p193_202.pdf

TEACHER’S NOTES

Unit 1

HAPPY FLATMATES

Materials: one Student A and Student B worksheet

Explain that one of the detectives is the ‘good cop’ and does

not want to upset the important and famous director, but the

other is the ‘bad cop’ and doesn’t care. The bad cop will lead

the interview and only ask direct questions. However, in order

not to upset the director, the good cop will rephrase every

direct question the bad cop asks to make an indirect question,

e.g. if the bad cop says Can we see your personal emails? then

good cop will say, We were wondering if we could see your

personal emails? The gallery director can also ask questions,

e.g. How long are you going to close the gallery? or Could you

tell me how long you are going to close the gallery? Distribute

the role cards and give the Ss a few minutes to read them and

prepare. The cops should work together and decide on the

questions they are going to ask. When everyone is ready, the

two cops interview the director. At the end of the activity, the

cops have to say if they think the director is guilty or not.

per pair of students

Ss work in pairs. Give each pair a copy of Student A and

Student B worksheets.They have to share the information on

their worksheet to name the housemates in the picture and

find the two words or phrases that describe each person’s

personality. Student A starts by reading the first piece of

information labelled ‘Start’. Student B listens and looks for any

information that links to it. If they have, they read it to Student

A. For example, when Student A says that Sam is a geek , the

link is Student B’s information about a housemate who is

obsessed with computers . If Student B is unable find a link with

the first piece of information their partner reads, Student A

can try reading out others until they do. The Ss then continue

taking it in turns to read pieces of information. By sharing and

matching what they have, they will gradually be able to fill in

the gaps below the picture.

Encourage the Ss to read clearly and listen carefully to each

other. They must not show each other their worksheets.

Explain that they need to listen for words and phrases with

similar meanings, e.g. keeps to himself and introverted, and use

logic and their powers of deduction to complete the task.

group

Ss work in groups of four. Give each group a board, enlarged

to A3 if possible, a counter each and a dice. Place the counters

at the START . The first student rolls the dice and moves the

number shown. The student then has to talk to their group

about the subject in the square for at least half a minute (the

other Ss should keep time). If the student is successful, they

remain on that square. If not, they go back to where they

were. Explain that Ss are not restricted to using just the tense

form in the question in their answer. On the contrary, they

should use as many different tense forms as they can, e.g. for

Talk about something you’ve just bought. A possible answer

could begin I bought a new phone last week. I was walking past

a shop and saw that there was a special offer . If a student lands

on a FREE QUESTION square they can ask any question to

another member of the group using the past simple or present

perfect, e.g. What’s the funniest thing you have ever seen? or Did

you suck your thumb as a child? etc. During the activity, monitor

for interesting ideas which students can share with the class

at the end of the activity. Note any errors you hear related to

the two tense forms. You can either elicit corrections for these

at the end or on the spot. The winner is the first student to

reach the finish.

Answer key

1 Lucy – a good laugh, down to earth

2 Sam – a geek, keeps to himself

3 Josh, a people person, out until the early hours

4 Gemma – particular about the washing-up, into theatre

5 Sara – tight-fisted, doesn’t pull her weight

Materials: one set of cards per group

Ss work in groups of three or four. Cut up the cards and

distribute one set per group. Ss put them face down on the

table. The first student picks up a card and reads the text

in bold to the others. They listen and have to answer the

question on the card, either How do I feel? or What’s the

feeling? The first question requires an adjective as the answer

and the second a noun. The answers are written in bold at

the bottom of the card. The first student to give the correct

answer wins the card. It is then the next student’s turn. This

continues until all the cards have been won. Ss need to be

quick to win the card and the winner is the student with the

most cards.

Materials: two role cards per student

Ss work in pairs. Give all Student As and Student Bs their two

role cards. Start by discussing Ss’ experiences of telephone

customer service and call centres. Focus on whether they

are generally positive or negative and why. Explain that in the

activity Ss will have a chance both to make and to respond to

enquiries. Check the vocabulary to clone a card, overdraft and

overdrawn and give the Ss time to read their role-cards and

prepare what they are going to say. The role play begins with

Student A phoning Student B about a power cut. Before you

start, remind Ss to use the functional language from 1.3 and to

always be polite. Ss continue with the second role play. At the

end, discuss whether the class felt their enquiries were dealt

with politely and effectively.

