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• Natalia Khaletska

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09/01/2018 15:28

PHOTOCOPIABLE ACTIVITIES

Contents

122

Pages

Title

Theme

Exam link

1A

123, 145

If this is the answer, what’s the question?

talking about yourself and giving personal information

Speaking, Part 1

1B

123, 146

Preposition squares

adjective/noun/verb + preposition collocations

Reading and Use of English, Part 1

1C

124, 147

Over to you

simple and continuous forms in the present and would and used to for past habits

Reading and Use of English, Part 6

2A

124, 148

Adjectives snakes and ladders

adjective forms and word building

Reading and Use of English, Part 3

2B

125, 149

Guessing adjectives

extreme adjectives

Reading and Use of English, Part 1

2C

125, 150

Hit or miss

verb patterns with -ing and infinitive

Reading and Use of English, Part 1

3A

126, 151

Guess the expression

expressions related to money

Reading and Use of English, Part 1

3B

127, 152

Can you guess?

modifiers of comparison

Speaking, Part 4

3C

127, 153

Liar liar

the present perfect and past simple

Speaking, Part 1

4A

128, 154

Go fish!

compound adjectives and nouns

Reading and Use of English, Parts 1–4

4B

128, 155

Four stories

narrative forms

Reading and Use of English, Part 7

4C

129, 157

A good start

suitable introductions for essays

Writing, Part 1

5A

130, 159

Countable and uncountable opinions

using quantifiers and giving opinions

Reading and Use of English, Parts 1 and 2; Speaking Part 4

5B

131, 160

What’s the connection?

the use of ‘grammar’ words in sentences

Reading and Use of English, Part 2

5C

131, 161

What’s my phrase?

language used in restaurant reviews

Writing, Part 2

6A

132, 162

Listen carefully

listening for specific information

Listening, Part 1 Reading and Use of English, Part 3

6B

133, 164

Word formation round

word formation

6C

133, 165

First to 30

tenses used to talk about the future

Reading and Use of English, Part 2

7A

134, 166

It looks like …

language of description and speculation

Speaking, Part 2

7B

134, 168

Collocation circles

collocations

Reading and Use of English, Part 1

7C

135, 169

Grammar sale

defining and non-defining relative clauses

Reading and Use of English, Parts 2 and 4

8A

136, 170

Let’s report!

reporting verbs

Reading and Use of English, Part 3

8B

136, 171

Right word crossword

using correct words forms (especially concrete and abstract nouns) in sentences

Reading and Use of English, Part 3

8C

137, 172

Who will get the job?

job application letters

Writing, Part 2

9A

137, 174

There’s no chance

collocations of chance and possibility

Speaking, Part 4

9B

138, 175

Completely conditional

conditional forms

Writing, Part 2

9C

139, 176

What I meant was …

compensation strategies

Speaking, Part 3

10A

139, 177

Best friends

compound adjectives related to personality; listening for specific information

Listening, Part 3

10B

140, 179

Finish the sentence

conditional linking words

Reading and Use of English, Parts 2 and 4

10C

140, 180

Rejected words

participles (-ing and -ed forms)

Reading and Use of English, Part 4

11A

141, 181

Party on

conditionals (especially mixed, but also future, present and past conditionals)

Reading and Use of English, Part 6

11B

142, 182

Prefix crossword

the meaning of prefixes

Reading and Use of English, Part 3

11C

143, 183

Just supposing

talking about a specific subject; hypothetical Speaking, Part 4 language

12A

143, 184

What’s the job?

modals of obligation, prohibition and strategy

Reading and Use of English, Part 4

12B

144, 185

I’m the teacher, you’re the student

correcting sentences with prepositions and particles

Reading and Use of English, Part 2

12C

144, 186

What are you organising?

have/get something done

Reading and Use of English, Part 4

Teaching notes for photocopiable activities

PHOTOCOPIABLE ACTIVITIES

Teaching notes  1A  If this is the answer, what’s the question?

 1B  Preposition squares

Aim

to practise adjective/noun/verb + preposition collocations

to practise talking about yourself and giving personal information

Exam link

Exam link Speaking, Part 1

Activity type answering and identifying questions

Classroom dynamics groups of four

Time taken 30 minutes

When to use after Speaking Focus, Activity 12, Page 7

Aim

Reading and Use of English, Part 1

Activity type choosing the correct preposition to complete a sentence

Classroom dynamics groups of four

Time taken 20 minutes

When to use after Use of English Focus, Activity 6, page 11

Preparation

Preparation

Make one copy of the activity for each group and cut into cards

Make one copy of the activity for each group and cut into cards.

Procedure

Procedure 1 Put students into groups of four. Give each group a set of question cards. Ask each student to take a card and read it carefully. They should not show it to anyone else. 2 One student in the group gives the answer to the question on their card, but they must not say what the question is. They should avoid one-word answers and their answer should be 20–30 seconds long. The other three students then try to guess what the question was that prompted that answer. Note that they do not need to give the exact wording of the question. The student who guesses the question wins a point. 3 The game alternates between students until they finish the set of cards. Monitor carefully and take notes in order to give feedback after the task.

1 Put students into groups of four and give each group a set of Sentence cards and Preposition cards. Students put each set of cards face-down in front of them. 2 Students each choose an equal number of Sentence cards. All the Preposition cards should remain in the middle of the table, face down. 3 The player with the sentence with the highest number starts the game by choosing a Preposition card. If the preposition correctly completes the sentence, the student wins the round. If the preposition doesn’t, it should be placed back at the bottom of the pile. 4 Moving clockwise, students choose cards. Monitor and deal with any disagreements or doubts that students have. The student who first manages to select all the correct prepositions is the winner. Answers 1 for   2 at   3 on   4 with   5 for   6 on  7 with   8 for   9 to  10 in  11 for   12 of  13 in  14 of  15 on  16 in  17 at  18 on   19 at  20 in

Teaching notes for photocopiable activities

123

PHOTOCOPIABLE ACTIVITIES  1C  Over to you Aim to practise simple and continuous forms in the present and would and used to for past habits

Exam link Reading and Use of English, Part 6

Activity type

Answers  1 He’s always listening to it on the radio.  2 My mum is always complaining that he plays it far too loud.  3 Of course, he usually ignores her.  4 As a result, they’re always arguing!  5 He likes JTV, which is dedicated to reggae, and Life!, which specialises in dance music.  6 However, his favourite one is Rock Universe, which shows all the latest rock videos.

completing a text using appropriate sentences

 7 When he finds a song he likes, he downloads it onto his MP3 player.

Classroom dynamics

 8 He’s probably got over 5,000 songs stored on it.

pairwork or small groups (3–4)

 9 He listens to part of one, then moves on to the next.

Time taken

10 He’s probably getting really good at recognising songs from the first few notes!

30 minutes

11 He used to go to a concert once a week, sometimes twice.

When to use after Grammar Focus, Activity 5, Page 13

12 And he would queue for hours to get a ticket to see a band he really liked.

Preparation

13 He would wait outside the theatre after each concert, hoping to meet them.

Make one copy of the activity for each pair of students. Cut into three sections: the gapped description and the Student A and Student B cards.

14 Unfortunately, most of them used to ignore him! 15 He plays the guitar, and he’s learning to play the drums. 16 In fact, he’s practising as I speak.

Procedure 1 Put students into pairs or small groups with larger classes and give each pair a copy of the gapped text. Explain that it is a description of a person but there are lots of missing sentences. 2 In pairs, students read through the description and discuss what sort of information might go in the gaps. Allow them about three or four minutes for this. You could also ask them to focus on some of the words in the description and ask them what they might refer to, e.g. Who does ‘her’ refer to in the second sentence? What do you think ‘some’ refers to in the fifth sentence?

 2A  Adjective Snakes and Ladders Aim to practise adjective forms and word building

Exam link Reading and Use of English, Part 3

Activity type creating adjective forms on a board game

3 Give each student in each pair a Student A or Student B card and ask them to look at the sentences. Tell them they should not show their sentences to their partner.

Classroom dynamics

4 Students take turns choosing and dictating their sentences to their partner who should write it in the appropriate gap in the description.

Time taken

groups of four (divided into two pairs)

25 minutes

When to use after Use of English Focus, Activity 11, page 17

Preparation Make one copy of the activity for each group. You will also need dice and counters. 124

Teaching notes for photocopiable activities

PHOTOCOPIABLE ACTIVITIES Procedure

Classroom dynamics

1 Write the noun BEAUTY and the sentence Our village has been chosen as the location for a new TV programme on the board, and ask students to create a response which makes sense using the adjective form of the noun (e.g., It must be really beautiful.).

groups of four

2 Put students in groups of four and give them a copy of the activity with a set of dice and two counters. Divide each group into pairs. Each pair then places their counter on the ‘start’ square.

When to use

3 Taking turns, each pair rolls the dice and moves their counter accordingly, following the numbering on the squares. When the students land on a square, in their pair, they must create a response to each sentence by changing the noun in capitals to an adjective (e.g. 2 My sister always cried when she watches sad films. She must be very emotional.) Students may need to use negative prefixes (un-, dis-, ir-, etc.) 4 If all students agree that the response sounds correct, they can stay on the square. If not, they must return to the square they started on. 5 If students land on a square with only a noun on it, they must create any sentence by changing the noun into an adjective. 6 If the students land at the bottom of the ladder, they move to the top. If they land on the head of the snake, they move down. 7 Students play for 25 minutes and the winning pair is the one which is the closest to the finish square. Answers 2 emotional   3 (un)changeable  4 unrealistic 5 unreliable   6 unsociable   7 different   8 disastrous 9 meaningful/less   10 (un)loveable  11 unsympathetic 12 helpful/less  13 harmless   14 famous 15 thoughtful  16 (un)successful   17 adventurous 18 dramatic   19 pessimistic  20 generous  21 personal 22 careful/less   23 hopeful  24 unpredictable 25 (il)logical  26 uncomfortable   27 cautious

Time taken 20 minutes

after Grammar Focus, Activity 7, page 20

Preparation make one copy of the activity per group, cut into cards

Procedure 1 Put students into groups of 4 and give them a set of cards which they should put face down in front of them. 2 Ask all students to take a card and spend one minute thinking of a situation in which they could tell a story using the word on the card. In turn, they tell their stories which relate to the word without actually saying it or showing the card to anyone else. For example, (hilarious) I went to see the new Kevin James film at the cinema last week. I couldn’t stop laughing all the way through! The film was absolutely … ? 3 The other students try to guess the adjective. If they guess correctly, they win the card (multiple guesses are fine). If not, the card goes to the bottom of the pile. The process is then repeated. 4 Students continue to play for 20 minutes. The student with the most cards at the end of the game is the winner. Students should be encouraged to expand upon their stories as much as possible in order to help their group members guess correctly.

 2C  Hit or miss Aim to practise the use of verb patterns with -ing and infinitive

Exam link

 2B  Guessing Adjectives Aim to practise extreme adjectives

Exam link Reading and Use of English, Part 1

Activity type inventing stories and guessing adjectives

Reading and Use of English, Part 1

Activity type completing sentences with an appropriate verb form in a game of chance

Classroom dynamics groups of four and pairwork

Time taken 15 minutes

Teaching notes for photocopiable activities

125

PHOTOCOPIABLE ACTIVITIES When to use

 3A  Guess the expression

after Grammar Focus, Activity 7 on page 22

Preparation Make one copy of the activity for each group of four students in your class. Cut it into two sections (Team A and Team B)

Procedure 1 Put students into groups of four and then divide each group into teams of two. Give each team a Team A or Team B part of the activity. 2 Allow students a minute or two to read their sentences (1–12) and decide what verb might be missing, and what form that verb will take. They should ignore the words in the grid, as these refer to the other team’s sentences. 3 Tell students that the other team has the words they need. The aim of the activity is to complete their sentences as quickly as possible. They will do this as follows. • Team A gives Team B a grid reference, e.g. C3. Team B reads out the word(s) in that space on their grid. Team A should then decide if the word(s) can be used to complete one of their sentences. If so, they write it in the gap. Note that they should only write the word(s) they hear. For example, if Team B says work, Team A should not write working or to work. • It is then Team B’s turn to do the same. Play then alternates between the two teams until one of them has completed all of their sentences or the allocated time (15 minutes) runs out. • The winning team is the first team to correctly complete all of their sentences or the team with the most correctly completed sentences at the end of the allocated time. 4 Optional follow-up task: in the same groups, ask students to discuss whether the sentences are true or not for them. Answers Team A 1 take 2 meeting 3 staying 4 talking  5 leaving 6 travelling 7 to do 8 to ring  9 working 10 to exercise 11 to become  12 remembering Team B 1 to call 2 studying 3 going 4 working  5 speak 6 to visit 7 to enter 8 flying  9 to have 10 looking 11 to get 12 arguing

126

Teaching notes for photocopiable activities

Aim to practise using expressions related to money

Exam link Reading and Use of English Paper, Part 1

Activity type guessing the matching expression

Classroom dynamics pairwork / whole class

Time taken 25 minutes

When to use after Vocabulary and Listening Focus Activity 4, page 26

Preparation Make one set of cards. Cut it into cards.

