understand every word. Alternatively, students can do the activity in pairs. In
this case, give one student sections a and d. 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,
asking students to explain how they got to the answer. (In each text we are
told the number of years the writer has been in prison.) Try not to elicit a
lot of detail from students as the following activities deal with this.
The correct order is: c, b, d, a. When the story
begins (text c), the writer (Peter) has been in prison for five years. This is
because, when Peter's father died (more than five years ago), he
(the father) gave all his money to Peter's brother
John. John was murdered and the police thought Peter killed him because he
wanted the money. So Peter was put in prison. However, his sister always
believed in Peter (text b). In text d we learn that a dying man, Mike Rippon,
has confessed to killing John. In text a, Peter is released from prison.
Practice
(25 minutes)
Activities B and C In pairs, students
read the texts in the correct order and answer the questions. Check answers
orally, explaimng where necessary.
(continued on page 20)

4
1 didn't do it!
A Put the text in the right order. a
Today I walked out of those doors into the
There were a lot of journalists. 'How do you they asked.

sunlight.
  feel?'
happy
  took
sorry.
they
onto a it if

'Angry about those six and a half
years. But to be out,' I answered. My sister was there. She me back to her home
and gave me a good meal.
All my old friends came. Some were
very 'We thought you did it. We were wrong, Peter,' said. But others said, 'We
always believed in you.'
It is strange to be here, and look out
beautiful garden again. can walk out into want. I'm free.

Today
  for the

one's

is a terrible day for me. They
brought me here first time exactly five years ago. I remember it so well. The
door closed behind me. They took my clothes, my money. They took my name and
gave me a number. 'I didn't do it!' told them. 'I didn't kill him!' They
laughed and locked the door. The men inside laughed too. 'We all say that,'
they said. 'No done anything wrong in here!'
B Work in pairs. Answer these questions.

1
What is the writer's name?
b

morning.
I
John.
didn
  't died
exercise.

Six years now. My sister came to see me this She has
been so good to me. She doesn't believe killed John. 'I know you,' she said.
'You loved He was your brother! You didn't kill him! You want his money.'
'I
did,' I said. 'i wanted his money. When dad and gave all his money to John, I
was really angry! But kill my brother? No.'
She left and they took me outside for
some One of the others came to talk to me.
'You know,' he said, 'I killed a man.
But I'm beginning to believe you. I don't think you did.'

it! But it's true! They've found my
His name is Mike
  Rippon. He's told killed my brother all those years ago! came to see me again
  this afternoon. tell them?' I asked. 'It's more than
very ill,' my lawyer
  answered. 'He's another man is in prison because of to die a good man.' Soon
  I will be free.

him.
  He wants

I can't believe brother's killer! the
police he My lawyer
'Why did Rippon
SIX years now.'
'Rippon's dying. He knows
d

2
Where
is the writer in texts b, c, and d?
3
Where
is the writer in text a?
4
Is
the writer inside or outside at the end of the story?
5
How
does the writer feel when he is free?
C Work in pairs. Match
the people (1-5) with the sentences (a—e).

1 John

a
  This person is dying.

2
  the writer's lawyer

b
  This person told the writer about Mike Rippon.

3 the writer's sister

c This person was in
  prison for six and a half yeajs.

4 Peter

d This person took
  Peter home

5 Mike Rippon

and gave him a good meal.
e This person was
  Peter's brother.

Photocopiable

Instant 19

Activities D and E
Students work in pairs. Check answers orally, explaining where necessary.
Omit Activities C,
D and E if lack of time.
Instead, simply
elicit the story from students. Write new words up on the board.

Key
The police believed the writer killed
  John.
2
  When
  he died, Peter's father gave all his money to John.
3
  The
  police believed Peter killed his brother because he wanted his money.
4
  Mike
  Rippon told the police that he killed John.
5
  Peter's
  sister did not believe that Peter was a killer. 6 Peter was in prison for six
  and a halfyears.

E
F

I 2
3
  4 a b

a lawyer the police a journalist a
  prisoner
I brother 2 kill 3
  money 4 wanted 5 died
6 angry 7 go/leave
I tell 2years 3 dying 4
  prison 5 man 6 free

Activity
F In pairs, students complete the sentences, then choose one of the
conversations and act it out. Listen to some students and correct major errors.
Conclusion
(5 minutes)
In one or two
sentences, students explain orally why Peter was in prison. Omit if lack of
time.
Homework
Students can do the conclusion
activity as a written homework. They could also do any other omitted
activities.

4 1
didn't do it! (continued)
D
Work
in pairs. Correct the mistakes in these sentences.
1
The
police believed the writer killed Mike Rippon.
2
When
he died, Peter's father gave all his money to Peter.
3
The
police believed Peter killed his sister because he wanted her money.
4
Mike
Rippon told Peter that he killed John.
5
Peter's
sister believed that Peter was a killer.
6
Peter
was in prison for five years.
E
Work
in pairs. Match the words with the sentences.
      a prisoner       a
joumalist       the police      a lawyer
1
If
the police think you killed someone, this person can help you.
2
These
people try to find killers and put them in prison.
3
This
person writes for newspapers.
4
This
person is not free.
F
Work
in pairs. Complete these conversations. Try not to look at the text. Then look
at the text and check your answers. Then choose one conversation and act

it
out.
a
Peter's
sister: I know you. You loved John. He was your (1)

You didn't (2)
him. You didn't want his
(3)
Peter: 1 did. 1 (4)
his money. When dad (5)and gave all his money to John, I was
really (6) But kill my brother? No.
Peter's sister: I know that. Well, I must
(7) now. I'll come again soon.
b
Peter:        Why
did Rippon (1)them? It's more than six (2)   now.

Lawyer:

Rippon's very ill. He's
  (3)

 He
  knows another

man
  is in (4) a good (5)

because of him. He
  wants to die

Peter:

So when will I be (6)

Lawyer:

Very
  soon.

Photocopiable

5 Health

Aim
Preparation

To
  read about two people's lifestyles and assess how healthy they are.
Copy the handouts on
  pages 23 and 25 — one copy per student.

Introduction (5 minutes)
Elicit/pre-teach the words healthy and unhealthy. Ask
students: Do you eat healthy food? If not, why not? Elicit answers from
students. A student n
may answer: I eat too much butter and
cheese. Use the opportunity to elicit/teach the word fat, as in Butter and oil
are fats.
                      Presentation
(20 minutes)
Activity A In
pairs, students read the health quiz, using their dictionaries where necessary.
They discuss the questions and put a tick or cross beside each sentence.

Key
Right.
  Regular exercise stimulates the release of certain hormones/chemicals in the
  blood that make you feel good.
2     Wrong,
  but you must eat carefully to make sure that you get enough vitamins and
  protein.
3     Wrong.
  Both are carbohydrates that act very quickly to give you energy.
4     Right.
  Otherwise, your metabolism is slow all day.
5     Right.
  You must eat some fat in order to be healthy. Very little fat or no fat is
  bad for you.
6     Wrong.
  Fat is worse for you than sugar. Too much fat can thicken your arteries so
  that the blood cannot get through.
7     Wrong.
  People put on weight as they get older because they don't take much exercise.

B

8
9
10
I
2
3
4

Wrong.
  You should eat five portions a day if you want to be really healthy and
  prevent dangerous illnesses.
Wrong. Red wine is better for your
  heart than white wine.
Wrong. Cooked
  tomatoes are better for you, as they protect you against certain kinds of
  cancer. You feel very unhappy. a unhealthy b uncooked c worse d put on weight
  e ill
Possible
  answer: butter, oil, meat fat
Open answer
(continued on page 24)

Check answers orally, encouraging
discussion. Correct major errors. Example language: Red wine is good for you.
Too much fat is bad for you. Point out the uncountable nouns: sugar/fruit/
meat/honey is... Write new words on the board in sentences.
Activity B In pairs, students answer
the questions. Check answers orally, explaining where necessary. For question
4, encourage discussion. Example: I eat a lot of fat. I don't eat enough
vegetables.
(continued on page 24)

5 Health

Photocopiable

A

Work in pairs. Read through the
Health Quiz. Do you think the sentences are right or wrong? Put a tick (V) or
cross (X) next to each sentence. Then discuss your answers with the class.

B       Work in pairs. Answer these
questions.
1      If you are depressed, how do you
feel?
2      What is the opposite of these words?
a healthy b cooked c better d lose weight e well
3      Name two fats.
4      Do you eat healthily or unhealthily?
Say why.

Practice
(20 minutes)
Activity C Pre-teach the word lifestyle. In pairs,
students read the two texts and complete the chart. They use dictionaries where
necessary. Check answers orally, explaining where necessary. Correct major
errors.

Key

Tania

Eats breakfast

Smokes

Eats a lot of fat

x

Eats meat

Drinks a lot of alcohol

Has a lot of friends

Eats a lot of fruit and vegetables

Exercises

D I Possible answer: He wakes with a headache because he drinks too
  much.
2
  Possible answer:
  think Tania wakes with a headache because she is lonely and unhappy.
3
  Possible answer:
  Tania — she eats very little fat and doesn't drink.
4
  Possible answer:
  Probaby Leo because he doesn't smoke.
5
  Possible answer:
  No, a lot of people live like them. A lot of young women eat very little.
6
  Open answer
F Possible answer:
Leo: You should eat more fruit and
  vegetables. You shouldn't drink so much.
Tania: You shouldn't smoke. You
  should talk to someone about your problems.

Activity D In pairs, students read the
questions. Check understanding. Students discuss the questions in pairs. Then
check answers orally, encouraging discussion for questions 3 and 4. You could
then ask students to write their answers. Write new words on the board in
sentences.
Conclusion
(5 minutes)
Activity
E Elicit a few sentences from students, for example: You shouldn't smoke. You
should eat more vegetables. Students then write. Walk round and check their
sentences.
Homework
Activity F Students write a short paragraph about their own lifestyle,
using the texts in Activity C as a model.

 5 Health (continued)
C

Read about the lifestyle of Leo
and Tania. Then complete the chart below.

Leo gets up at 7.45. He washes, throws
  on his clothes and drives to work.
There
  he has a cup of black coffee with three teaspoons of sugar. At 10.30 he eats
  some chocolate and biscuits. For lunch he has a beer, two sandwiches, chips
  and an apple. After work he exercises for half an hour at the gym. He has a
  lot of friends and a very busy social life. After work, he sees his friends
  or girlfriend. He has a good meal in the evening — meat with vegetables, and
  dessert. He drinks a lot of beer each evening. He doesn't smoke. In the morning
  he often wakes up with a headache.

Tania gets up at 7 0'clock every day.
  She has a cigarette before she gets up. For breakfast she eats toast and
  cottage cheese with no butter. She drinks two glasses of orange juice. She
  cycles to work and has some fruit at about eleven.
For lunch she has a salad
  and some more fruit. After work she goes home and has a fish or vegetable
  main meal and a fruit salad. She doesn't eat meat or drink alcohol. She
  doesn't have many friends and often stays in. She's rather lonely.
She smokes
  about twenty-five cigarettes a day. She often wakes up with a headache in the
  morning.

Leo

Tania

Eats breakfast

x

Smokes

Eats a lot of fat

Eats meat

Drinks a lot of alcohol

Has a lot of friends

Eats a lot of fruit and vegetables

Exercises

D
Work in pairs. Answer
these questions.
1     Why do you think Leo wakes up with a
headache in the morning?
2     Why do you think Tania wakes up with
a headache?
3     Who do you think is thinner, Leo or
Tania? Why?
4     Who do you think will live longer,
Leo or Tania? Why?
5     Do you think the lifestyles of Leo
and Tania are very unusual?
6     How do you feel when you read about
Leo and Tania?
E
You are a friend of Leo
and Tania. Write your advice to one of them.
     You should ...                 You shouldn't ...
F
Write four sentences
about your lifestyle.

Photocopiabte

6 The
lottery ticket

Aim
Preparation

To read a story and
  predict its ending.
Copy the handouts on
  pages 27 and 29 — one copy per student.

Introduction (5 minutes)
Introduce
the topic by asking student if they know these words: lottery, lottery ticket,
millionaire. Write the words on the board. Ask students these questions: How
much can you win in a lottery? Can you become a millionaire? Do you buy lottery
tickets? How often? Have you ever won anything?

Presentation (15—20 minutes)
Activity A In
pairs, students look at the pictures. Ask them what is happening in each
picture. Before they read the text, ask students to order the pictures so that
they make a story. Students then read the text and put the pictures in the
right order. Encourage students to use their dictionaries. Check answers
orally, explaining where necessary. Write new
words on the board in sentences.

Key
A
  Pictures d, e, c, a, b

(continued on page 28)

(continued on page 28)

6 The lottery ticket

Photocopiab[e

A Work in
pairs. Put these pictures in order so they tell a story.

On Wednesday afternoon, Nick Bulmer spent
  £1 on a lottery ticket as usual. On Thursday afternoon, he returned
  from the car factory where he worked. He sat down to  read the evening
  paper. Then he checked the winning lottery numbers. He couldn't believe his
  eyes!
'I've won!' he cried.
  'I'm a millionaire! I must ring the lottery people and tell them!'
1 His phone wasn't working — he hadn't
  paid the bill — but there was a phone box at the end of the road. He put the
  ticket in his trouser pocket and ran out of the house. But because he was so
  excited, he didn't look where he was going and a car knocked him

over. When Nick next woke up, he was in hospital with a big
  bandage on his head. His wife, Helen, was sitting next to him.
'What day is it?' he asked.
'Friday,'
  she said. 'You're lucky to be alive, Nick!'
'Where are my
  trousers?' said Nick anxiously.
'l took them home last night. They were
  covered in blood. I put them in the bin.'
'What?' shouted Nick, and told Helen about the
  lottery ticket.
'Oh no!' cried Helen. 'The dustmen are
  coming this morning.' And without another word she ran out of the room.

Now put the pictures in
the order of the story.
C)

Practice (20 minutes)
Activity B In pairs, students answer the questions.
Question 1: Use the questions to elicit the main points of the story from
students. Question 3: Ask students to explain why Nick probably won't do a or
c. Check answers orally, explaining where necessary. Omit questions 3 and 4 if
lack of time.
Activity C In pairs, students read the
two texts and say which one they prefer. Encourage students to use their
dictionaries. Encourage discussion about the endings. Ask: Why do you prefer
ending 1? Check the meaning of these words: beach, quarrel, separate, search.
Correct major errors. If time, students can vote for the ending they prefer.
Write new words on the board in sentences.

Key
B l a
b
d

She went home to look through the rubbish bags. She knew Nick's trousers
  were in one of them and the lottery ticket was in a trouser pocket.
Because she knew the dustmen were coming that morning.
  Because he was in hospital with a big bandage on his head.
Perhaps because they didn't know their neighbours very well, or because
  they thought the neighbours might find the lottery ticket and keep it for
  themselves.

2 a b c d e
f g 3 b
4 Open
D
  Possible Always excited. Money

car factory
He couldn't believe his eyes!
His phone
  wasn't working. A car knocked him over. You're lucky to be alive. anxiously
I put them in the bin.
Because if Helen doesn't find the trousers they will
  lose the ticket and the money.
answer answers:
look where you're going. Don't run when you're You can be happy without
  a lot of money. doesn't make you happy.

Optional
Extension Students narrate the story lir from Nick's point of view (to a
friend) as he waits for Helen's phone call.

Conclusion (5—70 minutes)
Activity
D Elicit/teach the word moral (z the lesson of the story, what you can learn
from the story). Students could have a brief discussion about the moral of each
ending.
Homework
Students have to write seven sentences, each one
including a word or phrase from Activity B, question 2.

6 The lottery ticket (continued)

B
  1 Answer these questions.

3

Which of these things
  do you

a Where do you think
  Helen

think
  Nick will do while he waits

went? Why?

to hear the answer from his wife?

b Why did she run?

Say why you think this.
a Pull the bedclothes
  over him

c Why couldn't Nick go?

and go to sleep.

d
  Why do you think they didn't

b Worry.

ring a neighbour and
  ask for help?

c Laugh and say, 'What
  a joke!'

2 Which words in the
  text mean

4

Translate these words
  into your

the same as these
  words?

own language.

a
  A place where they make cars.

car
  factory         phone box

b 'It can't be true!'
  he thought.

bandage            dustmen

c
  His telephone was out of order.

anxious             bin

d
He
had a car accident.
e
You
nearly died.

Photocopiable

f

In
a worried voice.
g
I
threw them away.
C
Read
these two endings to the story. Which one do you like best? Say why.
1
When
Helen got back home, the dustmen were carrying bags of rubbish from the house.
'Stop! Stop!' she cried. She took a
rubbish bag and emptied it onto the ground. The trousers fell out, covered in
blood. Helen put her hands in the pockets — and pulled out the lottery ticket.
'Thank God!' she cried.
A week later Nick and Helen were on a beach
in Thailand. But they quarrelled about the money and six months later they
separated.
2
Helen
ran out of the hospital and jumped into her car. She drove fast and rather
dangerously back home. Ten minutes later she was searching her dustbins. But
the rubbish bags were gone.
'Oh
no!' she cried. 'It's not possible!'
But it was. Nick
and his wife never found their lottery ticket. And Nick still works in a car
factory. But they are happy together and have two lovely children.
D
Choose
the ending you like best. What is the moral of the story? What lesson can you
learn from it? Write one or two sentences.

Aim
Preparation

To do a questionnaire about sleeping habits and match
  problems with advice.
Copy the handout on page 31 — one copy per student.

          7 How do you sleep?

Introduction
(5—70 minutes)
Ask
students these questions. Elicit/teach the word snore.
Do you sleep well or badly? Do you snore?
Are you a 'morning'
person or a 'night' person? Then write the questions on the board. In pairs,
students ask each other the questions.
Presentation (15 minutes)
iirt
Activity
A Go through question 1 orally, asking individual students for their answers.
Then
l i i
students work through the quiz in
pairs, ticking the answers that are truest for them. Tell them they must choose
one answer only. Encourage them to use their dictionaries. Then go through the
quiz orally, asking students for their answers. Explain anything important that
they don't understand. Ask check questions, for example: Why do you hate
getting up? Write new words on the board in sentences.
Optional Extension 1 Ask students to find someone in
the class with five answers that are the same as theirs. Encourage them to say,
for example:
We have the same/different answers
for question 6. We have four answers that are the same.
Optional Extension 2 In pairs, students discuss their
sleeping habits with each other. (Hopefully, no misunderstandings here!)
Practice (20 minutes)
Activity B Again, encourage students to use their
dictionaries. Then check answers orally, explaining where necessary.
Optional Extension Ask more questions about the words,
for example: How many pillows do you have? Do you ever use a hot water bottle?
Activity
C Go through the first two sentences orally. Ask students if they think this is
good advice. Students do the rest in pairs, using their dictionaries. Then
check answers orally. Explain anything important students don't understand.
Ask
students:
Do you agree with this advice? Why/Why not? How do you get to sleep?
Write
new words on the board in sentences.
Conclusion (10 minutes)
In pairs, students read the text in Activity A again.
Ask them: Which sentences are real problems for someone? Ask students to look
through the advice in Activity C again and match the advice with the problem.
For example, for sc, number 2 is good advice.
Optional
Extension Pairwork: Student A plays someone who can't sleep. He tells Student B
his problems. Student B gives advice. Encourage students to use the imperative:
Have a routine. Wear thick socks.
Homework

Key
B 1 pillow
2
nap
3
hot water
  bottle
4
snores
5
dreamt

C Possible answer:

Students
have to write down five more pieces of advice for someone who can't sleep,
using the imperative.

7 How do you sleep?
A             in pairs. For each
question, choose the answer that is true for you.

u zz

I go to sleep as soon as my head

5 a I get out of bed as soon as I
  wake up.

touches the pillow.

b After I wake, it's about ten
  minutes

b

I take about an hour to go to
  steep.

before I get out of bed.

c

It takes me two to four hours
  to go to sleep.

c
  I hate getting up in the morning.
6 a I'm a 'morning' person. I go to bed early

I need six hours' sleep or less
  each

and I get up early.

night.

b I'm a 'night' person. I go to bed
  late

b

I need seven to nine hours' steep
  each

and 1 get up late.

night.

c I go to bed at about eleven and
  get up

c

I need ten hours' sleep each night.

at half past seven.

