Language to go int teachers resource book 2

andairports
V o c a b u l a rTravel
y
simple
G r a m m a Past
r perfect
events
inyourlife
L a n g u a gt oeg o Becounting

Lostluggage
Aim

Proced
ure

To give studentspracticeat using
the past perfectsimplein the
contextof a bad travelexperience

1 Put studentsinto groupsof four or five. Giveeachgroupa set of
cut-uppicturecardsin jumbledorderand ask eachstudentto take
two or three pictures.
2 Explainthat the picturesmakeup a story.Tellstudentsto describe
theirpicturesin as much detailas possibleto the otherpeoplein their
group;they shouldnot show them to eachother.
The task is to listento all the descriotionsand trv to work out what
happenedin the story,and the orderof the pictures.Givestudents
abouteightminutesfor this.
3 Checkthe orderwith the class.Answer:f, g, a, j, b, h, i, c, d, e
4 Explainthat the studentshaveto tell the storyin the past,but the

storybeginswhen the man is in the taxi.Ask them what tensethe
verbsthat describewhat happenedbeforewill be in. (Answer:the
past perfect.)
5 Ask studentssome questionsto helpthem get the ideaof how the
past perfectwill be used. For example:What had hisboss told him?
(She'dtold him he had to go to Moscow.)What preparationshad he
made for his trip?(He'd lookedon the Internetto find out the
weatherin Moscowand he'd packedwarm clothes.)
in their pairs.Theyshouldstartlikethis:
6 Studentstell the story(orally)
Max was sitting in a taxi on his way to his Moscow hotel.
He was freezingcold and very unhappy.... Then they shouldsay
what had happenedbefore(usingthe pastperfect)and what
happenedlater(usingthe pastsimple).Allow five to sevenminutes.
7 Finally,ask students.to write the story.

Materials
One set of picturecardsper
groupof four or five students.

Time
30 minutes

Prepa
ration
Copyand cut up the worksheet
as above.

96

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' @ Pearson
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2002

r!@:*:,*!qigt:*ir*rrirr

97


VocabularyFame
andsuccess
GrammarPassive
constructions
Language
to go Describing

a process

Popstars
Aim

Procedure

To give studentspracticeat using
the presentsimplepassiveand
pastsimplepassiveto talk about
the careersof pop stars

1 Write on the board:
a) When your first single was released?
b) When was your first single released?
c) When was released your first single?
Ask studentsto identifythe correctquestion.(Answer:b) They need
to know this to do the followingactivitycorrectly.
2 Put studentsinto pairs.Giveone studentSheetA, and the other
studentSheetB. They haveto ask eachotherquestionsto complete
the missinginformation.
Go throughthe first one or two questions
with the whole classto checkthey understand
the task,then give
them five minutesto comoletethe information.
3 Ask them if they haveseen a TV programmelikethis,or if there is
a similarprogrammein theirown country.
4 Dividestudentsinto groupsof four or five and tell them that they
haveto imaginethey are a pop group.Handout a copyof SheetC to
eachstudent.Togetherthey inventthe information

for theirgroupand
write it down in the right-hand
column.Allow sevento ten minutes.
5 Studentsnow haveto find a partnerfrom a differentgroupand take
turnsto intervieweachotherabouttheirpop groups.Theywill need
to makecompletequestionsfrom the prompts.Do the first
two questionstogetheras examplesand write them on the board:
What is your group called?
When and where was it formed?
Allow aboutfive minutesfor the interviews.
6 Ask studentsto write a short articleabouttheir partner'spop group
for a teenagemagafne.

Materials
One worksheetper student

Time
30 minutes

Prepa
ration
Copyand cut up the worksheet

Extension
Speaking:Students
tell a partnerabout a pop groupfrom their country
who they likeand know somethingabout,Youcan startby tellingthem
abouta groupyou like,as an example.

98

Pop stars

I
The Bardot story

In 1999auditionswere heldall overAustralia
to find twenty-fivegirlsto appearin a
programme.
TV
The TV programmewas called

. (What...?l

The programmewas designedto find girlsto makean all-girlpop group.
Finally

girlswere chosento form Bardot.(How many ...?)

