Language to go int teachers resource book 1

Contents
Contentsmap of Students'Book

4-5

Introduction

6-7

A few ideasfor classroomprocedures

8-9

The Languageto go authors i

10

Languageto go and EFLexams

11

Phonemicsymbols

12

Teachingnotes
Photocopiable
activities

13-53

" 55-135

Photocopiable
tests

136-143

Testsanswer key

144-145

Photocopiable
writingbank

146-152


Contents
mapof Students'
Book

to go:

bularyand
and liste
: Present
tdlking:

L a n g u a g et o g o :
Vocabularyand

Reading: 100 days a-t
Grammar: Second
Get talking: How

wilh yet, already;'.:,
your life


L r s t e n r n g :A t e l e p h o n ec o n v e f s a t t o n
V o c a b u l a r y 2 : P h r a s a vl e r b s a b o u t t e l e p h o n i n g
G e t t a l k i n g : r o l e p l a y :O n t h e p h o n e

Vocabulary
2: Phrasal
ve'bsaboutillness
Gettalking:roleplay:
A visitto the doctor

';1;t:tat:?aitaltit

L a n g u a g e t o g o : C o m p a r i n ga l t i t u d e s
V o c a . b u l a r ya n d s p e a k i n g : E x p r e s s i o n sw i t h t i m e
Reading: Long-distancecomm uter
G r a m m a r : w a y s t o e x p r e s sc o n t r a s t i n gi d e a s
G e t t a l k i n g a n d w r i t i n g : A t t i t u d e st o w o r k a n d t i m e

Speaking and vocabulary: Happiness
L i s t e n i n g : S u r v e ya b o u t h a p p i n e s s
F u n c t i o n : P o l i t eq u e s t i o n s
G e t t a l k i n g : P e r s o n a li s s u e s

lntroduction
About Languageto go
Manyadultstudentsof Englishhavea limitedamount
of time for theirstudies.Theymay requireEnglishfor
both professional
and socialreasons,and are also
awarethat they'relikelyto use it in a numberof
international
situations.
Thev needto ensurethat the
time they spendon theirEnglishlearningis highly
focusedand goaloriented.Theyneedto be ableto
achievecertaintasksand to leavea language
class,
sometimesaftera busyand tiringday of workingor
studying,with a bite-sizedchunkof Languageto go
and a senseof 'Yes,I can do that - anvwherein the
w o r l d ,i n E n g l i s h ! '
Languageto gois a shortcoursefor this kindof adult
student.Our underlying
principleis that students
startthe classwith an objectivedefinedin terms of a
realisticoutcome,and finishwith the language
they
needto achieveit. So here'sa quickoverviewof
what the coursecontatns:
r Fourlevels:Elementary,
Pre-lntermediate,

Intermediate
and Upoerlntermediate.
Eachlevel
has40 teachinglessons,and eachlessonnas
been carefullv
writtenso that it takesaround60
minutesin the classroom,
o A Practicesection,a Grammarreferenceand the
recording
scriptsat the backof the Students'Book.
r A detachable
Phrasebook
in the Students'Book.
o A classcassetteor CD with the listeningmaterial.
. ThisTeacher'sResourceBook,containinga
guideto everylesson(including
step-by-step
answerkeys),photocopiable
activities,
photocopiable
testsanda writingbank.
. The Languagefo go website (www.language-togo.com).

Language
to go - a closerlook
Students' Book
Content
Eachteachinglessonis designedto last60 minutes
and is containedon two facingpages,which
reinforces

visuallythe relationship
betweenthe
Students'Booklessonand the classroomlesson.
It focuseson a finalactivity,by presenting
and
practising
the languagerequiredand then inviting
studentsto performthe activityat the end of the
lesson.The lessonbeginswith a presentation
of the
vocabularyneededfor the final activity,then

continueswith readingor listeningmaterialwhich
presentsthe targetstructure(s)
in a meaningful
context.This is followedby some inductivegrammar
work, focusingon the meaningand the form of the
structure,and by some practiceexercises.
Students
shouldnow be equippedto do the finalactivityin the
Get talkingsectionat the end of the lesson,which is
sometimesaccompaniedby a Get writingsection.
fhe Languageto go is exemplifiedin an easily
memoriseddialoguein the bottomcornerof each
pageand actsas the focusand goalof
right-hand
the lesson.
Motivation
is at the coreof successful
learningrn

general,and language
learningin particular;
we have
thereforetakengreatcareto choosetopicsand texts
whichwill stimulatethe studentintellectually
as well
as linguistically.
Muchof the materialhasbeen
chosenso that it reflectsthe international
communitv
of Englishusers,as nativeor non-native
speaKers.
We havetriedto use as manvinternational
conrexrs
as possible,sincewe're awarethat our studentswill
use theirnewlyacquiredlinguistic
competencenot
just in theirown countryor in an English-speaking
one,but all aroundthe worro.
C y c l i c a sl y l l a b u s
The coursedesignof Pre-lntermediate,
Intermediate
andUpperIntermediate
is basedon a cyclicalsyllabus,
in whichdifferentaspectsof language,
suchas
tenses,modals,vocabulary
or functions,
are
presented

severaltimes in the samelevel.The
advantage
of this approach
is that the structures
can
be naturallyrevised,recycledand consolidated
on a
regularandfrequentbasis.lt alsoallowsschoorsano
insiituteswith a systemof continuous
enrolmentto
ensurethat studentswho arrivelaterin the course
are not disadvantaged
by missingout on lessons
whichhavealreadydealtwith key structures.
At Elementary
level,we havenot useda cyclical
syllabus,
as it does not meet the needsof
Elementary
students,for whom a specificsequence
of acquiringlanguageis more useful.lt is alsotrue
that this levellendsitselflesswell to courseswith
continuousenrolment.
The principal
syllabusesin the courseare Grammar
and Vocabulary.
The approachto grammaris largely
one of guideddiscoveryin which the studentsare
presentedwith examplesof the target structureand
then invitedto work out the rulesrelatinqto form