3

1 always feel I have had enough
  sleep.

7 a I dream a lot and usually remember my

b

I sometimes feel I have not had

dreams. b I sometimes

enough sleep.

remember my dreams.

c

I often feet tired during the day.

c I don't remember my dreams — or
  perhaps I don't dream!

4 a

I never wake during the night.

8 a People tell me I snore loudly.

b

I wake once or twice during the
  night.

b I sometimes snore.

c

I often wake and
  can't get to sleep again.

c I am sure I never snore.

B
Work in pairs.
Complete the sentences. Use these words: dreamt pillow snores nap hot water
bottle
1
At night, I rest
my head on a ................ . . . .
2
1'm going to have
a . for half an hour.
3
1 put a . next to my feet.
4
1 don't sleep
well because my wife .
5
Last night I  I was a dog.
C
Work in pairs.
Tick the advice which will help someone sleep.
1
Put a hot water
bottle next to your feet or wear thick socks in bed.
2
Have a cup of tea
or coffee.
3
Do some hard
exercise just before you go to bed.
4
Finish your
evening meal at least two hours before you go to bed.
5
Get up at the
same time every morning.
6
Watch TV in bed
or read in bed.
7
As you lie in
bed, listen to all the sounds you can hear.
8
Have a regular
bedtime routine. 9 Have a nap during the day.

Photocopiable

31
8
Help!

Aim
Preparation

To read a story and
  predict what happens next.
Copy
  the handouts on pages 33 and 35 — one copy per student.

Introduction
(5 minutes)
Ask
the students: When do you say 'Help'? Elicit suggestions from them. Say: We're
going to read a st00'. It's called 'Help'. What do you think it is about?
Elicit suggestions.
Presentation
(20 minutes)

Key
They're at home, in
  bed.
2    It's
  night.
3    Because
  she hears something/noises downstairs.
4    He's
  going downstairs. He thinks there's someone/a burglar in the house.
5    Because
  he thinks that this person is dangerous.
6    Because
  she wants the police to come.
7    She
  feels afraid/frightened.
8    Possible
  answer: There's a burglar in the house.

B

9
I
2

Possible answer: He'll go downstairs
  and find the burglar. Perhaps they will fight. Or perhaps the burglar will
  run away.
Possible
  answer: Sarah runs downstairs because she hears a loud bang. Perhaps the
  burglar has a gun and he has used it.
Possible answer:
  Perhaps the police will come and kill the burglar.
(continued
  on page 34)

Activity
A In pairs, students read the conversation and answer the questions. They use
dictionaries where necessary. Check answers orally, explaining where necessary.
Note: 999 is the Emergency Service in Britain. When you ring it, an operator
asks: Fire, ambulance or police? Explain this to students. Encourage discussion
for questions 8 and 9. Correct major errors. Students will probably want to use
the words burglar and afraid so teach them. (Burglar is also needed for
Activity B.)
Activity B In pairs, students read the
conversation using their dictionaries, then they answer the questions. Check
answers orally, explaining where necessary. Students will need to use the word
perhaps so teach it if necessary. Write new words on the board in sentences.
(continued on page 32)

8 Help!
A
          in pairs. Read this then answer the questions.
Sarah: Tony, wake up!
Tony: What, what?
Sarah: Listen!
Tony: My God! There's someone downstairs!
I'll go and see.
(He gets out of bed.)
Sarah: No, don't do that, it's too
dangerous. I'll ring 999.
(She picks up the phone.)
Tony: You do that. I'm going downstairs.
(He picks up a heavy vase.)
Sarah: No! He could have a knife — or a
gun!
(She speaks into the phone.) Hello, we
need help quickly!
Tony: I'm going downstairs.
(He leaves the room.)
1
Where
are Sarah and Tony?
2
Is
it day or night?
3
Why
does Sarah wake Tony up?
4
Where
is Tony going? Why?
5

Why
does Tony pick up a heavy vase?
6
Why
does Sarah ring 999?
7
How
do you think Sarah feels?
8
What
do you think Sarah will say next?
9
What
do you think Tony will do?
B Work in pairs. Read this. Then answer
the questions.

Operator:

Fire,
  ambulance or police?

Sarah:

(on
  phone) Police, please. There's a burglar in the house!

Operator:

Can
  I have your address, please?

Sarah:

29, Clarendon Road.
  Please come quickly!

Operator:

A
  police car will be with you in five minutes.
(There is the sound of
  a loud bang downstairs.)

Sarah:

Oh my God! Tony!

(She throws the phone down and runs
downstairs.)

1    What
do you think has happened? Why does Sarah run downstairs?
2    What
do you think will happen next?

Photocopiable

Practice (25 minutes)
Activity
C In pairs, students read the text without using their dictionaries. They guess
the meaning of the underlined words. Check answers orally, explaining where
necessary. Encourage students to use the context to guess. Show students the
meaning of the words through the use of gesture. Then they read the text with
dictionaries and complete the sentences. Check answers orally, explaining where
necessary.
Activity D Question 1: In pairs or small groups, students finish the story
in one or two sentences. Walk round and check what students have written,
correcting major errors. For question 2, encourage discussion.

Activity E Students read the
text and write answers to the questions. They use their dictionaries where
necessary. If necessary, explain that the Beatles were a very famous pop group
in the 1960s. Walk round and check what students have written. Also, check
answers orally. Correct major errors. Write new words on the board in
sentences. Omit if lack of time.
Conclusion (5 minutes)
Activity
F Walk round and listen to students.
Homework

Key
C push: to move someone away from you with your hands seize:
  to take something quickly stab: to put a knife in someone drop: to let
  something fall Possible answer:
1
  . the burglar wants to
  steal things. He wants to put them in the suitcase.
2       . then the man can't hurt him.
3       . the man wants to kill Tony.
E 1 in the story in the activities, Sarah and Tony wake
  because they hear noises in the house. Harrison and his wife also wake
  because they hear noises. Harrison goes downstairs and finds a burglar. The
  same happens with Tony. Harrison's wife saves him. Sarah saves Tony.

2
G 1
2
3
4
5
6

The burglar attacks Tony with a gun. The burglar attacks George Harrison
  with a knife. Harrison's wife hits the burglar with a heavy vase. Sarah uses
  a kitchen knife. a flowers b clothes, shoes, books and other things for a
  holiday a When you are in•danger, for example, when there is a burglar in the
  house.
b When you are suddenly very ill. pushed, dropped, seized
Because he wants to steal things from it.
A gun. It can kill more people more easily. Open answer

Activity G Check answers orally in the next lesson,
explaining where necessary.

8 Help! (continued)
C       in
pairs. Read this. Guess the meaning of the four words underlined (lines
4, 5 and 6). Then complete the sentences.
Sarah runs into the kitchen. There she
sees Tony fighting with a man of about thirty. The man is wearing jeans and a black
jacket. There is a big suitcase on the poor. He has a gun in his hand and Tony
is frying to get the gun from him. As the two men fight, the burglar pushes
Tony on to the floor. Sarah sees that in two or three seconds the burglar will
use the gun on Tony. Sarah seizes a kitchen knife and stabs the
man in his right arm. He drops the gun and Sarah seizes it.
1
There
is a suitcase on the floor because ...
2
Tony
is trying to get the gun from the man because .
3
Sarah
stabs the man because
D      Work
in pairs or small groups. Answer the questions.
1
What
do you think will happen next? Write two or three sentences and finish the
story.
2
Do
you think this story could happen? Who do you think is braver, Sarah or Tony?
E       Read
this and answer the questions.
In
fact, something like this happened in 1999 to George Harrison and his wife
(Harrison was once one of the four members of the Beatles pop group). They were
asleep when they woke and heard a noise. Harrison went downstairs and found a
man in the living room. The man attacked him with a knife and almost killed
him. But Harrison's wife hit the man with a heavy vase and saved her husband's
life.
1
How
is this story about Harrison the same as the story in Activities A, B and C?
2
How
is the story different?
F
Work
in pairs. Act out the scene in Activity A without looking at it. Then look and
see if you were right. Then act it out again. G Work in pairs. Answer these
questions.
1
What
do you put in a a vase b a suitcase?
2
When
do you call a the police b an ambulance?
3
Complete
these sentences using these words: seized dropped pushed
The young manthe
old man against the wall. The old man his wallet and the
young manit.
4
Why
does a burglar enter a house?
5
Which
is more dangerous, a knife or a gun? Why?
6
What
sounds can you hear at the moment?

Photocopiabte

O
9 A new life

Aim
Preparation

To read a series of
  personal letters and deduce information about the writers.
Copy
  the handouts on pages 37 and 39 — one copy per student. If required, cut up
  the four letters in Activity A.

Introduction (5 minutes)
Point to the map in the book and ask
the students: Where's Ireland? Also ask: What are people who live in Ireland
called? (answer: Irish). Find out what they know about Ireland.
Presentation (15 minutes)
Activity
A Reading text. In this activity, students have to put letters a, b, c and d
into the right order. You can do the activity in this way:

Key
A The order is: c, a, d, b
(continued on page 38)

Students
work in groups of four. Cut out the four letters in Activity A. Give each
member of a group one of the letters, a, b, c or d. Each student reads his/her
letter. S/he must not show it to the other students. Then, as a group, students
have to put the story together. They do this by telling each other about their
letter. They can read it to the rest of the group if they wish. Students use
their dictionaries but don't try to understand every word.
Alternatively, students can do the
activity in pairs. In this case, give one student letters a and
b. Give the other student letters c and d.
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 more useful, as
students have to communicate with each other. Check answers orally, asking
students to explain how they got to the answer. Try not to elicit a lot of
detail from students as the following activities deal with this. (The correct
order is: c, a, d, b. The situation is that an Irishman and his wife, Patrick
and Marie, have emigrated to New York. They have been there for a month when
Patrick writes his first letter to his brother Paul in Ireland.)
(continued on page 38)

9 A new life
         Where's
Ireland?
A Work in pairs or groups of four. Read
these letters and put them in the right order.

Photocopiable

a

We ve been_ Zexe
-L
    £0.4eA_ L opeA          eyes He
.L ca-,t
    éeheve _L                                                           .4ere_
    t.ùÅen_ we a-r.ovedu
da-r7e
    _s                 rook us to fhew       We Sta-yea f,4ere -Cof       weeks
         n_ou_) we "ve sm,z// Ha-ce           our           ,4eŽ' Me
    poor, Zer coas-.q_s_              'Ma-de fÅem          were kind                 us
    a-rd /ooked         us we/'.
't.ðk//             refur,t     a-sked
    'Mever» fÅe;.'      s JdYer Yo ge poor gere    -L re/znd. Peop/e cure
    kinder _           ve Cou,-'d work a. -CæcforŽ-' da-rže               He
    Zouse oc a.                 T.His" fwæe a- week.        s
      "Per,4Lps
                     we 'h'                 a, clearer!

d
Yes,
    f,4e                  z //                 6
_snoke_s                                   Q-
                   p/,zce_
L tua-/k ff.;e
    st-reefs> .L see people L // over r;ae wor/d (Mmesev
                                  Ger-ma-a.
    _ You yo         orte
Mew
    York             you re yo  a-Ad ever-gone is     -L
/,ve
        T-ns,4      Mew York s ca-//ed f,4e 3ro.4¥. T cou/d "ve
    "ere a-I/       /iße          _seea.k
        We a-re             L/"              da-ræ
    a-Ad
T _ u.)orkpç-
    .4a-.rd»          we a-re
D,ce a.           we
    ear arest-a-ura-afv Pa-a/ !     a-re gou  to
come                    us?
Zove, -Pa-trick

c
©

Practice (25 minutes)
Activity B In
pairs, students read the letters in the correct order. They answer the
questions. Check answers orally, explaining where necessary. Write new words on
the board in sentences.
Activity C In pairs, students correct the
mistakes in the sentences. Check answers orally.
Activity
D In pairs, students write answers to these questions. Walk round and check
what o            students have written. Also check answers orally. Write model
answers on the board. in

Key
1903. Many Irish people went to
  America around this time. Also, we know that Paul is going to take a boat to
  America. In 1983, people almost always flew. In 1783, the arrival time of a
  boat would not be very accurate because it depended on the wind, but Paul
  says he will be arriving at 4pm.
2
  Because
  they were poor in Ireland. They hope they can have a better life in America.
3
  a
  They are kind to Patrick and his wife. When
Patrick and Marie arrive in New York
  their cousins take them to their home. Patrick and Marie stay there for two
  weeks. Patrick's cousins are poor, but they are happier than they were in
  Ireland.
b Patrick's
  brother is called Paul. He is younger than Patrick. He wants to go to America
  too. He doesn't like Ireland — it rains too much. He lives in Dublin. In his
  last letter, he says that he is sailing to America and will arrive on July
  25th. c They want to go to America too. They give money to Paul for the boat
  journey.
d
  Her name is Marie and she is pretty. She finds work in New York as a cleaner
  for a rich Irish woman. She cleans her house twice a week.

c
  1 2
3
4
5
6
7
8
9
D I
2
3
4
5
6

Patrick is in New
  York, America.
Patrick is
Patrick
  has been in America for Qne month when he writes his first letter to
  Paul. Patrick finds a job in a factQry.
Dublin is in Ireland.
Paul hates the rain in
  D.uþ_in.
There
  are Chinese. Italians, Itish and Germans in New York.
Paul is sailing
  to New York.
Paul is arriving at
  four in the
When
  s/he is away from you and you love or like him/her very much.
They
  do the same work all the time. In a factory, machines make things and people
  help the machines.
Possible answer:
  It's warm and sunny. It's a ship/a big boat.
About two weeks.
No,
  they usually fly. They don't go by boat because it takes longer and is more
  expensive.

Activity
E Students do this in pairs. You may want to begin by eliciting ideas for the
letter hfrom students and writing the ideas on the board. Walk round and check
what students have written. If lack of time, omit and do for homework.

Conclusion (5 minutes)
Activity F Students
discuss in pairs. Then have a brief class discussion. Put some example
sentences on the board.
Homework
Students
write a short answer to Activity F. Walk round and check their answers in the
next class.

9 A
new life (continued)
B
in
pairs. Read the letters again in the right order. Answer these questions.
1
When
do you think Patrick and Paul wrote these letters? Why do you think
a
1983
b 1903 c 1758
2
Why
have Patrick and his wife gone to another country to live?
3
What
do we learn about these people:
a
Marie's
cousins b Patrick's brother c Patrick's parents d Patrick's wife
C
Work
in pairs. Correct the mistakes in these sentences.
1
Patrick
is in London, England.
2
Patrick
is Italian.
3
Patrick
has been in America for three months when he writes his first letter to Paul.
4
Patrick
finds a job in a shop.
5
Dublin
is in Italy.
6
Paul
hates the rain in Italy.

Photocopiable

7
There
are only Englishmen in New York.
8
Paul
is flying to New York.
9
Paul
is arriving at four in the morning.
D
Work
in pairs. Write answers to these questions.
1
When
do you miss someone?
2
What
kind of work do people do in factories?
3
What's
the weather like today?
4
Paul
tells Patrick that he is sailing on the Good Hope. What is the Good Hope?
5
How
long do you think the journey will take?
6
Do
you think that people often sail to America today? If not, why not?
E
Work
in pairs. Imagine that Paul is with his brother in America. Write Paul's first
letter to his father.
F
Would
you like to go and live in another country? Write one or two sentences about
this.
©

10
Postcards

Aim
Preparation

To read a series of
  postcards and deduce the outcome of the holiday.
Copy the handouts on
  pages 41 and 43 — one copy per student.

Introduction (5 minutes)
Ask students: Which three places would you
most like to go to in Europe? Why? They can answer it in pairs. If the question
is too difficult, they need not repeat it. Get some answers from students.
Presentation (75 minutes)
Activity A Ask: What's a postcard? Use the
handout to show them. Students work in pairs, only using dictionaries if
absolutely necessary. Check they understand the tasks before they read the
postcards. Check answers orally, referring to the texts. Also, look at their
maps.
Elicit or explain meaning where necessary.

Key
A 1/2 1 Rome 2
  Barcelona 3 Paris
3 Rome: 3 days
  Barcelona: 2 days Paris: 7 days camera/Barcelona: Helen lost her camera in
  Barcelona.
river/Paris: Helen fell
  into the river in Paris.
jacket/Rome: Someone
  stole Helen's jacket in Rome.
2    In
  London.
3    a
  nightclubs, bars, discos, etc.
b
  When you have seen Rome, you can die happy. •

4
5

Possible
  answer: Yes, I do. I like going to nightclubs, because I like dancing.
Museums often have old things in
  them. Many of Rome's buildings are hundreds of years old. Also, Rome is full
  of statues and paintings.

(continued on page 42)

Write new words on the board in sentences.
Practice (20 minutes)
Activity B Students work in pairs. Check
they understand the questions. This time, students can use their dictionaries.
Tell them not to try to understand every word. Check their answers orally,
referring to the texts. Elicit or explain meaning where necessary. Question 4:
Encourage students to talk here.
(continued on page 42)

10
Postcards
 A
in pairs. Read these postcards. Two young women are travelling round Europe
together.
r: I Put 1, 2 and 3 on the map, for the
first, second and third city they visit.
2
Draw
a line to show Sandra and Helen's journey on the map.

Photocopiable

3

Write in the number of days they stay.

We've been iz P4Fi5f9? week xow.
  We're Staying with some

You
  know          they say about
—
  see tome .wð ðie. It",

French
  friezðs, practi$izg our

         The
  whole             a
5tgtue5,
  paintings,

French. We've
  wglkeð all over Mr awð Mrs Jawte$,
Pari5

Mr
  azÒ MrsJames,

museum.

—
  wonòerful! Helezfell

It's impossible to

13
  tlto% Way,                 iÆto the riper. What iðiot!

13 11ton Way,

everything in three
  ðaY5, but

We're

LO%ðow,                                leavingfor
  the airport

we're trying. Someone
  stole

in
  half az hour. Then it's home

Lonðoz,

Helen's
  jacket froffl 4 restaura%t, but it hað 80thigg

to
  Lozðon.
9YE

W179YE-

iw it, owl}' little
  thoney.

Love,

leaviwg for Barcelona
  tomorrow.
Love, 5anðra

Barce10Æ4'5 yery
  ðifferent from Rome, but we love it — it's alive anð i%teresti",
  with

4 lot ofnightlife. We've just been to see a
  beautiful church.

Mr
           MrsJames,

Helen took
  abogtfiftyphotos,

13
           way,

then 105t her camera. It was a
  400ð one, too. Stupið Helen!

Lonðon,

Only two ðŒY5 here 4Eð
  the* it's Paris.

WI79YE

Lope, Sanðra
B Work in pairs. Read the postcards again.
Answer these questions.
1
Draw
lines between these words to show the connections. Then explain the
connections.
                          camera
Paris                   jacket river Rome Barcelona
2
Where
are Sandra and Helen going to be in four hours?
3
Explain
these phrases.
a nightlife b See Rome and die
4
Do
you look for nightlife when you go on holiday? Why/why not?
5
Why
does Sandra say Rome is a museum?
@

Activity C Same
steps as Activities A and B. For questions 6, encourage students to talk. Write
new words on the board in sentences.
Conclusion (10 minutes)
Activity D Students work in pairs. You
might want to explain that when we say he went to church, we mean he went
because he wanted to pray; but when we say he went to a church, we mean he went
for another reason (not to pray).
Activity E If you have time, when
students have performed the task, elicit this kind of language: I put 'art
galleries' first because I love art
.
I put 'nightlife' last because I don't like going to nightclubs.
Homework

Students
write Sandra's fifth postcard. Students must decide whether she has found a job
or not.
E

Key
They
  are still in Paris because Helen fell down the stairs at the airport and hurt
  her back Helen is in hospital.
2
  Because
  she thinks Helen has been very lucky. Helen has met a rich man and he wants
  to marry her.
3
  Yes.
  Bad things often happen to Helen — she has accidents. Perhaps she isn't very
  careful. Or perhaps she's always thinking about something else and doesn't
  notice things.
4    Sandra
  thinks Helen is rather stupid. She says: 'Stupid Helen! She really is an
  idiot.' She's also jealous: 'Some people have all the
  luck'

5
6
D I
2

No, she's going to stay in Paris and
  try to find a job. Perhaps this is because she wants to marry a rich
  businessman too.
Possible
  answer: Yes, it's always nice to be rich./No, you can be happy without a lot
  of money.
Possible answer: I
  went to a museum last summer. I went to an art gallery last week. I went to
  church last Sunday. I went to an airport six months ago, when I went to
  France on holiday.
Open answer

42
10
Postcards (continued)
C
in
pairs. Read the fourth postcard. Answer these questions.