Procedure 1 Tell students that you are going to give them an expression related to money. Put students into pairs and give each pair a gapped sentence. (If you have a larger class, you could either use groups of three instead of pairs, or double up the expressions. With a smaller class, the pairs could get more than one expression to work with.) 2 Give each pair a gapped sentence. They should first decide what the missing word in the expression is. 3 They then invent and write a short story which includes the correct expression. Monitor carefully. E.g. My sister constantly buys clothes that she never wears. The problem is, it gets to the end of the month and she never has any money to pay the rent. Doesn’t she know? (Money doesn’t grow on trees.) 4 As a whole class, the pairs take turns reading their short stories, but should knock on the desk or make a sound to indicate the missing word. The other students have a minute to guess the expression. The first student to call out the correct expression wins a point. 5 This is repeated until all the pairs have read their stories. Answers 1 sense

 7 made

2 put

 8 world

3 short

 9 means

4 trees

10 debt

5 burn

11 budget

6 fortune

12 living

PHOTOCOPIABLE ACTIVITIES  3B  Can you guess?

 3C  Liar liar

to practise using modifiers of comparison

Aim

Exam link

to practice using the present perfect and past simple

Speaking, Part 4

Exam link

Activity type

Speaking, Part 1

discussing questions

Activity type

Classroom dynamics

talking about your past experiences and asking questions

pairwork

Classroom dynamics

Time taken

pairwork

25 minutes

Time taken

When to use

25 minutes

after Grammar Focus, Activity 5, page 28

When to use

Preparation

after Grammar Focus, Activity 9, page 32

Make one copy of the activity for each student

Preparation

Procedure

Make one copy of the activity for each pair and cut it into two parts.

1 Give each student a set of questions. Ask them to think about their answers to the questions for five minutes and then write a one-word answer for each question in one of the circles. Students should choose random circles to write their answers in. 2 After students have done this, put students into pairs and ask them to exchange worksheets. Students then take turns to guess the information in each circle by asking questions. E.g. Do you think Hawaii is the best place to go on holiday? Yes, I do! 3 Ask students to then discuss their different answers and each time they use one of the comparative phrases in the box on the worksheet, they can put a tick next to it. 4 Monitor closely in order to give feedback on errors after the task.

Procedure 1 Write this prompt on the board: ever be in a helicopter? Elicit the full question from students: Have you ever been in a helicopter? Say ‘yes’ and then elicit more questions from the class, for example, When did you do it? Where were you? Who did you travel with? Did you enjoy it? 2 Ask students to now guess if you were lying or telling the truth. Then, elicit that we use the present perfect for the first question, to ask about general experiences, but we use the past simple to ask about specific events in the past. 3 Put students into A/B pairs. Give each student part of the worksheet and explain that they will take it in turns to ask and answer questions using the prompts. Tell students that they should answer ‘yes’ to all the questions and then tell/invent their story accordingly. Their partner will guess if they are telling the truth or lying. 4 Students take turns to ask and answer questions based on the prompts on their worksheet. They should ask as many follow-up questions as necessary to decide whether their partner is telling the truth or lying. Students tick what they think is the correct part of the table. Monitor carefully for correct use of the present perfect or past simple.

Teaching notes for photocopiable activities

127

PHOTOCOPIABLE ACTIVITIES 5 At the end of the game, students tell each other their guesses and confirm if they were telling the truth or lying. The winner is the one who guessed the most lies correctly. Answers Student A 1 Have you ever dreamt of living abroad? 2 Have you ever lived in another city or country? 3 Have you even eaten strange food? 4 Have you even won a competition? 5 Have you ever spoken English on holiday? Student B 1 Have you ever travelled a long way from home? 2 Have you ever told a lie? 3 Have you ever met a famous person? 4 Have you ever broken a bone? 5 Have you been to a concert?

 4A  Go fish!

2 Explain that the purpose of the activity is to match words which go together to make compound nouns or adjectives. If students already have pairs of words which go together, they should put them down on the table face-up. Every time a student puts a pair on the table, they must make a valid sentence using the compound word and, if their group accepts it as a correct sentence, pick up two replacement words from the pile. If the group does not accept the sentence, the student must pick both cards up again and play passes to the next student. 3 Students take turns to pick up a new word from the pile, and see if they can make a compound word with it. If a student picks up a STEAL card, then they can take an extra word belonging to one of the other students in the group. 4 This process is repeated, moving clockwise around the group until the time limit is up or one student wins by getting rid of all the cards. Answers breathtaking, long periods, world record, heart rate, real-life, superhuman, superpowers, everyday/every day (depending on the context), far-fetched, drawback, side effect, extraordinary

Aim to practise compound adjectives and nouns

Exam link Reading and Use of English, Parts 1–4

Aim

Activity type

to review and practise narrative forms: past simple, past continuous and past perfect (simple and continuous)

matching parts of compound adjectives and nouns

Classroom dynamics groups of four

Time taken

Exam link Reading and Use of English, Part 7

Activity type

25 minutes

completing stories with the correct verb forms, then answering questions based on the stories

When to use

Classroom dynamics

after Reading Focus, Activity 9, page 39

Preparation Make one copy of the activity for each group and cut it into a set of cards.

Procedure 1 Put students into groups of four. Give a set of cards to each group and ask each student to pick five cards in secret. The rest of the cards should be placed face-down in the middle of the table.

128

 4B  Four stories

Teaching notes for photocopiable activities

individual and groups of four

Time taken 40 minutes

When to use after Grammar Focus, Activity 7, page 45

Preparation Make one copy of Part 1 of the activity on page 155. Make four copies of Part 2 of the activity on page 156.

PHOTOCOPIABLE ACTIVITIES Procedure 1 Put students into groups of four and give each student in the group one of the texts (A, B, C or D). 2 Individually, ask students to complete the text with the correct forms of the verbs in brackets (past simple, past continuous, past perfect simple or past perfect continuous). Monitor carefully and give help where necessary. 3 Let them do this for about ten minutes. Get all As, Bs, etc. together briefly to compare and then check their answers before going back to their original group of four. 4 In their groups, ask students to try to retell their stories from memory to each other. 5 Now give each team a copy of the Part 2 table. In the table, there are four sentences that are true about each of their texts. They should work together to match the sentences to the stories from memory, and then circle the appropriate text letter in the left-hand column of the table. Let them do this for five to ten minutes, and then give them another five to ten minutes to check their answers against the stories which they completed at the start of the activity. Feed back as a class. Answers Part 1 A: 1 called 2 heard/had heard 3 believed 4 were  5 became/had become 6 was blowing 7 started  8 became/had become 9 began 10 thought  11 had ended/was ending 12 decided 13 had fallen 14 had blown 15 was 16 heard  17 watched 18 lifted 19 came  20 were standing/stood B: 1 had been flying 2 travelled 3 went 4 was flying 5 entertained 6 decided 7 opened  8 had started 9 was 10 looked 11 was  12 had gone 13 said 14 hit 15 sounded  16 was telling 17 were 18 expected  19 remained 20 smiled C: 1 almost decided/had almost decided 2 had said  3 went 4 was 5 fell 6 spent 7 had planned/had been planning/were planning 8 decided 9 were packing 10 heard 11 sounded 12 thought  13 shouted 14 looked 15 was pointing  16 were moving 17 knew 18 was 19 stood  20 were running D: 1 had 2 destroyed 3 introduced 4 warned  5 happened 6 had made 7 had bought 8 had made 9 was celebrating 10 hit  11 lived/were living 12 felt 13 started 14 tried  15 were  16 believed 17 ended/had ended  18 escaped  19 continued 20 looked Part 2

 4C  A good start Aim to focus on suitable introductions for essays

Exam link Writing, Part 1

Activity type matching sentences and sentence clauses to form essay introductions; analysing the structure of an effective essay introduction

Classroom dynamics groups of four

Time taken 25 minutes

When to use after Writing Focus, Activity 8, page 46

Preparation Make one copy of Part A and B of the activity for each group of four students, and cut into cards. Keep the A cards separate from B cards. Shuffle the B cards.

Procedure 1 Put students into groups of four and give each group a set of cards. They should place the 16 small clause cards (Part B) face-down on their desk. They should read the four essay question cards (Part A). At this stage, they should not worry about the numbered spaces on these cards. 2 Explain that the B cards will be built up into introductory paragraphs for the essay questions. Each introduction is divided into two sentences and each sentence is divided into two clauses. Each B card has one of these clauses. The aim of the activity is to pair the clauses to make sentences and to match the sentences with their appropriate essay question. Your students will do this as follows: • They take it in turns to take a clause card and read it out to the others in their group. They discuss and decide which question that clause might form part of the introduction to, and place the card next to the relevant question card. This will be difficult at first, but will become progressively easier as they work through the clause cards: students can place any clauses they are not sure about aside until they have ‘revealed’ more of the paragraph.

1 D 2 B 3 A 4 B 5 C 6 A 7 A 8 B 9 C  10 D 11 D  12 B  13 A  14 D  15 C  16 C

Teaching notes for photocopiable activities

129

PHOTOCOPIABLE ACTIVITIES • The first group in the class to correctly match all of their clause cards with the question cards, make sentences from the clauses and put the sentences in the correct order is the winner. 3 In Part 1 of the Writing paper, essay questions are followed by notes, which students have to use in their answer. They are given two notes and must add a third of their own. To follow on from the activity, your students can each take one essay card and work on their own for a few minutes to think of some notes that the question might include. They then share their ideas with the others in their group. The discussion can then be extended to include the whole class, who can choose the best three notes for each question. The students could then write one of the essays for their homework, using the notes chosen. They can either use the introductions from this activity or write their own (note that these introductions indicate the opinion the writer will take later in the essay, so might not be appropriate in every case). Answer key Part A and B Essay 1: B, H, M, N Essay 2: D, F, I, P Essay 3: A, E, J, L Essay 4: C, G, K, O

Preparation Make one copy of the activity per group. You will also need dice and counters.

Procedure 1 Put students into groups of four and then into pairs (Students A/B together and C/D). 2 Give students some dice and counters with a copy of the worksheet. Each pair should place a counter on the Start square and roll the dice to see who goes first (the highest number). 3 The activity is then as follows. The first pair roll the dice and move accordingly across the board (following the numbers on the squares). When they land on a square, the students must choose one of the quantifiers from the box at the top of the board to complete the gap. Monitor and be prepared to help students judge correct language. If the sentence is grammatically incorrect, they must move their counter back to where they started. If the sentence is grammatically correct, they should have a discussion for one minute about the topic, giving their opinions and whether they agree/disagree with each other. This process is repeated until one of the pairs reaches the Finish square (or students have been playing for more than 25 minutes). Answers

 5A  C  ountable and uncountable opinions!

Some of the sentences have more than one option (grammatically), but these options work best.  2 a large amount of, many, a lot of

Aim

 3 little, a small quantity of

to practise using quantifiers and giving opinions

 5 a little, a small amount of

Exam link

 6 a great deal of, a large amount of, a large quantity of, too much, a lot of

Reading and Use of English Parts 1 and 2; Speaking Part 4

 7 great deal of, large amount of, large quantity of

Activity type completing gaps with quantifiers and then giving opinions

Classroom dynamics groups of four

 8 a great deal of, a large amount of, too much, a lot of  9 too many 10 a large number of, many, a lot of 12 a great deal of, a little, a large/small amount of, too much, a lot of 13 little, a small amount of, a small quantity of

Time taken

14 many, a lot of

25 minutes

16 many, a lot of, several

When to use after Grammar Focus, Activity 12, page 49

17 few, not many 18 a great deal of, a large amount of, a large quantity of, too much, a lot of 20 many, too many, a lot of

130

Teaching notes for photocopiable activities

PHOTOCOPIABLE ACTIVITIES  5B  What’s the connection? Aim to practise the use of ‘grammar’ words in sentences

Exam link Reading and Use of English, Part 2

Activity type completing sentences with grammar words, then taking letters from these words to reveal two ‘mystery’ names

Classroom dynamics pairwork and whole class

Time taken 15 minutes

When to use after Use of English Focus Activity 6 on page 50

Preparation

• This is repeated with all of the other cards. When the sentences have all been read out, your students should be left with the names of two people under the numbers. They should decide in their pairs what the connection is between the two people. Your students may not know who these people are, so if you have internet access in your classroom, they can look the people up. • The winning pair is the first pair in the class to say what the connection is. 4 As a follow up, ask students to analyse the types of words that are missing. Answer 1 just 2 are 3 many 4 it 5 every/each 6 over/on 7 last 8 in 9 very 10 each 11 really 12 all  13 little 14 any 15 in 16 no 17 despite  18 until 19 can  20 about 21 so 22 some  23 enough The two names your students should reveal are Jamie Oliver and Alain Ducasse. They are both internationally famous chefs. (The word chefs is the important connection here. Your students do not need to say that they are famous or celebrities.)

Make one copy of the activity and cut it into cards.

Procedure 1 On the board, write the following patterns of numbers and ask students to copy them onto a sheet of paper. Make sure they leave space under each number. 12345 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 2 Divide your class into pairs and distribute the cards to the pairs as evenly as possible. 3 Explain that their cards contain sentences which each have a missing word. Students are going to guess what the missing words are and use the first letters of these words to reveal the names of two people with similar jobs. • One student in the pair with the sentence 1 card reads out the gapped sentence on that card. They can indicate the gap by pausing or knocking on their desk. • The other student listens and decides (but doesn’t say) which word is missing, writing it down (together with the sentence number) on a separate sheet of paper. The student with the sentence 1 card should also write the word down.