The girlswere caliedBelinda,Sophie.Sally,Katieand Chantelle.
Theirfirst singlewas releasedin
Theirfirst albumwas called

. (When...?)tt was calledPoison.
. (What...?)lt was releasedone monthlater.

. ( W h a.t. . ? )

In Octoberthev were nominatedfor

In the same monththey were welcomedby 500 fans at SingaporeAirportat the start of an Asiantour.
In Decemberthey were askedto playfor

. (Who ... for?)

The Bardotstory
In
auditionswere heldall overAustraliato find twenty-fivegirlsto appearin a
(When...?l
TV programme.
The TV programmewas called'PopStars'.
(What...?\
The programmewas designedto
Finallyfive girlswere chosento form Bardot.
The girlswere called
Theirfirst singlewas releasedin April2000.lt was called
Theirfirst albumwas calledBardot.ltwas released

and
(What...?)

. ( W h a t. . . ? )

. ( W h e n. . . ? )

In Octoberthey were nominatedfor four Australian
Recording
IndustryAwards.
In the same monththey were welcomedby

Asiantour.(How many...?l

fans at Singapore
Airportat the startof an

peacekeeping
In Decemberthey were askedto playfor Australian
soldiersin EastTimor.

What / groupcalled?
When and where/ formed?
How / discovered
by your recordcompany?
When / first singlereleased?
What / called?
When / first albumreleased?
What / called?
Where/ biggestconcertheld?
How many people/ attendedby?

@ Pearson
Education
2002

99


VocabularyToysandgames
probability
verbs

GrammarModal
to talkabout
future
predictions
Language
to go Making
about
thefuture

Areyouan optimist?
Aim

Proced
ure

To give studentspracticeat
talkingaboutprobability
in the
future in the contextof a
questionnaire
to discoverwho in
the classis the most optimistic
aboutthe future

1 Ask studentsto vote on who they think is the most optimisticperson
in the class.
2 Handout the worksheet.Foreachof the sentences,
studentscircle
the degreeof probability
that most corresponds

to their opinion
(forexample,in sentence4, if they are pessimistic
abouttheirEnglish
they might cicle improbable).
Givethem aboutfive minutesto do this.
3 Put studentsinto pairs.Theyshouldcomparetheiranswersusingthe
language
they learntin the lessonin the Students'Bookto talk about
probability(may,might, could,I'm sure that ..., I expectthat ...,
I think that ..., I doubt if ... and I don't think that...).They shouldgive
a reasonfor eachof their answers,for example:I don't think l'll ever
make a lot of money, becauseI'd have to win the lottery and that's
not veryprobable.Allow ten to twelve minutes.
4 Studentsexchangetheircompletedquestionnaires
with their partner
and, usingthe scoringsystem at the bottom of the worksheet,add
up theirpartner'sscore.
5 At the end, see if studentsguessedcorrectlythe most optimistic
personin the class.The maximumscoreis 50, and the higherthe
score,the more optimisticthe person.

Materials
One worksheetper student

Time
20 minutes+

Prepa
ration
Copythe worksheet

n00


Areyouanoptimist?

How optimistic are you?
Do this questionnoire
to find out.
For eochsentence,
circlethe word(s)which best reflectgour opinion.

I+.lftilliFtlilll

@ Pearson
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2002

101


Vocabulary
1 Telephoning
expressions
verbs
Vocabulary
2 Phrasal
about
telephoning
Language

to go Communicating
byphone

C a nl t a k ea m e s s a g e ?
Aim

Proced
ure

To give studentspracticein the
languageusedfor telephoning

1 Explainthat studentsare goingto makeand receivephonecallsand
leaveand take messagesfor an absentcolleague.
Elicitsome
language
that the personleavingor receiving
the messagemight
needto use,for example:
I'm afraidshe's not here. Can I take a message?
Could you tell me your telephonenumber?
Could you ask himI her to call me back, please?
(oneA and one B for
2 Put studentsinto pairs.Giveout the rolecards
pair)
and ask studentsto readthe instructions.
each
3 Checkthat they understand
what they haveto do, then givethem
aboutten minutesto leavetheirmessages.NB If your classroom