Materials: one set of role cards per group

Ss work in groups of three.Tell them that five valuable

paintings have been stolen from a famous gallery and two

detectives are going to interview the director of the gallery

about the incident. Organise the students into groups of

three – two are detectives and the third is the gallery director.

193

Materials: one Student A and Student B worksheet

per pair of students

Materials: one copy of the worksheet and a dice per

group

TALK ABOUT …

Materials: one copy of the worksheet and a dice per

HOW DO I FEEL?

Materials: one set of cards per group

HOW CAN I HELP YOU?

Materials: two role cards per student

GOOD COP, BAD COP

Materials: one set of role cards per group

TEACHER’S NOTES

Materials: one worksheet per pair of students

Ss work in pairs. Give each pair a worksheet. They unscramble

the social issues vocabulary and write the word or phrase

in the second column. Still in pairs, students think of three

ideas to help with that particular issue and write them in the

spaces provided (see example on the worksheet). When they

have produced as many ideas as possible, put the pairs into

groups of four or six to exchange ideas and consider which

they consider to be the best and most effective for each issue.

The groups then report their best ideas to the whole class.

Encourage the groups to challenge the ideas presented or to

try to build a consensus about the best ways to deal with the

issues.

Before the students start the activity, give them a few minutes

to prepare their questions. Make sure they understand that

they must not look at each other’s worksheet. At the end,

discuss as a class whether or not energy drinks are dangerous

and whether they should be banned.

NB: a salaryman is an English-sounding word for a Japanese

office worker. Genki means healthy and full of energy.

IT’S A PERFECT WORLD

Material: one copy of the worksheet per group of

three students

Ss work in groups of three. Give Students A, B and C their

part of the worksheet. The objective of the activity is to

guess the situation in bold at the bottom of each box from the

clues given and to make a similar present perfect simple or

continuous sentence. Student A begins with the situation in the

first box and reads the first clue about it, e.g. I feel emotional

and I’m crying . Student B has the first guess. If they guess

incorrectly, e.g. You’ve split up with your partner , Student C has

a guess. If Student C also gets it wrong, e.g. You’ve lost your

dog , then Student A reads the second clue I love the cinema

and they continue taking it in turns to guess until one of them

gets it right. It will then be Student B’s turn to start, with

Student C making the first guess. This continues until all the

sentences in bold have been guessed. Correct guesses win a

point and the winner is the student with the most points at the

end. Encourage students to consider carefully whether to use

present perfect simple or continuous.

Answer key

drought, divorce, homelessness, pollution, domestic

violence, drunkenness and drug abuse, poverty, lack of

drinking water, famine, obesity

Materials: one set of role cards per group

Ss work in groups of four. Tell the students that they are

four councillors (local government politicians) and they

are responsible for governing a small town. The town has

a number of problems and the possible solution to these

problems could be a range of surveillance measures. Pre-

teach/check microchip as a verb (micro-chipping dogs involves

implanting a simple microchip in the dog with information

about the dog and its owner). Put Ss into groups of four and

distribute the role cards. They are going to have a meeting

in their group of four to decide which measures, if any, they

will introduce. Give them a few minutes to prepare what they

are going to say and make sure they understand that although

they should express and defend their views energetically, they

should also be prepared to compromise in order to reach

an agreement. At the end of the role-play, ask the groups to

report back to the class about how they are going to deal with

the problems.

per group of four students

Students work in groups of four. Give each group a board,

enlarged to A3 if possible, and four counters. Each student

places their counter in one of the four starting positions

around the board. The aim of the game is to reach the

opposite side of the board. Ss can move one square at time

horizontally, diagonally and vertically, but they can’t move

to a square which is already occupied. Pre-teach/check the

vocabulary justifiable, myth, victimless crime, terminally ill and

possibly the phrase a country gets the government it deserves

(if a government is corrupt and brutal it is because the people

are).