and meaning.Much of the vocabulary
is presentedin
chunksas well as individual
words,to reflectthe way
we use Englishin reallife.
Sk i l l s
The skillsof reading,listening,
writingand speaking
are all practised.
Speakingis at the coreof the
philosophyof Languageto go, and is the skill most
often practised,both in the Get talkingsectionsand
in the pairand groupwork activities.
The reaciing
and
listeningmaterialincludesexamplesof Englishwhich
may be beyondthe immediatelevelof students,but
is treatedin a way which preparesthem for dealing
with it in a real-life
context.Writingis deliberately
not
practisedextensively,
sincewe feel that it is a skill
which can be more usefullydevelopedoutsidethe
classroom,
allowingthe interactive
opportunities
of

the classroomto be exoloitedto their maximumon a
shortcourse.However,severallessonsalsoinclude
a Get writingactivity,and furtherguidanceis given in
the Writingbankin this book.

a phonemicchart;
step-by-step
Teaching
notesfor eachlessonincluding
answer Keys;
photocopiable
activities;
o photocopiable
Testswith answer key;
. photocopiable
Writingbank.
a
a

Photocopi abl e activities
Teachers
who havemorethan60 minutes'classtime
available
may wish to providefurtherskillspractice,
so
we haveprovidedsome extramaterial.Thereare 40
extraactivities,eachone corresponding
to a Students'
Booklesson,whichare designedto be photocopied
and

distributedto the students.Eachactivitywill providea
furthertwentyto 30 minutes'practiceof the language
taughtin the lesson.The teachingnotesoppositeeach
photocopiable
activityare for your reference,providinga
guideto how the activityshouldbe organised
and
answerkeyswhere relevant.

Photocopiable tesfs and answer keys
Theseare to be u-sedto checkon the students'
Pronunciationis dealtwith whereverit is appropriate progressat regularintervalsduringthe course.
to the grammaror the vocabulary
Therearefour for eachlevel,and they focuson the
syllabusstrands,
focusingon stressin words,stressin sentencesand
vocabulary
and grammarcoveredin everyten lessons.
tntonation
patternsratherthan individual
phonemes.
So the idealtime to do thesetestswill be wnen vou
h a v ef i n i s h e dL e s s o n s1 0 ,2 0 , 3 0 a n d4 0 .
A d d i t i o n a lm a t e r i a l
The Practicesection providesfurther exercisesto
Photocopiable writing bank
consolidate
the language
Thiscan be usedat any pointin the coursewhen you
taughtin the main lesson.

Forteacherswho haveclasseslastinglongerthan 60
think it appropriate
for students'needs,or to help
minutes;it can be used in class,eitherafterthe
guidethem with a particularGet writingactivity.
Practiceexercisesor at the end of the main lesson.
The Language to go website
The exercisesin the Practicesectioncan also be set
By clickingonto www.language-to-go.com,
you will find
for homeworkand have been written so that
materialof interestto both studentsand teachers,
studentscan work on them alone.
practiceexercises
including
furtherinteractive
for each
The Grammar referenceis designedto be a more
lesson.
descriptive
explanation
of the grammarpoints
gois an excitingand innovative
Language-to
courseof
coveredin the mainteachinolesson.
internatiohal
English.lt combinesthe basic
Phrasebook
requirements

of a tightlyfocusedand minimalistshort
Thisis a reformulation
of someof the language
taught coursewith the wealthof materialsappropriate
to the
n the course,as well as a reminderof otherrelevant
learning'potential
of adultsin the 21st century.
,,vordsand expressions
which are appropriate
to the
It containstopicsand texts designedto motivateadult
evel,and presentedin a familiarphrasebook
style.
studentswith socialand professional
reasonsfor
,Atraditionalphrasebook,
with its list of usefulwords
learningEnglish.lt has beenwrittenwith a mixtureof
and expressions,
passionand pedagogical
is at the coreof the conceptof
enthusiasm,
rigourby a team
Languageto go; in otherwords, languagewhich is
of talentedauthors,and producedby editors,designers,
organised
and can be readilyaccessedwhen required researchers
and manyotherswith much loveand care.
ln real-life

situations.
So, now it's over to you wilh Languageto go. We hope
you and your studentsenjoyit.
Teacher's Resource Book
Thisbookcontains:
SimonGreenall
. a lesson-by-lesson
contentsmap;
SeriesEditor
a this introduction,
with an overviewof the course;
a sometips on how to makethe most of the material;
a a personal
statementfrom the authors;
a how Languageto go linkswith
external
examinations;


A few ideasfor classroom
procedures
Personalisation
Most adultstudentsof Englisharewillingto trust
theirteachersbecausethey believeeverything
they
do is in theirbest interests.But now and then.they
must askthemselves,'Why am I doingthis?How is
this relevantto me?' When this happens,both
studentand teacherare facedwith a ootential
challenge

to their motivation.
Personalisation
allowsstudentsto relatematerialto
their own world. lt is thereforea key factor in
maintaining
their motivation,
especial
ly during
challenging
activitieslike roleplays.
The teacherhas
to makesurethe studentunderstands
how an
activityrelatesto their language-learning
needs.
Everyactivityin Languageto go is designedto allow
maximumpersonalisation
for students.The lessons
are all constructedarounda final activity,and these
activities
will usuallyprovidean opportunity
for them
to adaptthe languagebeingusedto theirown
circumstances.
For example,duringthe presentation
of a new topic,there is usuallyan appealto the
studentto thinkabouthow muchthey might know
aboutit. On otheroccasions,
theremav be an
invitation

to use the targetvocabulary
or grammarin
sentenceswhich are relevantto the student.
lf you feel that personalisation
mightbe lackingat
any stage,for example,after a vocabularyexercise,
you couldsuggestthat studentschoosefour or five
words which they thinkmight be usefulto them,
or which look likewords in their language.
or which
soundnice,or which they can placein categories
of
their own choice.After a grammaractivity,
encouragestudentsto write a coupleof sentences
aboutthemselvesusingthe target structure.
You don't need to correctthese extraactivities,
althoughyou may want to ask them to sharetheir
answerswith the rest of the class.In this way,
personalisation
can havetwo purposes:
to consolidate
the learningprocessand to make
what they'redoingrelevantto themselves,
Vocabulary
The words and expressions
which form the focusof
the Vocabulary
sectionsare thosewhich we thinkare
importantat this level.Most lessonsonlycontain
betweeneightand ten itemsfor productivelearning

(thatis, words which the studentshouldbe ableto
use in spokenor written work, and not words which
they are ableto recognise).
Many of the vocabulary
itemsare groupedin topics;
othersare groupedaccording
to some of the rules
behindword formationor collocation
in Enqlish.