layoutallowsit, you may wish to seatthe studentsin eachpairback
to backto simulatea ohonecall.
4 Givefeedbackon goodand/or incorrectlanguageuse.
5 Put studentsinto new pairs,againpairinga StudentA with a
StudentB.
6 StudentA takesthe roleof Mr Wilkins,who hasjust returnedto the
office.He shouldask his colleague(StudentB) if therewere any
messagesfor him. StudentB giveshim the messagesthat he/she
wrote down, for example'.Yourfriend KazukoHirakiphoned. He would
like to play tennis with you next Monday. He wants you to call him
back to confirm. His phone number is 0175 200 9874.
StudentA shouldcheckthe accuracyof the messagesagainstthe
on his/her rolecard^
originalinstructions
Allow aboutflve minutes.
7 StudentB then takes.theroleof Ms Jenkinsand StudentA givesher
the messagesthat he/she wrote down.

Materials
One rolecard(A or B) per student

Time
25 minutes

Prepa
ration
Copyand cut up one worksheet
oer two students

Extension

lf you havetime. and feel the studentscan handlethe language
that will
you couldroleplaythe follow-upphonecalls,for example:
be involved,
Mr WilkinsphonesKazukoHirakibackto arrangea time to playtennis.

102


C a nl t a k ea m e s s a g e ?
Takethe role of the following people
a n d p h o n e M r W i l k i n sa t w o r k . Y o u w i l l
need to leavea message.
Call 1: Yournameis KazukoHiraki.You
are'afriendof Mr Wilkins.Youwould like
to playtenniswith him next Monday,You
would likehim to callyou backto confirm,
Yourohonenumberis 0175 200 9874.

N o w t a k et h e r o l e o f M s J e n k i n s ' sc o l l e a g u eS. h e
the officethis morning. She will receivea seriesof
phone calls.Explainthat she's not availableand offer to
take a message.Note down informationabout the call.

Call2: Yourname is Anna Lopezfrom
Comesain Valencia,
Spain.Youare
customersof Mr Wilkins'scompany.
Youhavea questionabouta billyou have
received.

Youwill callbackthis afternoon.
Call 3: Yournameis JuneWilkins.Youare
Mr Wrlkins'swife. Youare phoningto tell
him you will be latehomethis evening.
Youwould like him to callyou back.
Call 4: YouareJean-Paul
Dugommier,
a
friendof Mr Wilkinsfrom Lvon.Youare
comingto the UK on businessnextweek
and would liketo meet him for dinner.

Takethe role of Mr Wilkins'scolleague.He'snot in the
officethis morning. He will receivea seriesof phone
calls.Explainthat he's not availableand offer to take a
message.Note down informationabout the call.

Now take the role of the following
p e o p l ea n d p h o n eM s J e n k i n sa t w o r k .
You will need to leavea message.
Call 1: Yournameis Georgefrom
George'sMotor Repair.
Youare phoning
to tell Ms Jenkinsthat her car is readv
and she can collectit this afternoon.
Call2: Yournameis MartinSchultzfrom
Frankfurt,
GermanV.
Ms Jenkinsis
comingto Frankfurt

for a conferencenext
week.Youwould liketo talkto her about
her hotelaccommodation.
Youwould like
her to callvou back.Yournumberis
o0 49 632478 11.
Call 3: Yournameis AdrianaNovokova.
Youare Ms Jenkins'sfriend.Youare
makinga personalphonecall.Youwill
callher back.
Call 4: Yournameis Jan Borowski.You
are phoningin answerto a job
advertisement
in the localnewspaper.
Youwould like Ms Jenkinsto callvou
back.Yournumberis 027 7274 3108.
I
I

@ Pearson
Education
2002

103


VocabularyMakeanddo
verbs
fornecessity
andobligation

GrammarModal
present
go
rules
in
the
to
Describing
Language

Whatif

t

7
Procedure

To give studentspracticeat
expressing
obligation
in the
presentby talkingaboutthe
rightthingto do in a varietyof
situations.
and by writingan
advisorytext

1 Write on the board:
You receive an e-mail attachment which you think may contain a virus.
What's the right thing to do?