The first student begins by moving their counter one space

onto any one of the issues in the first row. They then have to

give their opinion on the issue and support it with at least two

reasons and an example. The other Ss in the group decide

if they have completed the task successfully, regardless of

whether they agreed with the views stated, and they also have

the opportunity to respond to the first student’s opinion. If

there is a consensus that the first student was successful, the

first student moves to a new square. If not, they remain where

they are. It is then the second student’s turn. Encourage Ss to

use the adjectives and expressions from 2.3. At the end, ask

the class which issues they agreed and disagreed on most and

why.

A BRIEF HISTORY OF ENERGY

DRINKS

Materials: one copy of worksheet A and worksheet B

per pair of students

Ask the class if they drink energy drinks, what brands they

know and whether they think there are any health risks. Then

ask the class when they think energy drinks were first made.

Tell them they are going to find out more about the history of

energy drinks.

Students work in pairs. Give them their worksheet. The object

is to complete the gaps in their text by asking questions in

the passive. For example, Student A asks ‘ What has Irn Bru

never been marketed as? Student B has the missing information

in their text and gives the answer ‘an energy drink ’. Student

A writes this in the gap and then Student B asks Student A a

question about the next gap. This continues until both Ss have

completed all the missing information.

194

Unit 2

SCRAMBLED ISSUES

Materials: one worksheet per pair of students

Material: one copy of the worksheet per group of

three students

YOU’RE ON CAMERA

Materials: one set of role cards per group

Materials: one copy of the board and a counter each

per group of four students

BIG ISSUES

Materials: one copy of the board and a counter each

Materials: one copy of worksheet A and worksheet B

per pair of students

TEACHER’S NOTES

Unit 3

CARLO’S CAR

Material: one copy of worksheet A and worksheet B

AM I GETTING USED TO IT?

Materials: one copy of worksheets A, B and C per

group of three students.

Organise the students into three groups: one group of Student

As, one of Student Bs and one of Student Cs. Give each

individual student a worksheet, making sure that the answer

section is folded over so students cannot see the answers. In

the first stage of the activity, Ss work together in their groups

and read the situations then complete the gaps with the

correct form of used to, would, be or get used to . Tell students

that the first two lines need a used to or would answer, but the

third line needs a form of be/get used to . When students have

completed the gaps, they unfold the answers and check them

in their groups. Answer any questions that arise.

For the second stage of the activity, put the Ss into A, B, C

groups of three. They take it in turns to read out the three

sentences that they completed and the other two students

have to guess the situation. Correct guesses win point and the

winner is the student with the most points at the end.

Material: one copy of worksheet A and worksheet B

per pair of students

Ss work in pairs. Give them their worksheets. The objective

of the activity is to put the ten sentences of the story into

the correct order by reading them out to each other. Before

you start, pre-teach ultimatum. Student A begins by reading

to Student B what they think is the first line of the story (D).

It is then up to Student B to find and read the second line of

the story. Students take it in turns to find the lines of the story

until they reach the end. Ss must not look at each other’s

worksheets, instead they need to listen carefully and ask each

other to repeat anything which is not clear. When Ss have

reached the end of the story, tell them to fold over the text of

their worksheets and look at the pictures together. They then

retell the story taking it in turns.

Answer key

1 D 2 G 3 B 4 J 5 E 6 F 7 A 8 H 9 C 10 I

QUESTIONS OF THE FUTURE

Materials: one copy of the board and a dice per group,

a counter per student

Students work in groups of four. Give them a board, enlarged

to A3 if possible, a dice and counters (small objects such as

coins can be used as counters). Students take it in turns to roll

the dice and move around the board. They have to answer the

questions in the squares they land on. If a student successfully

answers a question according to the other students, they stay

on that square. If they do not, they need to go back to the

square they were on before. All the questions use future forms

and the answers should usually use the same future form as the

questions. However, there are some cases in which a different

future form might also be acceptable e.g. The answer to Might

you live in another county one day? could be Definitely, I’m moving

to Spain next year. Encourage students to give details with their

answers and for the other students to ask supplementary

questions. The winner is the first student to reach the finish.