Encouragestudentsto keep a vocabularylist
containing
all the itemswhrchthey havelearnt.
Tryto ensurethat the list categorisesthe words in
differentways, in orderto consolidate
the learning
process.
When studentsask for helpin understanding
words,
try not to explaintoo manyimmediately,
but ask
them to helpeachother,or to use dictionaries
if
they'reavailable
in the classroom.Rememberalso
that explaining
new words may buildtheir
vocabulary,
but it may not developtheirabilityto
work out the meaningof words in readingand

listeningactivities.
Speaking,
Thereare manyopportunities
for speakingpracticein
Languageto go. Firstly,there are many pair and
groupwork activitiesbasedon a reading,listening,
grammaror vocabulary
task.Secondly,
thereare
some lessonswhich focuson functionallanguage
where thereis a clearmodelof the language
to be
used.Thirdlv,most of the finalactivitiesin the lesson
(Get talkinglare opportunitiesto practisespeaking.
Rememberto aim for a balancebetweenaccuracy
and fluency;not everyactivityneedsyour closeand
carefulcorrectionof errors.
Listening
The listeningmaterialcontainsexamplesof
everyday,naturalspokenEnglish.Studentsmay be
worried by the speed of delivery,thinkingthat it's too
fasb,so reassurethem that this is alsoquitenormal
in r6allife,and that the classroomis the best olace
to be exposedto this type of naturallanguage.They
don't need to speakas fast themselves,but they do
ndbdpracticein understanding
authenticspoken
English.
guidelines
The following

shouldhelpthem:
. Encourage
studentsto focuson the main ideasof
the listeningpassageand not get distractedby
words they don't understand.
The mainactivity
will usuallyhelpthem to do this.
o Help them to interpretcluesfrom the context
(situation,
tone of voiceetc.).Thiswill usually
enablethem to understand
a greatdealmore than
the words will convev.
. Playthe recordinga coupleof times (morethan
this will startto compromisetheir motivation),
even if the instructions
only suggestonce.
. Try not to playthe recordingand stop after every
phrase,as this will not givethem the important
practicein listeningto the discourseof spoken
English.


I
I

;
I

Writing

Writingis usuallysuggestedin the Gef writing
sectionsas a way of showingthat studentshave
masteredthe language
which hasbeenfocusedon in
the lesson.Thevareall meantto be classroom
versionsof situations
they may encounteroutsidethe
classroom- letters,e-mails,exam-styleessaysetc.
The Writingbankin this Teacher'sResourceBook
providesphotocopiable
modelsof thesewriting
genreswith accompanying
suggestions
on how to
exploitthem in class
Encouragestudentsto practisea form of process
writing:ask them to write down as much as they can
withoutworryingtoo much aboutbeingaccurate.
Thenask them to rereadwhat theVhavewritten,or
maybeeven show it to a partner.Encouragethem to
be criticaland to revisetheirwork if necessarv.
Then
askthem to write a finalversionwhich incorporates
extraideasand all theircorrections.
Rememberthat
writingcan be an exercisein fluencyas well as
accuracv.

focuseson fluencyuntilafterit's over;on the other
hand,it may be best to correctstudentsin an activity

which focuseson accuracyas they do it. Lookat
eachactivityin turn,decidewhat its aim is ano
choosethe best strategy.
Rememberthat less-confident
studentswill need
more encouragement
than others,and your
correctionmay compromisetheirmotivation.
Youmay alsodecideyou onlywant to indicatethe
studenthas made an error ratherthan correctit
yourself.Thinkcarefullyaboutyour attitudeto error
correction,
and shareyour opinionswith the whole

Jigsaw reading
Some activitiesinvolvea techniqueknown as jigsaw
reading.This involvesstudentsworking in pairs.
The first instruction
will be to work separately
on a
readingpassage.
with separatebut complementary
tasksto perform.This usuallyinvolvesthernturning
to a specifiedtext or activity in the lnformationfor
pair and group work section at the back of the
Reading
Students'Book.The secondinstruction
will be to
Much of the readingmaterialinvolveswords which
work togetherand to sharethe information

they have
studentsmay not havecome across,just likein real
gatheredfrom the separatetasks.
life.Many of the accompanying
activitiesare
Thistechniqueis at the very heartof communicative
designedbothto supporttheirgeneralunderstanding language
gap
teaching,as it involvesan information
(StudentA knowssomethingthat StudentB doesn't,
of the passageas they readit, and to checktheir
comprehension
afterwards.
and viceversa)and a meaningfulexchangeof
Try not to answerquestionsabout difficultwords,
informationduringthe secondstageof the activity,
but instead,encourage
studentsto work out the
where the studentstell eachotherwhat they have
meaningfor themselves.
learnt.
Makesurethat studentsreadthe passageonce,
As longas the studentsunderstand
the instructions,
perhapsat the end of the lesson,just to enjoyit, to
it's best for the teachersimplyto signalthe start of
respondwith naturalinterestto it and withouthaving the two stagesof the activity,and listenas the
to answerdifficultouestionsl
pairs/groups
performit. You can finishthe activity