expressions
on
Elicitideasand write some sentencesusingobligation
for
example'.
You
it.
board,
mustn't
open
the
2 Handout the worksheetand askthe students,in pairsor small
groups,to talkaboutthe rightthingto do in eachsituation,usingthe
languagegiven.(lf preferred,
the boxescouldbe cut up into cards
turn
which students
overand talkabout.)Theyshoulddescribeany
real-life
experiences
they havehad of the situations,
and what they
for them to use
did.Allow aboutten minutes.NB lt is not necessarv
for all the situations.
all the exoressions
3 As classfeedback,ask the groupsaboutwhat they discussed.
4 Ask studentsto readthe text aboutwhat to do if vou receivean
of, and to comparethe advicewith the
e-mailthat you are suspicious

sentenceson the board.
5 Now tell studentsto chooseone of the other situationsand write a
similartext aboutwhat to do. Givethem sevento ten minutesfor this.
6 Studentscan readand commenton eachother'stexts.
7 Givefeedbackon good and/or incorrectlanguageuse.

One worksheetper student

Time
30 minutes

Prepa
ration
Copythe worksheet

104

t

Aim

Materials

I

r

il

W h a itf , , . ?
Yo u r e c e i vea n e -ma i l a tta ch me n twhich
y o u t h i n k m a y c o n t a i na v i r u s .

You have a m inor tr affic acci dent
i n w h i c h n o b o d yi s i n j u r e d .

What is the rightthingto do?

What is the rightthingto do?

Y o us m e l lg a si n y o u r h o u s e .

A pan of oil catchesfir e whi l e
you ar e cooking.

What is the rightthingto do?

Yo u r c r ed i t ca rd h a s b e e n sto l en,

What is the rightthingto do?

You have an interview for a
job at a bank.

What is the rightthingto do?

Y o ua r eg o i n go n a j o u r n e y
u p t h eA m a z o n .

What is the rightthingto do?

Youare goingon a fourteen-hour
planejourney.

What is the rightthingto do?

What is the rightthingto do?

Y o um u s t n ' t. . . Y o us h o u l d . . . .Y. o us h o u l d n '.t. .
Youhaveto ... Youdon't haveto ...

Yo u w an t to g i ve u p smo ki n g.

You want to lose weight.

What is the rightthingto do?

What is the rightthingto do?

W h a t t o d o i f y o u t h i n l a virus
Computervirusescan be easilytransmittedby e-mail.Virusescan attachthemselves
to mail without the
senderlVirusesare evolvingall the time so you must havethe latestanti-virussoftwareinstalled
on your computer.lf you receivean attachmentthat malyou suspicious:
.
.

.
o
.

Youshouldsenda messageto the senderto checkif he/she has reallysent you the message.
Youshouldrun a virusscanon Vourcomputer.
lf you haveany doubts,you must deletethe messageand any attachedfiles.
Youmustn'topen any attachments
untilyou are surethey are safe.
lf you receivethe messageat work, you shouldinformyour systemsmanager.

@ Pearson
Education
2002

105


wilhtime
VocabularyExpressions
contrasting
ideas
GrammarWaysto express
attitudes
to go Comparing
Language

ourney
A n i g h t m a rj e
Aim

Proced
ure

To give studentspracticeat
expressing
contrasting
ideasusing
although,despite and howeverin
a guidedletter-writing
activity

1 Ask studenls: What problems can you have when travellingby plane?
Write their ideason the board,for example'.delays,flight
cancellations,overbooking, lost luggage e|c.
2 Handout the worksheetand ask studentsto readaboutJohn and his
plansfor a holidayin Cuba.Ask a few questionsto checkstudents
haveassimilatedthe information,for example'.How is he going to the
airoort?When does he arrive in Cuba?
3 Explainthat, in fact,John had a terriblejourneyto Cubaand that
somethingwent wrong at everystageof hisjourney.In pairsor small
groups,the studentshavefive to sevenminutesto talk aboutwhat
they imaginemighthavegonewrong.Givethem an exampleon the
boardto get them started: The taxi didn't arrive,so he had to take a
bus to the station.
4 Explainthat when John got home he wrote a letterto his friend
Esthertellingher abouthis terriblejourney.Ask studentsto lookat
the startof the letteron the worksheetand continueit, using
although,despiteor howeverto link what John had hopedwould
happenwith what happenedin reality.Theyshouldwork in pairsor

smallgroups,and haveaboutten minutesto completetheirletter.