1
Where
are they? Why? What happened? Where's Helen?
2
Why
does Sandra write: Some people have all the luck?
3
Is
Helen unlucky?
4
How
does Sandra feel about Helen?
5
Is Sandra going back to London? Why/why not?
6
Do
you think Helen is 'lucky' to marry a rich businessman? Why/why not?
D
Work
in pairs. Answer these questions.
1
When
did you last go to these places?
a   museum
an art gallery a church       an airport
2
Name
a famous example of these.
a   statue
a painting a building
E
Which
of these things are important to you when you are on holiday in a foreign city?
Put them in order 1—5. Then explain your reasons to another student.
      nightlife
museums
art galleries good
restaurants beautiful buildings
Is there anything else which is important
to you?

Photocopiable

©

Writing:  Lessons 1 1—20
1 1 Consequences

Aim
Preparation

To work on a simple
  story collectively and then to write it up individually.
Copy the handout on
  page 45 — one copy per student.

Introduction
(5 minutes)
Introduce the idea
of party games — maybe you went to a party recently and played some. Ask what
games can be played with a piece of paper. Answers could include drawing things
for others to guess, finding as many words as possible from one big word, etc.
Presentation
(10 minutes)

Teacher's
  notes

Write
the word Consequences on the board and explain that this is what happens as a
result of something else. It is also a popular party game played with paper and
pen. Give out the handouts and explain that each person writes something in a
box, folds the paper over so that it cannot be seen and passes it on to the
next person, who writes something in the next box, etc. Do one on the board as
an example, asking students to suggest the names of a man and a woman for the
first two boxes and a place and time for the next two. For example: Arnold
Schwarzenegger met the Queen ofEngland in New York on Christmas Day. He said
'How are you?' She said 'I like your T-shirt. ' The consequence was they went
dancing together.
44
Practice
1 (15 minutes)
Students now play a game of Consequences. Everyone
should fill in the first box, and then fold it over and pass it to their
neighbour at exactly the same time. Give time for ideas and circulate to help
with the writing of them. When the consequence (the final box) has been written,
the paper is passed to the next person who opens the whole paper and reads it
silently.
Practice
2 (15 minutes)
Each student now
works individually to write out their story in full. They should keep to what
has been said but should correct it if necessary and add a few details to the
consequence. Suggest that anyone who finishes before the others can try to add
a moral. The moral of this story is
Conclusion
(5 minutes)
The finished
stories can be read out to the class, either by the authors or by you, and a
few favourites chosen.
Homework
Put a list of some interesting and
unusual men and women (real and imaginary) on the board. Students choose two to
meet and try to construct a possible meeting place, conversation and
consequence.

Photocopiable

1 1 Consequences

Fold

met

Fold

in

Fold

on

Fold

He said:

Fold

She said:

Fold

The consequence was:

©
12 Four easy steps

Aim
Preparation

To
  learn how to write simple instructions for a range of activities, both
  everyday and imaginative.
Copy and cut up the
  handout on page 47 — one per group of 2-4 students.

Introduction (5 minutes)
Come
into the class yawning and say you have not been sleeping well and would like
some advice on how to get a good night's sleep. Write on the board How to get
to sleep and ask for suggestions. Write all these down and then say that you'll
never remember all that ... so you write a second heading, Four easy steps to
getting to sleep, and condense what was suggested, using First ... / Then ... /
Next ... / Finally, ... to show the sequence. For example: First have a warm
bath. Then get into a comfortable bed. Next read an interesting book. Finally,
tum out the light and close your eyes.
Presentation (20 minutes)
Divide the class into small groups (two to
four students) and give each group the top four sets of easy steps, cut up into
twenty pieces and all mixed up. The aim of the activity is to put together the
four easy steps to do each activity. Students should be encouraged to find the
four titles and then the first three steps that go with each one, using the
markers First ...p Then ... and Next ..., and noting the appropriate
vocabulary. Once this has been completed, students will see that the fourth
easy step is indicated by the word Finally ... but has been left blank. They
now work together in their groups to write a short and simple final instruction
for each activity. Check the answers on the board and the class can choose the
best one for each set. (Possible answers: Finally, put the omelette on a plate
and eat it. / Finally, when the person answers, say hello. / Finally, watch
your programme and turn offwhen it's finished. / Finally, get into the shower
and wash yourself.)
Practice (25 minutes)
Tell the class that
now that they know how to write instructions you are going to move on from
everyday activities to things that are really worth knowingl Say that you would
like to know how to win the lottery, become a film star, see a ghost, etc.
Ask the class what
they would like to know how to do and write these on the board. Try to get a
good selection. (Ideas could include: how to pass exams / how to have lots of
friends / how to appear on television / how to become president / how to have
nice dreams / how to be very fit / how to look smart / how to impress people /
how to win at cards / how to avoid doing any washing up, etc.) Students now go
back into their groups to choose two of these activities (or make up two of
their own) and work together to write four easy steps to achieving them.
Distribute the remaining two tables on the handout for them to fill in and
circulate to give help where necessary.
Conclusion (5 minutes)
When the groups are ready, a
spokesperson reads out the four easy steps and the rest of the class tries to
guess what these steps are leading to. Comment can also be elicited as to how
useful they are!
Homework
Students can write up one or two of
their favourite ideas and perhaps add: Four easy steps to good English.

Photocopiable

12
Four easy steps

Four easy steps to

Four easy steps to

First

First

Then

Then

Next

Next

Finally,

Finally,

13 World
weather reports

Aim
Preparation (Optional)

To
  write a simple weather report giving temperature and general climactic
  conditions.
Copy the handout on page 49 — one copy per student.
Bring
  in five large pieces of paper and five marker pens.

Introduction (5 minutes)
Make some remark
about the weather (It's very cold/hot today, etc.) and ask students if they
agree. Get them talking briefly about recent weather. Explain that in Britain
the weather is a very popular topic and usually a good way to start a
conversation. Write a few opening remarks on the board, for example: What a
cold day! Lovely weather today! What awful rain! Ask students to turn to those
beside them and open a conversation. Their partners can briefly respond with:
Yes, it is./Yes, I agree.
Presentation (15 minutes)
Divide the class
into two and ask one half to write down all the words they know for 'bad'
weather and the other half to write down words for 'good' weather. Set a time
limit of about 3 minutes. Then write the words up on the board in two columns.
There may be some that appear in both lists and this could be a good starting
point for a short discussion of what makes good or bad weather; for example: Is
rain good or bad? Explain that they are going to write their own weather
reports and that as an example you are going to read them a short weather
report for South America. Read the following passage, giving students time to
write:

The weather in South America
today is generally sunny and hot. There is some rain in the north and snow in
the south. It's windy in the north east. Now for some details: the average
temperature in Rio de Janeiro is 29 degrees centigrade and in Lima it's 30
degrees. It's a good day to go to the beach. Then distribute handouts and ask
them to check that what they've written ties in with the details on the map and
statistics at the top of the page. Check that everyone understands the report.
48
Practice (25 minutes)
Divide the class into five groups and give
each group a continent to work on. They work together to write the weather report
for their continent, incorporating the statistics on the handout and adding
other information if they wish. If possible, give students a large piece of
paper and a marker pen so that they can prepare a weather map with symbols and
temperatures to illustrate what they say (as in a TV weather report) as they
present it to the class. Groups listen carefully to one another's reports and
mark what is said each time on the relevant map on their own sheets. Comment on
the clarity and accuracy of the presentations and ask students to compare their
work with a neighbour's to see if they have understood the same thing each
time.
Conclusion (5 minutes)
Write
a few more unusual weather words on the board, and any that are particularly
relevant to local conditions, for example: monsoon, drought, hurricane,
snowstorm, thunderstorm, etc. Ask the class to suggest some symbols for them.
Finally, ask: How much are we influenced by the weather?
Homework
Students could try their hand at
weather forecasting by writing a forecast for the day they have their next
English lesson. This could then be compared with the actual weather on that
day.

13 World
weather reports

Lima
Rio
  de Janeiro

Adelaide
Beijing
Cairo
Johannesburg
Lima
Madrid
Melbourne
Montreal
  Nairobi New Delhi
New York
Paris
Rio de
  Janeiro
Rome
Sydney
Tokyo
Washington

30 8
20 21
30 13
18
—6
22
23
6
10
29
  IS 25
11
5

Dry and
  sunny
Dry and sunny
Dry and
  sunny
Bright and breezy
Dry and
  sunny
Mostly
  dry and bright
Dry,
  rather cloudy
Snow showers
Rain early, sun later
Fair
  with some cloud
Cool with showers
Dry with sunny spells
Dry and sunny
Cloudy
  with rain at times
Dry and sunny
Cool and cloudy
Cool,
  showers later

ad.tid•

•nCþrið;••
d6haññeSb
  rg

Tokyo

Photocopiable

©
49
14 Food for thought

Aim
Preparation

To practise writing
  simple shopping lists and menus.
Copy the handout on
  page 51 — one copy per student.

Introduction
(5 minutes)
Introduce the topic of food and drink by
saying that you are hungry and by suggesting what you would like to eat. See if
students agree with you. Divide the class into six groups and give each group a
category: vegetables, fruit, meat, dairy products, drinks, cereal-based
products. Give them 2 minutes to write down as many items as they can under
their heading. Listen to all the groups and write any new vocabulary on the
board. Point out that we list food when we make a shopping list.
Presentation
(20 minutes)
Give each student a copy of the handout
and explain that they are going to write a shopping list for themselves of all
the things they would need if they invited a group of friends round for a
birthday supper. First they will have to decide on the menu (suggest they keep
this very simple) and second on the quantities. Using some of the items already
mentioned, ask how they are bought, for example: oranges — by the kilo. Elicit
the following words: kilo, bottle, packet, can, loaf, canon. Write these on the
board.
They
now work on their shopping lists in small groups (three to six students) and
then present these to the class. Invite comment, both on the menu and on the
quantities. What would be their ideal supper menu?
so
Practice
(20 minutes)
Explain to the
students that unfortunately the supper they planned is a disaster. Both gas and
electricity workers are on strike, so they can't cook anything. Ask them to
suggest what they can do instead, eliciting/teaching take-away. Draw their
attention to the publicity flyer on the handout and explain that they have to
choose one of the food categories listed and write the menu. First, elicit a
couple of suggestions of food and drink to include on each menu and write them
on the board. Then students work in groups of four to write one of the menus.
Walk round the class, giving vocabulary and encouragement as required. For
whole class feedback, the menus could be stuck up round the room and the
students could circulate to choose their favourite. If there is time, you might
like to discuss pricing and ideas of other food categories that could be bought
as a take-away.
Conclusion
(5 minutes)
Write
on the board: healthy unhealthy
Say some food words and ask students to
tell you if they are healthy or unhealthy. For example: hamburgers, tomatoes,
chips, salad, fish, chocolate, crisps, spinach. Then look back at the food
categories at the take-away restaurant. Are there some food categories which
are usually more healthy than others?
Homework
To write a menu and shopping list for a
lunch for six people.

14 Food for thought

To eat

MENU
To drink

Photocopiable

From                                                                                I
51
1 5 My ideal penfriend

Aim
Preparation
(Optional)

To write a simple
  letter about oneself and then to reply to a letter.
Copy the handout on
  page 53 - one copy per student.
Bring
  in a letter you have received from another country.

Introduction (5 minutes)
Tell the class that
you have just received an interesting letter from a foreign friend/ penfriend
(show a letter if you have one). Talk about the pleasure of receiving mail and
explain about penfriends. Ask if anyone in the class has one and, if so,
discuss briefly.
Presentation (15 minutes)
Explain that everyone is going to
choose an ideal penfriend — someone they would be interested to write to and
get a letter from. Stress that this can be anyone they choose. Ask for
suggestions and make a list on the board. This could include famous sports people,
film stars, historical figures, characters in books, beings from other planets,
people from the future, animals, etc.
Give out the handout and draw attention to
the layout of a letter, i.e. the position of the address, the date, the
greeting (Dear ...), the paragraphs, the close. Read the first list. Divide the
class into small groups and ask them to add details of what else they would say
about themselves. Listen to suggestions and write some up on the board. Then
look at the second list and ask them to go back in their groups to think of
what else it would be interesting to know about a new penfriend. Discuss
briefly.
Practice (30 minutes)
The
students now work individually for about 10 minutes to write a short letter to
their chosen penfriend. Circulate to give help and encouragement. Weaker
students should be encouraged to write something simple and clear while the
stronger students can be more adventurous. Make sure everyone addresses their
letter clearly and also signs their name. Take in all the letters and then
redistribute them. Students now have a new letter and their task is to write a
short reply. Spend a few minutes discussing what might go into this letter, for
example: thanks for the original letter, responding to some of the information
given, answering the questions, asking some more questions, close, etc.
Give up to 10 minutes for the replies
to be written. Then give the replies back to the original senders to read.
Conclusion (5 minutes)
Put students into small groups and ask
them to read the letters and replies and choose one pair to read to the whole
class. Listen and comment. Optional Extension Talk about what makes a good
letter.
Homework
Students could rewrite their letters using
ideas from the classwork, aiming to make them as interesting as possible. This
could even lead on to the class having real penfriends in an English-speaking
country.

PhotocopiabLe

15 My ideal penfriend
@

16 Advice from Anna

Aim
Preparation

To be able to give simple written advice on a variety
  of topics using appropriate structures.
Copy the handout on page 55 — one copy per four students
  and one extra. Cut the sheet up into the four letter sections.

Introduction
(5 minutes)
Say you
have a problem and ask the class to advise you; for example, you've left all
your money at home / you've lost your door key / your shoe has a hole, etc. Ask
who they go to when they need advice and introduce the idea of writing to a
stranger in a magazine or newspaper. (You might like to write agony aunt on the
board and explain it.)
Presentation (75 minutes)
Write
the following on the board:
Dear Anna,
I am an
English teacher and I have a very difficult class who don't like English. What
can I do? Invite the class to be Anna and give some advice. As they suggest
things, list these on the board using a variety of advice structures, for
example:
You should make your lessons more interesting.
Why don't you sing English songs?
IfI were you, I'd ask the class why they don't like
English.
You could teach Spanish instead! Ask the
head teacher to help you.
Good luck! etc.
Focus
attention on the advice structures and how to use them.
Practice (25 minutes)
Give each student one of the problem letters. Working
individually, they read about the problem and then write some advice      underneath, using a variety of
structures. Set a time limit and collect all the letters. Divide the class into
four groups and redistribute the letters by problem, i.e. one group will
receive all the letters about the man and his boss, etc. Members of each group
work together to read all the different advice given for their particular
problem and choose the best ideas. They then decide how best to express this
and write a final short letter of advice incorporating the most sensible ideas.
Problems
and solutions are read to the whole class and comment invited.
Conclusion (5 minutes)
Give the following advice and ask for suggestions as to what the problem
could be (the funnier the better):
You should turn on the radio and dance!
Homework
To write
a problem letter and give advice (based on a real or imagined problem).

Photocopiable

16
Advice from Anna

©
           17 COIOWS

Aim
Preparation
(Optional)

To
  write a simple story, incorporating words previously worked on, and to
  compare stories.
Copy the handout on page 57 — one copy per student.
Bring in some brightly
  coloured objects to introduce the topic.

Introduction (5 minutes)
Revise
the English words for the different colours by showing the objects you have
brought in or by talking about objects in the classroom. Tell the students your
favourite colour and invite them to tell you theirs. You might like to see
which colour is the class favourite. ii
Presentation
(10 minutes)
Give out the handouts and divide the class
into four groups. Each group has a colour (red white,
blue or green) and they have 3 minutes, working individually and together, to
write down as many words in English connected with that colour as they can (for
red, for example: angry, tomato ...)
Then write all the
words on the board, explaining where necessary and encouraging the class to
note these down in the appropriate boxes on their handouts.
Practice
(30 minutes)
Each person now chooses three of the words
from their colour list and draws or writes these words in the three boxes at
the bottom of the handouts. They tear this strip off and hand it to you. You
mix the strips up and redistribute them. Everyone now works individually to
write a short story using these words. They should write this first in rough
and then copy it into the middle box on their handouts. Circulate to give help
and encouragement and stress that the stories need not be long or complicated
or realistic. Allow about 15 minutes for this.
Now put people into colour groups so that all those
who have written a story with red words sit together, etc. They read all the
stories for another colour, for example blue, and comment on them, choosing one
or two that are particularly successful to read out to the class.
Conclusion
(5 minutes)
Write the headings
happy colours and sad colours on the board and invite the class to say which
colours go in each list. Does everyone agree on the effect of certain colours
or is it personal?
Homework
Choose a colour
(not one of the four worked on) and give the class three words connected with
this colour. They all write a short story and you can talk about the different
versions in a subsequent lesson.

RED

WHITE

Colours

Photocopiable

BLUE

GREEN

My colour My
  story:

My
  words•

word
  1

word
  2

word
  3

1
@

18 An English weekend

Aim
Preparation
(Optional)

To write a simple letter asking
  for further information. To write a simple publicity flyer (for a language
  course).
Copy the handout on
  page 59 — one copy per student.
Bring
  in one or two advertisements for language courses.

Introduction
(5 minutes)
Introduce the idea
of language courses by reading out two of the advertisements you have found and
asking students which they prefer and/or by saying that you would like to learn
a new foreign language and asking for advice on where to go.
Presentation
(10 minutes)
Give out the handouts and read the
advertisement for the English conversation weekend. Draw students' attention to
the useful vocabulary, for example: conversation, tutor, grammar, vocabulary,
confidence, practice, talk, games, etc. Ask them to choose the three most
important features of a successful course and rank these 1, 2, 3. See how far
students agree and ask what else they would add to the list, for example
listening, reading, tests, homework, etc.
Practice 1 (15 minutes)
Point out that the advertisement gives
very little concrete information — it doesn't mention price, level, number of
participants, etc. — and that you need to write for further details. Students
work in pairs to think of what further information they would need before reserving
a place on such a course and decide on the four most important questions. They
then insert those questions into the letter to Ms Hardy. Circulate to give help
and advice and then invite some students to read out their letters. You might
like to write a model on the board.
Practice
2 (15 minutes)
Ms Hardy had so few students that the
course was cancelled! So where did she go wrong? Students now work together in
small groups
(three
to four students) to redesign the leaflet. They decide what would encourage
more people to register and what extra information they should give. They then
rewrite the leaflet, keeping to the basic short format given. The results can
be read out, put up on the walls or passed from group to group for appreciation
and comment.
Conclusion
(5 minutes)
What picture would they put on the
leaflet? (A photo of Ms Hardy, of the college, of students? A cartoon?)
Homework
Produce
a short publicity leaflet for the English course of their dreams!
1

18
An English weekend

ENGLISH CONVERSATION
Tutor: Angela Hardy 20-25 June
 Do YOU want to speak good English?
Do you need more confidence and practice?
Spend an English weekend at Williams College!
e We will work on
  vocabulary and grammar, talk together and play games.
 Comfortable rooms with breakfast and dinner provided.
Write now to Ms A. Hardy, Williams
  College, fo reserve your place.