sequencewith groupfeedbackto checkthe answers
Roleplays
are correct.
The roleplays
are presentedas a furtheropportunity
"
for studentsto practisespeaking.Somestudents
Pronunciation
enjoyroleplays,
especially
in a foreignlanguage.
Pronunciation
work in Languagefo go focusesmore
Othersfind they makeenormousdemandson their
on word..End
sentencestressand intonationpatterns
phonemes.Thereare several
imagination.
Forthis reason,we havetriedto provide than on individual
suitablesupportinto the roleplays,
so that less
techniquesyou can use:
. Drillingcan be individualor choralrepetitionof a
imaginative
or creativestudentsdon'tfeel under
pressureto come up with all the ideasthemselves.
word or a sentence.Choralreoetitionwith the
Go roundthe pairsor groupsas they are doingthe
whole classis a way of buildingup students'
roleplays,

listeningbut not interrupting,
unlessthey
confidencein pronouncing
strangewords or new
want helpin what they needto do.
sentences.
. Backchaimng
Tryto avoidcorrectingstudentsas they are doing
involvesthe repetitionof different
partsof a sentence,often startingat the end, and
theirroleplays,
but makea note of majormistakes,
if you wish, and discussthem with the whole class
gradually
addingpartsuntilyou havereconstituted
at the end of the lesson,
the whole sentence.
. Word linkingfocuseson the fact that when you
Error correction
say words in connectedspeech,the individual
It'sa good ideato thinkaboutwhat and when you
phonemeswhich makeup the word may change.
correctbeforethe lessonbegins.Make this decision
Saythe words separately,
then say them in
partof your lessonplan.
connectedspeechand emphasisethe way in
It's best to avoidcorrectionduringan activitywhich
which thev sounddifferent.

The Languageto go authors
A r a m i n t aC r a c ea n d R o b i nW i l e m a n
Araminta(Minty)and Robinlivein NorthLondonwith theirtwo young
daughters,
Petraand Lola.Robin'sgrown-upchildren(Matildaand tripletsJoe,
Tim and Georgia)
live nearby.
Mintyworks full time from home as a freelancewriterof English-teaching
materials.
She hastaughtin Brazil,Egypt,Portugaland Spain.She alsoworked
for manyyearsas a teachertrainerat lnternational
House,London.Robinis
basedat International
House,London,as a teachertrainerHis professional
experience
hastakenhim to Argentina,Brazil,Ecuador,
Georgia,lndonesia,
ltaly,
Poland,Russia,Ukraine,
Vietnamand manyothercountrieslHe frequently
travelsabroadas an assessorof schoolsand trarningcourses.
Araminta Crace

R o b i nW i l e m a n

We believe that Language to go is ...
fast: our aim is that studentsget useablelanguage
fast.The clearcontextsand
realisticpracticemeanthat languagecan be learntquickly.At the end of each

lesson,we hopestudentswill feel confidentaboutusingthe language
they
have learntboth insrdeand outsidethe classroom.
stimulating:We believethat both teachersand studentswill be genuinely
interestedin the material.The book is dividedinto40 separatelessons.each
with a differentand (hopefully)
engagingtopic.Acrossthe four levels,this
meansthereare 160 differentangles.Thereis a rangeof real-life
scenarios
which are original,up-to-date
and international.
user-friendly:
we havestructuredeachlessonvery carefullyto aid both new
and more experienced
teachers.Thereshouldbe littleneedto 'cut and paste'eachstageflows logically
to the next.Lessonswhich can almostteach
themselvesshouldsavevaluableplanningtime and giveboth teachersand
studentsconfidencein the classroom.
flexible:The ideaof the courseis that it is bothcompactand expandable.
compactbecauseeachlessonis teachablein one hour.Expandable
becauseof
the Practicesection,the Photocopiable
activities,
the extraideasin the Teaching
Notes,as well as the website.This 'shrink-stretch'
featuremeansthe bookis
suitablefor a wide varietyof coursetypesandwill caterfor a wide rangeof
studentneeds.
balanced:Withineachlesson,there is vocabulary,
grammar,receptiveand

productive
skills.Thereare controlledand freerpracticeactivitiesand lots of
opportunities
for studentsto speak.
international:We thinkthe lessonshavea broadappealto studentsfrom manv
backgrounds
and with variedinterests.
Thevprovidethe basisfor
communicating
confidentlyin manysituationsinternationallv.
we very much enjoyedhavingthe opportunity
to write this bookas partof the
seriesand we reallyappreciate
the careand hardwork of all those involvedin
the process.We hopeyou enjoyusingit.

10


to go and EFLexams
Thetablebelowshows generalequivalences
between
the four levelsof Languageto go andtwo well-known
international
examination
boards,UCLES(University
of
Cambridge
LocalExaminations
Syndicate)

andTrinity
College,
in termsof the language
taughtandthe topics
coveredin the four books.

Forfurtherinformation,
contact:

UCLES
English
a s a F o r e i g nL a n g u a g e
"l HillsRoad
Cambridge
C B 12 E U
While Languageto go is not an examination
preparation UnitedKingdom
fet +44 (0) 1223553355
course,a studentwho has,for example,completed
the
Fax:+44 (0) 1223 460278
Elementary
levelwouldhavesufficientlanguage
to
E-mail
:
attemptUCLESKET,and starta preparation
coursefor
www.uctes.org.uK
UCLESPET.Examination

trainingis required
for all EFL
TrinityCollege
examinations,
andwe wouldstronglyadvisestudents
89 AlbertEmbankment
to followan examination
preparation
course.But you
will findthat someof the exercises
in the Students'
Booklessons,
the Practice
sectionandthe
photocopiable
Testsaresimilarin formatto thosefound
rn EFLpublicexaminations.
Notethat higher-level
exams,suchas UCLESCPEand
ESOLGrades11-12,are not coveredin thistable.