TREASURE HUNT

Materials: one set of role cards and one map per

group

Tell the Ss that you have a treasure map and they are going

to take part in a treasure hunt and race to find the treasure.

Organise the Ss into groups of four. Give each group a set of

role cards and a treasure map, enlarged to A3 size if possible.

On their role cards, Ss have pieces of information giving

directions to the treasure. They have to read these to each

other and decide on the correct order so they can find the

treasure. There are often links between the directions and

they form a logical sequence, so students must listen carefully

to each other. They also need to look closely at the map itself

at all times, as it shows important places and things referred to

on the cards. Student A starts and reads the first card (A2) to

the group, whilst the other students look at the map and their

cards for links. Student C follows with (C3), the link being that

Porto Nico is a big town and has an airport (and there are also

no mountains to the west of Jackson Bay). No student has

two consecutive cards in the sequence and Ss should agree

as a group before following a direction. The directions will

take them across the island to the place where the treasure is

buried. The first group to mark the location of the treasure

with an X on the map is the winner.

Materials: one worksheet per group of four students

Ss work in groups of four. Their task is to invent a new

sport or game incorporating at least four of the items on

the worksheet. Distribute the worksheets and check the

pronunciation of any unfamiliar items in the pictures: flippers,

swing, slide, cannon, spear, pram, mallet, power-wash/hose , etc.

Ss brainstorm ideas in their groups and make notes about

their decisions. They should make sure they include the name

and aim of the new sport, the equipment used, the rules

and procedures the players have to follow and any other

important points.

When all the groups have finished developing their idea, they

take it in turns to present it to the class. At the end of the

presentations, Ss vote on which sport or game they like best

and which one will be used in the programme. Encourage Ss

to use the functional language in 3.3 when presenting their idea

to the other groups, and to use mirror questions if they are

unsure about anything they hear when they are listening to a

presentation.

Answer key

1 SA2 2 SC3 3 SB1 4 SD2 5 SA3 6 SD3 7 SC2

8 SB3 9 SC1 10 SB2 11 SA1 12 SD1

The treasure is on the island with two palm trees in the

extreme west.

195

Materials: one copy of worksheets A, B and C per

group of three students.

Materials: one copy of the board and a dice per group,

a counter per student

THE NEW FOOTBALL

Materials: one worksheet per group of four students

TEACHER’S NOTES

Unit 4

WHAT’S MY SAYING?

Materials: one worksheet per pair of students and

PAST CONSEQUENCES

Materials: one copy of the worksheet per student or

pair of students

Tell Ss they are going to write a story with the title A day to

forget, a night to remember using narrative tenses, but they are

going to get some help. Ss can work in pairs or alone and are

given a worksheet. Ask the Ss to read and complete the first

stage of the story only, using the question on the right to guide

them. They should then fold over what they have written and

pass the story to the next student or pair who fill in the next

stage. This continues until the story is finished. Monitor closely

to make sure Ss are looking at the questions and give ideas

where necessary. It is important to ensure that there isn’t too

much waiting. When Ss have filled in the last section of their

story they can unfold it and read it. Ss must not look at what

other Ss have written until then. Ss should decide which story

is the funniest, most implausible etc. Look at any incorrect

uses of the narrative tenses or issues about which ones to use.

Materials: one worksheet per pair of students and

two pictures from the worksheet per individual

student

Students work in pairs. Distribute one worksheet per pair of

students and ask them to look at the pictures and to try to

remember the sayings. After you have checked the answers,

give the Ss two pictures each, which they must not show to

anyone, and ask them to prepare short stories or anecdotes

based on the sayings in their pictures. Explain that they are

going to a party where they will mingle and be able to tell their

anecdotes. At the end of each story/anecdote, the student

listening has to respond to the storyteller using the correct

saying in a natural, conversational way, e.g.