Photocopiable

59
©
19 The last chocolate cake

Aim
Preparation

To
  practise writing simple direct and indirect speech, producing a short
  dialogue and article on the same incident.
Copy the handout on
  page 61 - one copy per student.

Introduction (5 minutes)
Talk about the last time you went shopping
and were unable to get what you wanted because it was sold out. How do students
feel when this happens? Try to elicit some vocabulary such as very angry,
furious, upset, etc.
Presentation (70 minutes)
Give out the handout and read the
facts about the incident. Ask students to suggest as many reasons for this as
they can, for example that it was her son's birthday, that the man was rude to
her, that the woman loves chocolate, etc.
Practice 1 (15 minutes)
Students work in
pairs to write the actual conversation between the man and the woman. Note that
this has a beginning and an end and is limited to six exchanges. Then each pair
acts out their version for the class, as dramatically as possible.
Practice 2 (15 minutes)
Now
students work as reporters and write up the same incident as a newspaper
article. Draw their attention to the fact that they should report the
conversation using reported speech and suggest some suitable verbs: she asked,
he replied, she demanded, he refused, she explained, he complained, etc.
They should also
give the man and woman names, ages and professions and give a few more details
about the incident. Students can work individually or in pairs and the finished
articles could be passed round or you could read a selection out to the class.
Conclusion (5 minutes)
What happened afterwards? Ask half the
group to suggest happy endings and the other half unhappy ones. For example:
The
woman made a big chocolate cake and gave it to the man to apologise. They fell
in love and got married.
The
man gave up eating chocolate. The man had to spend a week in hospital and lost
his job.
Somebody else took the chocolate cake
while they were fighting.
Homework
Give
the following facts:
Theo
women were arrested for fighting in a toy shop because their children wanted
the same computer game.
Students can write the conversation or the
newspaper article — or both.

19
The last chocolate cake
THE FACTS

A woman punched a
man in a London supermarket yesterday because he had taken the last chocolate
cake.

THE NEWSPAPER ARTICLE

The
  woman: Excuse me!
The man:
The woman:

The man:
The woman:
The man:
  Aaaaaah!

20 Trip
to the top

Aim:
Preparation:
  (Optional)

To
  understand short biographies and be able to write facts about a person's
  life, using the past tense and simple appropriate vocabulary.
Copy and cut in half
  the handout on page 63 — one copy per pair.
Collect a few
  pictures of film stars to introduce the topic, ideally of Arnold
  Schwarzenegger and Robert de Niro.

Introduction
(5 minutes)
Introduce the film
stars by coming in with a few pictures or by talking about recent films they
starred in. Divide the class into groups and ask them to find out one another's
favourite film stars. In a quick whole class round-up, choose the class's favourite
star and ask them how much they really know about this person.
Presentation
and Practice 1 (25 minutes)
Write these two sentences on the board:
Michelle Pfeiffer used to work in a supermarket.
Dustin Hofþnan's real name is Steven Finklebaum. followed by these two
sentences:
How
interesting!
I
don't believe it!
Read each sentence and ask selected
students to respond with How interesting! if they think it's true and with I
don't believe it! if they don't. (Practise
intonation first.) (Answers: TRUE for
Pfeiffer and FALSE
for Hoffman.) Divide the class into pairs and give each person one of the
profiles. (Each member of the pair must have a different profile and keep it a
secret.) Give them time to read their profiles. Any vocabulary you feel may be
a problem could be written on the board. Explain that they are going to write
three true facts from the profile and make up three more false facts, for
example:
Robert
de Niro's first part was a lion. (true)
Arnold
Schwarzenegger's father was a gym teacher.
(false)
Give
them time to write the six statements, circulating to give help if needed.
Students then take it in turns to read their statements to each other. If the
person listening thinks the statement is true, they respond with How
interesting! and if they think it is false, they respond with I don't believe it!
Those who responded correctly can be congratulated by the class.
Practice
2 (15 minutes)
Explain that it is now time to learn about
a famous woman as well and that you are going to read them a very short account
of Demi Moore's early life. They have to listen carefully and then afterwards
they are going to try to write down everything they remember. Write any
difficult words and names on the board. Demi Moore was born on November 11,
1962 in the USA and was called Demi after a hair product in a magazine. She had
a difficult childhood and moved house a lot. She was very thin and shy as a
child. At eighteen years old, she had her first part in a television programme
called 'General Hospital' and she made her first film at nineteen. At
twentyeight she married Bruce Willis and stawed in the hit film 'Ghost'. Now
she has three children and is one of the world's most highly paid actresses.
Students first try, working individually, to write everything they remember.
They then work with a partner to fill in any gaps and then with another pair to
produce a final text. Each group chooses a spokesperson to read their text out
to the class and groups who have remembered everything can be congratulated.
Conclusion
(5 minutes)
Discuss what makes
a good film star. Is there some special star quality? Are there any
disadvantages to a life of fame and fortune?
Homework
A short biography of a famous person, or
an imaginary biography.

20 Trip to the top

ARNOLD SCHWARZENEGGER
Arnold Schwarzenegger was born in a
  small village in Austria on July 30th, 1947. His father was the chief of
  police and was very strict. Arnold enjoyed atl sports and starred
  bodybuilding at the oge of fourteen. He trained for three hours a day, every
  day, and became an instructor at a health club the age of nineteen. When he
  was twenty, he became the youngest Mr Universe in history! After that he
  became a US citizen and made his first film: Hercules Goes to New York. In
  the years to come, he became a famous fitm star and played The Terminator
  twice. Now he has three children and lots of money, and he lives in
  Hollywood.
O TRUE
  facts.                                                                     3
  FALSE facts:

Robert de Niro

Robert de Niro
  was born on August 17th, 1943. Both his parents were painters. His father was
  also called Robert de Niro. He was well behaved at school and loved comic
  books and going to the cinema. He first acted when he was ten years old and
  played the part of a lion. From this age he knew he wanted to be an actor. He
  was in a gang with some Italian kids and his nickname was Bobby Milk. At the
  age of twenty-four he had his first film role and he won his first Oscar at
  the age of thirty-one for his role in The Godfather Part 2. Now he is one of
  the best actors in Hollywood and stars in many films.
3
  TRUE facts:            3 FALSE facts:

Photocopiable

     I           ©
Grammar:             Lessons 21 —30
21
Present Simple

Aim:             To
  introduce and practise the form and use of the Present Simple (positive).
Preparation: Activity
  A: Copy the handout on page 65 — one copy per student.
Activity
  B: Copy and cut up the cards on page 65 — one set per group.
Activity C: Copy and
  cut up the cards on page 67 — one set per pair/group.

Introduction (5 minutes)
Introduce the topic by talking about
yourself.
For example:
I get up at seven. I drink coffee at
breakfast. I walk to school at nine o'clock. I go home at five. I have dinner
at seven. I watch the news on TV in the evenings. I go to bed at eleven. As you
do this, write the predicate, i.e. the sentence without the subject I, on the
board. Now pick out a few individual students. Name the students in turn and in
each case point to one of the activities on the board, for example, get up.
Then say: James, you get up at . When
James completes the sentence, go to another student, point to another activity
and get that student to say what s/he does.
Presentation (15 minutes)
Start by saying again: I get up at seven.
Write the whole sentence on the board. Then add: every day. Stress to the
students that this is a regular habit. Now ask individual students about their
habits: John, what time do you get up every day? Write John's answer on the
board: John gets up at eight. Then ask another student the same question, and
write up his/her reply. You can vary the questions, such as:
What do you have for breakfast? How do you come to school? etc., but gradually
build up the statements on the board so that you have all the persons of the
verb (Rita and John, you both get up at eight, etc.).Then say to the whole
class: Every day, we come to school. Show by gesture that you are including
yourself. When you have put all the statements on the board so that you show
all persons of the verb, underline the s of the third person singular.
Say that this form
is used for regular events or habits and stress the s on the third person
singular. Draw attention to the es with go and mention other verbs which do the
same, such as do, wash, miss, etc. Try to draw a rule from the students, i.e.
verbs ending with a vowel, s, ch or sh add -es for the third person singular.
Now get the students to question each
other in pairs. They have the list of habits on the board, but write up the
skeleton questions: What time do you ...? What do you have ...? How do you After
a few minutes, ask some of the students what they have found out: John, how
does Rita come to school? Anne, what time does David go to bed? etc. Stress the
s on the verb form.
Practice (20 minutes)
Activity A Students work individually.
Before they do the exercise, check and explain any necessary vocabulary. When
they have done the exercise, check orally.
Activity B Get the
students into small groups. Give each group a set of cards. The cards are
placed in two piles (subject cards and predicate cards) face down on the table.
Students now take it in turns to pick up one card from pile 1 and one card from
pile 2, which they make into a complete sentence. For example, if the cards are
Jack and speak French, the student would answer: Jack speaks French. Then the
other students in the group decide if the sentence is correct. Before starting,
demonstrate with one group first. If correct, the student keeps the cards. If
incorrect, the cards are placed at the bottom of the piles to be used again.
(continued on page 66)

Key
A I like 2 lives 3 goes
  4come 5 clean
7 writes 8 rises 9
  snows 10 plays

6
  starts

B
  If one of the following cards is picked from pile 2 7
Sam, Jessie, Jack, Olivia, Ben —
  then the verbs must end with -s. Note that for wash, miss and watch, the verb
  will end in -es, which should be pronounced as /IZ/.
(continued
  on page 66)

Teacher's notes

21
A      Complete
the sentences by putting the verb into the correct form.
1     Tom
and Kristin (like)..... .. pizzas.
2     Mary
(live) . .. in Singapore.
3     Romi
(go)...to Italy for her holidays.
4     They
(come)......to work at nine o'clock. 5 We
(clean)...the car on Sundays.
6
The
film (start) .. at 7.30.
7
John
(write).... to his family once a month.
8
The
sun (rise)in the east.
9

It
(snow) .. a lot in Canada.
10     He
(play).tennis every Saturday.
B      Card
pile 1:

Card
pile 2:

Photocopiable

Conclusion (70 minutes)

Key
C
  Possible answers:
Alice: goes to the cinema on
  Friday/runs in the park/likes milk/gets up early/reads women's magazines. Jim
  and Kate: play football on Sunday/eat meat/like films/live in Chile/drive a
  big car.
We: speak good English/play football on Sunday/eat
  meat/like films/live in Chile/ drive a big car. I: speak good English/play
  football on Sunday/eat meat/like films/live in Chile/drive a big car.
You: speak good English/eat meat/live in Chile/drive
  a big car.

Mrs Bailey: drinks coffee at
  breakfast/runs in the park/likes milk/gets up early/reads women's magazines.
  She: drinks coffee at breakfast/goes to the cinema on Friday/runs in the
  park/likes milk/reads women's magazines.
The cats: speak good
  English/play football on
Sunday/like films/live
  in Chile/drive a big car.

Activity
C Cut out the squares to make cards. In pairs or groups, the students match a
phrase from those round the sides of each square with that of another square.
They see how many sentences they can make. Students may enjoy making up absurd
sentences such as The cats drive a big car. You should accept this.
Homework
Students write some
short sentences about themselves, their families or another member of the
class.

                              21                                           (continued)
81

Photocopiable

                                                                                O

22   interrogative and negative forms

Aim
Preparation

To introduce and
  practise the interrogative and negative forms of the Present Simple.
Activities
  A and C: Copy the handouts on pages 69 and 71 — one copy per student.
  Activity B: Copy and cut up the cards on page 69 — one set per group.

Introduction (5 minutes)
Introduce the topic
by talking about things you like, things you do regularly, or things you own.
For example: I like bananas. I walk to school every day. I have three dogs.
As you do this, ask one or two of the
students if they like, do or have the same things. For example: Do you like
bananas? Do you walk to school every day? Do you have three dogs? As you make
the statements and then ask the questions, write them on the board. Accept one
word answers Yes or No.
Then get the students to work in pairs
asking each other similar questions.
Presentation (15 minutes)
Explain that you are practising the
question and negative forms of the Present Simple. Ask the students what they have
found out about each other and thus expand your table on the board to include
the negative forms:
Teacher:
X, does Y walk to school every day?
Student:
No.

Key
A
  Do you go to bed early?
Do you like poetry?
Do you speak English
  well?
Do you do a lot of
  exercise?
Do you have a computer?
Do you wash the dishes?
Do you play football?
Do you watch pop
  videos?
Do you listen to jazz
  music?
Do you kiss animals?
Do you enjoy space
  films?
Do you ride an
  elephant to school? B Do I need you?
I don't like meat.
Where does the sun
  rise?
Does the river Amazon
  flow through Brazil? The stars don't shine in the morning.

What does Mark teach?
It doesn't rain a lot
  in Australia.
Bruce doesn't write
  interesting books.
Where do Lynn and Ian
  live?
Do you work at home?
You don't work very
  hard.
Gisela doesn't live in
  Berlin.
When does the tTain
  arrive?
Birds don't fly west in
  winter.
We don't have a lot of
  animals at home.
Does Los Angeles have
  cold winters?
Do you play chess?
Do they drive fast?
We don't visit our
  friends every Sunday.
What does that company
  make?
(continued on page 70)

Teacher:
Ah! Y doesn't walk to school every day. At first, you should expect only one
word answers which you have to expand. Some students may, however, like to give
complete answers. In this case, it will be unnecessary to give the complete
answer yourself each time.
Obviously you are, from time to time,
going to get a positive answer. Accept it and move on to another question.
Now
ask some students some wh- questions. For example: Ruth, where do you live?
Joe, when do you get up in the morning? Francis, what do you do in the
evenings?
Write the questions on the board. Then get
the students to work in pairs asking each other.
Practice (20 minutes)
Activity A Hand out the questionnaire
and get the students to work in pairs, asking the questions and writing down
their partners' answers in their full form. When they have been working for a
short time, ask them what they have found out. For example: A, tell me
something B doesn't do. B, tell me some things you don't do.
Put some answers on the board; include the
first and second person answers.
Activity B The students works in groups.
Each student in turn takes a card from the pile. If the phrase has a question
mark (?) after it, they must make a question. If it has NO after it, they must
make a negative sentence. Give a short demonstration by taking the first few
cards from one group.
(continued on page 70)

22
interrogative and
negative forms
A Ask your partner questions using the
prompts below. Write down his/her answers. For example:

Photocopiable

       Do you go to bed
early?               Yes, 1 do.

Question
go to bed early like poetry speak
  English well do a lot of exercise have a computer wash the dishes

Answer

                    Question                            Answer
play football watch pop videos
  listen to jazz music kiss animals enjoy space films ride an elephant to
  school

©

Conclusion (10 minutes)
Activity C Students
work on the substitution tables for consolidation, in pairs or groups of three.
This can become a competition to see which pair/group can make the most
sentences.

Homework

Key
C
  Some possible questions:
Where do you work?
Where do Liam and Leah
  play football?
Does Elisa work in an
  office?
Do you go to the cinema
  every week?
When do you get up?
Do you get up early?
When does Jacob play
  football?
Do you play football?
Does Elisa have
  television?
Where do we play
  football?

Some possible negative
  sentences:
I don't live in London.
You don't walk to
  school.
Daniel doesn't like
  meat.
Hannah doesn't eat
  fish.
We don't have a
  television.
George and Esther don't
  walk to school.
Hannah doesn't have
  children.
Daniel doesn't talk to
  his neighbour.
You don't like
  children. I don't buy fish.

Students write ten sentences about their
partner that they have found out from the student questionnaire. They might
also write ten questions they would like to ask each other.

22 interrogative and negative forms (continued)
c 1 Make as many correct questions as you
can. You can begin the question either with Where or When or with Do or Does.
If you begin with Where or When, leave out the phrases in the last column. For
example:
Where do Liam and Leah work?
Do Liam and Leah work in an office?

where when

do
  does

YOU
Jacob
Elisa
Liam and Leah

play
  get UP work have watch

in
  an office a guitar football television to the cinema every week early

2 Make as many negative sentences as you
can.

you
Daniel
Hannah

George and Esther

doesn't
  don't

like
  eat walk talk live have buy

children in London fish a television to school meat
  to his neighbour

Photocopiable

@
23 The article

Aim
Preparation

To introduce and contrast the use of the
  definite article (the) and the indefinite article (a/an).
Copy the handouts on
  pages 73 and 75 — one copy per student.

Introduction (5 minutes)
Bring
in a bag of objects, for example an apple, a postcard, a pencil, a book and an
orange. Be sure that the name of some of the objects begins with a vowel and of
others with a consonant.
Take the
things one by one from the bag and ask the students what they are: What's this?
If they give just one word answers, for example orange, pencil, complete the
answer: It's an orange. It's a pencil.
Write the full
answer on the board. If an answer is not forthcoming quickly, give it yourself
and write it on the board. Underline the indefinite article and where it is an,
link the n to the initial vowel of the following word: apple. Hand the objects
to various students and get them to ask other students: What's this?
Presentation (75 minutes)
Put two columns on
the board:
MAN THE
Explain that you are looking at the uses of a/an and
the. Now go through the objects again. For example:
Teacher: What's this?
Student: It's an
apple.

When
the student has answered correctly, put the apple on your desk or in front of a
student and then ask another student:
Where's the apple?

Key
A A: pencil, clock,
  car, man, room, boiled egg, village, green apple, house, town house, picture,
  horse, town AN: orange, egg, old man, Italian town, Albanian village, apple,
  old picture

B

l
  a

3
  the

5 the

6 the
(continued
  on page 74)

Write this on the
board, underlining the each time.
You can vary the
question by giving the object to another student and asking: Who's got the ...?
Now write the dialogue on the board, for example: What's this?
It's an apple.
Who's got the apple? Steve's got
the apple.
Explain that at the first mention you
use a/an, but when you talk about the object again, you use the. Write 1
against a/an and 2 against the. Ask the students to give you something. Then
hand out the objects you've received randomly to the students and get them to
practise using the dialogue as a model.
Practice (20 minutes)
Activity A Working in pairs, they
place the words or phrases in the appropriate column. Check answers orally with
the whole class.
Activity B Let the students work in pairs to fill in
the gaps in the dialogue with a/an/the. Explain any new vocabulary, such as the
names of the animals. When they have finished, get some of the pairs to act out
the dialogue.
(continued on page 74)

23 The article
A
Put
the words or phrases below into the correct column.

AN

orange

pencil

clock

car

egg

man

old man

room

Italian town

boiled
  egg

village

Albanian
  village

apple

green
  apple

house

town house

picture

old
  picture

horse

town

B
Complete
the dialogue by putting in the or a.

Photocopiable

John:
Is that (1) lion over there?
Tessa: (2)lion?

John: Yes. I think it's (3)  lion
that escaped from the zoo. He's called Rory.
Tessa: Rubbish. But can see (4)zebra.

John: It's Deborah, (5)  zebra
that escaped from the zoo.
Tessa: How do you know?
John: They've lost a lion and a zebra. It
was on (6)news.

C)

Activity C Let the
students work in pairs to fill in the gaps with a/the. Explain any new
vocabulary, such as din (a noise), tin (a metal), balloon. When they have
finished, get the class to read the poems chorally.
Activity D The students look back at
Activities A, B and C and try to work out what the rules for the use of
a/an/the are.
Conclusion
(10 minutes)

Activity
E Students work in pairs to complete the text. Make sure they understand the
words elephant, keeper and trunk. Check orally.
Homework
Students write some
short sentences describing what is in a room at home and describing the object
they've mentioned. Give them an example:

Key
C    la
  2 a 3 a 4 The s The 6an 7 a 8 a 9 the IOa ll a 12 The 13 The
D   The
  rules to check are:
I A or AN — when a
  person or thing is first mentioned
2    A
  — if the following word begins with a consonant
3    AN
  — if the following word begins with a vowel
4    THE
  — when the person or thing has been mentioned before
5    THE
  — if the person or thing is the only one of its kind

E

1 a/the 2 The 3a 4 An 5
  althe 6the 7 The
8
  A 9 the 10the 11 the 12 A 13 The 14 the
15 the 16the 17 the 18
  the 19a 20the

In my room, there is a desk. The
desk is big.