LOnOOn

S E 17 T P
UnitedKingdom
Tel:+44 (0)2078206100
Fax: +44 (01207820 6161
E-mail:
www.trinitycollege.co.
uk

11


P h o n e m iscy m b o l s
The symbolsin this chart representthe soundsused in standardBritish
Englishand some of the most commonvariations
in AmericanEnglish.
We have used the symbolsin the Teachingnotes to help clarify
pronunciation
pointsdealtwith in the lesson.We havenot included
them in the Students'Book,becausewe feel it is not alwayseasyor
practicalto teachthem on a short courseor a courseinvolvinq
continuousenrolment.
However,you may find it usefulto introducecertainsymbolsto
studentsto helpthem with their individual
pronunciation
needs.lf you
do, we would recommendthat Vou:
. only teach a few symbolsat a time - littleand often;
o get studentsto practisethe sounds,but do not aim for perfectiona comprehensible
approximation
is good enough;
. relatethe symbolsto words which Studentsalreadyknow.
The examplewords here are all taken from the Longmandefining
vocabularyof 2,000 words used in The LongmanActive StudV
Dictionary and The Longman Dictionary of ContemporaryEnglish.

Consonants
p

b
t
d
k

s
f

e
o
S

z

J
3
h

tJ
ds
m
n
{
w
I
r
j

t 12

pen; paper
boy; table
to; sit
do; made
car; make
go; big
four; wife
very; live
think; tooth
this; other
say; bus
zero;nas
shop;wash
television;pleasure
have;ahead
cheese;watch
job; bridge
man; come
name;ten
t h i n g ;s i n g e r
water;flower
late;yellow
run;carry
yes; you

Vowels
r ' it; sister
e egg;said
E
D

Dr
o
u
e
ir
qr
cr
ur
3r

at; have
on; dog (Uf)
on; dog (US)
up; mother
put; book
address;brother
easy; she
art; father
all;door
boot; shoe
early;work

Diphthongs
er
ar
cr
eu
ou
au
re

ee
ue

able;wait
l; buy
toy; noise
over; go (UK)
over; go (US)
ouu town
ear; here
air; there (UK)
sure; poor


Photocopiable
material
Photocopiable
activities
by RobertArmitage
andRolfDonald

56-135

Photocopiable
tests(withanswerkey)
by KennaBourke

136-145

Photocopiable

writingbankby RolfDonald

146-152


VocabularyAdjectives
andintensifiers
GrammarPastsimple
andcontinuous
go
Language
to
Telling
stories
andexaggerating
events

Holdthe f rontpage!
Aim

Proced
ure

To givestudentspracticeat using
the pastsimple,pastcontinuous
and intensifiers
when tellingstories

1 lntroducethe topicby elicitingthe kindof storiesyou find in tabloid
newspapers.

Ask studentsto tell the classabouta strangeor funny
story they have readabout in the newspaper.'
2 Tellstudentsthat they will receivea story in pictureform with some
vocabulary
to helpthem. The storyis aboutsomethingthat happened
to them which they want to sellto a tabloidnewspaperby making
the storyas interesting
as possible.
3 As an example,write on the board:... quite a cold night... a little
snow on the ground.Ask the studentsto makethe story sound more
interesting.For example: lt was a freezingnight I extremely cold
night and there were three metres of snow on the ground.lf students
havedonethe lessonin the Students'Book.remindthem of rne
language
they studied.
4 Put studentsinto pairs.Givehalfof the pairsStoryA and the other
halfStorvB.
5 Givethem sevento ten minutesto preparetheirstory.Theyshould
not write whole sentencesbut they can write notes.Helpstudents
if/when necessary.
lf some pairsfinishearly,ask them to practise
tellingthe storyquietlyto theirpartner.
6 Ask eachstudentwho hasworkedon StoryA to find a new partner
who has worked on Story B.
7 ln turns.they phonea localEnglish-speaking
newspaperand try ro
selltheirstory.Theirpartneris the newspapereditor.Put students
backto backif possible,to simulatetelephoning.
Tellthe students
that they shouldonly lookat theirstoryif they need help.

B Onceboth studentshavetold theirstories,ask them to work in pairs
to thinkof possibledramaticheadlines
that would be suitable.
9 Write theirsuggestions
on the board.

Materials
Onestory(Aor B)perstudent

Time
30 minutes

Prepa
ration
Copyand cut up one worksheet
per two students

Extension
Writing:Studentswrite their story in the form of a tabloidnewspaper
article.


H o l dt h ef r o n p
t age!

I
II
t
I

i

I
t

I
I

IL
I

I

I

t home from the pub / with my
girlfriend/ last night/ twentyminutewalk/ acrossthe fields

2 no starsI darkI couldn'tsee
well/ onlvsmalltorch

3 while walking/ suddenly/
a roarI largeanimal

4 couldn'tsee well/ but two
eyes/ lookedlike a big blackcat

5 afraid/ startedrunning/ up
the hill/ not stop until/ home/
tired

6 backto the field/
this morning/ big pawprint

t husband
and| / backto Britain 2 hungry/ fish and chips/
from FranceI ferryI aflera
restaurant/ crowded
goodholiday

3 whileeating/ sea/ rough/
husband
seasick/ sideof the
boat/ as fast as possible

4 unfortunately
/ falseteeth /
fell out / intothe sea/ awful

6 surprised
/ phonedhim /
husband's
teeth

i

@ Pearson
Education
2002

5 next day / home / radioI
interviewwith a fisherman/
foundfalseteeth / fish

57


V o c a b u l a rS
y leep
questions
GrammarSubject
andobject
Language
to go Asking
about
anddescribing
routines

Anyanswers?
Aim

Proced
ure

To give studentspracticeat asking
aboutand describing
routines
usingsubjectand objectquestions

1 Tellstudentsthat they are goingto playa questionand answergame

in groupsof three or four. Everystudentwill receivefour or five
cards,each one with a sentencewritten on it connectedwith thinos
that peopledo in the home or in theirdailylives.
2 As an example,write the followingon the board:
Something that people do when they go out in the evening
1)
2)

Materials
One set of cardsper group of
threeor four students

s)