 5C  What’s my phrase? Aim to practise language used in restaurant reviews

Exam link Writing, Part 2

Activity type matching phrases for reviews

Classroom dynamics pairwork

Time taken 25 minutes

When to use after Writing Focus, Activity 6, page 56

Preparation Make one copy of the activity for each pair of students. Cut the activity into a set of cards.

• Students should then take the first letter of that word, and write it down under the appropriate number they copied from the board, e.g. space 1.

Teaching notes for photocopiable activities

131

PHOTOCOPIABLE ACTIVITIES Procedure 1 Put students into A/B pairs and hand out a set to each pair. Make sure each student has an A or B set of cards. 2 Explain to students they are going to take turns read their sentence halves to their partner, who then needs to find the matching half.

 6A  Listen carefully Aim to practise listening for specific information

3 Students complete the task.

Exam link

4 Once completed, check the answers with the students and elicit which sentences are positive and which are negative. Write these categories on the board and ask students which category each sentence goes under.

Activity type



– service



– location



– food



– price

5 Now ask students to discuss an experience they have had in a restaurant or café, trying to use as many of the phrases as possible. The student who uses the most ‘wins’. With stronger groups, you could ask them to do this from memory by turning over their cards. 6 As a follow-up task, you could ask students to write up their experience in the style of a review. Answers service The waiters were polite, efficient and helpful. (+) They couldn’t have been friendlier. (+) location It is situated in the perfect spot, right in the centre of town. (+) The street was dark and a little isolated, so it wasn’t the easiest to find. (–) food There wasn’t a very big selection of dishes on offer. (–) Everything was a little overcooked for my liking. (–) The meat was tender and cooked to perfection. (+) I’d highly recommend the pasta. (+) price It was very reasonably priced. (+) It was rather overpriced. (–)

Listening, Part 1

listening to situations and using the information heard to choose from a list of possible answers

Classroom dynamics groups of four

Time taken 20 minutes

When to use after Listening Focus, Activity 5, page 60

Preparation Make one copy of the activity for every four students in your class.

Procedure 1 Put students into groups of four and ask each group to divide into pairs (Students A and B, and Students C and D). Give each pair in each group a Student A and B paper or a Student C and D paper. They should not show these to the other pair in their group. 2 Tell them to look at Part 1 of the activity. The first box contains the first part of three short conversations (1–3) and the second box contains the second part of those conversations (A–C). Students work in their pairs to match the conversation halves. Monitor and make sure they have matched the halves correctly. 4 Tell students to then read through the questions in Part 2 and underline the key words in the questions. In pairs, the students discuss possible synonyms for these words. 5 Now each pair should read out their complete conversations to the other pair in their group. That pair should listen carefully and decide which answer to choose for the questions in Part 2 of the activity. 6 The winning group is the first group to answer all six questions correctly or the group to answer most questions correctly in a fixed time of 15–20 minutes.

132

Teaching notes for photocopiable activities

PHOTOCOPIABLE ACTIVITIES Answers Students A and B Part 1:  1 B  2 C 3 A Part 2:  1 a 2 c 3 b Students C and D Part 1:  1 B 2 A 3 C Part 2:  1 b 2 c 3 a

 6B  Word formation round Aim

the sentence sounds correct, the student with the sentence can write the missing word in the gap, and put down that card. Monitor and check that students are completing their sentences accurately. • This process is repeated until all the cards are complete. The winner is the first student to complete all their sentences. Answers 1 belief  2 promotion  3 culture/cultural  4 hopefully  5 creative  6 intellectual 7 scientific   8 unachievable  9 evidence  10 destructive  11 therapeutic  12 Excessive  13 reality  14 choices  15 approval  16 generosity

to practise word formation

Exam link Reading and Use of English, Part 3

Activity type

 6C  First to 30 Aim

completing sentences with the appropriate form of a word

to review tenses used to talk about the future

Classroom dynamics

Exam link

small groups

Reading and Use of English Part 2

Time taken

Activity type

15 minutes

competitive sentence completion

When to use

Classroom dynamics

after Reading Focus, Activity 8, page 63

groups of four / pairwork

Preparation

Time taken

Make one copy of the activity for each group and cut it up into a set of cards.

25–30 minutes

Procedure

after Grammar Focus, Activity 8, page 64

1 Put students into groups of three or four students. 2 Give a set of cards to each group and ask each student to take an equal number of cards. 3 Give students a few minutes to look at the sentences on their cards and try to guess what word might be missing. Point out that the word in capitals on each card does not fit the sentence on the same card. 4 The activity is as follows: • One student starts by reading out the word in capitals on one of their cards. • The other students in the group decide if a form of this word might fit into the sentence on one of their cards. If so, they read the sentence with the word in the gap, but change the form of the word so that it makes sense, for example, from a noun to an adjective. If everyone in the group agrees that

When to use Preparation Make one copy of the activity for each pair.

Procedure 1 Put students into groups of four and ask each group to divide into two teams, Team A and Team B. 2 Give each team a copy of the activity and tell them to look at their section. Explain that each dialogue can be completed with words from the box. Some words will need to be used more than once. They should look at their words and dialogues and, in their teams, discuss which words they think they will need for each dialogue. Allow them about five minutes for this. Note that at this stage, they should not write anything.

Teaching notes for photocopiable activities

133

PHOTOCOPIABLE ACTIVITIES 3 Explain that the aim of the activity is to be the first team to complete all their dialogues, while trying to prevent the other team from doing so. They will do this as follows: • Team A chooses a numbered gap from Team B’s section. Team B then have a maximum of 20 seconds to decide which word from their box goes in that gap (Team A should time them). If Team B know the missing word, they write it in the gap. If not, they leave it blank. Tell students that they don’t have to choose gaps in order but can choose them at random to make it more difficult for the other team. • Team B then does the same for Team A. Play alternates between the two teams until one team has completed all of their dialogues. 4 The winning team is the first team to complete all of their dialogues or the team to complete the most gaps in their dialogues in a set time of 20 minutes. 5 As a follow-up task, ask students to turn over their pages and try to recall the story from memory. Answers Team A 1 I’m 2 going 3 to 4 see 5 I’ll 6 make 7 you  8 I’m 9 meeting 10 I’ll 11 have 12 finished  13 I 14 expect 15 it 16 will 17 rain 18 I’ll  19 be 20 sitting 21 Our 22 train 23 leaves  24 I 25 might 26 visit 27 they’re 28 going  29 to 30 get Team B 1 I’m 2 going 3 to 4 study 5 I’ll 6 help 7 you  8 I’m 9 seeing 10 I’ll 11 have 12 spent  13 I 14 imagine 15 it 16 will 17 be 18 I’ll  19 be 20 getting 21 The 22 doors 23 open  24 he 25 may 26 arrive 27 it’s 28 going  29 to 30 be

Time taken 15 minutes

When to use after Speaking Focus, Activity 1, page 73

Preparation Make one copy of the activity for each pair of students in your class.

Procedure 1 Put students into pairs and give each student a Student A or Student B paper. They should not show their pictures to each other. 2 Explain that they have the same pictures, but in a different order. The aim of the activity is to match their pictures with their partner’s pictures. They will do this as follows: • Student A begins by describing one of his/her pictures to Student B, using the expressions for speculating from page 73 of the Coursebook. Student B listens and decides which picture Student A is describing. They then both write the number 1 next to their relevant picture on their sheet. • It is then Student B’s turn to do the same thing, while Student A listens and identifies the picture. They then write the number 2 next to that picture. • They then take it in turns to repeat this for their other pictures, numbering them 3–12. The winning pair is the first pair to correctly match all the pictures.

 7B  Collocation circles Aim to practise collocations

 7A  It looks like …

Exam link Reading and Use of English, Part 1

Aim to practise language of description and speculation

Exam link Speaking, Part 2

Activity type picture-matching activity

Classroom dynamics pairwork

134

Teaching notes for photocopiable activities

Activity type memorising collocations

Classroom dynamics pairwork

Time taken 15 minutes

When to use after Listening Focus, Activity 13, page 75

PHOTOCOPIABLE ACTIVITIES Preparation

Procedure

Make one copy of the activity per student, folding it where indicated.

1 Tell students that they are going to play a game, and the team at the end with the most money is the winner. Explain that, sadly, no real money will be used!

Procedure

2 Put students into pairs and give them a copy of the activity.

1 Draw a circle on the board. Read these words and write them to the left of the circle: one-way, open, return. Ask students which word fits best inside the circle (i.e. can collocate with all the words): holiday, flight or ticket (ticket). 2 Put students into pairs to work together. Before handing out the activity, make sure students know they should not unfold it yet and not look at Part B. 3 Give students five minutes to guess which words go in the circles in Part A. 4 Now tell students to look at Part B and try to remember the adjectives which go with each noun. They should not look at Part A of the activity. 5 In pairs, students take turns to ask each other about one of the topics in Part B. For example, they can ask: Tell me about a trip you have been on or Tell me about a flight you have had. Their partner should try to talk about the topic using at least one of the adjectives from Part A of the activity. 6 As a follow-up task, students could test each other by either saying an adjective, to which their partner says a matching noun, or vice versa.

 7C  Grammar sale Aim to practise defining and non-defining relative clauses

Exam link Reading and Use of English, Parts 2 and 4

Activity type

3 The task is as follows: • All pairs have $100 to ‘buy’ sentences. • Students in their pairs first look at the sentences and, in the boxes provided, put a tick if they think the sentence is grammatically correct. They put a cross if they think it is incorrect. They put a question mark if they are not sure. They have 10 minutes to do this. • Do not help students at this point but monitor to see how they are doing. • Tell students they have five minutes to decide how much money they want to spend on each sentence. They cannot spend more than $100 in total. They write the amounts in the table next to each sentence. • Once completed, tell students which sentences are correct (but don’t correct the incorrect sentences for them). 4 For all the correct sentences, ask the groups how much they ‘bought’ them for. The group which offered the most about of money wins the sentence and wins that amount of money. 5 Finally, now that students know which sentences are incorrect, tell them they have a chance to win more money. Give students another 10 minutes to correct the incorrect sentences by writing a new version on the line underneath. 6 Give students the answers and award an extra $10 for every correctly-rewritten sentence. 7 Ask each pair to calculate how much money they have. The pair which ends up with the biggest amount of money wins. Answers  1 ✓

identifying correct and incorrect sentences.

 2 ✗ Mary’s house, which she’s lived in since she was a child, is the one with the big red door.

Classroom dynamics

 3 ✗ Thomas is the director to whom you spoke last week/who you spoke to last week.

pairwork

Time taken

 4 ✓  5 ✓

20 minutes

 6 ✗ Victoria is already in love with Michael, who she has known for only three months

When to use

 7 ✓

after Grammar Focus, Activity 5, page 76

 8 ✗ I went to school with the boy who is sitting over there

Preparation

 9 ✓

Make one copy of the activity for each pair.

10 ✗ One reason why people like this restaurant is because of the great food. Teaching notes for photocopiable activities

135

PHOTOCOPIABLE ACTIVITIES  8A  Let’s report!

Answers Part B

Aim

1 me of taking her  2 us to go  3 that it was freezing

to practise reporting verbs

4 to see a doctor  5 eating out that night / (that) we eat out that night  6 telling anyone  7 to call Daniel

Exam link

8 (that) she had gone home   9 to take the kids

Reading and Use of English, Part 3

10 me to watch

Activity type identifying reporting verbs from context

Classroom dynamics pairwork

Aim

Time taken

to practise using correct word forms (especially concrete and abstract nouns) in sentences

25 minutes

When to use after Grammar Focus, Activity 4, page 83

Preparation

Exam link Reading and Use of English, Part 3

Activity type

Make one copy of the activity for each student.

identifying incorrect words in sentences, correcting them and using the answers to complete a crossword

Procedure

Classroom dynamics

1 Write on the board: Would you like to come to a party? Ask students which reporting verb could be used in this context. Elicit the verb invite. Then ask how you could report the question, e.g. The teacher invited us to come to a party.

groups of four and pairwork

Time taken

2 Put students into pairs and give the activity to each student. Ask them only to look at Part A. Tell them they will listen to you read out sentences and they must choose the correct verb in the box as fast as they can (before their partner).

When to use

3 The task is as follows: • Students listen to you read one of the full sentences (1–10) in Part B (e.g. You took my pen without asking, didn’t you?). Do not read the gapped sentences. • As quickly as they can, students scan for an appropriate verb and circle it. The fastest student in each pair to circle the correct verb wins a point. • This is repeated until all the verbs have been circled. • If students circle an incorrect verb, they lose a point. • The student with the most points in the pair wins. 4 Ask students to look at Part B. Using the reporting verbs from Part A, ask students in pairs to rewrite each sentence using reported speech.

136

 8B  Right word crossword

Teaching notes for photocopiable activities

15–20 minutes

after Use of English Focus, Activity 4, page 87

Preparation Make one copy of the activity for each pair of students. Cut the activity into three sections.

Procedure 1 Put students into groups of four and ask each group to divide into pairs (Students A and B, and Students C and D). 2 Give each pair a copy of the Students A and B or Students C and D section of the activity. They should not show their sentences to the other pair. Also give them a copy of the crossword grid, which they should place between them.