23
The article (continued)

D      In
groups, look at your answers to Activities A, B and C, and make some rules for
the use of the, a and an.
E       Complete
the story by putting in the or a/an.
     On Fridays, John
always gets (1)              bus from his home to his tennis club.
(2) bus is usually on time, but last
Friday there was (3) problem.
(4) elephant
escaped from (5) local zoo and sat down in front of
(6) bus. (7) elephant
was tired. (8) keeper from (9) zoo
came. But (10)  keeper was new and (11) elephant
didn't know him and so didn't move. (12) man
on the bus tried to help. (13) elephant didn't like (14) man.
He lifted man with his trunk and waved him in
the air. The people on bus were very frightened and started
to get off. John got off last.
Immediately (17) elephant
put (18) man down, got up and waved his trunk
at John. The elephant was pleased to see John. John always gave him (19) cake
when he went to (20) zoo.

Photocopiable

©
24 Some/any and countable/uncountable

Aim
Preparation

To show how some and any are used, and to introduce
  countable and uncountable nouns.
Copy the handout on page 77 — one copy per student.

Introduction (5 minutes)
Introduce
the topic by asking students if they've got things or if they want anything:
Have you got any books here?
Do you want any money?
Expect the simple answer Yes or No. Write the questions on the board. Then
the students work in pairs, taking it in turns to ask and answer questions.
Presentation (15 minutes)
Write
some and any on the board, then ask the question again: Have you got any money?
As you do so, underline any and the question mark. When the student says Yes,
write the complete answer on the board: Yes, I've got some money.
Now
underline Yes and some.
Now ask
a question where you would expect a negative answer, for example: Are there any
horses in the class? When the student answers No, write the complete answer on
the board: No, there aren't any horses in the class. Now underline No and any.
Explain that you use any for questions and negative
answers and some for positive answers. Then students work in pairs and ask each
other similar questions.
Now ask your question again: Are there any horses in the class? Then ask a
question with an uncountable noun, for example: Is there any water on the
floor?
Write the questions on the board and
underline the initial verb and show that in the first case you have used a
singular verb and in the second case a plural verb. Tell the students that you
can count things such as apples, bottles, horses, men, women, etc., but not
others, such as bread, cheese, coffee, furniture, information, money, water,
etc. Get them to suggest things you can count and things you can't count and
write them in two columns on the board.
Practice (20 minutes)
Activity A The students work individually. Check this at the end and
discuss the rule with them again: any for questions and negative answers and
some for positive answers.
Activity
B Students do this in groups. Make it a timed exercise and see which group gets
most words in the time. First check for words they might not know, such as
basket, canal, cash, decision, joke, van, etc.
Conclusion (10 minutes)
Activity
C The students work in pairs to match a phrase in column 1 with one in column
2. Check new vocabulary, such as llama, shark, etc. Check orally when they have
finished.
Homework

Key
A     1 any 2 any 3 some 4 any 5 some 6
  some 7 some 8 any 9 any 10 any, some
B     Countable: bank, canal, decision,
  group, joke, year, thought, van, language, office, child, newspaper, machine,
  basket, holiday
Uncountable: clothing, education, furniture, air, cash, money, hope,
  paper, cheese, information, water, tea, work, fruit, coffee C (in any order)
There is some ice cream in the fridge. Is there any cheese?

There are some interesting pictures in the museum.
There aren't any new computer games in the shop.
Are there any sharks in the sea near here?
There are some very noisy dogs in this street.
There isn't any good furniture nowadays.
There isn't any homework tonight.
There is some money on the table.
Are there any llamas in the zoo?
D 1 any 2 is 3 some, any 41s 5 are 6 Is 7 any
8 some 9 some, any 10 Are

Activity
D It may be necessary to explain why news is uncountable. It is better to do
this after they have done the homework.

24
Some/any and countable/uncountable
A
Fill
in the gaps with some or any.
1
Have
you got biscuits?
2
In
Greece, they haven't hadrain for months.
3
It's
a long train journey. Get magazines.
4
He's
very poor. He hasn't had work for months.
 5 She bought
shoes at that cheap shop.
6
Give
himtime. He'll do the work for you.
7
She
likes people on this course, but not all of
them.
8
Have
you gotinformation about a trip to China?
9
They
didn't sell  tickets for the school concert.
10
Have
you gotSpanish money? I need
pesetas. I'm going to Seville tomorrow.
B
Make
two columns — COUNTABLE and UNCOUNTABLE — and put the words below in the
correct column.

clothing

education

furniture

air

bank

canal

decision

cash

money

group

hope

year

thought

paper

cheese

van

language

office

information

water

tea

work

child

newspaper

fruit

coffee

machine

basket

holiday

C
Work in pairs. Match a phrase in column 1 with one in
column 2.

1

2

There is

any llamas in the zoo?

Is there

some ice cream in the
  fridge.

There are

any cheese?

There aren't

some
  interesting pictures in the museum.

Are there

any new computer games
  in the shop.

There are

any sharks in the sea
  near here?

There isn't

some very noisy dogs in
  this street.

There isn't

any good furniture
  nowadays.

There
  is

any homework tonight.

Are
  there

some
  money on the table.

D
Fill
in the gaps in the exercise below.
1
I
don't want sugar in my coffee.
2
Theresome
milk in the fridge.
3
Give
mepotatoes; but I don't want       carrots.

4
there any life on Mars?
5
There
some interesting new films at the
cinema this week.
6
there any interesting news today?
7
Did
you takemoney from this drawer?
8
You
need    apples and onions for that recipe.
9
I've
gotapples, but I don't haveonions.
10       there any onions in the garden?

Photocopiable

C)

25 Past Simple v Past Continuous

Aim                     To
  show how the Past Simple and Past Continuous are used together.
Preparation Activities A, C and D: Copy the handouts on
  pages 79 and 81 — one copy per student. Activity B: Copy and cut up the
  dominoes on page 79 — one set per pair.

Introduction (5 minutes)
Introduce
the topic by telling the students what you were doing the previous evening.
Tell it as a story which need not be absolutely true. For example: Yesterday
evening, I was watching TV.
Write
this on the board.
While I was watching TU I heard a lot of noise in the
street.
Write this on the board. While I was
listening to the noise, suddenly a brick came through my window.
There is no need to finish the story. Get the students to work in pairs
and ask them to think of the next two events in the story. Then hear what some
of them have thought of and write their sentences on the board.
Presentation (75 minutes)
Underline
the two forms of the verbs on the board and explain that you are looking at the
difference between the use of the two forms of the verb.
Now go
back to the beginning of your story. Draw a time line:
I heard a noise

while I was
watching TV

Key
A
  1 was living 2
  met 3 asked 4 were playing, kicked 5 saw 6 broke 7 was calling, ran away 8
  knew 9 was painting, happened 10 drew
B
  Jim and Kath were
  walking in the park // when the rain started when he won the lottery // he
  went on a luxury holiday she was learning how to send an email // when the
  computer stopped working while Lilian was climbing a tree // she fell and
  hurt her leg they were sleeping in bed // when there was a noise in the living
  room we were watching the news // when we saw Ella on TV while he was writing
  // he dreamt of becoming a famous novelist he was listening to the radio //
  while he was washing the car while the fire fighters were trying to stop the
  fire // everyone in the house escaped safely the man was breaking a window //
  when the police arrived
(continued
  on page 80)

Show how the I heard a
noise interrupts watching TV; that I heard a noise is a short, immediate
action, whereas watching TV goes on for a long time.
Now get
students to add to your story. Then ask them to take one of the sentences in
the story and draw their own time line. Encourage them to develop a fun, even
absurd story.
Practice (20 minutes)
Activity
A The students do this individually. Check orally.
Activity B Play the game in pairs. Give each pair a set
of dominoes and explain that they have to match the second part of one domino
to the first part of another to make a full sentence. They should arrange the
dominoes to make a square. Put this shape guide on the board to help them:

(continued on page 80)

25
Past Simple v Past Continuous
A
Write
the correct form of the verb.
1
Gerry
got married while he (live) in Madrid.
2
He
(meet) Isabel while he was working in a record store.
3
She
(ask) him to marry her on 29th February.
4
The
boys (play) football on the beach when one of them (kick) the ball into the
drinks stand.
5
The
owner of the stand (see) the incident.
6
The
ball (break) a lot of bottles and glasses.
7
While
the owner (call) the police, the boys (run away). 8 But the owner (know) the
boys.
9
An
artist (paint) on the beach when the incident (happen).
10
He
(draw) a picture of the boys for the police.
B

Work
in pairs and play dominoes. Put the dominoes together to make complete
sentences.

                                                                                C)

    Conclusion (10
minutes)                                     Homework
Activity C The students work in pairs. Activity D Check orally in the next
lesson. Encourage them to work quickly by making this a competition to see
which pair finishes first.
You may need to explain that I. T means Information Technology — work with
computers. Check orally when they have finished.

Key
2
3
4
5
6
7
8
9
10
2
3

In 1990, Tony
  left school (and started travelling round the world).
In 1993, Lucy was training as a
  teacher.
In 1993, Tony was studying I. T.
In
  1996, Lucy was teaching in Manchester and met Rob.
In 1992, Tony met Maria.
In 1998, Lucy was working with Rob
  in Brazil.
In 1996,Tony married Maria.
In 1999, Tony was living
  in London and became a father.
In 1999, Lucy met Angelo.
In 2000, Lucy married Angelo.
Where was Paolo standing
  when the wall collapsed?
What happened while Paolo was
  standing on the wall?
What happened while Maggie was
  working late? What was Maggie doing when the thieves broke into the office?
What was Brad doing when it started
  to rain? What happened while Brad was teaching Diego the rules of cricket?

4
S
6
7
8
9
10

What were Carlos and Anna doing when
  the accident happened?
What happened while Carlos and Anna
  were cycling to Wales?
What was Kate
  doing when the thief stole her bag? What happened while Kate was walking
  along the street?
What did his wife do while Tony was taking the dog for a walk?
What was Tony doing while his wife
  cooked the dinner?
What was Jane doing when she hurt her knee? What happened while Jane was
  training for the Rome marathon?
What happened whüe they were
  visiting their aunt?
What were
  they doing when the fire started? What did Lee do while he was waiting to go
  to university?
When did Lee work in Australia?
What did Tom do while Hannah was
  talking about her new Nintendo game?
What was Hannah doing when Tom fell asleep?

25 Past
Simple v Past Continuous (continued)
C
Work in pairs. Complete
the sentences using the information in the table.

LUCY
1984-90
1992-95
1 995-97
1
    996
1997-2000
1999
2000

At school
Work in Africa
Train as a teacher
Teach in Manchester
Meet
    Rob
Work with Rob in Brazil
Meet Angelo
Marry Angelo

TONY
1982-90 1988
1990-91 1991-94 1992

1996 1997-2001
1999

At
    school
Learn
    to drive
Travel
    round the world
Study l.T.
Meet
    Maria
Work for IBM in New York
Marry
    Maria
Live in
    London Become a father

For example:
In 1985, Tony was going to school. In
1991, Lucy worked in Africa.

1 In 1990, Tony .

6 In 1998, Lucy

2 In 1993, Lucy .

7 In 1996, Tony .

3 In 1993, Tony .

8 In 1999, Tony .

4 In 1996, Lucy .

and

. . . . . . .

         and .
5 In 1992, Tony .

9
    In 1999, Lucy

10
    In 2000, Lucy

D
Write two possible
questions for the following statements. For example:
Andy saw the
accident when he was having lunch in the restaurant.
What did Andy see when he was having
lunch in the restaurant? What was Andy doing when he saw the accident?
1    Paolo was standing on the wall when
it collapsed.
2    Maggie was working late when the
thieves broke into the office.
3    Brad was teaching Diego the rules of
cricket when it started to rain.
4    Carlos and Anna were cycling to Wales
when the accident happened. 5 Kate was walking along the street when the thief
stole her bag.
6
Tony was taking
the dog for a walk while his wife cooked the dinner.
7
Jane was training
for the Rome marathon when she hurt her knee.
8
The fire started
while they were visiting their aunt.
9
Lee worked in
Australia while he was waiting to go to university.
10     Tom fell asleep while Hannah was
talking about her new Nintendo game.

Photocopiable

©
26 Frequency adverbs

Aim
Preparation

To
  understand the relative meanings of the following frequency adverbs: always,
  usually, often, sometimes, never and their unmarked position in a statement.
  Also the interrogative use of ever.
Activity
  A: Copy and cut up the cards on page 83 — one set per group of four or five.
  Activities B, C and D: Copy the handout on page 85 — one copy per student.

Introduction
(5 minutes)
Introduce the topic by talking about
yourself.
For example:
I
always play football on Saturday. I never watch TV on Tuesday, because there
aren't any good programmes on.
Write these two sentences on the board.
Now ask the students:
What
do you on Saturday? Do you always on Saturday?
Get the students to work in pairs asking
each other the above questions.
Presentation
(15 minutes)
Write the adverbs on the board, one under
the other, and explain that you want to know what they mean and how they are
used in a sentence. Then make a table:

ALWAYS

x
  x x x x x x x x (100%)

USUALLY

x x x x x x x (85%)

OFTEN

x x x x x (60%)

SOMETIMES

x x x x (40%)

NEVER

(0%)

Activity A Take out the pile 1 prompt
cards and ask the students: Do you ever ...? Then point to the adverb you want
included in the answer. Do this as long as necessary to be able to include all
the adverbs. Write the question form on the board and point out the use of
ever. Also write the answers on the board and show that the adverb always comes
just before the main verb, except with the verb to be when it comes after.
When you have done this for the
positive answer, repeat for negative answers, showing that the adverb comes
after do not but before the main verb.
Then put the students into groups of four
or five students. Have a set of the prompt cards for each group. There should
be two piles: one with the activity and one with the adverbs. One student takes
a card from the top of the activity pile and asks another student a question
using ever. For example: Do you ever play the trumpet in bed? The student asked
then takes a card from the adverb pile and answers using that adverb. For
example: Yes, I always play the frumpet in bed. Explain any necessary
vocabulary such as kilt (a skirt with the family design worn on formal
occasions by men in Scotland).
(continued on page 84)

(key
on page 84)
26 Frequency adverbs
A Pile 1

Pile 2

Photocopiable

©

Practice (20 minutes)
Activity
B The students do the exercise individually. Check orally.
Activity
C Put the students into groups. See how many sentences they can make. You can
make this competitive by giving them a time limit, say 5 minutes.
Conclusion (10 minutes)
Activity D Students work in pairs to complete the dialogue. Check orally
by getting pairs to act out the dialogue.
Homework

Key
Liam always plays football on
  Saturdays. 2 What do you usually do in the holidays?
3
  Gerry is never
  late.
4
  Joe sometimes
  works late.
5
  never liked
  that picture.
6
  The trains in
  Germany are usually on time.
7
  Does Angelo
  often buy flowers for Natasha?
8
  Yes. He always
  buys them for her at the weekend.
9
  Jake often went
  for a walk near the lake in the summer.
10
  That book never
  gives the right answers. C Some possible sentences (there will be others):
1       John always has his holiday in
  Italy.
2
  The prince has never
  been to the cinema.
3       His friends sometimes forgot his
  birthday.
4       You usually get here on time.
5       Lions always attack rabbits.
6       Dinner is often late here.
7       Sally often plays tennis on
  Thursday.
8       Rob never rides his bicycle by the
  canal.
9       Liz always left the office early.
10   The river is always crowded in
  summer.

D ROB
JENNY:
ROB:
JENNY:
ROB:
JENNY: ROB: JENNY: ROB:
JENNY:

Do you always go to see Gary on Saturday? Oh, no; but
  I usually try to see him on either Friday or Saturday.
What do you usually do?
Different
  things. We sometimes go to the cinema, but we often stay at home.
Do you sometimes go to the disco?
Oh no! We never go there.
Why not?
He doesn't like disco music.
I sometimes go. Would you come with me? All right.

Students write five sentences about the people who were
in their group using the answers they got from the prompt cards exercise.

26 Frequency adverbs (continued)
B       Rewrite
the sentences to include the adverbs given.
1
Liam
plays football on Saturdays. (always)
2
What
do you do in the holidays? (usually)
3
Gerry
is late. (never)
4
Joe
works late. (sometimes)
5
I
liked that picture. (never)
6
The
trains in Germany are on time. (usually)
7
Does
Angelo buy flowers for Natasha? (often)
8
Yes.
He buys them for her at the weekend. (always)
9
Jake
went for a walk near the lake in the summer. (often)

Photocopiable

10

That
book gives the right answers. (never)
C       See
how many sentences you can make from the words in the box. Each sentence must
contain one of the adverbs.

John
is the summer you cinema canal lions usually river his office always bicycle
prince birthday often left friends by crowded has Rob get plays never attack
sometimes early a late here been rabbits holiday tennis to on rides in Liz time
Thursday Italy dinner forgot Sally

D       Rob
and Jenny are talking about a friend. Put the adverb in the correct place in
the sentence. The appropriate adverb is suggested by the percentage at the end
of the sentence.

ROB:

Do
  you go to see Gary on Saturday? (100%)

JENNY:

Oh, no; but I try to
  see him on either Friday or Saturday. (85%)

ROB:

What
  do you do? (85%)

JENNY:

Different
  things. We go to the cinema (40%), but we stay at home. (60%)

ROB:

Do
  you go to the disco? (40%)

JENNY:

Oh no! We go there.
  (0%)

ROB:

Why not?

JENNY:

He doesn't like disco
  music.

ROB:

I go (40%). Would you
  come with me?

JENNY:

All
  right.

A
Work
individually. Make three columns and put headings IN, ON and AT. Then put the
words below in the appropriate column.

the evening Wednesday the morning June         1 996 night
Saturday the spring       Easter  Christmas       the holidays    Tuesday
evening the weekend          Monday morning     three o'clock

B
Work individually
to complete the questions. Then, in pairs, ask your questions and write down your
partner's answers.
1
What did you do
on ..... ..... ..... ..... ..... .... ..... .. ? 2 What are you going to do in
..... ..... .... ..... ..... .....
3
What were you
doing at .
4
Are you going to
see the match on ..... ..... ..... ..... ..... .... ......?
5
Did you buy those
clothes on ....................................?
6
Where will you be
in ....................................?
7
Who won the game
on ..... ..... ..... ..... ..... .....
8
Did you go to the
cinema on ....................................?
9
Did you stay at
home at ..... ..... ..... ..... ......
10     What did you do in
....................................?
C
How many
sentences can you make from the words below? Each sentence must contain a
preposition of time. You can use each word only once, except for on, in, at, to
and the.

August on came weekend
to

circus
home at
6 0'clock evening iob Saturday

Megan had arrived Monday accident an Sunday

winter car
Cameron thieves iewellery and

broke down in the works
  Joseph
Christmas Day animals

31 st March
some theatre her
Daisy's

D
Complete the
sentences below by underlining the correct preposition.
1
I was in the park
(on, in, at) Tuesday afternoon.
2
There were a lot
of good films on TV (on, in, at) Christmas.
3
John met Gina in
Madrid (on, in, at) the summer.
4
Did you see the
horses on the beach (on, in, at) Sunday?
5
There were a lot
of people at the fair (on, in, at) the weekend.
6
Charlie is a good
tennis player, but he won't play (on, in, at) the winter.
7
Maria loves
climbing and always goes to the mountains (on, in, at) August.
8
He didn't want to
go to the theatre (on, in, at) the afternoon.

Photocopiable

9
Beth and
Nick love the sun and the sea, so they always go to Australia (on,  in, at) January.
10
Laura's paying.
She won the lottery (on, in, at) Saturday night.
From 87
Prepositions of

Aim
Preparation

To practise the use of in, on and at when talking about
  time.
Copy the handout on page 87 — one copy per student.