Student A: I went to Spain to last year, it’s very different from

my country – lots of things like the food and the weather but

especially the time people eat. They eat very late, about 11p.m.

This was very difficult for me. I usually eat around 6.00p.m., but I

changed and started eating much later.

Student B: Ah yes that’s good. When in Rome do as the Romans

do!

Student A shouldn’t tell B whether or not they have guessed

correctly but should listen, in turn, to B’s anecdote and try to

respond naturally with the correct saying. Since all the students

have two anecdotes to tell, they should then exchange second

anecdotes with a different partner. At the end of the activity,

students try to guess which saying they thought the other

students were given.

one counter per student

Ss in work in groups of four. Each group has a board, enlarged

to A3 if possible, a dice and a counter for each student. Ss

take it turns to throw the dice and move around the board,

using the cues in the boxes to express regrets and wishes,

e.g. for the first box, You missed the train and can’t get home,

the student could say I wish I’d got to the station earlier (a

regret about the past/past wish) or I wish I was at home now

(a wish for the present). In most cases, the cue in the box

relates clearly to either a past or present situation but in some

cases both past and present wishes and regrets can be used

(as above). Ss have the opportunity to talk about their own

regrets when they land on a ‘real regret you have’ box. The

other Ss should ask additional questions, for example, Why do

you regret doing that? The winner is the first student to reach

the end of the spiral.

Answers:

1 Every cloud has a silver lining. 2 When in Rome do as

the Romans do. 3 What goes around comes around.

4 Where there’s life there’s hope. 5 Where there’s smoke

there’s fire. 6 Nothing ventured nothing gained.

7 Once bitten twice shy. 8 Let’s cross that bridge when we

come to it.

LITERARY CRITICS

Materials: one copy of the worksheet and one set of

CHANGE IT!

Materials: one copy of the board and verb list and one

Materials: one copy of the worksheet and one set of

role cards per group

Tell Ss that they are a group of important literary critics who

give an annual prize of $50,000 to the best new novel. They

have read and made notes on the four shortlisted books and

they are now going to meet to decide which book should win

the prize. Organise the students into groups of four and give

each individual the blurbs to read and one of the four role

cards. Give Ss about seven minutes to understand the plots

and their opinions about the books. Teach/check twist at the

end, torture, far-fetched and any other items that you think they

might find challenging. Ss then have the discussion and tell each

other their opinions about the books. They should generally

follow the opinion on their role card, so if it is negative they

can’t change it to positive. Encourage them to invent further

details about the characters and scenes to make their opinions

more believable. They should use What I liked/didn’t like was

… or It was the … that I liked/didn’t like to talk in detail about

their ideas and opinions. Each group should decide which book

they are going to award the prize to. At the end, the different

groups share their ideas and decide on one overall winner.

Materials: one copy of the board and verb list and one

answer sheet per group

Ss work in teams of three or five. One student has the answer

sheet and acts as the referee whilst the other students play

against each other using an enlarged A3 board. The competing

teams take it in turns to choose a square on the board and

try to reformulate the sentences using the phrasal verbs in the

column on the left. If they correctly reformulate the phrase,

they win that square and should initial it clearly and cross out

the phrasal verb. It is then the other team’s turn. If Ss don’t

correctly reformulate the sentence, the referee must not say

what the correct answer is so both teams still have a chance

to win it.

The objective of the activity is to make a line of four squares.

These can be horizontal, diagonal, or vertical. The winning

team is the first team to get four squares. The opposing teams

must try to block each other.