PHOTOCOPIABLE ACTIVITIES 3 Explain that each sentence on their paper contains a wrong word form. They are going to identify the wrong word and then write the correct word in the crossword grid. They will do this as follows: • Students A and B read their first sentence to Students C and D. Students C and D should listen carefully and try to identify the wrong word. They can ask for the sentence to be repeated if necessary. They should then write the correct word in the crossword grid. If they are unable to do this yet, they should pass: they can return to it later. • Students C and D then do the same with their first sentence. Play then alternates between the two pairs until they have completed the crossword. Note that, apart from reading out their sentences, the student pairs should not help each other. 4 The first group of four to correctly complete their crossword, or the group with the most words in the crossword after a set time of 15 minutes, is the winner.

Preparation Make a copy of the activity for each group. Cut it into two sets of cards for each pair.

Procedure 1 Tell students that they are the managers of a clothes company looking for a new employee and they need to consider two different candidates. 2 Put students into groups of four and ask each group to divide into pairs (Students A and B, and Students C and D). The first task is as follows: • Give Students A and B the first letter, cut up, and Students C and D the other letter, also cut up. • In their pairs, students put the letter back together in the correct order. • Once complete, pairs swap and check the other pair’s letter, making changes if they believe something is incorrect. • Do a class check.

Answers 1 knowing = knowledge 2 employee = employer  3 musical = musician 4 Tourist = Tourism 5 journalist = journalism 6 behaving = behaviour 7 difficult = difficulty 8 application = applicants 9 creativity = creation 10 arriving = arrival 11 advice = advisors  12 permit = permission 13 confident = confidence  14 represent = representatives

3 Tell students that in their groups of four, they need to discuss the different qualities of each candidate and then decide, who they would like to get the job. On the board, write these areas for students to discuss: Experience, Personality, Qualifications, First impressions (based on the letter), Reasons for wanting the job. Give around five minutes for this, and then ask each group to report their decisions to the class. Answers

 8C  Who will get the job?

Students A and B: D, G, A, H, B, I, E, F, J, C Students C and D: E, G, F, A, D, I, B, J, H, C

Aim to analyse the effectiveness of different job applications letters

 9A  There’s no chance

Exam link

Aim

Writing, Part 2

Activity type identifying effective letters of application and making a decision in pairs

Classroom dynamics groups of four (divided into two pairs)

Time taken 30 minutes

When to use after Writing Focus, Activity 7, page 88

to practise collocations of chance and possibility

Exam link Speaking, Part 4

Activity type discussing future developments

Classroom dynamics pairwork

Time taken 20 minutes

Teaching notes for photocopiable activities

137

PHOTOCOPIABLE ACTIVITIES When to use

When to use

after Reading Focus, Activity 8, page 90

after Grammar Focus, Activity 6 on page 95

Preparation

Preparation

Make one copy of the activity for each pair, cut up as shown.

Make one copy of the activity for every two students in your class. Cut it into two sections (Team A and Team B).

Procedure 1 Tell students that they are going to discuss some future developments and decide how possible they think each one might be in the near future. Put students into pairs and give each pair a set of cards. Ask students to place them face-up in front of them. 2 The task is as follows: • Students take a card and discuss how possible they think it is that the situation on the card will happen in the future, and if so, when. Monitor, and encourage students to use the language of chance and possibility as much as possible. • When students have discussed all the cards, they should try to arrange them from most to the least likely, placing the cards in order. • Put students into different pairs, and ask students to compare their opinions of which situations are most and least likely. 3 As a follow-up task, students could write their own ideas for future situations or developments and give them to another pair to discuss.

 9B  Completely conditional Aim to review and practise conditional forms

Exam link Writing, Part 2

Activity type writing conditional sentences and using these sentences in a game of risk

Classroom dynamics whole class, divided into two teams

Time taken 30 minutes

138

Teaching notes for photocopiable activities

Procedure 1 Put students into two teams and give each one a Team A or Team B paper. 2 Explain that they each have six sentences which they are going to give to the other team. The other team is then going to use those sentences as prompts to write conditional sentences. Give this example: I want to visit my friends at the weekend, but they might not be at home. Elicit possible answers: I’ll visit my friends at the weekend if they’re at home. Unless my friends are at home this weekend, I won’t visit them. If my friends are at home this weekend, I might visit them. Write these examples on the board for students to check. 3 One student from Team A and one student from Team B come to the front of the class with their activity sheet. The Student from Team A reads sentence 1 to Team B, and the Student from Team B reads their sentence 1 to Team A. 4 With the help of their team, the students at the front of the class then write a conditional sentence on the board based on the prompt they have been given. Give 90 seconds for this. 5 Each team writes their sentence on their score card. They then decide how certain they are that they have produced a grammatically correct sentence and award themselves points (three points if they are very sure, two points if they are quite sure, one point if they are not very sure). They write the appropriate number in the ‘Points risked’ column of their table. 6 Repeat this for sentences 2–5. For each sentence, a different student should come to the front of the class. 7 Review all the sentences and tell the teams if they are right or wrong. For each grammatically correct sentence, a team wins the points they awarded themselves for that sentence. However, for each sentence that contains a mistake, they lose the points they awarded themselves for the sentence. The winning team is the team with the most points.

PHOTOCOPIABLE ACTIVITIES Suggested answers

Procedure

Team A

1 Put students into pairs and give them a set of Phrase cards and a set of Question cards, both of which should be placed faced down in front of them.

1 If I’d seen Peter, I would have asked him for some advice about language courses.

5 If I don’t have too much homework tonight, I’ll go to the cinema.

2 Tell students they are going to take a Question card and discuss the question for at least 2–3 minutes. At the same time, they must both take a Phrase card. During the discussion, students should try to use the phrase on the card as naturally as possible. Point out that the phrases must fit into the conversation naturally. Monitor students for how well they do this, but wait until after the activity before giving feedback.

6 I’ll do a painting course at my local college if there are any free places.

3 Students continue the activity until all the questions have been discussed.

2 I wouldn’t have been late for school if I had taken the bus instead of walking. 3 If I were more confident, I’d become a famous actor. 4 If my parents liked having animals in the house, I’d get a cat.

Team B 1 If the weather’s good at the weekend, I’ll go to the beach. 2 I’ll go to the USA next year if my parents let me. 3 If I had enough money, I’d buy a new computer. 4 If I had the time and money, I’d travel around the world. 5 If I had gone to bed earlier last night, I would have woken up on time this morning. 6 If I hadn’t gone for a walk in the rain, I wouldn’t have caught a cold.

 10A  Best friends Aim to review compound adjectives related to personality, and to practise listening for specific information

Exam link Listening, Part 3

Activity type

 9C  What I meant was … Aim to practise using compensation strategies

Exam link Speaking, Part 3

Activity type using phrases in a discussion

Classroom dynamics pairwork

Time taken 20 minutes

When to use after Speaking Focus, Activity 5, page 96

Preparation Make one copy of the activity for each pair of students. Cut it into sections as shown.

matching people with characteristics, then using letters to reveal a ‘hidden’ expression

Classroom dynamics pairwork and whole class

Time taken 20–25 minutes

When to use after Listening Focus, Activity 9, page 103

Preparation Make one copy of the first page (the cards) and cut it into six cards. Make one copy of the second page (the activity sheet) for each student pair in your class.

Procedure 1 Put students into pairs and give each pair a copy of the activity sheet. Hand out cards 1–6 at random to individual students in the class (you might want to choose confident students for this, as they are going to be reading the information on the cards out to the rest of the class). These students should look at the cards they are given, but they should not show them to anyone else.

Teaching notes for photocopiable activities

139

PHOTOCOPIABLE ACTIVITIES 2 Tell students to look at Part 1 of the activity only. Explain that they are going to hear six people talking about a friendship.

When to use

3 Ask the student with card 1 to come to the front of the class. Ask the class to write that student’s name before sentence 1 on the activity sheet. The student at the front of the class reads out the information. They should do this twice. The class then decides which compound adjective in the box can be used to complete sentence 1 and write this in the space at the end. There are three adjectives they will not need.

Preparation

4 Repeat this with the other five cards, each read out by a different student. 5 When the class has completed all of the sentences, they should follow the instructions in Part 2 in pairs. The aim is to use the letters to reveal an expression which can be used to complete the sentence at the bottom of their sheet. The first pair to reveal this expression is the winner. Answers Part 1 1 single-minded 2 strong-willed 3 kind-hearted 4 quick-tempered

after Grammar Focus, Activity 5, page 104

Make one copy of the activity for each pair. Fold it as shown.

Procedure 1 Put students into pairs and tell them they are going to complete a set of sentences. Give an activity to each pair and ask them to unfold the first sentence half. Tell them to continue it using their imagination. They have two minutes to do this and write it down. 2 Ask each pair to read out their endings. Each time, ask the whole class to repeat what they heard, as a drill. If you have a large class, choose only a few pairs to do this. 3 Encourage students to correct each other during the choral drilling stages if they think the sentence is incorrect or makes little sense. 4 Repeat the process until all the sentences have been uncovered. 5 Monitor for any errors with conditional linking words. Write any persistent mistakes on the board for the class to correct.

5 like-minded 6 mild-mannered Part 2 similar interests

 10C  Rejected words Aim to practise use of participles (-ing and -ed forms)

 10B  Finish the sentence

Exam link Reading and Use of English, Part 4

Aim to practise using conditional linking words

Exam link Reading and Use of English, Parts 2 and 4

Activity type completing sentences for points

Classroom dynamics pairwork or whole class

Time taken 15 minutes

140

Teaching notes for photocopiable activities

Activity type shortening sentences using -ing and -ed participles

Classroom dynamics pairwork and whole class

Time taken 25 minutes

When to use after Grammar Focus, Activity 7, page 104

Preparation Make one copy of the activity. Cut it into 14 cards.

PHOTOCOPIABLE ACTIVITIES Procedure 1 Put students into pairs and give each pair a card. If you have fewer than 14 pairs in your class, give more than one card to one pair or use fewer cards. If you have more than 28 students in your class, some students will have to work in groups of three instead of in pairs. 2 Write this sentence on the board and ask students how it could be reduced: The girl who lives next door is famous. Tell them that the new sentence should contain a verb ending in -ed or -ing, and between 1–5 words can be taken out. Elicit: The girl living next door is famous. • In pairs, students look at the sentence on their card and write it down on a separate sheet of paper. They then decide which words can be removed and which words, if any, need to be changed. • They then rewrite their sentence. They should make a separate note of any words which have been taken out. Note that any words which change their form do not count as rejected words; students should only make a note of the words they discard completely. • Let them do this for 90 seconds, then say Change! Students pass their cards clockwise around the classroom, and students do the same with their new sentence. This is repeated until all the student pairs have looked at all of the cards. 3 Do a class check and ask students how many words they took out. The pair with the most is the winner, provided their new sentences are correct. Answers (Rejected words are shown in brackets.)  1 The man selling newspapers in the town square is very friendly. (who)  2 This is just another website claiming to find customers the best deals. (which)  3 My uncle has a long beard reaching down to his chest. (which)  4 My father grows wonderful strawberries bursting with flavour. (which)  5 He was angry with me for leaving without him. (because I had)  6 We live in a world obsessed with celebrity. (which is)  7 I have a sword believed to have been used by Napoleon. (which is)  8 I broke my arm playing football last Saturday. (while I was)  9 He told us about a lost city discovered by explorers in the 18th century. (which had been)

11 For my birthday she gave me a cake baked by her mother. (which had been) 12 I had a part-time job last summer taking people on guided tours of my town. (in which I) 13 There weren’t enough sandwiches for everyone to have one each, which meant sharing. (we had to) 14 Driving into town the other day, I saw a boy standing in the middle of the road. (while I was, who was)

 11A  Party on Aim to review and practise conditionals (especially mixed, but also future, present and past conditionals)

Exam link Reading and Use of English, Part 6

Activity type Bingo-type game involving identifying sentences that can come between two other sentences and putting the verbs in those sentences into their correct form

Classroom dynamics groups of five or six

Time taken 20 minutes

When to use after Grammar Focus, Activity 6, page 114

Preparation Make one copy of the activity for each student. Cut it into two parts (1 and 2).

Procedure 1 Ask students to draw a large 2 ✕ 4 grid on a sheet of paper, then give each student a copy of Part 1 of the activity. Tell them to choose eight of the sentences from Part 1 and write them into their grid. They should write them down exactly as they see them. Set a time limit of about five minutes for this. 2 Now tell them to put their Part 1 paper where they cannot see it and give them each a copy of Part 2 of the activity. They should now get into groups of five or six.

10 Walking to work yesterday, I saw something very strange. (when I was)

Teaching notes for photocopiable activities

141

PHOTOCOPIABLE ACTIVITIES 3 Explain that they are going to play a game of Bingo. They will do this as follows: • One student in the group looks for a situation in the Part 2 table that can be completed with one of the sentences they wrote in their grid. They should then read out the box number from the Part 2 table to the rest of their group. They should also rewrite the relevant sentence in their grid so that the verb forms are correct. • At the same time, the other students in their group look at their grid to see if they have the same sentence in their grid. If so, they rewrite their sentence as well. • The situation in the Part 2 table is then crossed out. It cannot be ‘called’ again.