Introduction (5 minutes)
Introduce the topic by asking individual students the following questions.
Write down the replies on the board, underlining the prepositional phrases.
What do you do iu_the-eyening?
What do you do on Saturdays? What
do you do at Christmas? (or any other festival as appropriate)
When there is a mistake in the answer in the use of the
preposition, tell the student to listen carefully as you repeat the question
emphasising the preposition.
Presentation (15 minutes)
Explain that you are going to discuss the use of in,
on and at as prepositions for time. Write on the board: ON for days. Ask some
questions: What do you do on Saturdays?
What do you do on
Christmas Day? Write the questions on the board and underline on. Point out
that with the Present Simple you can say on Saturday or on Saturdays and this
means every Saturday. When, however, you use the past (What did you do on
Saturday?) you mean the previous Saturday; and when you use the future (What
will you do on Saturday?) you mean the next Saturday.
Write AT
on the board. Now ask questions:
What did you do at Easter?
What time do you go to bed at night?
What
are you going to do at five o'clock today?

Write
the questions on the board and underline at.
Write IN
on the board. Now ask questions:
What do you do in the evening/morning/afternoon?
What did you do in the holidays?
What are you going to do in July?
Write
the questions on the board and underline in. Point out that we say in the
morning/ afternoon/evening, but at night. Put the students into pairs and get
them to ask and answer similar questions.
Practice (20 minutes)
Activity A The students work individually. Check answers orally. Then they
work in pairs to test each other. Each student in turn says a word and the
other says which column the word is in.
Activity
B The students work individually to complete the questions. When they have done
this they find a partner and ask their questions. Check orally at the end.
Conclusion (10 minutes)
Activity C Students work in small groups. Have a time
limit of 5 minutes. Check orally and see which group has the most sentences.
Homework

Key

IN

ON

AT

the evening

Wednesday

the morning

Saturday

Easter

Tuesday evening

Christmas

1996 the spring the holidays

Monday morning

the weekend three o'clock

B Possible words:
After IN: the
  morning, afternoon or evening; the name of a month; the name of a season —
  spring, summer, autumn or winter; a year
After ON: a day of the week; a part of the day,

e.g. on Tuesday morning; a date, e.g. on 21st January;
  a special day, e.g. on Christmas Day.
After AT: night; a short festive period e.g. Christmas (but not
  Christmas Day); a time.
C
  Possible answers
  (there will be others):
1       Harry works at the weekend.
2       The circus came here in August.
3       They didn't go to the theatre on
  Saturday.
4       Some animals sleep in winter.
5       Tara started her job on 31st March.
6       Joseph left at night.
7       Cameron had an accident on Monday
  evening.
8
  The car broke down on
  Sunday.
9
  Thieves stole Daisy's
  jewellery on Christmas Day.
10   Megan and Ryan arrived home at 6
  0'clock.
D
  1 on 2 at 3 in
  4 on 5 at 6 in 7 in 8 in 9 in 10 on

Activity
D Students complete this for homework. Check orally in the next lesson.

A
Work
individually. Make three columns and put headings IN, ON and AT. Then put the
words below in the appropriate column.

the evening Wednesday the morning June          1996 night
Saturday the spring       Easter  Christmas       the holidays    Tuesday
evening the weekend          Monday morning     three o'clock

B
Work individually
to complete the questions. Then, in pairs, ask your questions and write down
your partner's answers.
1
What did you do
on ..
2
What are you
going to do in 3 What were you doing at .
6
Where will you be
in
7
Who won the game
on
8
Did you go to the cinema on 9 Did you
stay at home at 10 What did you do in ..

Photocopiable

C
How many
sentences can you make from the words below? Each sentence must contain a
preposition of time. You can use each word only once, except for on, in, at, to
and the.

August on came
to stole

circus
home at
6 0'clock even i iob Saturday

Megan had arrived Monday accident an Sunday

winter car
Cameron thieves iewellery and

broke down in the works
  Joseph
Christmas Day animals Ryan

31 st March left

some theatre
  her
go Daisy's

D
Complete the
sentences below by underlining the correct preposition.
1
I was in the park
(on, in, at) Tuesday afternoon.
2
There were a lot
of good films on TV (on, in, at) Christmas.
3
John met Gina in
Madrid (on, in, at) the summer.
4
Did you see the
horses on the beach (on, in, at) Sunday?
5
There were a lot
of people at the fair (on, in, at) the weekend.
6
Charlie is a good
tennis player, but he won't play (on, in, at) the winter.
7
Maria loves
climbing and always goes to the mountains (on, in, at) August.
8
He didn't want to
go to the theatre (on, in, at) the afternoon.
9
Beth and Nick love
the sun and the sea, so they always go to Australia (on, in, at) January.
10  Laura's paying. She won the lottery
(on, in, at) Saturday night.
From 87

i
28 Prepositions of place

Aim
Preparation

To practise the use of above, at, behind, by, in, in
  front of, near, next to, on, opposite and under.
Activities
  A, B, C and E: Copy the handouts on pages 89 and 93 — one copy per student.
Activity D: Copy and
  cut in half the handout on page 91 — one copy per pair.

1
1

Her
  chair was on the other side of the room,

Practice (20 minutes)

1

opposite
  her desk. Her computer was under the desk.

Activity A Get the
  students to work in groups.

Behind the filing cabinet there
  was a small glass

They see how many
  sentences they can make.

bottle,
  and next to it a strange object. Jane picked up the strange object and put it
  on the shelf above

Make this competitive
  by giving them a time

 1

John, who is sitting behind you?

individually. Check
  orally when they have

i

Maria,
  where is your pen?

finished.

Gemma,
  where is Joanna sitting? etc.

(continued
  on page 90)

Presentation (15
  minutes)

1

Introduction (5 minutes) Make sure
students understand the difference i between opposite/in front of, near/next to
and

Introduce
the topic by telling the following  on/above. Now ask each student to think of
two story. As you do so, draw the scene on the       questions, where the answer
will require the use board and explain any difficult vocabulary, for           of
a preposition. The questions can be about the example: terrible mess, shelf,
filing cabinet, strange          story, about the classroom or about the town.
object, etc.    They ask their questions in open pairs. When Jane an-ived in
the office, it was a terrible mess. Her desk was in front of the filing
cabinet.
limit,
say 5 minutes. the filing cabinet, near a vase offlowers.
Activity B The students do this
exercise Write the prepositions in their appropriate individually. Check
orally. places in the picture. Then ask the students various questions, for
example: Activity C Again the students work
Explain that you are going to practise
prepositions of place. Go back to the story and ask the students questions, for
example:
Where
was Jane's desk?
Where was her computer?                                                                                i
Where was the bottle?
Where did she put the strange object? etc.
1

Key
A Possible answers
    (there will be others):
I An old woman lived
    near there.
2
    The station master was standing next to the
    station.
3
    The train stopped under the bridge.
4
    Nobody saw the lion behind the tree.
5
    Marian planted a lot of roses in her garden.
6
    In front of the house was a river.
7
    The restaurant was opposite the police station.
8
    The telephone is by the door.
9
    Jack and Jill stood on the hill.
10
    My bicycle was in the cellar.

Possible long
    sentences:
Jack and Jill
    stood on the hill near the river and saw Marian in front of the house by
    the bridge.
Mary and the station
    master planted the tree opposite the police station next to the restaurant
    on the hill near the river.
B     I
    in 2 at 3 in 4 in 5 on 6 in/behind 7 at 8 on, in
C     I
    in 2 next to 3 behind 4 In front of 5 in 6 Behind 7 behind 8 above 9 On 10
    at
(continued on page 90)

A       In groups, see how many sentences
with a preposition you can make from the words below. You must not use any word
more than three times, except a, an, the and was. What is the longest sentence
you can make?

under the
next to planted lived
roses behind hill

nobody telephone in front of
  restaurant
woman a lot of opposite river

house
  Jack train there a stopped
near by

Marian stood bridge police station and station master
on old

standing cellar tree
  bicycle
an her lion door

was in
garden
Jill house
is saw station

B
Complete the
sentences using at, in, on, under, behind.
I
Frankie lives  Mexico.
2      Daisy is . school today. She will be on holiday
next week.
3      The smallest state . the United States is Rhode Island.
5
4      In 2000, the Olympic Games were held  Sydney.
5      He's got a hat .. his head.
6      Matt is hiding .. that large tree.
7      Nicki stayedthe most expensive hotel in Paris.
8      Put the plates .. . .. the table and the cups .. the cupboard.
C
Complete the
description of the picture below using the correct preposition: above, at,
behind, in, in front of, next to, on.
6 The bride
and groom are sitting (1) the open carriage. The bride is sitting (2)the groom. They are sitting (3) the driver.
(4)   the carriage is a brown horse. The
driver is holding a whip
(5)   his hand.
(6)   the carriage there are some trees,
and (7) the trees, there are some high mountains. The sky (8) them is very grey. But there is some
sun. (9) the grass, (10) the side of the road, you can see the shadow of the carriage.

Photocopiable

@ 89
Conclusion
(10 minutes)
Activity
D The students do this activity in pairs. Give one student in each pair picture
1, and the other picture 2. They have to find the differences in the two
pictures. There are ten differences. Check orally when they have finished.
(continued on page 92)

Key
D The differences in the second picture are:
1    The
  cupboard door is closed.
2    The
  person in the office through the door is sitting on the desk.
3    The
  vase is a tall one.
4    The
  pile of papers on the filing cabinet is smaller. 5 The cat is-not on the
  filing cabinet, but in the intray by the desk where the two men are playing
  cards.

6
7
8
9
10

It's a lorry that is
  parked outside, not a bus.
The
  woman has fair hair.
There
  is no cake on the woman's desk.
The
  two men have dark hair.
The office boy is
  reading the paper, not playing cards.
(continued on page 92)

(continued)
D Work in pairs. You each have a picture.
The pictures are similar, but there are ten differences. By asking questions
about where things are in the pictures, find out what the differences are.
Don't show your picture to your partner.

Picture
1

D Work in pairs. You each have a picture.
The pictures are similar, but there are ten differences. By asking questions
about where things are in the pictures, find out what the differences are.
Don't show your picture to your partner.
Picture
2

Photocopiable

(9
Homework

Activity
E Set this exercise for homework. Let them exchange their answers when they
bring the work back.

Key
E 1 on 2 in 3 behind 4 under/on 5
  above 6 in
7 opposite 8 next to 9 near 10 near 11 in 12 on

(continued)
E In the story below,
choose the correct preposition: above, behind, in, near, next to, on, opposite,
under.

Nick was standing (1)the
  beach when he saw Joe sitting
(2)the
  small boat. The beach was empty. Now was his chance. He went (3)a
  large rock and changed his clothes. He put the clothes
(4)some stones at the back
  of the beach.
Then he ran to
  the sea, shouting and waving to Joe. Soon he was swimming out to the boat. He
  was laughing and shouting to Joe. Joe looked pleased to see him. It was very
  quiet, until he heard the noise of a helicopter. He looked up and saw the
  helicopter flying (5)them. It didn't move,
  but just circled there.
He reached the boat and Joe helped him to climb (6)
'Got any fish?'
'No. Nothing today.'
'That helicopter's making a lot of noise. I wish it
  would go away.'
'Yes. It's not good for the fish.'
At first, they sat (7)each
  other at different ends of the boat. Then
Nick moved to sit (8)Joe.
'Careful. Don't rock
  the boat! '
'We'll have to swim! '
'I can't swim,' said
  Joe.
Nick smiled quietly. He knew that.
  Then Nick saw another boat. At the moment, it wasn't (9)them.
  But he must kill Joe quickly before the other boat came (10).
  And there was the helicopter.
'Let me have the fishing line. I'll
  catch some fish.'
'Hey! Careful. You'll have me (11)the
  water,' Joe said as Nick took the fishing line from him. Then Nick jumped up
  and the boat rocked again.
'Give it to me. Give me the line,' he
  shouted.
The boat rocked again and they both fell
  into the water.
'Help! ' Joe was
  shouting as Nick pulled himself into the boat. Nick started the engine and
  then took the boat to the beach. He jumped out of the boat and ran. He was
  shouting: 'Help! Help! My friend. He fell out of the boat. He can't swim.
  Help!'
But there was nobody
  (12)the beach. Joe was
  dead.

8
t

5

Photocopiable

93

29 Adverbs

Aim
Preparation

To introduce adverbs of
  manner: to show how they are formed from adjectives and their position in an
  unmarked sentence.
Activity A: Copy and cut up the
  cards on page 95 — one set per group.
Activities B and C: Copy the
  handout on page 95 — one copy per student.

Introduction (5 minutes)
Introduce the topic by talking about some
of the students. For example: I saw Charlotte coming to school today. She was
very quick. Yes, Charlotte walks quickly.
Write
the last part on the board. Anna took a long time to do that exercise. She's a
slow worker. She works slowly. Again, write the last part on the board. It is
always easy to mark William's work. He has beautiful writing. He writes
beautifully. Write the last part on the board and then underline the -ly at the
end of each adverb. Then ask individual students about themselves. For example:
How do you work? Are you a quick runner? etc. When they reply, encourage them
to give the answer in the form which requires the adverb.
Presentation (15 minutes)
Explain you are talking about adverbs which
tell you how something is done. Adjectives answer the question What kind of
...? For example: What kind of worker-is Charlotte? She is a quick worker. How
does she work? She works quickly.
Point out on the board that adjectives come before
nouns, but adverbs come after verbs and at the end of the sentence. For
example: Chris is a beautiful singer. Chris sings beautifully.
Chris sang that song beautifully.
Write these adjectives on the board: quick, beautiful, happy, ugly, soft,
wonderful, crazy, lovely, good, hard, fast. Then ask the students if they know
what the adverb derived from each one is: quickly, beautifully, happily, in an
ugly way, softly, wonderfully, crazily, in a lovely way, well, hard, fast.

Key
He drives dangerously.
2
  Harry works
  fast.
3
  Joanna writes
  well.
4
  It's snowing
  heavily now. 5 Phil eats noisily.

6
7
8
9
10

Annie teaches in a lively way.
Martin cooks badly.
He talks loudly.
Steve and Joshua play tennis
  cleverly. Mark paints beautifully.

Tell the students that the general rule is to add -ly
to the adjective, but:

1     When the adjective ends in y, e.g.
happy, easy, you change the y to i and then add -ly.
2     When the adjective ends in -ly, e.g.
lively, ugly, you must make a phrase: in a lively way, in an ugly way.
3     There are some exceptions. Look at
these:

He's a good worker.

He works well.

She's a fast runner.

She runs
  fast.

They're hard workers.

They
  work hard.

Practice (20 minutes)
Activity
A The students play the card game in groups. Give each group a set of the
cards. The cards are dealt out among the group. To start the game, a student
puts down an adjective card. The student with the equivalent adverb puts down
that card followed by a new adjective card. If a student has both the adjective
and adverb in his/her hand, he/she puts them both down at the beginning of the
game. The game continues until one student has used all his/her cards.
Activity B In pairs, the students ask each other the
questions. The questions use the adjective form, but the answers must use the
adverb form. (If you plan to use the answers to the questionnaire as the basis
for homework, remember to ask students to note down their partner's answers.)
Conclusion (10 minutes)
Activity
C The students work individually on the exercise. Check orally.
Homework
The students write a profile based on the answers they had to the
questionnaire. They must use the adverb form. For example: Laura works hard.
She drives badly, etc.

Teacher's notes

Aim:                To show the use
  of demonstratives (this, that, these, those), the use of possessive pronouns
  (mine, yours, his, hers, ours, theirs) and to give students practice in using
  them.
Preparation: Copy the handouts on pages 97 and 99 — one
  copy per student.

30 Demonstratives and possessives
i

Introduction (5 minutes)
First
take some books from the students. Keep some by you and place others in
different parts of the room. Then, taking a book near you, ask: Whose is this
book? Write the question on the board.
Then
point to a book across the room and ask:
Whose is that book?
Then,
holding up two or three books: Whose are these books?
Then point to several books: Whose are those books?
Always write the questions on the board. Then get some
students to come up to the front and repeat the procedure.
Presentation (15 minutes)

when it's here

when it's over there

singular

those

Explain the difference between this/that and
these/those on the board:
Then get different objects from the
students:
pens, books, pencils,
rulers, watches, rings, etc. i Hold up your own watch and ask: Whose is this
watch? Give the answer: It's mine. Write the answer on the board.
Then hold up an object and ask: Who does this belong
to? Elicit from the owner: It's mine.
Then say to
the rest of the class: This belongs to . It's hers/his. Write this on the
board.
Then hold up another object and ask a student (one you
know is not the owner): Is this ... yours?
Repeat this procedure, making sure you bring in all the
different forms of question. Then hand back the objects randomly. When students
comment that they have not got their own things back, get them to ask each
other who the object they have belongs to.
Practice (20
minutes)i
Activity
A Students do the exercise individually. Check orally.
(continued on page 98)

Key
A 1 this 2 that 3 that 4 This 5 that 6 these 7 those 8
  that 9 that 10 that 11 this 12 that
13 Those 14 that 15 those 16 that 17 that
18 Those 19 those 20 those

(continued
  on page 98)

{ i

30 Demonstratives and possessives
A Dave and Gerry are students moving
into a new flat. Joe is helping Dave arrange the furniture and things.
u Look at the picture and complete the text with this,
that, these or those.

Now, Joe. Put (1) armchair
  next to (2)  table in the corner
  over there. Then put (3) chair, the one in the
  middle of the room, by the window. (4) cupboard
  goes against (5) wall by the

6
les

8

Photocopiable

5
window.
Now (6) books go on (7) shelves
by (8) door. Yes, (9) door
to the kitchen. Can you move (10) table
to the window and then put (11) chair
here in front of it. Careful with
(12)
vase. It's mine. (13) old
magazines on the floor over there belong to Gerry. He's saving them. For the
moment, put them on (14) cupboard that you've moved to the
window. And (15) dishes on
(16) box
go into the kitchen. What's in (17) box,
by the way? Books? Whose books? Oh, I know. (18) books
you've put on the shelves are mine. And (19) books
in the box belong to Gerry. I'm getting tired. Give me (20) two cups on the
table. I'll make some tea.
©

Teacher's notes

Activity
B The students work in pairs to match the sentences. Make this a competitive
exercise to see which pair finishes first. Check orally.
Conclusion
(10 minutes)

Key
B la/d/f 2 a/d 3 j 4 h 7 a/d/f 8 g
  9 c 10 e

C
  I That, mine 2 That, theirs 3 Those, hers
4
  This, mine 5 That, his 6 these, theirs 7 that, yours
8 this, mine 9 these,
  mine 10 that, his

Activity C The students work individually.
Check orally.

30
Demonstratives and possessives
(continued)
B
Match
a sentence in column 1 with one in column 2. There may be more than one
possible match, but you can use each item in column 2 once only.

1

2

1 This isn't Sarah's
  bicycle.

a Is it yours?

2
  Give me that picture.

b
  But it isn't theirs.

3
I like these wine glasses.       c But mine were bad.
4
Would
you like that book?    d It's mine.
5
John
and Rita like that red car.       e Give him yours. It
6
Is this your ball? f Hers is red.
7
This
isn't Jane's coat.   g No, it doesn't. It's mine.
8
That
watch belongs to Matt.  h Then take it. It's yours.
9
Dave's
exam results were good.      i No, it's hers.
10
Andy
needs a bicycle.  j Yes, they are nice. They're his.
5
C
Complete
the sentences by putting in the correct word in the gaps. Choose from: this,
that, these, those, mine, yours, his, hers, ours, theirs.
1
 book there belongs to me. It's .        Iti

Photocopiable

2
 dog in the park over there belongs
to Matt and Sue. It's .
3
.....
..... ..... parrots in the cage there belong to Sarah. They're .
4
. car that I'm sitting in belongs to
me. It's .
5
 watch on the table there was a
present to Andy. It's ..... ..... ..... .
6
Mr
and Mrs Davis bought  flowers in the vase here on the
table. They're .
7
I
bought . .. ..... ..... painting there for you. It's . ..
8
Did
Dave sell . table here to you? Yes, it's
9
I
found .   . wooden figures here in Poland. Now they're .
10
Is
 red car there Stephen's? Yes, it's
C)

Vocabulary: Lessons 3
1-40
31 Clothes

Aim
Preparation
(Optional)

To
  teach some basic clothing vocabulary, including a few accessories.
Copy the handouts on pages 101 and
  103 — one copy per pair. Cut in half the handout on page 103.
Wear something unusual
  or outrageous to the lesson.