196

Materials: one copy of the worksheet per student or

pair of students

two pictures from the worksheet per individual

student

Materials: one copy of the board and a dice per group,

one counter per student

SPIRALLING REGRET

Materials: one copy of the board and a dice per group,

TEACHER’S NOTES

Unit 5

COMPOUND SNAP

Materials: one set of cards and set of answers per

Answers

1 the United Kingdom 2 a handlebar 3 the driver’s knees

4 The C5’s 5 a driving licence 6 the media 7 the 1980s

8 serious concerns 9 low to the ground 10 cold weather

11 the motor 12 long hills 13 gentle slopes 14 millions

15 the company 16 a spectacular

group

Ss work in small teams. Two teams compete against each

other and one student is the referee. The teams have one set

of cut up cards and the referee has the answers. Half the cards

are compound nouns and the other half are gapped sentences

that can be completed with the nouns. Ss shuffle all the cards

together and distribute them equally between the two teams,

so that each player has one set of cards face down in front of

them. The referee has the answer card. A player from each

team turns over one of their cards at the same time and places

it face up on the table in a pile in front of them. When there is

a matching compound noun and sentence card Ss shout Snap!

and say the complete sentence. The referee verifies whether

the answer is correct. If it is, the student wins the cards. If

the student is wrong, the students carry on turning over their

cards until they run out, when they shuffle them and start

again. The winner is the student with the most pairs at the

end.

Materials: one set of cards per group

Ss work in groups of three or four. Give out one set of cut up

cards per group. Check/pre-teach shop around, sponsor and

endorse . Deal out the cards. Each player has the same number

of cards which they put face-up on the table in front of them.

The cards contain different halves of conditional sentences.

To begin, the first player puts one of their cards in the middle

of the table. The next student has to add a card to make a

correct conditional sentence. They can add to the beginning or

the end of the sentence. If a student is unable to put down a

correct card, it’s the next player’s turn. The winner is the first

student to get rid of all their cards. When all the cards have

been used, check that all the sentences are correct. Then ask

the Ss to discuss the sentences and say whether or not they

are true for them and/or if they agree or disagree with what

they say.

TALKING ADVERTISING

Materials: one crossword A and crossword B per pair

of students

Ss work in pairs. Student A’s crossword has words going

across and is missing the words going down and Student B’s

crossword has words going down, but is missing the words

going across. Ss have to complete their crosswords by asking

for definitions of their missing words from the other student.

They must not look each other’s crossword grids. Student A

starts and asks for a word, e.g. What’s one down? Student B

describes the word but must not say it. They might say: These

are things we buy. They have names we all know. Some famous

ones are Coca Cola or Armani. Student B keeps on describing

until Student A guesses the word. If a student can’t remember

a word, they can move on and come back to it later. Ss take it

in turns to ask for and give definitions until their crossword is

complete.

CAMPAIGN COMPETITION

Materials: one copy of the worksheet per group

Explain that the Ss are advertising executives and they are

going to plan the launch campaign for a new energy drink.

Ss work in groups of three and four and spend a few minutes

reading the information on the worksheet. Check/pre-teach

key vocabulary items, such as sponsorship, endorsement,

billboard, slogan, logo and prime-time. Ss discuss their ideas and

put together their campaign. Remind them to make notes

about their decisions to help them with the presentation later.

Encourage Ss to use the functional language from 5.3 when

putting forward their ideas and making suggestions and to

express reservations about ideas. Monitor and help them with

any language they need. When the campaigns are ready,

Ss present them to the rest of the class and they vote on

which one is the best.

AHEAD OF ITS TIME

Materials: one copy of the text per group of four

students

Show Ss a picture of a C5 and tell them it was a real product.

Ask them to guess what it is, how it worked (a battery-

operated electric tricycle) and whether it was successful or

not. Distribute the texts and check/pre-teach pedal, handlebar,

steer and tricycle . Ask Ss to read the text quickly to check

their predictions. Organise the students into groups of four

with two students on each team. The teams take it in turns

to identify the article mistake on each line. The first team has

the first guess on line one. If they are correct, they win that

line and can initial the box on the right. If they are wrong, the

second team can guess and try to win it. The teams take it in

turns until the mistake is identified and the line is won.

The second team then has the first guess with the second line.

At the end, the winner is the team with the most lines.

197

Materials: one set of cards and set of answers per

group

CONDITIONAL DOMINOES

Materials: one set of cards per group

Materials: one crossword A and crossword B per pair

of students

Materials: one copy of the text per group of four

students

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