Aim to practise the meaning of prefixes

Exam link Reading and Use of English, Part 3

Activity type describing and guessing the meaning of words to complete a crossword

Classroom dynamics

• Students then take turns to choose one of the Part 2 numbers, read it out and rewrite their sentence, while the others check to see if they can do the same.

pairwork

• The first student who rewrites all eight sentences calls out Bingo! Check the answers and if they are grammatically correct, that student is the winner.

20 minutes

Answers  1 If I had left earlier, I wouldn’t be so tired this morning.  2 I would have seen my friend Rob if I had stayed a bit longer.

Time taken When to use after Use of English Focus, Activity 3, page 115

Preparation Make one copy of the activity for each pair. Cut it into two parts (1 and 2).

 3 I would have gone if I liked parties, but I don’t, so I didn’t.

Procedure

 4 I would have gone if I liked seafood.

2 Give each student a crossword grid and ask them not to show them to each other. Explain that they both have the same crossword, but different words are missing. Tell students they must complete the gaps in their crossword by asking their partner to describe the missing word. Students can do this by first defining the prefix and then explaining the rest of the word

 5 If I hadn’t had so much of it, I wouldn’t have had such a sore stomach this morning.  6 It would be cheaper if I did it all myself.  7 If I had spent more time talking instead, I wouldn’t be in such pain this morning.  8 I would be much happier if they had organised a meal out with my friends.  9 If he invites me, I’ll probably go. 10 I’ll go if we’re allowed to bring a guest. 11 If I asked them to throw me a big party, I wonder if they would agree (or: If I ask them to throw me a big party, I wonder if they’ll agree). 12 However, if it rains, we’ll have to do something else. 13 If we have one illegally, we’ll probably get into trouble. 14 I wouldn’t have gone if I had known how bored I was going to be.

142

 11B  Prefix crossword

Teaching notes for photocopiable activities

1 Put students into pairs (A and B).

3 Students take turns asking for descriptions (What is one down? What is 6 across?) until their crosswords are finished.

PHOTOCOPIABLE ACTIVITIES  11C  Just supposing Aim to practise talking about a specific subject and to practise the use of hypothetical language

Exam link Speaking, Part 4

Activity type identifying what people are talking about and using the information heard to form sentences

Classroom dynamics pairwork and whole class

• One student from each pair reads out the follow-on paragraph they have prepared (without the prompt sentence). The other pairs listen and identify the prompt sentence on their activity sheet. When they think they have found it, they arrange the words to make the sentence and the names of the students who gave them the follow-on paragraph. • Repeat this until everyone has read out their followon paragraphs while the others listen and identify the prompt sentence as before. • When they have all spoken, review their answers by getting pairs to read out their prompt sentence and follow-on paragraph together. Pairs get one point for each grammatically correct sentence and one point for correctly identifying the students who responded to that prompt. The winning pair is the pair with the most points.

Time taken 20–30 minutes

When to use

 12A  What’s the job?

after Grammar Focus, Activity 7, page 118

Aim

Preparation

to practise modals of obligation, prohibition and necessity

Make one copy of the activity for each pair of students in your class. Cut it into two parts as shown.

Exam link

Procedure 1 Before you begin, write on the board: I wish I had a car. Then read out the following: I usually get around by bus and sometimes I use my bike. The problem is that where I live the buses are very unreliable and they cost a lot to use. My bicycle is only good for short distances, and I hate cycling when it’s raining. Elicit that this follows on from the sentence on the board. 2 Put students into pairs and give each pair one of the sentences from part A. They should not show their sentence to anyone else. If you have more than 20 students in your class, some will have to work in groups of three. If you have fewer than ten pairs, you will not need to give out all of the sentences. 3 In pairs, students write a follow-on paragraph to their sentence, in the same way that you provided a followon paragraph to the sentence on the board. Tell them that they are not allowed to use the words in bold. 4 Now hand out a copy of Part B to each pair. They will see the ten sentences from Part A but the words have been jumbled up. Explain that each pair will read their paragraph and the other students should match one of the jumbled sentences in Part B to the paragraph.

Reading and Use of English, Part 4

Activity type describing jobs using modal verbs

Classroom dynamics groups of four

Time taken 20-25 minutes

When to use after Grammar Focus, Activity 6, page 123

Preparation Make one copy of the activity for each pair of students. Cut out a set of job cards as shown.

Procedure 1 Put students into groups of four and divide each group into pairs (Students A and B, and Students C and D). Give each group a set of job cards and ask them to deal the job cards out among themselves so that each student has an equal number of cards. Give each pair a copy of the worksheet.

Teaching notes for photocopiable activities

143

PHOTOCOPIABLE ACTIVITIES 2 In pairs, students look at one of the job cards and write one or two sentences using a modal verb at the top of the worksheet. They can only use a modal verb once. For example, pilot – must: I must get up early tomorrow because my first flight is at 6 o’clock. Students do this for all of their job cards. 3 Each pair takes turns reading out their sentences, so that the other pair can guess the job. If they get it correct, they win a point. The winning pair is the one which has the most points at the end of the game.

  12C What are you organising?  Aim to practise have/get something done

Exam link Reading and Use of English, Part 4

Activity type creating sentence clues

  12B I’m the teacher, you’re the student  Aim to practise and review prepositions and particles

Exam link Reading and Use of English, Part 2

Activity type correcting sentences with prepositions and particles

Classroom dynamics pairwork

Time taken 20 minutes

When to use after Use of English Focus, Activity 3, page 128

Preparation Make one copy of the activity for each pair of students.

Procedure 1 Put students into A/B pairs and tell them that they are going to play the role of teacher and students in this activity. Explain that this is a review of phrasal verbs and other language across the whole course. Give each student an A or B part of the activity and tell them not to show each other their parts. 2 Student A reads the first sentence in the ‘I am the student’ column and tries to correct it. Student B listens carefully and checks against the ‘I am the teacher’ column. They get three opportunities to get it right. If Student A is correct the first time, they get three points. If not, Student B says Try again. They get three tries to get it correct. If they get it right the second time, they get two points. If they get it right the third time, they get one point. 3 This process is repeated for all the sentences. The winner is the student with the most points.

144

Teaching notes for photocopiable activities

Classroom dynamics pairwork and groups of four

Time taken 25 minutes

When to use after Grammar Focus, Activity 4, page 128

Preparation One copy of the worksheet per group.

Procedure 1 Put students into groups of four and divide each group into pairs (Students A and B, and Students C and D). Give each pair their part of the activity. Tell them not to show the other pair in the group their information. 2 Focus students on their situations, students must write a ‘to do’ list of things they need to do and things they need to have done for them in each situation. These will be the ‘clues’ for the competition later. 3 In pairs, students write their lists. Encourage them to use a range of language (both active and causative). Monitor and check students are writing accurately. 4 In pairs, students take turns reading their clues one by one while the other pair guesses what each situation is. The rules and points system are as follows: • Student pairs can only guess once, so they must be confident of the answer before guessing. • They get four points if they guess correctly after the first sentence, three points after the second, etc. If the students still don’t know the answer and there are no more clues left, they get no points.

If this is the answer, what’s the question?

1A

✃ What could I see or do if I visited your home town?

What do you think you’ll use your English for in the future?

What subject do/did you find the most difficult at school?

What are your plans for the weekend?

What was the last film you saw at the cinema or on television?

What do you think you’ll be doing in five years’ time?

What kind of books do you enjoy reading?

What job would you most like to do?

What sorts of things do you use your computer for?

Where do you think you’ll go on holiday this year?

Talk about a family member that you get on well with.

What sorts of things do you enjoy doing when you go on holiday?

Are there any famous people you would really like to meet?

What do you like about the place where you were brought up?

Would you like to be famous?

Which household chores can’t you stand doing, and why?

Do you prefer to spend time with friends or family, and why?

Talk about a festival or celebration in your home town.

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145

1B

Preposition squares

✃Sentence cards 1 He apologised arriving late to the meeting.

6 The film is based a very popular book.

11 How do you ask a coffee in Spanish?

16 If you want to succeed life, you need to work hard.

2 I’ve been looking this photo for hours, but I still don’t know what it is.

3 Depending

7 I’m so annoyed Jack. He can never keep a secret!

8 I can’t go out tonight because I need to prepare an exam.

9 According

12 The father didn’t approve

13 I was disappointed

14 My parents have always been proud my achievements.

15 I need to concentrate

19 My brother is so annoying. He’s always laughing

20 Do you believe

his daughter’s tattoo.

17 I’m getting better managing my time.

the weather, I might go out tonight.

my parents for support.

everything your teacher says?

Sophie, it’s going to be rainy tomorrow.

that new TV show.

18 I rely a lot

4 Do you always agree

5 Many people applied the job, but I got it.

10 My best friend is interested starting a new business.

my work.

ghosts?

me!

✃Preposition cards

146

for

for

for

for

at

at

at

with

with

on

on

on

on

to

of

of

in

in

in

in

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Over to you

1C

✃ My brother is absolutely mad about music. 1 (A) 2 (B) Her favourite phrase is ‘Turn that noise down this instant!’. 3 (B) 4 (A) He also watches a lot of music channels on television. 5 (A) 6 (B) When there’s nothing he likes on television, he surfs the internet for new and exciting stuff. 7 (B) 8 (A) To tell you the truth, I think there are some he’s never even heard all the way through. 9 (A) 10 (B) He also loves going to concerts whenever he can, although he can’t really afford to go very often these days. 11 (B) 12 (A) He really loved meeting his favourite artists whenever possible. 13 (A) 14 (B) His big ambition now is to play in his own rock band. 15 (B) 16 (A) I can hear him now. He’s a terrible musician!

✃

✃ Student A

Student B

• As a result, they’re always arguing! • And he would queue for hours to get a ticket to see a band he really liked. • He listens to part of one, then moves on to the next. • He would wait outside the theatre after each concert, hoping to meet them. • In fact, he’s practising as I speak. • He likes JTV, which is dedicated to reggae, and Life!, which specialises in dance music. • He’s probably got over 5,000 songs stored on it. • He’s always listening to it on the radio.

• However, his favourite one is Rock Universe, which shows all the latest rock videos. • He’s probably getting really good at recognising songs from the first few notes! • Unfortunately, most of them used to ignore him! • He plays the guitar, and he’s learning to play the drums. • When he finds a song he likes, he downloads it onto his MP3 player. • My mum is always complaining that he plays it far too loud. • Of course, he usually ignores her! • He used to go to a concert once a week, sometimes twice.

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147

2A

Adjectives Snakes and Ladders

28

27

Finish 21

What grade did you get in your exam? (PERSON)

20

13

I always try to give some money to charity every year. (GENEROSITY)

Don’t worry. My dog doesn’t bite. (HARM)

12

4

148

Michael promised he’d help with my homework, but he never did! (RELIABILITY)

I’m only a sales assistant, but I reckon that I’ll be the manager this time next month. (REALITY)

26

22 CARE

23

19

18

I think I failed my exam. (PESSIMISM)

14 FAME

15

11

10

When I told Alice my pet rabbit was ill, she just laughed. (SYMPATHY)

HELP 5

I’ve been driving for 20 years and never had an accident. (CAUTION)

6

At the party, Joe just sat in the corner playing games on his phone. (SOCIABILITY)

The chairs in this classroom are really hard. (COMFORT)

Do you think it will be a nice day tomorrow? (HOPE)

That was an incredible storm last night. (DRAMA)

It’s your birthday today! Here’s your present! (THOUGHT)

25 LOGIC 24

17

9

3 2 CHANGE

Do you and your brother have anything in common? (DIFFERENCE)

My sister always cries when she watches sad films. (EMOTION)

Chris is planning to sail around the world next year. (ADVENTURE)

16 SUCCESS

LOVE 7

Sara’s always doing surprising things, isn’t she? (PREDICTION)

Do you like classical music? (MEANING)

8 DISASTER 1 Start

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Guessing adjectives

2B

✃

furious

enormous

exhausted

terrible

terrified

fantastic

gorgeous

shocked

impossible

amazing

huge

awful

stunning

weird

terrible

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149

2C

Hit or miss Team A 1

2

3

4

5

6

A

having

speak

to call

to study

getting

go

B

to go

visit

flying

look

to visit

have

C

study

going

to work

studying

to speak

call

D

speaking

get

calling

to get

entering

working

E

looking

fly

to have

visiting

to look

to fly

F

arguing

to enter

to argue

work

enter

argue

  1 My parents always make me my shoes off when I come into the house.   2 I really enjoy new people.   3 I always regret up so late when I have school the next day.   4 I feel nervous about to people I don’t know very well.   5 I don’t remember my parents on my first day of school.   6 My family and I had a great time abroad together last year.   7 I want a photography course at our local college.   8 Our teacher expects us her if we think we’re going to be absent.   9 As soon as the bell rings, everyone stops and goes home. 10 I try every day, but it isn’t always possible. 11 I hope famous when I’m older. 12 I hate not people’s names when I see them.