Introduction
(5 minutes)

Point
to an item of clothing you are wearing (particularly something you're wearing
specially for the lesson) and tell the class that it's a present you got from
your wife/husband/ brother. Ask them what they think of it? (You'll  find
out how diplomatic your students are!) Tell them that today they're going to
learn the names for different clothes.
Presentation
(20 minutes)
Activity A Divide the class into pairs.
Give each pair a copy of the handout. Tell them to see how many items of
clothing they already know by writing the correct numbers next to the words.
Allow 15 minutes. Check orally, paying particular attention to the words that
were new. For the next 5 minutes, get the students to take turns at testing
each other. One student (the one being tested) covers up the words while
his/her partner asks him/her: What's number 8? etc. (continued on page 102)

Key
A For him: baseball cap
  18, belt 16, jacket 2, jeans 3, mac 9, pendant 12, shirt 13, shoes 8, suit 7,
  sunglasses 6, tie 15, trousers 10, T-shirt 14, umbrella 4, underpants I I,
  vest I, waistcoat 17, wallet 5 For her: blouse 3, boots 11, bra 1, coat 13, dress
  2, earrings 10, glasses 8, handbag 9, hat 6, jumper 16, knickers 7, necklace
  14, purse 12, skirt 15, socks 4, tights 17, trainers 5

(continued on page 102)

Teacher's notes

31 Clothes
A Write the numbers 1—18
next to the correct word(s).
For
him baseball cap C]
Write the numbers 1—17 next to the correct
word(s).
For her
blouse
dress
hat [2 jumper knickerS
necklace purse
skirt
socks tights trainers C)

Photocopiable

©

Practice
(20 minutes)
Activity B This is
a pairwork exercise where students have to try to find the differences between
two drawings showing three people. Give one student in each pair picture 1, and
the other picture 2. Get them to face each other and to hide their papers. Explain
that they now take it in turns to ask and answer questions in order to find the
differences between their drawings. Give some examples of question types, then
write them on the board. For example:
Is the
woman on the left weanng (a skirt)?
What
colour are the man's (shoes)? Is the woman on the right holding (an umbrella)?
etc.
Tell them to put a circle around any
differences they find. Also teach the words stripy and checked.

Key
B
  Differences in picture 2:
I The woman on the left
  isn't wearing glasses.
2
  Her boots are black, not white.
3
  The man isn't wearing a tie.
4     He's
  wearing jeans, not trousers. 5 He's wearing trainers, not shoes.
6
  He's
  got an earring.
7
  He hasn't got an umbrella.
8
  The
  woman on the right is wearing a coat, not a mac.
9
  Her
  dress is black, not stripy.
10     Her
  shoes are black, not white.

Halfway through the
activity you can tell them that there are ten differences altogether. At the
end of the activity, they check their drawings to make sure they have found
everything.
Conclusion
(5 minutes)
Go back to Activity A. Ask them which
clothes are often worn by both men and women. Also find out which clothes the
students wear most often.
Homework
The students can
write a short paragraph describing how they are usually dressed when they go
out at the weekend. Alternatively, you can ask them to write a paragraph
suggesting what clothes they would like to see you in.

31
Clothes (continued)
B Find the differences.

Photocopiable

Picture
1

@
32 Foot + ball = football

Aim
Preparation

To teach the students some common compound nouns.
Copy
  handouts on pages 105 and 107 — one copy per student. Cut up the words in
  Activity B.

Introduction (5 minutes)
Draw the
following on the board:

Key
A 1 waistcoat
5 bathroom
9 handbag

2 keyboard 3 postcard
6 birthday 7 armchair
10 lighthouse

4 toothbrush
8 suitcase

(continued on page 106)

Ask the
students if they can guess what the word is from the drawing. (The answer is
earring.) Tell them it is common in English to put two words together to form a
completely new word. Give them another example, namely football. (Draw it if
you can!) Ask the students for any other examples they know.
Presentation (20 minutes)
Activity
A Divide the class into pairs. Give each student a copy of the handout. Explain
that they have to use the clues to match words from column 1 with words from
column 2 to make ten completely new words. Some words in the columns will not
be used.
Practice (15 minutes)
Activity
B Students work alone at first. Give each student one of the words on page 105
plus a copy of the blank drawing sheet on page 107. Before they start, make
sure they understand the meaning of the word they are going to draw. Tell them
to try to represent the word on the blank sheet of paper by drawing two
pictures, one for the first part of the word and one for the second. Allow
approximately 5 minutes.
When
everyone is ready, they now walk around the class talking to as many people as
possible. They take it in turns to try and guess each other's words.
At the
end of the activity, get one or two volunteers to draw their word on the board.
(continued on page 106)

32 Foot + ball = football
A      Match
words from column 1 with words from column 2 to make compound words.

column 1
arm
  bath
birth boy
hand
  key lamp

post
suit
  tooth
waist

column 2 bag
board
brush card
case
  chair
coat
  day
house
room
table

1
It's
something people wear — usually men.
Irk
2
A
musical instrument. It's like a piano.
3
You
can write this when you're on holiday.
                                                                                8
4
You
use it to keep your teeth clean.
5
Where
you have a shower.
6
Everybody
has one of these once a year.
7
You
can sit in it.
8
You
put clothes in this when you go on holiday.
5

Photocopiable

9
Women
keep their money and makeup in this.
10
A
tall building near the sea. It helps boats.Iss ities@
B      Words
6
ness ish
C)

Conclusion
(10 minutes)

Key
C I football 2
  birthday 3 waistcoat 4 cowboy 5 bathroom 6 seatbelt 7 postcard 8 postman
9 armchair 10 cupboard

Activity
C This is a quick check to see if the students have remembered some of the
words practised in the lesson. They can work in pairs. Check orally.
Homework
Ask the students to
draw and make up gapped sentences for the following compound nouns: bookcase,
bagpipes and haircut.

32 Foot + ball = football (continued)
B      Drawings

Which word is it?

rk
5
C      Fill
in the missing words. To help you, the first and last letters of each word are
given.
1
'What's
your favourite sport?'
l, of course.'
2
I
got this camera from my parents for my b
3
Shall
I buy a suit with or without a w6
4
John
Wayne often played a cy in films.
5
'Where's
Paula?'
'She's in the bm
washing her hair.'

PhotocopiabLe

6
When you travel by car you should always wear a st.
7
Don't
forget to send me a pd from Spain!
8
'Is
there a letter for me?' 'I don't know. The pn
hasn't come yet.'
9
Sit
down in that ar over there.
10
'Where
are the plates and glasses?'
'In the cd
in the kitchen.'
©

Preparation

To teach the most
  common items of furniture and fittings found in the living room.
Copy the handouts on
  pages 109 and 111 — one copy per student.

               33 The living room

Introduction
(5 minutes)
Introduce the subject by telling the
students that you feel a bit tired today because you decided to move all the
furniture around in your living room last night, mainly because your new sofa
had arrived. (Describe the sofa if you like.) Ask the students what other
pieces of furniture can be found in the living room. Write these up on the
board.
Presentation
(20 minutes)

Key
A armchair 19, bookcase
  24, carpet 20, ceiling 4, coffee table 22, curtains 2, cushion 18, fireplace
  23, lamp 16, light switch 3, mirror 13, painting 7, plant 8, power point 11,
  radiator 12, side table 17, sofa IS, speakers 5, stereo 6, TV 9, vase 21, video
  10 wallpaper 14, window I

B
  I Yes 2 Two 3 More than 3 7 Three 8 No 9 No 10 Yes

S Yes
(continued
  on page 110)

Activity
A Give students the handout. Allow a maximum of 10 minutes. Check orally,
paying special attention to pronunciation. Now let the students work in pairs.
One student covers the words while the other student tests him/her by asking:
What's number 1? etc. When they have done it once, they change roles and do it
again.
Practice
(15 minutes)
Activity B Give
students a copy of the picture Tell them to look carefully at the
drawing for 5 minutes, without writing anything down. Tell them to turn their
papers over and hand out the list of questions. They work in pairs. Allow 5
minutes, then let them check by referring to the picture again.
(continued on page 110)

33
The living room
A
Write
the numbers (1—24) next to the correct words.

Photocopiable

armchair
ceiling cushion light switch plant side table stereo video
B
Look
at this drawing for five minutes.

©

Conclusion (10 minutes)
Activity C This is
a check to see if the students have remembered the words practised in the
lesson. They can work in pairs. Check orally.

Homework

Key
C
  I curtains 2 ceiling 3 armchair 4 carpet
S speakers 6 bookcase 7 wallpaper 8 coffee table 9
  sofa 10 plant

The students draw a plan of their living
room, seen from above. They should label the furniture, etc., including its
colour.

33 The living room
(continued)
B       Now
read the questions and circle the correct answers.
1
Are
there flowers in the vase?
2
How
many power points are there in the room?
3
How
many paintings are there?
4
Is
the lamp next to the armchair?
5
Is
the TV on?
6
Is
the vase on the coffee table?
7
How
many cushions are there?
8
Is
there a video in the room?
9
Are
the curtains stripy?
10
Is
the mirror next to the bookcase?
C       Which
words are missing? See if you can work it out.
Yes No
1 2 3
Fewer than 3
More than 3
Yes       No
Yes     No Yes           No
3                                           t
Yes       No
Yes No Yes No
5

1
Do
you like the new greenin the window? (austicm)
2
This room has a very high.
(licegin) 3 Thisis very comfortable. (rachmari)
4
That's
a niceon the floor! (actper)
5
Where
shall I put the? Where do you sit when you listen to
music? (raspskee)
6
What
a lot of interesting things in your!
(cokesboa)
6
7
I
hate yellow! (rappelawl)
8
The
magazine was on the. (ocfefe elatb)
9
At
least three people can sit in this
. (afos)

Photocopiable

10
There was a large greenin
the corner of the room. (tapln)
@
34 Countries and nationalities

Aim
Preparation (Optional)

To teach
  the names of some common countries and nationalities.
Copy the
  handout on page 113 — one copy per student.
Take in some magazine photos of
  people from different countries.

Introduction
(5 minutes)
Introduce
the subject by saying to the students that foreigners often call people living
in Britain or the UK English and think that everyone lives in England. But
that's not really true. Draw a rough map of the UK and explain that the UK is
made up of four countries, not one. See if the students know the other
countries, namely Scotland, Wales and Northern Ireland. Write them on the map.
Then write the following on the board:
I live in ...
England                           I'm            English
Scotland
Wales
Northem Ireland
Elicit the missing nationalities (Scottish, Welsh and
Northern Irish). Point out that people from all these countries are also
British. Practise saying the names of the countries chorally. Finally, ask one
or two students about themselves, for example: What about you, Kurt?
Where do
you live? What nationality are you? etc. Alternative introduction Hold up the
photographs you have brought with you one by one and ask the class if they can
guess what nationality the person is. Why did they think the person was
(Swedish)? Was it the clothes, skin/hair colour, etc.? Then go on to the above
table about the four nationalities in the UK.
Presentation
(15 minutes)
Activity
A Give students the handout. Let them work in pairs to fill it in. When they
have finished, write the following on the board:
A: Are you Swedish?

B: No, I'm French. I come from
France. Get them to practise similar dialogues in pairs, choosing other
nationalities from the ones in the table.
Practice
(20 minutes)
Activity B This is a crossword dictation. The students
can either work alone or in pairs. Give out copies of the crossword and tell
the students you are going to read out clues to help them to fill in the
crossword. All the answers are either a country or a nationality. Read out the
following clues, allowing time for them to fill in the answers. (You can read
each clue twice.)
Let's start
with 8 Across: Honda, Yamaha and Canon are all (bleep!)_ companies.
Next, 9
Down: Elvis Presley was a famous _(bleep!)_ pop singer.
10 Across:
Flamenco is a traditional dance in this country.
2 Down: You
can see kangaroos and koalas in this country.
6 Down:
Juventus is a famous _(bleep!)_ football team. 1 1 Across: This is a small
country with lots of banks and lots of mountains. It has a lake called Lake
Geneva. 11 Down: Abba was a famous group, 14 Across: There are more
_(bleep!)_ people in the world than any other nationality.
5 Across:
Vodka is a popular _(bleep!)_ drink.
3 Down: Istanbul is the biggest city in
this country.
4 Across: The most famous _(hleep!)_
city is Amsterdam.
1 Across: The samba is a typical _(bleep!)_ dance. 13 Across: Beethoven
and Bach were famous _(bleep!) composers.
7 Down: The
capital of this country is Brussels. Finally, 12 Down: People in this country
eat a lot ofcurry.
Check orally.
Conclusion
(10 minutes)
Activity C This is a fun activity. The students complete the sentences
then compare their answers with a partner.
Homework

Key
A American, Australia, Belgian, Brazilian, Canada, China,
Dutch, France, Germany, Greek,
  India, Italian, Japanese,
Portugal, Russia, Saudi Arabian, Spanish, Swedish, Switzerland, Turkish

B Across: 1 Brazilian 4 Dutch 5
  Russian 8 Japanese
10 Spain 11 Switzerland 13 German 14 Chinese
Down: 2 Australia 3 Turkey 6 Italian 7 Belgium
9 American Il Swedish 12 India

The
students can write a short paragraph about the country they live in.

34 Countries and nationalities

A Complete the table.

I live in

I'm ...

I'm

the USA

Australian

Belgium

Japan

Brazil

Portuguese

Canadian

Russian

Chinese

Saudi Arabia

The Netherlands

French

Sweden

German

Swiss

Greece

Turkey

C Complete the sentences
in your own words.

2 They make the best
  food in

7       men
  are the most romantic.

3 The best football players come
  from

8      The
  best pop music comes from
9      My
  favourite country for a holiday

4
  The best climate is in

is

1
The best cars come from                            6    women
are the most beautiful.

5
  people are the
  friendliest.

10 If I could be another nationality, I'd like

to be

Photocopiable

C'
35
What do they look like?

Aim
Preparation

To teach useful
  words for describing people. It is assumed that the students will have done
  the lesson on clothes (Lesson 31) before doing this lesson.
Copy the handouts on pages 115 and 117 — one or two
  copies per student. Cut page 115 in half.

Introduction (5 minutes)
Introduce the
•subject by pretending that you have recently witnessed a crime, for example a
car theft, and had to give the police a description of the man you saw steal
the car. Explain that it was very difficult. (As you tell the next bit, write
up all the key words on the board.) All you can remember was that he was quite
tall, slim and had long hair. Oh yes, and he had a moustache. Ask the class for
other words they know to describe people. Write them up on the board.
Presentation (15 minutes)

Key
A I is fat
3 is slim
5 is about forty
7 is young
9 is short
Il has a beard
13 has blonde hair
15 has curly hair
17 has short hair
19 has freckles

2 is well-built
4 is skinny
6 is old
8 is about 160cm
10 is tall
12
  has a moustache

14 has dark hair 16 has
  long hair
18 is bald
20
  wears glasses

Activity
A Give a copy to each student. Let them work in pairs. Check orally.
Practice (25 minutes)
Activity B This is
a roleplay in pairs. Put the class into pairs and ask them to decide who will
be Student 1 and who will be Student 2. Hand out the appropriate handouts.
Explain that Student 1 is someone whose brother, sister or friend has gone
missing and Student 2 is a police officer. Student 1 phones Student 2 to give a
description of the missing person. Student 2 writes down all the details on the
Missing Persons form. Allow a few minutes for them to prepare, then let the
roleplay begin. When they have done it once they can change roles and do it
again. (Give out new handouts.)
(continued on page 116)

35 What do they look like?
A Match the words and the
drawings.
has
a beardhas blonde hair has curly hairhas freckles has long hairis about 160cm
is about fortyis fat
is oldis skinny is slimis well-built

Photocopiable

is young

• name • age • height • build • colour of
eyes • hair (colour, style) • other things (moustache, wears glasses, etc.) •
clothes • where last seen (at home, on the way to work, etc.)
When you have finished, change roles and
do it again.
©

Conclusion (5 minutes)
Each student writes
a short description of himself/herself on a separate piece of paper, but must
not include name or address. Take one or two at random and read them out loud.
See if the rest of the class can guess who is being described.
Homework
The students can write a short description
of one of the following: My favourite relative
My best friend
My teacher

35 What do they look
like? (continued)
B Student 2
You
work at the Missing Persons department at the police station. Student 1 phones
you to report a missing person. Ask him/her questions and fill in this

form.

Missing
  Person
Name:
Address:

Height:
Build.
Colour of eyes:
Hair COIOUr.
Hair style:
Anything else?' Clothes
  worn:
Place last seen:

18
5
Iss
ities

Before you start,        out
  what questions to ask. For example:
What's his/her
  name/address?

How
  old

ness
  ish

work
What's
his/her build?
What colour is/are ...?
 What style
Anything else?
13
What
was he/she wearing?
Where was he/she last seen?
When you have finished, change roles and
do it again.

Photocopiable

36
Food

Aim
Preparation

To teach some basic food vocabulary,
  plus food words encountered on a simple restaurant menu.
Copy the handout on
  page 119 — one copy per student.

Introduction (5
minutes)
Introduce
the subject by talking a little bit about food and the things you like eating.
For example: I love eating — especially bananas and ice cream. Bananas are my
favourite fruit. Well, I like apples too. And I really like cooking. Last
night, for example, I made spaghetti followed by apple pie and custard. What
about you? What things do you like eating?
Then write the following drill on the
board: A: I like ... (apples) B: Yes, so dol.
or Oh, I don't. Butl like ... (bananas) Practise
it with one or two students so they understand the pattern. Then let them
practise in pairs, using any food words they already know.
Presentation 1 (15 minutes)
Activity
A Give students a copy of the handout. Explain that they have to put six words
in each group. Let them work in pairs. Check orally. (You may have to explain
some of the meat words by drawing or miming the animals.)
Practice 1 (5 minutes)
This is a game for pairs. One student
turns over his/her handout. The other student then says a word, for example
banana. The first student answers as quickly as possible with one of the
following: It's a fruit / a vegetable / a drink / a type ofmeat / a type offish
or seafood. Write the possible responses on the board to help them. Demonstrate
first with the whole class, then let the students practise. After about 2
minutes, tell them to change roles and do it again. Stop everyone after 5
minutes.
Presentation 2 (15 minutes)
Activity
B Ask students to look at the simple menu. Go through it to make sure that the
students understand each word. Also write on the board the following phrases,
useful when ordering in a restaurant:
What
would you like ... to start with? for the main course? for dessert? to drink?
I'd like .
Could I have the bill, please? Go
through the above chorally. Then demonstrate with one or two students. (You
play the waiter/waitress.)
Practice 2 (10 minutes)
The students now work in pairs to act
out the roleplay. They take it in turns to be the customer and the
waiter/waitress.
Conclusion (5 minutes)
Divide the class into groups of four. Tell
them to write the numbers 1—6 on a piece of paper. One person will write for
the whole group. Read out the following, allowing students time to write down
their answers.
1
Name a fruit
beginning with the letter g.
2
Name a
vegetable beginning with the letter c.
3
Name
a fish beginning with the letter s.
4
Name a drink
beginning with the letter w. 5 Name another fruit beginning with the letter m.
6
Name another vegetable beginning with the letter o.
Check orally. Give 1 point for each
correct answer. How many teams got 6 points?
Homework
The students use a
dictionary to find out the names of three more fruits, vegetables and fish or
seafood. (You can compare words in the next lesson.)