Time
30 minutes

Prepa
ration
Copyand cut up one worksheet
per group

What
3 Ask studentsto write down what they thinkwould be the three most
popularanswers.For example:Go to a bar,go for a meal, go to a disco.
Write up theirsuggestions
on the board.Establish
the three most
popularanswers.
4 Elicitthe questionfor the examplesentenceabove: What do peopte

do when they go out in the evening?
5 Explain
that eachcardwill havea similarsentencebeginning
eitherwith
somethingor with someone.Make it clearto students lhal someone
meansa type of personor the title of a job. not a person'sname.
6 Giveeachgrouptheirpileof sixteencardsfaie down. Eachstudent
shouldtake four or five cards,thinkaboutthe most popularanswers
for eachsentence,write his/herthreeanswersunderneath
the
sentence,then write the question.Allow sevento ten minutes.
7 When studentshavefinishedwritingtheirquestions,
they should
checkthem with yo"ir.
B Studentsnow playthe game.In turn,they askthe questionson their
cards.The first studentasksthe studenton his/her left. lf this
studentgivesone of the threeanswerson the card,he/she gets a
point.Thenthe next studenthasa chanceto answer,and so on until
the threeanswerson the cardhavebeenfound (or untileachstudent
has hadthreeguesses).Everyanswerthat matchesan answeron the
questioncardreceivesa point.The studentwith the most pointsat
t h e e n dw i n s .


Anyanswers?
t

i Somethingthat people do when they get home
i from work/school

^

; Someonewho works sometimesa t n i g h t a n d
i sometimesduring the day
i 1)

i rt

I

2)
3)

i2)
I

t3)
I

What

? i Who

Someonewho peoplewrite to

j Somethingthat people do when they are
i watchingTV

1 )

i l

2)
?

vt

izt
r

1

"

Who

I

ut

,

u iwhat

?

Someonewho usesthe phone a lot in his/her work i Som"one peoplecomplainto
i
I

1)
2l
3)
Who

it 1 )
t Z l
I

r J l
I

? i w h o
I

Somethingthat people do when they're ill

S o m e t h i n gt h a t m a k e sp e o p l el a u g h

1)
2l

1)
2)

3)
What

3)
What

Somethingthat wakes people up in the morning
1)
2l
3)
What

------?;;ffi;;;-;;;,;;;;;;;*, ;;;;:,;;;

1)
2l
3)
What
S o m e o n ew h o t r a v e l sa l o t i n h i s / h e r j o b

1)
2)
3)
What

1)
2)
3)

Somethingyou see people doing in a bus or
a train
1)
2l

Someoneyou go to when you have a problem

Who

3)
What

1)
2)
3)
Who

Someoneyou watch in a theatre,a stadium or a

Someoneyou buy presentsfor

concerthall
1)
2)
3)
Who

1)
zl
J,l

Who
@ Pearson
Education
2002

59


VocabularyAssociations
withwillandgoingto
GrammarFuture
decisions
Language
to go Making
andgiving
reasons
fordecisions

N a m ei t
Aim

Proced
ure

To give studentspracticeat using
willand going to for making
decisionsaboutthe future,and at
givingreasonsfor theirdecisions

1 Introducethe activityby askingstudentsto suggestdifferentthings
that they haveto makedecisionsaboutin their lives.
gamewhich
2 Tellthem that they are goingto playa decision-making
tests how quicklythey can makedecisions.
Theywill playthe game

in groupsand eachgroupwill havesixteenquestioncards.
The answerto eachcardwill requirethe nameof a person,place.
type of food, etc.
3 Explainthe rulesof the game.The sixteencardsare shuffledand
placedface down in the middleof the table.Studentstake it in turns
to pickup a cardand readit to the group.The first studentto respond
correctlywith willand give a reasongets five points.(lf no one
respondswithinten seconds,the cardis put to the bottomof the
pile.)The otherstudentsthen havea chanceto respond,alsowith
willand givinga reason,for two points.Finally,
the studentwho read
out the cardhasto summarisehis/her group'sresponses.
using
going to. This studentgets one point per correctsentence.
4 As an example,tell studentsyou are goingto readthem a card.
lf they want to respond,they haveto callout theirname;the first
personto say hisi her namewill get the first chanceto respond.Say:
You have a new dogl.cat. Decide what to call it. Follow the procedure
above,awardingfive pointsto the first correctresponseand two
pointsfor othercorrectresponses.
Thenask studentsto summarise
the responses,for example: Laurais going to call it 'Snowy' because
it's white. David is going to ...
5 Put studentsinto groupsof threeor four.Checkthe rules.lf there is
any disagreement
abbutan answer,the groupshouldcallyou.
6 Studentsplaythe garhefor twelve to fifteen minutes.Establishthe
winnerin eachgroup(the studentwith the most points).
7 Thenput the folloWhgquestionson the boardand ask studentsto
discussthem in theirgroups:

Which questions were the most difficult for you to answer and why?
Do you like making decisions quickly or do you prefer to think about
something first? Why?
When should you think about something before making a decision?

Materials
One set of cardsper group of
threeor four students

Time
25-30 minutes

Prepa
ration
Copyand cut up one worksheet
per'group

60


N a m ei t
You'rein yourfavourite
restaurant.
Decidewhatto have.

You'rein a discoor winebar.
Decidewhatdrinkto have.

I
I

I

I

I
I

I
I
t
I

I
I

You'vereceived
fl100
for yourbirthday.
Decidewhatto buy.

You'reon a TV gameshow.
Youneedsomehelpwith
a questionabouthistory.
Decidewho to phbne.

You'reon holiday.
Youbuysomepostcards.
Decidewho to sendthemto.

You'vewon a holiday

for two.
Decidewho to take.

A friendfrom anothercountry
is comingto visityou.
Decidewhatto showhim/her.

A friendasksyou to
recommend
a bookto read.
Decidewhatto recommend.

It'syourbestfriend's
birthday
nextweek.
Decidewhatto buyhim/her.