✃

Team B 1

2

3

4

5

6

A

do

to work

meet

talk

ringing

to do

B

talking

take

leaving

ring

to meet

to remember

C

leave

to exercise

doing

to take

exercise

travel

D

to ring

travelling

become

stay

to travel

work

E

meeting

exercising

to talk

working

taking

to leave

F

becoming

staying

remember

to become

remembering

to stay

  1 I always promise my parents when I go out, but sometimes I forget.   2 I sometimes suggest for exams with my friends.   3 It is a waste of time to the gym; I prefer just doing sport.   4 I want to go on until I’m over 70.   5 Our English teacher won’t let us our own language in her lessons.   6 I would like my friends me more often, but they all live so far away.   7 My primary school teacher used to tell me not the room without first knocking on the door.   8 I’ve always been frightened of and travel by train when possible.   9 I’m never too busy to stop a chat when I see people I know in the street. 10 If I don’t know what a word means, I try it up in a dictionary. 11 My brother/sister never remember me a present for my birthday. 12 I always regret with my family after the event.

150

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Guess the expression

3A

✃ 1 to have more money than

2 to your money where your mouth is

3 to be a bit month

4 Money doesn’t grow on

of money this

5 to have money to

6 to be worth a

7 to be

8 Money makes the around.

of money

9 to live within your

10 to be in

11 to live on a

12 t o have a high standard of

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 .

go

151

3B

Can you guess? Answer the questions with a one-word answer in each of the circles. What is the most important thing in life?

What is the best thing to do with $10,000?

What is the best thing to do with $10,000,000? Where is the most interesting place to live in the world?

Where is the most exciting place to go on holiday?

What is the most beautiful place in your country?

What is the worst thing about your city?

What is the best thing about your city?



Now discuss your answers in pairs and try to use these words/phrases. Tick them off when you use them. Hawaii isn’t as exciting as Tokyo because it’s just a lot of beaches. quite a lot  one  less  than  a bit  as   most  hardly any    much  any  a large amount

152

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Liar liar

3C

Student A Have you ever been in a helicopter? Yes, I have. When did you go? Where did you fly?

Questions

True

Lie

1 dream of living abroad? 2 live in another city or country? 3 eat strange food? 4 win a competition? 5 speak English on holiday?

✃ Student B

Have you ever been in a helicopter? Yes, I have.

When did you go? Where did you fly?

Questions

True

Lie

1 travel a long way from home? 2 tell a lie? 3 meet a famous person? 4 break a bone? 5 be to a concert?

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153

4A

154

Go fish!

✃

breath

taking

extra

ordinary

side

effect

draw

back

far-

fetched

every

day

super

powers

super

human

real-

life

heart

rate

world

record

long

periods

STEAL

STEAL

STEAL

STEAL

STEAL

STEAL

STEAL

STEAL

STEAL

STEAL

STEAL

STEAL

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Four stories

The weatherman on the evening news had sounded very confident. ‘Some viewers (1) (call) me earlier today to say they (2) (hear) there is a hurricane on its way. Well, don’t worry, there isn’t.’ We all (3)  (believe) him, of course, so we (4) (be) completely surprised when, a few hours later, the wind (5) (become) really strong. By midnight, it (6) (blow) so hard that trees outside (7) (start) falling over. Sleep (8) (become) impossible, especially when the wind (9) (begin) hitting the windows so hard that we (10) (think) they would break. By 7 o’clock in the morning, it seemed like the storm (11) (end) so we (12) (decide) to go outside to see how bad things were in the street. It was a terrible sight. Tiles from the roofs of the buildings (13) (fall) into the street, and a lot (blow) over, some of them onto of trees (14) people’s cars. All of a sudden, and without warning, there (15) (be) a terrific blast of wind. We (16) (hear) a terrible tearing sound, and (17)  (watch) in horror as the roof of our house (18) (lift) into the air and (19) (come) crashing down into the street just metres away from where we (20) (stand).

✃

Student C

Last summer, my friends and I went camping in the hills (almost / decide) above Red Creek. We (1) not to go, because the man on the local radio station a (say) that the weather was few days earlier (2) going to turn bad and people should avoid the hills. We (go) anyway, and of course the weather (3) (be) terrible! The rain (5) (fall) (4) (spend) continuously, and as a result, we (6) most of the time in our tents reading or sleeping. We (plan) to spend a week in the hills, but after (7) (decide) three days of continuous rain, we (8) (pack) up our to give up and go home. We (9) (hear) a loud rumbling tents when we (10) (sound) like a train, and at first we noise. It (11) (think) there must be a railway line nearby. (12) (13) Suddenly, one of my friends (look) to (shout), ‘Look up there!’. We (14) (point) and saw that the trees where he (15) (move) down the hill on the slopes above (16) (know) immediately that towards us. We (17) it was a landslide, but there was no feeling of shock or (be) quite a beautiful surprise. In fact, it (18) sight, and for a few seconds we just (19) (stand) there watching it. Then the first trees reached our (run) campsite. The next moment, we (20) down the hill as fast as our legs could carry us.

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Student B Our flight left Sydney at seven  o’clock, and by the time we were over Indonesia, we (1) (fly) for several hours. As the aircraft (2) (travel) through the night, most of the passengers (3) (go) to sleep. The friends I (4) (fly) with (5) (entertain) themselves in various ways, listening to music, playing cards and watching the in-flight movie. I (6) (decide) to read for a bit, so I (7) (open) the book I (8) (start) a few hours earlier. Suddenly, there (9) (be) a loud bang, and everyone (10) (look) around in confusion. It (11) (be) obvious that something (12)  (go) wrong, but we couldn’t work out what it was. A few seconds later, there was an announcement over the speakers. ‘Hello everyone,’ a quiet, calm voice (13)  (say) . ‘This is your captain speaking. We have a slight problem. A few moments ago, a bird (14)  (hit) our number two engine, which is now out of action, and we need to make an emergency landing.’ It was incredible how calm he (15)  (sounded) . It was like he (16) (tell) us dinner would soon be served or something. We (17)  (be) frightened, of course, and I (18) (expect) everyone to start shouting and screaming. Instead, they (19) (remain) strangely calm. My friend in the seat next to mine even (20) (smile) slightly, and just said ‘Whoops!’.

Student D

✃

✃

Student A

✃

Part 1

4B

The area where I live experiences a lot of earthquakes, and we all accept them as a normal part of everyday life. Most of them are quite small, but in 2003 we (1)  (destroy) some of the older (have) one that (2) buildings, and shortly after that the local government (introduce) rules saying that all new buildings (3)  must be earthquake-proof. A couple of years ago, scientists (warn) us that a big earthquake was due (4) (happen) , soon. As a result, when it finally (5) (make) plans. We (7) everyone (6) (buy) extra supplies of food and water and we (8) (make) arrangements for somewhere to go if our homes were damaged or destroyed. I remember the day very well, (celebrate) my 18th birthday with because I (9)  friends and family when the first tremors (10)  (live) on the 18th (hit) us. At that time, we (11) floor of an apartment block, and that high up we really (12) (feel) it, so of course we all (13)  (start) (try) to assure us that panicking! My father (14) (be) quite safe in our earthquake-proof we (15) (believe) apartment block, but none of us (16) him. As a result, as soon as the earthquake (17) (escape) to the safety of the (end) , everyone (18) street. And believe it or not, that’s where we (19) (continue) celebrating my birthday, while all our neighbours (look) at us in astonishment! (20)

155

4B

Four stories (continued) Part 2

156

1

A / B / C / D … … are used to natural disasters.

2

A / B / C / D … … were all doing different things when something happened.

3

A / B / C / D … … accepted someone’s explanation.

4

A / B / C / D … … didn’t know at first what was happening.

5

A / B / C / D … … ignored someone’s advice.

6

A / B / C / D … … spent the whole night awake.

7

A / B / C / D … … were shocked at the damage they saw.

8

A / B / C / D … … were surprised at how someone reacted to a situation.

9

A / B / C / D … … changed their plans.

10

A / B / C / D … … were prepared for an emergency.

11

A / B / C / D … … felt safer outside than inside.

12

A / B / C / D … … managed not to panic, despite being afraid.

13

A / B / C / D … … wrongly assumed that something had finished.

14

A/B/C/D…

15

A / B / C / D … … mistook one thing for something else.

16

A / B / C / D … … didn’t react as quickly as they should have.

… carried on doing something that they had started earlier.

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A good start

Essay 1

✃

Part A

4C

In your English class you have been discussing the benefits of living as part of a large family. Now your

teacher has asked you to write an essay. Write an essay using all the points, and give reasons for your point of view. Write 140–190 words. Is it better to be part of a large or small family group? Write about: 1 2 3

✃

Essay 2

In your English class, you have had a discussion about fame and the advantages and disadvantages it brings. Now your teacher has asked you to write an essay. Write an essay using all the points, and give reasons for your point of view. Write 140–190 words. Does being famous have more disadvantages than advantages? Write about: 1 2 3

✃

Essay 3

In your English class, you have been talking about friendship. Now your teacher has asked you to write an essay. Write an essay using all the points, and give reasons for your point of view. Write 140–190 words. Is it better to have a lot of friends you know reasonably well, or just a few friends you are very close to? Write about: 1 2 3

✃

Essay 4

In your English class, you have been talking about personality. Now your teacher has asked you to write an essay. Write an essay using all the points, and give reasons for your point of view. Write 140–190 words. Are confident people more likely to be successful than those who are less confident? Write about: 1 2 3

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157

4C

A good start (continued)

✃Part B A While many of us look with envy on people who have a wide circle of acquaintances …

B In some countries and cultures, different generations of the same family live together or in close proximity …

C Many say that you need self-assurance and D Most people are under the impression that a strong belief in yourself in order to get film stars, sporting personalities and rock on in life, … musicians lead an enviable lifestyle, …

158

E … we often tend to forget that friendship means much more than just knowing people.

F … and would gladly achieve fame for all the privileges it brings.

G … otherwise you will never get anywhere.

H … whereas in others they tend to be dispersed across a wide area.

I Although the reality of fame result in more money and prestige, …

JW  hile it could be argued that the more people we know the better, …

K On the other hand, it has been suggested that there is such a thing as over-confidence.

L … as far as I am concerned, it is more important to have close friends, albeit fewer, that you can truly rely on.

M While bringing around other family members can result in more arguments and tension, …

N … as one of five children who grew up surrounded by uncles, aunts, grandparents, etc., I would probably argue in favour of the former.

O … and this can be just as harmful, if not more so, than shyness and inhibition.

P … to me it is clear that the problems and challenges they face greatly outweigh the perceived benefits.

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Countable and uncountable opinions

5A

(a) great deal of  (a) little/(a) few  (a) large/small/enormous amount of (a) small/large quantity of  (too/not) much/many  a lot of

✃

21

20 It’s difficult to make

19

17 

16 

decisions on how to eat healthily because there are different opinions

FINISH

18 Eating

one particular thing is not as good as having a varied diet.

men worry about their weight because they are generally happy with their appearance.

15 GO FORWARD 2 SPACES 14 People who consume

calories are more likely to become overweight.

GO BACK 4 SPACES

fashion magazines give a false impression of men and women in their photos.

13 D iets, such as those where

you eat or no meat for example, are not a good idea.

12 Doing

11 GO BACK TWO SPACES 10 If you have

9

8 Compared to 20 years ago,

7 Due to the

6

5

4 GO FORWARD ONE SPACE

3 People who have

2

1

exercise doesn’t necessarily make you a healthy person.

children do less exercise now than in the past.

coffee can seriously affect your natural sleep patterns.

sleep every night tend to have poorer concentration.

friends who look after themselves, you are more likely to do so too.

there is now choice when it comes to food.

fat in your diet is necessary.

people have unhealthy diets because they are not educated about healthy eating at school.

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information available these day, there is no excuse for eating badly.

START

159

5B

What's the connection?

✃

1 Oh no, I’ve

 spilt some orange juice down the front of my new shirt!

2 The restaurants in my town

 are good, but some of them really expensive.

3 There aren’t

 calories in salad, so it’s a good thing to eat if you’re on a diet.

4 I love chocolate, even though 5 I love seafood, but

6 Who spilt their coffee

7 This restaurant is terrible. It’s 8 The waiters stood

9 The pizza was tasty, but it

10 My uncle used to take

11 I

12 People say that fast food

13 We have very

14 Are there

15 If you’re hungry, there’s a

16 I’m afraid there’s

17 I really like this restaurant, 18 He waited

I know can be bad for you if you eat too much.

the here!

time I come

 me and my sister to Burger World, give us £10 and tell us to get whatever we wanted.

money, so I’m afraid we can’t eat out.

 coffee left. Would you like tea instead?

19

I ’m not sure exactly what’s in this pie, but I taste chicken and some sort of herb.

time I eat it, red spots appear on my face.

 the corner talking and ignoring the customers.

 like eating out, especially if someone else is paying! (Do not use ‘do’ in this sentence.)

restaurants near here that serve good vegetarian food?



the terrible

service.

my computer?

 wasn’t well-cooked. (Do not use ‘particularly’ in this sentence.)

is unhealthy, but not of it is bad for you.

 packet of biscuits the cupboard.

 no one was looking, then started putting the sweets into his pocket.

20 There’s an excellent Italian 21 It was restaurant a kilometre away from our house.

hot in the kitchen that I could hardly breathe.

22 The soup’s a bit tasteless, 23 I had £40 in cash on me, but  I’m afraid. Try putting salt in it.

160

it wasn’t to pay for the meal, so I had to use my credit card.

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What’s my phrase? Student B

✃

Student A

✃ The waiters were polite,

efficient and helpful.