Key
A
  fruits: apple, banana, grapes, melon, orange, pear vegetables: cabbage,
  carrot, cauliflower, onion, peas, potatoes meat: beef, chicken, ham, Iamb,
  pork, veal fish and seafood: cod, crab, lobster, mussels, prawns, salmon
  drinks: beer, coffee, Coke, tea, water, wine
Conclusion
Although you are really expecting answers based on
  the words learnt during the lesson, allow other words the students may know.
I
  grapes 2 cabbage/carrot/cauliflower 3 salmon
4 water/wine 5 melon 6
  onion

36 Food

fruits

apple

vegetables

cabbage

meat

beef

fish/seafood

cod

drinks

beer

A Put the
words in the correct gioups. The first word in each group has already been
done.
appfé banana beef
beer cabbãge carrot cauliflower chicken aced- coffee Coke crab grapes
ham lamb lobster melon mussels onion orange pear peas pork potatoes prawns
salmon tea veal water wine
{ 8
It

Wee Caveuw-g
3-course meal £15 per

        onion soup             fresh
  melon

     prawn cocktail        smoked salmon

spaghetti roast beef roast lamb roast chicken fresh cod

potatoes French fries peas cauliflower carrots  rice

person (drinks not
  included) 9eØØeÞÓ.
ice (chocolate, vonitta, strawberry) cheese and biscuits
  apple pie and custard chocolate gateau

/ze,Ž-Haö4
soft drinks .50

(Coke, orange juice) beer £2.50 mineral water
  £1.50
wine (red, white)

5
6

Photocopiable

                                                                                ©

37
Useful adjectives

Aim
Preparation

To teach some common
  adjectives, including opposites and superlatives.
Copy the handout on
  page 121 — one copy per student or pair.

Introduction (5 minutes)
Introduce the subject by writing the
following on the board:
nouns:
a chair, a knife a mountain, a soldier, a pop singer adjectives: high, famous,
comfortable, brave, sharp Tell the students to work in pairs and to try to
match up the nouns with the adjectives. Check orally and explain any new words.
Tell the students that in today's lesson you're going to be looking at
adjectives.
Presentation (15 minutes)
Activity
A Students work in pairs. Give each pair a copy of the handout. Do the first
one orally with the whole class, then let them complete the rest of the exercise
in pairs. Check orally and explain any new words. Ask for further examples of
things that can be ugly, dark, clean, open, etc.

Key
Introduction a chair:
  comfortable a knife: sharp a mountain: high a soldier: brave a pop singer:
  famous

A    I
  i 20 3 e 4m 5 j 6 p 7 r 8 a 9 f 10 n 11 b 12k 13 g 14 c 15 q 16 1 17 d 18 h
B     I
  funny 2 modern 3 thirsty 4 blunt 5 late 6 round
7
  wide 8 brave 9 rich 10 tired 11 empty 12 wet
13 hungry 14 light 15
  sweet 16 expensive

If
there is time, the students can test each other. One student reads out an
adjective from box 1 while his/her partner gives the correct opposite from the
adjectives in box 2.
Practice (15 minutes)
Activity B This exercise uses adjectives
from the introduction and Activity A, plus some new ones. The students can
either work individually or in pairs. Check orally.
Conclusion (15 minutes)
Activity C This is a much freer activity
based on the adjectives learnt during the lesson. Students work alone and
complete the sentences in their own words. When they have finished, they find a
partner and compare answers. If there is time, ask individual students to read
out one of their sentences.
Homework
Write
the following on the board. Tell the students that they have to try to name
something or someone that is: difficult fat light weak happy nice sweet famous
round modern

37
Useful adiectives

A Match each
adjective from box 1 with the correct opposite from box 2. Write your answers
in the boxes below.

B Fill in the missing adjectives in
  the

C Complete the followihg sentences
  in your

5

sentences below. Choose from the

own words. (Write your answers on a

following. Use each adjective once only.

separate piece of paper.)

blunt brave empty expensive funny

1 The most beautiful woman in the

ten years.

kilometres per hour)

6

3 He needs a drink. He's

5 You are old when you are over ... (say

4 A knife can be sharp or

what age)

5 The train isagain!

6 1 always feel happy when I ...

6 A football is

7 The saddest/funniest (choose) film I

ness

              hungry
late light modern rich round                                    world is .
            sweet
thirsty tired wet wide                                                     2
The hottest country I have ever visited
is ...
1  1 think Charlie Chaplin films are
very 3 You are fat when you weigh over ...    (say how many kilos)
2  All my favourite buildings are 4 The
fastest I have ever driven/travelled
                     They were built in the last                  (choose) in a car is ...
(say how many
7   This river is veryhave ever seen is .    sh
8   A police officer is usually        8
Most shops in my country are open
9   A millionaire is from ... to
9 The wettest month in my country is . 10 1'm I think I'll go to bed.      10 The
most expensive thing I have ever 11 There's nothing in the box.    bought is
...
            It's                                                  11
You are rich when you have at least ...
12  Is it raining? This umbrella is  (say
how much money)          13  12 Name a high building or mountain in
13  She wants something to eat.          your
country.
She's
14  A feather is
15  Sugar is
16  A diamond ring is usually

Photocopiable

38 The family

Aim
Preparation

To teach the most
  common names of relatives.
Copy the handout on
  page 123 — one copy per pair.

Introduction (5 minutes)
Tell the class that you went to a big
family event last weekend, for example a wedding, funeral, 50th birthday party,
etc. Talk about some of your relatives who were there, for example.
My
uncle Bob, my aunt Jane and their two children, my two cousins Paul and Joanna,
my parents of course and my grandmother. Oh yes, and my sister's son — my
nephew — Peter.
Write the words for various relatives
on the board. Ask the class if they know any other words. Add these to the
list.

Presentation (20 minutes)
Use the layout of the family tree on the
handout (Activity B) to tell the class about the following famous British
family (it is the British Royal Family). Draw the tree on the board with the
names as you go along.
Elizabeth married Philip. Elizabeth
is Philip's wife and Philip is Elizabeth's husband. They had four children —
three sons and a daughter — namely Charles, Anne, Andrew and Edward. Charles is
Andrew's brother and Anne is Andrew's sister. Their parents are called
Elizabeth and Philip. Elizabeth is their mother and Philip is their father.
Charles married Diana. Anne married Mark. Andrew married Sarah. Edward married
Sophie. Charles and Diana had two sons, William and Harry. Anne and Mark had a
son and a daughter, Peter and Zara.

Key
A 1 father 2
  grandmother 3 husband 4 niece
5 son 6 aunt 7 cousin 8
  granddaughter
9 mother 10 daughter I
  I grandfather
12 sister 13 brother 14
  grandparents
15 uncle 16 grandson 17
  children 18 nephew
19 wife 20
  grandchildren 21 parents

B
  Top row: David, Sally
2nd
  row: John (police officer), Paula (nurse), James (journalist), Susan
  (doctor), Harriet (secretary), Bob (electrician)
3rd row: Mandy, Samantha (Samantha,
  Mandy), Mark, Steve, Peter (Peter, Steve)

Andrew and Sarah had two daughters, Beatrice and
Eugenie. William and Beatrice are cousins. Charles is Beatrice's uncle and Anne
is William's aunt. Andrew has a nephew called Harry and a niece called Zara. So
Elizabeth and Philip have six grandchildren — three grandsons and three
granddaughters. Elizabeth is their grandmother and Philip is their grandfather.
Activity A Now give out the handouts and
get the students to work in pairs. Check orally.
Practice (75 minutes)
Activity B Divide the class into groups of
three to four students. Tell them they have to write in the names of the
various people, plus jobs in some cases. Check orally.

Conclusion (70 minutes)
As a final activity, the students use the
filled-in family tree from Activity B to play a game called 'Who am I?' One
student chooses one of the people in the family tree, then asks the class:
Who am I? People in the class ask
questions, to which the person standing in front of the class èan only
answer Yes or No. For example: Are you Mandy's father? etc.
The class is only allowed ten questions to
guess who the person is.
Homework
The students can draw their own family
tree.

38 The family

A Complete the sentences
below. Choose from these words.
aunt brother children cousin daughter
father grandchildren granddaughter grandfather grandmother grandparents
grandson husband mother nephew niece

        parents
sister son uncle wife                                                                                Irk
I Charles is William's .....12 Zara
is Peter's .
2
Elizabeth
is Zara's .13 Edward is Andrew's . .
3
Philip
is Elizabeth's ..... .... .....14 Elizabeth and Philip are Beatrice s .....
.... ..... ..... ....

        5
  Harry is Charles' .

16
  Peter is Elizabeth's .

8

6 Anne is Beatrice's
  .......................

17 Philip has four ..... .....
  ..... ......

          7  William is Peter's ... .....
  ...... ..... ....

18 Harry is Anne's ..... .....
  ....

             8 Eugenie is Philip's

19 Elizabeth is Philip's .

             9 Sarah is Beatrice's ...........
  .....    ...

20 Elizabeth has six ..

10       Eugenie is Sarah's .....
  ..................
11       Philip is Harry's . ..... .....
  ... . .

21 Elizabeth and Philip are
  Edward's .

B
  Read the clues, then write down all the names, and six people's jobs.

4
Beatrice
is Edward's ....................... 15 Andrew is William's
5
Job:
6
ness
ish
ti
ngs
1
Mark is David's
grandson.
2
The doctor is
married to James.
3
Mandy
and Samantha are sisters.
4
Peter and Mark
are cousins.
5
Samantha's
father is a police officer.
6
The
nurse has two daughters.
7
David
and Sally have three children.
8
Harriet
has two brothers.
9
Paula is
Steve's aunt.
10
Bob has a
nephew called Mark.

11
Steve
and Peter's father is an electrician.
12
Bob's wife is a
secretary.
13
John
and James are brothers.
14
Susan is
married to a journalist.
15
The police
officer is called John.
16
Mark
doesn't have any brothers or sisters.
17
Sally's
daughter is called Harriet.
18
Bob is an
electrician.
19
Mark's
mother is a doctor.
20
David and Sally have five grandchildren.

Photocopiable

s
39
Shops and shopping

Aim
Preparation

To teach (a) some collective nouns
  used when shopping (a kilo of, a tin of, etc.) (b) different types of shops
  and what they sell
Copy the handout on
  page 125 — one copy per pair.

Introduction (5 minutes)
Introduce the subject by telling the
students that you went to the supermarket on your way home last night and
bought the following (write them on the board): a kilo of apples a packet of
biscuits a tin of soup a dozen eggs a loaf of bread Check that the students
understand the above, then add: I went to the supermarket yesterday and I
bought and
Get one or two student to read out the
above sentence and add two items, either from the list on the board or new
items. Help where necessary and add to the board.
Presentation 1 (10 minutes)
Activity A This activity focuses on
some common collective nouns used when shopping. The students work in pairs.
Give each pair a handout. Go through the first example with the whole class,
then let them work out the rest.
Check
orally. Then they can test each other. They cover the answer boxes then take it
in turns to read out a word on the right (for example, bread) and to give the
correct reply (a loaf Of).
Presentation 2 (10 minutes)
Activity B This
activity concentrates on different types of shops and some of the things you
can buy in them. Once again, students work in pairs. Give each pair a handout.
Do the first one orally, then let them complete the rest. Check orally.
Practice (15 minutes)

This is a simple pair practice based on short
dialogues. Write the following on the board: A: Where did you buy that/those
B: At
the
A:
What did you buy at the
B:
A/an/some
Go through both dialogues orally with the
whole class. Make sure that they understand that those in the first dialogue
and some in the second dialogue are used with plural words. Let them practice
together for about 5 minutes. Encourage them to use collective nouns too (a tin
of, etc.).
After about 5 minutes, rub out the
above and write the following on the board instead: A: Are you going to the?
(shop) B: Yes, I am. A: Good. Could you get me B:
Certainly.
A:- And could you get me         too?
B: Sorry. I'm not going to the . (shop)
Demonstrate the above, with for example: baker/a loafof bread and a
newspaper/newsagent's. Then let the students make up their own dialogues.
Listen to one or two pairs at the end.
Conclusion (10 minutes)
This is a simple
check to see if they remember the collective nouns and shops they have been
practising. Read out the words below. After you read, ask the students to
supply the correct collective noun or shop.
Collective
nouns: 1 flowers 2 bread 3 milk 4 apples 5 matches 6 soap 7 wine 8 cat food
Shops:
Where would you buy the following?
1 a
pair of boots 2 a roll of film 3 a table 4 a watch
S some apples 6 some stamps 7 a
loaf of bread 8 a hammer 9 a magazine 10 meat
Homework

Key
A
  21 3 f 4k 5 d
  6 h 7 a 8 j 98 10b Ili 12c
B
  1 clothes shop/boutique 2 furniture shop 3 newsagent
4 sports shop 5 baker 6
  camera shop 7 florist
8 post office 9
  tobacconist 10 butcher Il fishmonger
12 ironmonger 13 shoe
  shop 14 toy shop 15 café
16 chemist 17
  greengrocer 18 record shop
19 card shop 20
  jeweller

Conclusion
Collective nouns: 1 a
  bunch of 2 a loaf of
3 a litre/bottleof
  4 a kilo of 5 a box of 6 a bar of 7 a bottle of 8 a tin of
Shops: I shoe shop 2
  camera shop 3 furniture shop
4
jeweller
  5 greengrocer 6 postoffice 7 baker
8 ironmonger 9
  newsagent 10 butcher

The students keep a shopping list for the
weekend, writing down what they buy and where they buy it. You can also ask
them to write down the five things they buy most often and the five things they
buy least often.

39 Shops and shopping
A
Match up the following. Write your answers in the boxes below.

1 a bar of

a

potatoes, apples

2 a bottle of

b

crisps, cigarettes

3 a box of

C

eggs

rk

4
a bunch of    d
Coke, beer
5
a can of         e
soap, chocolate

Photocopiable

a litre of

h iam, marmalade

a loaf of

peas, cat food

8

a packet of

                            milk, orange juice

1 1 a tin of

k flowers, bananas

half a dozen

wine, lemonade

t

6 a jar of          f matches 7 a kilo
of         g
bread

B

Fill in
  the missing words. Choose from the following. Use each word once only.
baker butcher café camera
  shop card shop chemist clothes shopThoutique fishmonger florist furniture
  shop greengrocer ironmonger jeweller newsagent

5

postoffice record shop shoe shop sports shop
tobacconist toy shop
    You can buy ...                                        at
the ...
1
a dress, a jacket
2
a sofa, a bed, a
table

3
newspapers,
magazines

4
golf clubs, a
tennis racket
5
bread, cakes
6
a camera, a roll
of film

7
  a bunch of
  roses
8
  stamps

9 cigarettes, matches

'h

10 meat, sausages

ting

11   fish

12   a hammer, a screwdriver

13   boots, shoes

14   a jigsaw puzzle, a doll
 15 a cup of coffee/tea, a sandwich
16     medicine, make-up
17     fruit, vegetables
18     CDs, cassettes

19     postcards, a birthday card
20     a ring, a watch, earrings
@

nOUn

Aim
Preparation

To teach some common verbs, especially verb and noun
  collocations.
Copy, cut up and shuffle the verbs
  and nouns on pages 127 and 128 — one set per group of four.

Introduction (5 minutes)
Write the following on the board. wash your hair Ask
the students to suggest other words you can use with wash (your clothes, the
dishes, the car, etc.) Do the same with the verbs eat, wear and close. This is
to introduce the subject of collocations, thàt certain nouns seem to go with certain verbs.
Presentation (20 minutes)
Divide the class into groups, four students per group. Give each group a
set of verb + noun cards. Tell them their task is to sort out the cards into
verbs followed by nouns. Give them the first one, namely ask a question, then
let them get on with it. Point out that although some nouns can go with more
than one verb, they have to choose the one that will enable them to use up all
the cards. (The choice of nouns was deliberate, to make the students think
more. Although you can both read and write a letter, since you're unlikely to
write a newspaper, then the best answer would be read a newspaper, write a
letter. There are a number of examples like this contained in the list.) Check
orally. (See key.)
Practice (15 minutes)

Each group of four now
divide themselves into pairs — an A-pair and a B-pair. The As take all the
verbs, shuffle them and place them face down in a pile in front of them. The Bs
do the same with the nouns. Demonstrate with the whole class first what they
have to do. Choose a pair of As and ask them what their top card is for example drive. Tell the class that
the Bs now

have to
suggest a noun to go with drive. Choose some Bs to suggest an answer, for
example a car. (They can either try to remember a word they used in the first
exercise or they can think of a new word.) The pair gets 1 point if the answer
is correct. The studënts can ask you to check if they can't decide if the
suggested word is correct or not.
Conclusion (10 minutes)
This is
a simple dictation to see how many verbs they remember. Tell the students to
write the-numbers 1—8 in their notebooks. Now dictate the following, allowing
them time to write in the missing verbs.
1
- Tom went down to the beach to _(bleep!)_ in the sea.
2
Could you _(bleep!)_ this letter, please?
3
How often do you
_(bleep!)_ TV?
4
My brother can _(bleep!)_ French, German and Spanish.
5
1 _(bleep!)_
twenty cigarettes a day.
6
Do you know how to  the waltz?
7
What would you
like to _(bleep!) — tea or coffee?
8
The teacher asked her to _(bleep!)_ her name.
Homework
The students suggest nouns they can add to the following verbs (to be
checked in the next lesson):

Key
Introduction Possible answers:
eat: a
  meal, a sandwich, a cake wear: clothes, a dress, trousers, a suit, glasses close:
  a door, a book, a shop Presentation ask a question; brush.your teeth; comb
  your hair; dance the tango; drink a cup of tea; drive a car; listen to a
  radio programme; play the guitar; post a letter/parcel; read a newspaper;
  ride a horse; sing a song; smoke a cigar; speak a foreign language; spell
  your name; swim in the sea; switch on/off the light; walk in the woods; watch
  TV; write a letter

Conclusion
1 swim 2 post 3 watch 4 speak 5 smoke 6 dance
7 drink 8 spell
Homework
  Possible answers bake: a cake, bread cut: my finger, paper draw: a picture, a
  portrait look at: a picture, the view make: a mistake, a cake, a phone call

bake cut draw look at make

noun

Photocopiable

4
©

alt: Instant Lessons O Elementary

alt: PENGUIN ENGLISH qgg

alt: Grammar by Edward Woods page 21

alt: Teacher's notes

alt: Reading: Lessons 1-10 AU pair

alt: AU pair A Work in pairs

alt: Photocopiable CENTRAL

alt: Practice (25 minutes) Activity

alt: AU pair (continued) C

alt: C Work in pairs. Would you like to work as an au pair?

alt: Key Woman Man

alt: Holiday (continued) C

alt: C Write one or two sentences about your best holiday

alt: Photographs A Work in pairs

alt: Photographs (continued)

alt: D peasant field bare feet earings free village back gypsy shoulder

alt: A Put the text in the right order

alt: This person told the writer about

alt: Lawyer: Rippon's very ill

alt: 5 Health

alt: Photocopiable A

alt: Practice (20 minutes) Activity

alt: Health (continued) C

alt: Why do you think Tania wakes up with a headache? 2

alt: 6 The lottery ticket

alt: Photocopiab[e

alt: The lottery ticket (continued)

alt: Photocopiable d

alt: After I wake, it's about ten minutes b

alt: Help! A in pairs

alt: Help! (continued) C in pairs

alt: A new life Where's

alt: Photocopiable a

alt: Conclusion (5 minutes) Activity

alt: A new life (continued) B in pairs

alt: Photocopiable 1 There are only

alt: Postcards Aim Preparation

intro: ПОСОБИЕ СОДЕРЖИТ В СЕБЕ ЗАДАНИЯ + ОТВЕТЫ сложная задача начинать что-то новое, нужно запоминать большой объем информации, учить новые правила и слова, которые так плохо остаются в памяти, все упражнения кажутся скучными, может именно поэтому многие бросают занятия английским, потому необходимо грамотно рассчитать все свои действия. можно использовать в качестве самоучителя можно использовать для индивидуальной работы с учащимися

доп. образование взрослых

group: Другое

title: АНГЛИЙСКИЙ ЯЗЫК ДЛЯ НАЧИНАЮЩИХ