Youwant to relaxby
listening
to somemusic.
Decidewhatto listento.

problem
Youhavea personal
You'rein the videoshop.
Decidewhatto takeout.

It'sa reallyhot day.Youseean
icecreamshop.Decidewhat
kindof icecreamto buy.

You'rein a newsagent's.
Decidewhat newspaper/
magazine
to buy.
fflffifififlI

,Tl A Pearson
Eoucarnn
Zaa2

with someone.
Decidewho to talkto.

Youwantto takeup a
new sport.Decidewhat to try.

Youwant to cooka
specialmealfor yourpartner.
Decidewhatto cook.

61


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VocabularyEducation
GrammarComparatives
andsuperlatives
Language
to go Comparing
careers

Contrasting
careers
Aim

Proced
ure

To give studentspracticeat using
comparatives
and superlatives
when discussing
differentjobs

1 Ask studentsto write down two jobs, one they would reallylike to
haveand one they would hate.Now write the followingsentenceson
the boardand ask studentsto write one or two similarsentences
abouttheirtwo jobs:
A film star is better paid than a nurse.
A nurse has a more importantI stressfuljob than a film star because...
A film star has a more enjoyablelife than a nurse because...

A nurse needs better qualificationsthan a film star because ...
2 Ask individual
studentsto teil you the jobs they havewrittenoown
and one of the sentencescomparingthe two.
3 Brieflyreview how to form comparatives.
4 Tellstudentsthat they will be givena worksheetwith five pairsof
jobs illustrated.
Foreachpair,they shouldtalkaboutthe similarities
(if any)and the differences,
usingthe expressions
in the tableon the
worksheetand any othersthat they want to use.
5 Put studentsinto pairsand givethem eacha copyof the worksheet.
Ask them to checkthe meaningand pronunciation
of the vocabulary
first.Theythen haveaboutten minutesto discussthe five pairsof jobs.
6 Ask for brieffeedback.NB Forstrongerstudents,see extensionbelow.
7 Formgroupsof three,orfour studentsto discussthe questionsin
Part B of the worksheet.

Materials
One worksheetper student

Time
30 minutes

Prepa
ration
Copythe worksheet

Extension
Speaking:
1 With strongerstudents,you couldwrite the followingon the board
beforeyou move on to Part B:
the most exhaustrng the most important the most skilfut
the most difficult "the most dangerous the riskiest
Explainthat theseare differentways of decidinghow much people
shouldbe paidfor theirjobs.Forexample:
People with the most,exhausting I the riskiest jobs should be paid
the most.
2 Ask studentsto find a new partner.In pairs,they shoulddiscuss
which is the best way of decidingwhat peopleshouldbe paidand
givetheirreasons.Theydo not haveto agree.They have-about
three
minutes.Ask for feedback.

:
il


Contrasting
careers
PartA

a racingdriver/amilitaryofficer

a doctor/acomputerprogrammer

a bankmanager/ahairdresser

a policeofficer/apilot

a l a w y e r / am u s i c i a n

h a v ea / a n

easy/difficult/exciting
/ enjoyable
/ boring/
safe/dangerous
/ stressful/ important

life/job

navea

long/ short

aaraar

NA

well-paid/ well-dresseo

neeo

goodqualifications
/ smartclothes

Part B

@ Pearson
Education
2002

63


of difficultY
VocabularyLevels
forabilitv
verbs
GrammarModal
abilities
anddifficultles
to go Describing
Language

I c a nd o i t l
Aim
To give studentspracticeat using
can, could, be able fo and manage
fo when talkingaboutpastand
presentabilitiesand difficultles

Materials
One rolecardper student(A, B,
or D); severalpairsof scissors

Time

30 minutes

ration
Prepa
Copyand cut up one worksheet
nar

{nr rr cir rdontc

v v , , v v l

re
Procedu
. s k s t u d e n t s t o t e lyl o u s o m e
1 W r i t e l c a n . . . l c a n ' t . . . o n t h e b o a r dA
elicit
the word confidence.
Ask
why,
to
do.
can/can't
thingsthey
abouta
going
to readthem an advertisement
2 Tellstudentsyou are
company.Write thesequestionson the board:
What does the comPanYdo?
How does it do this?

How long does it take?
3 Readthe advertaloudtwice. Studentslistenand answerthe
ouestions.Checkthe answers.
COMPANY
THE CONFIDENCE
lmproveyour life in sevendaYs!
. Do you find it difficultto talkto peopleat parties?
. Do you get nervouswhen you haveto give a presentation?
Our expertswill helpyou to be more confidentby teachingyou
'real'you.
to relax,to visualisesuccessand to find the
Tellstudentsthat they are goingto playthe roleof someonewho
A onto the board.Explainthat
hasdonethe course.CopyRolecard
'before'information
Anna,
beforeshe did the course;
is
about
the
'after'
people,after they did
different
informationis abouttwo
the
They
the course.The studentswill eachbe givena similarrolecard.
haveto collecttwo piecesof informationaboutthemselvesafter the
courseand give away the informationaboutthe two other people,
With eachpartner,

by goingaroundand meetingdifferentpartners.
'before'
card.lf they have
on their
they readaloudthe information
aboutiheir partner,they give him/her the pieceof paper
information
'after'
informationon it^
with the
Handout a rolecardto eachstudentand let them checkthat they
on it.
the irilormation
understand
Ask studentsto cut up theircardsso that they
Distributescissors.
'after'
'before'
cards.
cardand two
haveone
Studentsthen startfindingpartnersand
Checkthe instructions.
information.
exchanging
form
When they haveall collectedthe correct'after'information,
groupsof four students- one Anna,one Marian,one Pauland
one Brad.
Write the followingquestionson the board:

What couldn't vou do before the course?
Have you managedto overcome your problem?
How do you feel now?
1 0 ln theirgroups,studentstake it in turnsto intervieweachother.
Theyshouldtry to answerwithoutlookingat theircards.