There wasn’t a very big selection of

dishes on offer.

It is situated in the perfect spot,

right in the centre of town.

The street was dark and a little isolated, so

it wasn’t the easiest to find.

Everything was a little

overcooked for my liking.

The meat was tender and cooked

to perfection.

It was very reasonably

priced.

It was rather

overpriced.

I’d highly

recommend the pasta.

They couldn’t have been

friendlier.

It’s a great place for an affordable

meal out with friends.

The taste of the food was

authentically Italian.

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5C

161

6A

Listen carefully Students A and B Part 1 Situation 1 Speaker 1: So, what did you think? Speaker 2: Disappointed, I guess. There were a few good moments, and I thought that bit at the end with the dog was great. But to tell you the truth, I’m not really sure what was happening most of the time. Situation 2 Speaker 1: So, what did you think? Speaker 2: I wasn’t impressed. Nothing really happened, did it? And just when you thought something exciting would happen, the screen went blank, the credits rolled and the cinema lights went on! And that was it, you know? Situation 3 Speaker 1: So, what did you think? Speaker 2: Well, the first 70 minutes or so were great, but then nothing really happened after that. It was just people talking. Speaker 1: I know. I don’t understand why it didn’t just end when the man finally found the person he was looking for.

A Speaker 2: I agree. It certainly went on a bit, didn’t it? Speaker 1: Well, at least it had a happy ending. I love a happy ending. Speaker 2: Yes, I have to say, it made me smile. B Speaker 1: M  e neither. I mean, that long scene with the computer near the beginning of the film really confused me. And after that I couldn’t follow the story. Speaker 2: I guess we’ll have to read the book to find out. C Speaker 1: R  ight. I was longing for the woman with the red hair to do something dramatic. But all she did was talk! And I had real problems understanding her accent. Speaker 2: Yes, I’m not sure what the accent was supposed to be, but it was from nowhere I recognised.

Part 2 1 In their first situation, students C and D are talking about (a) … a photograph. (b) … a painting. (c) … a statue. 2 In their second situation, students C and D are talking about (a) … a photograph. (b) … a painting. (c) … a statue. 3 In their third situation, students C and D are talking about (a) … a photograph. (b) … a painting. (c) … a statue.

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Listen carefully (continued)

6A

Students C and D Part 1 Situation 1 Speaker 1: It’s great, isn’t it? Speaker 2: I’m not so sure. To be honest, I could have done a better job myself. And I’ve only got a cheap camera. Speaker 1: How? Situation 2 Speaker 1: It’s great, isn’t it? Speaker 2: Yes, it is. I wonder why it’s painted. Speaker 1: People used to do that hundreds of years ago. Situation 3 Speaker 1: It’s great, isn’t it? Speaker 2: I agree. I love the way the artist has just used different shades of blue and yellow. Who’s it supposed to be? Speaker 1: You mean the person in the picture? I don’t know. He’s standing next to a movie camera. That should be a clue.

A Speaker 2: But it’s only been painted on the front. If you go round to the back, it’s just plain stone. Speaker 1: Yes, that’s a bit strange. Still, I like it. Speaker 2: Me too. Go on, stand next to it, and I’ll take your photo. B Speaker 2: W  ell, I would have taken it with the sun behind me, for a start. This has been taken looking into the sun, so you can’t see any details. Speaker 1: That’s why I like it. It makes you study it more closely. You have to look closely to see if it’s a man or a woman, if it’s a real person or something made of wood or stone. C Speaker 2: There’s a description underneath. OK, it says it’s a portrait of film director Tom Carver by the artist Sara Walton. Speaker 1: Tom Carver? Oh, he’s the one who directed The Dreaming Statues, isn’t he?

Part 2 1

In their first situation, Students A and B (a) … thought the film was too long. (b) … didn’t understand the film. (c) … didn’t like the way the film ended. 2 In their second situation, Students A and B (a) … thought the film was too long. (b) … didn’t understand the film. (c) … didn’t like the way the film ended. 3 In their third situation, Students A and B (a) … thought the film was too long. (b) … didn’t understand the film. (c) … didn’t like the way the film ended.

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163

6B

164

Word formation round

✃ 1 My parents have always had a lot of in my abilities.

2 I really hope that I get that at work. I need a new challenge!

3 The city organised a festival with traditional music, art and dance.

4 Mary studied hard, so , she will get the grades she needs to get into university.

THERAPY

EXCESS

APPROVE

REAL

5 You have to be to be a true artist and have a lot of imagination.

6 Fred is a really person. He seems to be knowledgeable about everything!

7 He decided to do a experiment to test his theory.

8 In the end, our goals were . We just didn’t have enough time.

SCIENCE

CHOOSE

HOPE

DESTROY

9 The police need to collect more in relation to the crime.

10 The storm was . Many buildings were damaged.

11 There is nothing better than a wonderful massage when you are tired.

12 amounts of sugar is bad for your health.

BELIEVE

ACHIEVE

EVIDENT

INTELLECT

13 The film was great, but it didn’t reflect very well. It was quite unbelievable.

14 If you do well at school, you will have more career when you are older.

15 My brother is always asking for from my parents.

16 Thank you for your . You were extremely helpful.

PROMOTE

CREATE

GENEROUS

CULTURE

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First to 30

6C

Team A be  expect  finished  get  going  have  I  I’ll  I’m  it  leaves  make  meeting  might  our  rain  see  sitting  they’re  to  train  visit  will  you (2) (3) A: (1) B: Lucky you! Where are they performing?

(4)

my favourite rock group at the weekend.

A: I’m really hungry. I haven’t eaten a thing since this morning. B: OK, sit down and (5) (6) (7)

my friends for a meal after school.

A: This time next week, (10) (11) B: I bet you’ll be glad when they’re all over.

(12)

all my exams.

A: I hope the weather stays good for our picnic on Saturday. B: (13) (14) (15) (16) A: This time next week, (18) (19) B: Good for you. You really deserve a holiday.

(17)

(20)

on a beach in the south of Spain.

A: We ought to hurry. (21) (22) (23) B: Don’t worry. The station is only ten minutes’ walk away. A: Have you got any plans for the weekend? B: I’m not sure yet. (24) (25) A: Tim and Susan seem really happy together. B: Did you know (27) (28)

. It usually does at the weekend.

in half an hour.

(26)

the new art gallery on West Street.

(29)

(30)

married in the summer?

Team B

✃

A: (8) (9) B: Oh, can I come along too?

a sandwich.

arrive  be  doors  getting  going  have  he  help  I  I’ll  I’m  imagine  it  it’s  may  open  seeing  spent  study  the  to  will  you (2) (3) A: I’ve decided that (1) B: Good idea! You’ve always been good at languages.

(4)

A: I’m having real problems with my homework. B: Let me finish mine, then (5) (6)

French and German at university.

(7)

.

A: (8) (9) Jo and Mike at the weekend. B: When you do, please give them my best wishes. A: I hear you have a trip planned to London. It’s very expensive there, you know. B: I do. By the time I get back, (10) (11) (12) all my money. A: I’m worried about our English exam next week. B : Don’t worry. (13) (14) (15) A: Are you looking forward to your holiday? B: I certainly am! This time tomorrow (18) A: What time does the show begin? B: (21) (22) (23)

(16) (19)

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(20)

quite easy. on a plane to Turkey.

at 8 o’clock, so we should be there by 7.30.

A: Is Roger coming to the party tonight? B: Yes, but he’s got to get across the city, so (24) A: According to the weather forecast, (27) B: I’ll believe that when I see it!

(17)

(25) (28)

(26) (29)

a bit late. (30)

a lovely day tomorrow.

165

7A

It looks like … Student A

166

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It looks like … (continued)

7A

Student B

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167

7B

Collocation circles Part A business

tourist

1

weekend

2

coach round

sightseeing

domestic

camping

3

direct

4

shopping

long-distance

tourist

FOLD

Part B

168

1

2

excursion

trip

3

4

flight

expedition

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Grammar sale ✓ 

✕ 

?

7C

$

1 One of the things which I want to do is to buy a new car.

2 Mary’s house which she’s lived in since she was a child is the one with the big red door.

3 Thomas is the director to who you spoke last week.

4 I was talking to the people whose luggage had been lost and they were furious.

5 John still lives in the village where he was brought up.

6 Victoria is already in love with Michael, that she has known for only three months.

7 Reykjavik is a place that gets very cold and dark in the winter.

8 I went to school with the boy who he is sitting over there.

9 We stayed at the hotel which Laura recommended to us.

10 One reason where people like this restaurant is because of the great food.

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169

8A

Let’s report! Part A

accuse    advise    deny explain    invite    offer    persuade remind    suggest warn

FOLD

Part B 1 You took my pen without asking, didn’t you? Her sister accused pen without asking. 2 Do you all want to go to the cinema tonight? Maria invited to the cinema tonight. 3 Take a coat when you go to England. It’s freezing in November. They warned me in November, so I should take a coat. 4 If I were you, I’d see a doctor as soon as possible. Fredrick advised me as soon as possible. 5 How about eating out tonight? I can’t be bothered cooking. Mark suggested because he didn’t want to cook. 6 I didn’t tell anyone your secret! Angela denied about my secret. 7 Don’t forget to call Daniel as soon as you get home. They reminded me as soon as I got home. 8 I went home early because I felt terrible. She explained because he felt terrible. 9 I’ll cook dinner tonight, if you want. He offered to cook dinner tonight. 10 You really must watch the new Star Wars film – it’s excellent. Come on! Maureen persuaded the new Star Wars film.

170

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Right word crossword

8B

Students A and B Here are your sentences to read to Students C and D. 1 I’ve often heard people say that if you have knowing, you have power. 2 I don’t particularly like my job, but I think my employee pays me quite well. 3 I love playing the piano and would love to be a professional musical one day. 4 Tourist plays an important role in my town, but the current economic crisis means that we are getting far fewer visitors than normal. 5 I’ve always been interested in a career in journalist, and I would love to work for a national newspaper. 6 I’m afraid I find your behaving completely unacceptable! 7 On the whole, my pronunciation is quite good, but I have real difficult pronouncing words that begin with th.

✃ Students C and D Here are your sentences to read to Students A and B. 8 9 10 11 12 13 14

Over 20 people were interested in the job, but we felt that none of the application were suitable. A new industrial estate in the suburbs led to the creativity of over 600 new jobs. People attending an interview are requested to report to reception on their arriving. If you need to find accommodation, we suggest arranging a meeting with one of our student advice. Unless a teacher is present, you need to ask for permit to use the computer room. I would love to be an actor, but I lack the confident to perform in front of an audience. Represent from all the main departments held a meeting to discuss plans for the future of the company.

✃ 1 2

3

4

5 6 7

8

9

10

11

12

13

14

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171

8C

Who will get the job? Students A and B

✃ A for the position of regional sales manager. I attach my CV for your convenience and hope

you find it useful. I having been working in my current position as sales manager for Top Right Clothes since 2014. B I am in regular contact with the directors of the company and have an excellent relationship

with my superiors. I am a strong believer in continuous professional development. Since leaving university in 2010 with a degree in Business Management and Marketing, C from you soon.

Yours faithfully, Sarah McDonald. D Dear Sir or Madam, E to keep up-to-date with new ideas and concepts.

I am extremely interested in joining your team. I believe I can learn a great deal from working with you, while at the same time F bring my own experience and ideas to the table.

I am a sensible, reliable and professional person and take my work very seriously. I have the skills and experience to positively contribute to your company, and I would be grateful if you could consider my application. I would appreciate it if you could tell me when the interview process G I am writing with regards to the recent job vacancy advertised on your website and would like to apply H My role includes being responsible for a team of six people, overseeing their duties in sales, and organising sales projections for the upcoming period. I I have enjoyed taking various courses within my work environment. I also frequently attend management conferences J will start and if I need to keep certain dates free. If you require any further information, please do not hesitate to contact me. I look forward to hearing

172

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Who will get the job? (continued)

8C

Students C and D

✃ A I was really proud of that.

I’m definitely what you would call a friendly people person. My degree was in drama, by the way, but I worked in a clothes shop while studying, and loved chatting to customers. B (I have a lot of contacts because I’m from here).

At the moment, my job is mainly going to new shops and trying to persuade them C I hope to hear from you soon. Regards, Gabriel Timmons. D That’s how I knew sales was for me. I’ve read all about your company and E Dear Sir or Madam,

I saw in my local newspaper last week that you’re F just ask – it’s no problem at all.

I finished university in 2015 and have been working in sales ever since. I worked in my first job for one year, which was really good experience for me. I have now been with my current company, Clothes R Us, for two years. This summer I won the award for Sales Person of the Year because of my record with clients. G looking for a new regional sales manager, and I really think that I’d be great for the job. If you need any extra info from me, H I’m asking because I will need to take time off work – I’m always so busy!

Anyway, thanks and I I have done lots of research. I really think I could help you to build your sales in the local area J to sell our products. I believe that’s more or less what the role with you would be too, just with a team behind me. When will the interviews start?

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173

9A

There’s no chance

✃

174

You will be able to download your brain into a computer and live forever.

Almost everyone will live in cities.

We won’t use normal cars and buses anymore because we’ll be flying everywhere.

Jobs will be difficult to find as robots will be doing most physical work.

Global warming will start to slow down because we will have started to use alternative, clean energy.

There will be no borders between countries.

Physical schools will not exist anymore because all ­education will be online.

Many of the animals we know will have become extinct.

There will be hardly any crime.

The majority of our friends will be people we only communicate with online.

There will be people living on Mars.

Money won’t exist.

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Completely conditional

9B

Team A Here are your sentences to read to Team B: 1 2 3 4 5 6

I want to go to the beach at the weekend, but it depends on the weather. I hope to go to the USA next year, but my parents might not let me. I would like to buy a new computer, but I don’t have enough money. I want to travel around the world, but I don’t have enough time or money. I went to bed late last night, and as a result I didn’t wake up on time this morning. I went for a walk in the rain last week, and as a result I caught a cold.

Answer/score card 3 points: You are very sure your answer is grammatically correct. 2 points: You are quite sure your answer is grammatically correct. 1 point: You are not very sure your answer is correct. Sentence number

Your conditional sentences

Points risked

Total points

Points risked

Total points

1 2 3 4 5 6

✃ Team B Here are your sentences to read to Team A: 1 2 3 4 5 6

I wanted to ask Peter for some advice about language courses, but I didn’t see him. I decided to walk to school instead of taking the bus, and as a result I was late. I want to become a famous actor, but I’m not very confident. I would like a cat, but my parents don’t like having animals in the house. I want to go to the cinema tonight, but it depends on the amount of homework I have. I plan to do a painting course at my local college, but there might not be any free places.

Answer/score card 3 points: You are very sure your answer is grammatically correct. 2 points: You are quite sure your answer is grammatically correct. 1 point: You are not very sure your answer is correct. Sentence number

Your conditional sentences

1 2 3 4 5 6

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175

9C

What I meant was … Phrases

✃

Do you mean …?

I’m sorry, did you say …?

So, what you’re saying is …?

OK, let me see …

Well, it’s difficult to say, of course, but …

As far as I know, …

I mean …

What I meant was …

What I’m trying to say is …

Would you say that you are a superstitious person?

Many people want to become famous these days. Why do you think that is?

Is it important to enjoy a job or do you think it’s enough to be paid well?

How important is it to have ambitions in life?

Some people say we don’t spend enough time talking to each other these days. What do you think?

What do you think is the biggest advantage of having a large family?

Questions

✃

176

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Best friends 10A

✃ 1 My best friend and I go back a long time. We’ve known each other since primary school, in fact. It’s strange that we’re such good friends, because we’re very different in so many ways. I’m a quiet person and I’m not always easily motivated, but my friend is one of those people who’s always working hard to improve – once he decides on a goal, there’s no doubt he’ll achieve it. I guess the thing that makes us such good friends is that we’ve done a lot together over the years. And while we spend a lot of time talking about the good times we’ve had together in the past, we also talk a lot about the things we want to do in the future.

2 If you asked me what I like about my best friend, it would be very difficult to give you an answer. My friend always knows what she wants and always wants to get her own way. Sometimes this leads to arguments, but mostly we’re fine together. I suppose the reason is that we feel comfortable in each other’s company, but, honestly, she can be so stubborn and opinionated sometimes. I can never convince her to change her mind about anything.

3 I think the thing I like about my best friend is that we share one common feature – people are really important to us. We may be different in many other ways, but both of us always put our family and friends first. If you need a hand with something, my friend is the person to call, as she always goes out of her way to help. She’s a very special person.

4 I never really expected my best friend to become my best friend. In fact, for years we didn’t even like each other very much. While I’m a pretty laid-back person, he will get angry at the smallest thing. He argues most with his mum and dad, and sometimes it can be embarrassing when I’m at his house. His mum only has to say one thing to him that he doesn’t like and he gets upset immediately! He’s never like that with me though, luckily.

5 People like each other for different reasons, don’t they? Sometimes it’s because they both find the same things funny, or perhaps it’s because they’ve done a lot of the same things, so you can relate to them a lot. In the case of my best friend and I, I think we get on so well because we like doing the same things, and we have a similar view of the world. For example, we’re both concerned about the environment, we’re both vegetarians and we’re both keen on old films.

6 Whenever I’m with my best friend, I feel completely at peace. He’s such a relaxed that no one ever has any problems with him, and I love that. When we get together, we never argue. I can’t imagine anyone every arguing with him because he’s so nice! He’s really quiet, which is great because I’m not really into chatty people. We get on really well.

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177

10A Best friends (continued) Activity Sheet Part 1 Complete the sentences by writing the name of the speaker and the correct adjective used to describe his/her best friend. There are two words that you do not need.

kind-hearted single-minded level-headed like-minded even-tempered  mild-mannered quick-tempered strong-willed

1

describes his/her best friend as being

2

describes his/her best friend as being

3

describes his/her best friend as being

4

describes his/her best friend as being

5

describes his/her best friend as being

6

describes his/her best friend as being

Part 2 Now look at the expressions you wrote in sentences 1–6, and write down the letters indicated below (note that if your expression includes a hyphen ( - ), you should not count this as a letter).

Sentence 1: write the 1st, 2nd and 7th letters of the word. Sentence 2: write the 8th and 5th letters of the word. Sentence 3: write the 7th, 8th, 2nd and 3rd letters of the word. Sentence 4: write the 6th, 7th, 11th letters of the word. Sentence 5: write the 4th letter of the word. Sentence 2: (again) write the 1st, 2nd and 1st (again) letters of the word. Finally, write the letters above in the sentence below in the same order to reveal a hidden expression.

The reason why I get on with my best friend is that we both have

178

.

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Finish the sentence 10B

I’ll tell you a secret as long as

FOLD

I should get some rest. Otherwise

FOLD

I don’t know whether or not

FOLD

I will definitely go out on the weekend unless

FOLD

Provided that I work hard

FOLD

I’m going to have some chocolate even if

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179

10C Rejected words

✃

180

1 The man who sells newspapers in the town square is very friendly.

2 This is just another website which claims to find customers the best deals.

3 My uncle has a long beard which reaches down to his chest.

4 My father grows wonderful strawberries which burst with flavour.

5 He was angry with me because I had left without him.

6 We live in a world which is ­obsessed with celebrity.

7 I have a sword which is believed to have been used by Napoleon.

8 I broke my arm while I was ­playing football last Saturday.

9 He told us about a lost city which had been discovered by explorers in the 18th century.

10 When I was walking to work yesterday, I saw something very strange.

11 For my birthday she gave me a cake which had been baked by her mother.

12 I had a part-time job last ­summer in which I took people on guided tours of my town.

13 There weren’t enough sandwiches for everyone to have one each, which meant we had to share.

14 While I was driving into town the other day, I saw a boy who was standing in the middle of the road.

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Party on 11A Part 1 If he (invite) me, I (probably / go). If I (not / had) so much of it, I (not/have) such a sore stomach this morning. I (go) if I (like) seafood. I (not/go) if I (know) how bored I was going to be. It (be) cheaper if I (do) it all myself. If I (ask) them to throw me a big party, I wonder if they (agree). If we (have) one illegally, we (probably get) into trouble. However, if it (rain), we (have to) do something else. I (go) if we (be allowed) to bring a guest. If I (spend) more time talking instead, I (not/be) in such pain this morning. I (be) much happier if they (organised) a meal out with my friends. I (see) my friend Rob if I (stay) a bit longer. I (go) if I (like) parties, but I don’t, so I didn’t. If I (leave) earlier, I (not/be) so tired this morning.

✃ Part 2 1 I stayed at the party until 2 o’clock this morning. I really don’t know how I’m going to stay awake in class.

2 I didn’t know many people at the party, so I left early. Apparently he turned up a few minutes after I had gone.

3 My friends Jo and Tim had a party last night. Instead, I stayed at home and watched television.

4 Alice had a dinner party last night in which every course she served was fish. Unfortunately, I get terribly ill if I eat it.

5 The food at the party last night was absolutely delicious. I don’t think I’ll be able to eat anything today.

6 I’m thinking of asking a local restaurant to prepare the food for my party at the weekend. Unfortunately, I’m not very good in the kitchen.

7 I danced for hours at the party last night. feet and legs are absolutely killing me!

8 My parents say they’ve planned a party for my next birthday. A picnic at the beach would also have been quite nice.

9 Mike is having a party tonight. like more than a good party.

My

There’s nothing I

10 At the end of the term, the school is going to hold a big party for all the students. However, I’m pretty sure the invitation will say ‘school students only’.

11 My parents have asked me what I’d like to do on my birthday. They might not want a lot of ­strangers in their house.

12 My friends and I have planned a big beach party at the weekend. The weather at this time of year can be so unpredictable.

13 There’s a big sign on the beach that says ‘No parties’. I really don’t want to spend my evening at the police station!

14 The party I went to last night was absolutely terrible. There was no food, no music, no dancing, and everyone just talked about their jobs!

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181

11B Prefix crossword Student A 3

4

p

r

e

p

a

y 6

5

1

o v

7

8

m

e

i

r 9

s 10

j

s

u

p

e

r

s

t

a

r

s e

11

u

e

d g 2

e

m

12

p

r

e 13

h

✃

v

i

e

w

y

p

e

r

a

c

t

i

i

s

b

e

h

a

v

e

o

o

k

s

u

p

e

r

n

a

t

e

r

e

s

t

a

t

e

v

e

Student B 1

o v e r c h a r 3

g 4

e

h y p

5

7

8

i

n

t

e

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Just supposing 11C Part A

✃

  1 If only I hadn’t been so rude to my teacher yesterday.   2 I feel as though I’ve just eaten enough food for ten.   3 Suppose mobile phones hadn’t been invented.   4 If only I had enough money to buy some new clothes.   5 I wish my friends would visit me more often.   6 I’d rather you didn’t play your music so loud.   7 Suppose we all refused to obey the school rules.   8 I wish I didn’t have so much work to do this weekend.   9 I’d rather stay at home than go out tonight. 10 It’s time we all did more to help the environment.

✃ Part B   1  my only I rude hadn’t yesterday been If so to teacher        2  feel I as though I’ve just for enough ten eaten food

 

       3  phones hadn’t mobile invented Suppose been

 

       4  I had clothes some enough If to money buy new only

 

       5  friends wish visit my more would often I me

 

       6  didn’t I’d play rather music loud you your so

 

       7  school refused we all rules to Suppose the obey

 

       8  work wish I didn’t I so weekend much to have do this

 

      9  at tonight rather I’d than go stay out home      10  we all environment more It’s to time the help did     

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183

12A What’s the job? must   needn’t not be allowed to   have to   can’t need to   mustn’t not have to

Job

Clue

✃ Jobs

✃ 184

police officer

pilot

chef

model

hairdresser

hotel receptionist

writer

athlete

shop manager

vet

fashion designer

teacher

doctor

rock star

taxi driver

journalist

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I’m the teacher, you’re the student

12B

Student A I am the student

I am the teacher

1 His acting career really took after he had made his first film.

A I must sort out my files – they’re in a terrible mess.

2 I used to like coffee, but I’ve gone it recently.

B I need a holiday. I really need to get away for a week or two.

3 My father travels all the world selling medical equipment.

C I’ve always been interested in history.

4 My leg injury prevented me taking part in the race.

D I have some good news – we’ve been told we can go ahead with the project.

5 I’m sorry I forgot your birthday, but I promise to make for it.

E She was a creative young artist with the world at her feet.

6 When I was clearing out the house, I came a box of old photos.

F You’re always complaining about the food in the college canteen.

7 I have always looked to my older brother.

G I didn’t want to get involved in the argument, but unfortunately I did.

8 When I left my country to work in Australia, all my friends came to the airport to see me.

H This place is a mess. What’s been going on?

9 My brother is also my best friend. He means the world me.

I I don’t mind snakes, but I’m frightened of spiders.

10 We were only expecting about 20 people, but over 50 turned.

J Like many other people, I worry about the state of the environment.

✃ Student B I am the student

I am the teacher

A I must sort out my files – they’re in a terrible mess.

1 His acting career really took after he had made his first film.

B I need a holiday. I really need to get away for a week or two.

2 I used to like coffee, but I’ve gone it recently.

C I’ve always been interested in history.

3 My father travels all the world selling medical equipment.

D I have some good news – we’ve been told we can go ahead with the project.

4 My leg injury prevented me taking part in the race.

E She was a creative young artist with the world at her feet.

5 I’m sorry I forgot your birthday, but I promise to make for it.

F You’re always complaining about the food in the college canteen.

6 When I was clearing out the house, I came a box of old photos.

G I didn’t want to get involved in the argument, but unfortunately i did.

7 I have always looked to my older brother.

H This place is a mess. What’s been going on?

8 When I left my country to work in Australia, all my friends came to the airport to see me.

I I don’t mind snakes, but I’m frightened of spiders.

9 My brother is also my best friend. He means the world me.

J Like many other people, I worry the state of the environment.

10 We were only expecting about 20 people, but over 50 turned up.

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12C What are you organising? Students A and B To do list

To do list I’m getting married!

I’m having a birthday party!

• I need to have my nails done.

•

•

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•

•

•

•

To do list I’m selling my house. • • • •

✃ Students C and D

To do list

To do list I’m moving abroad.

I’m having a baby!

•

• I need to have the bedroom painted.

•

•

•

•

•

•

To do list I’m going to be interviewed on TV next week! • • • •

186

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