AFTER

A n n aM a r t i n

I reallyenjoy my job now. Two weeks ago
I managedto talk to an audienceof fifty
peopre.

BEFORE
o I can't go out without make-upon.
I feel undressed.

AFTER

r I c a n ' td o s i m p l et h i n g sl i k ec o o kf o r
friendsor family.I get too worried.

The day afterthe courseI was ableto
havemy first realconversation
with my
wife, afterfive yearsof marriage.

AFTER

MarianSevera

I went on my first date lastweek.
After threeyears,I was ableto ask a
woman in my officeout on a date.

BEFORE
. I can talk to peopleone-to-one,
but in
job
my
I haveto give presentations
which make me nervous.

AFTER

o I alsofind it difficultto answer
questionsthat peopleask me about
the oresentation.

I don't worry how I looknow.
Lastweek I managedto go to the cinema
withoutwearingany lipstick.
- r - r - r - i

AFTER

P a u lB o d i n

Last SaturdayI invitedmy parentsover
for dinnerand I was ableto cook a
three-course
mealwithoutworrying.

BEFORE
o I can'tget my messageacrossvery
easily.For example,it took me three
yearsto ask my wife out.
o I can't get my bossesto listento and
understandmy ideas.

Bradde Marco
BEFORE

6

1

AFTER
I alsomanaged
to decidewhereto go.
We wentto a new Frenchrestaurant.

AFTER
I was alsoableto dealwith their
questionswithouta problem.

o I can't chat up women. I just don't
know what to say to them.

o I can't make decisionsvery quickly.
For example,lastweek I failedmy
drivingtest becauseI couldn'tdecide
when to turn into the main road.

@ Pearson
Education
2002

AFTER
I got promotedlast month and I was at
a meetingin Pariswhere I managedto
communicatemy ideasclearly.

65


V o c a b u l a rCrime
y
of purpose
G r a m m aAdverbs
r
L a n g u a gt oeg o Describing
reasons
foractions

Be safenotsorry
Aim

Proced

ure

To give studentspracticeat using
adverbsof purposein the context
of writingup a reportfrom a
salesmeeting

1 Introducethe lessonby askingstudentsto suggestwhat happensin
meetings.Thisshouldelicitfakenotes.
2 Write FAOson the board.Ask studentsto tell vou what this stands
for. lFrequentlyAsked Ouestions.l
3 Tellstudentsthat they will receivethe notesof a salesmeeting
at a companythat sellssecurityand safetyproducts.The meeting
discussedhow to answerquestionsoften askedby customers.
They haveto use the notesto write full answersto the questions.
4 Giveeachstudenta copyof the worksheet.Tellthem to lookat the
illustrations
of securityand safetyequipmentat the top of the page.
Checkthat they understandwhat each objectis. (A satel/itetracking
deviceis a deviceused for pinpointingsomeone'sexact position
anywherein the world.)
5 Ask studentsto lookat the sectionentitledFAOsinthe memo to
salesstaff,and at the meetingnotesbelow.Explainthat the meeting
notes give the answersto the FAOs,but are not in the correctorder.
Ask studentsto find the answerto the first questionand expandit
into a full sentence:We recommendvou installsmoke alarmsand
buy fire extinguishers in case you have a fire.
6 Put studentsinto pairs.They haveto expandthe otheranswersin
noteform and write them nextto the correctouestions.
Allow them

sevento ten minutes.Thencheckthe answers.
7 In pairs,studentsroleplaybeingcustomersand salesstaff.Theytake
turnsto ask and answerthe questions.Encourage
the salesstaffto
answerthe question's
from memoryratherthan readingfrom their
worksheets

Materials
One worksheetper student

Time
30 minutes

Prepa
ration
Copythe worksheet

66


Besafenotsorry

f{lfilftlddlEfilE a Pearson
Eoucarnn
2aa2

67 -.-

Vocabulary
perfect
simple
G r a m m a Present
r
yourexperience
about
L a n g u a gt oeg o Talking

Who'sthe bestcandidate?
Aim

Procedure

To give studentspracticeat using
the presentperfectsimplefor
experiencein the contextof
choosingthe best candidate
for
the job

1 Tellstudentsthat you are goingto give them a job advertto read.
Write the first line of the adverton the board:EDITORFOR NEW
WEEKLYNEWSMAGAZINEWANTED.Inpairs,studentswrite down
any otherinformation
that they thinkthey will find in the advert.Allow
two or three minutesand then write uo their ideason the board.
2 Giveeachpaira copyof SheetA. Ask them to checkthe vocabulary
and then see if the advertincludesall the information
they were

expecting.Ask a few studentsto reportback.
3 Tellstudentsthat, in pairs,they will roleplaytwo colleagueswho
work for the agencythat placedthe advertin the newspaper.They
had so manygoodapplicants
that they hadto interviewhalfthe
applicantseach.They will each receivethe interviewnotes of the
best candidatethey interviewed.They first haveto tell their partner
abouttheircandidateand then togetherchoosethe best candidate
for
the job by discussing
the strengthsand weaknessesof each
candidate.
Theyshoulduse the advertto helpthem. Finally.
they have
to presenttheir recommendation
to theirclient,givingthe reasonsfor
theirchoice.
4 Givea copy of Sheet B to one studentin each pair,and Sheet C to
the other.(Emphasise
to studentsthat they shouldtell theirpartner
abouttheircandidate,
not just show him/her theirnotes.)Givethem
sevento ten minutesto choosetheircandidate
and oreoaretheir
recommendation.
5 After sevenminutes,makesurethat all pairsare preparing
their
recommendation.
Theyshouldboth be involvedin presenting
their recommendation.

6 Put pairstogetherinto groupsof four. Eachpair presentstheir
recommendation
to the otherpair,who playthe roleof the client.
7 Classfeedback.

Materials
Onecopyof SheetsA, B andC
pertwo students

Time
25-30 minutes

Prepa
ration
Copyand cut up SheetsA, B and
C oer two students

68