Materials
One worksheetper student

Time
25 minutes

Prepa
ration
Copythe worksheet

106


II

A n i g h t m afr0eu r n e y
I

J o h n i s p l a n n i n ga h o l i d a yt o C u b a .H e ' sv e r y w o r r i e d a b o u tt h e j o u r n e ya n d
he'sthinking of the preparationshe has made to ensure he gets from his
h o u s et o C u b aw i t h o u t a n y p r o b l e m s .

. I've reserveda taxi to take me to the starron.
r The trainto the airportleavesat 11.30.
o I haveto checkin two hoursbeforedeoarture.
. I havea ticket,so l'll havea seaton the plane.
. The weatherforecastis goodfor the day of the flight.
r lf the flightis delayedor cancelled,

the airlinewill put me
on anotherflightor accommodate
me in an airporthotel.
r I arrivein Cubaon Tuesday.
. I havea reservationin a luxurvhotel.
. My Spanishis quitegood.

nrynun

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I
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@ Pearson
Education
2002

107


VocabularyAchievements
andprojects
perfect
GrammarPresent
simple
andcontinuous
personal
Language
to go Discussing
achievements
andprojects

Thecleverconference
Aim

Procedure

To give studentspracticeat using
the presentperfectsimpleand
presentperfectcontinuousto talk

aboutpastachievements
and
projectsin progress

1 Ask studentsif they haveever been to a conference.What happens
at them?
2 Put the classinto evengroupsof up to eight(i.e.if you haveten
students,you shouldhavetwo groupsof five; if you havethirteen,
one groupof six and anotherof sevenetc.).lf you haveeightor
fewer students,this is a whole classactivity.
3 Tellstudentsthey are goingto be guestsat the welcomingpartyof a
conferencefor very cleverpeople.Handout a rolecardto each
studentand explainthat they will playthe personon the card.
Givethem a minuteor so to readthe information
on the card(ideallv
they shouldmemoriseit) and to checkany itemsof vocabulary.
4 Explainthat they don't know anybodyelse at the party.They haveto
move aroundintroducing
themselvesand findingout the name,
profession,
achievements
etc. of the otherguests.
you couldwrite the followingquestionson
5 lf you think it necessary,
the board:
Hello. What's your name?
What do you do?
What have you achieved in your career?
What have you been working on recently?
What ambition do you have for the future?

6 After aboutten minutes,or when they havespokento everybody
else in the group,ask them to sit down and get into pairs.
7 In pairs.they haveaboutfive minutesto comparewhat they can
rememberaboutthe otherpeopleat the party.Theyshoulddescribe
anyonethey spoketo whom theirpartnerdidn'tmeet.
8 Ask the studentswho at the partythey would most liketo be in real
life,and to givetheirreasons.

Materials
One rolecardper student

llme
20 minutes

Preparation
Copyand cut up one worksheet
per eightstudents

108


T h ec l e v ecr o n f e r e n c e
Name: Professor
AnnaStasiak

N a m e :C h e nF i L i n g

Profession:Inventor

Profession:Novelist

Achievements:Inventedan
indestructible
computer- you
can hit it when you are
frustrated

Achievements:Wrote six
best-sellingnovels
Current projects:Writing
latestnovel- the last six
months

Current projects:Developinga
new systemto searchfor
information
on the Internetthe lastyear

Ambition: To win the Nobel
Prizefor Literature

Ambition: To be the greatest
inventorin history

Tassotti
Name: GianLuca
Profession:Footballplayer

Name:AndrewCox
Profession:Architect

Achievements:Won the
leaguelastseason
Current projects:Recovering
from an injury- the lastmonth

Achievements:Designed
h u n d r e do
s f p u b l i cb u i l d i n g s
includinghospitals,
art
galleries,
officebuildingsand
libraries

Ambition:To win the World
Cuo

Current projects:Workingon
the development
of a new
nationalsoortsstadium- the
lasttwo vears
Ambition: To be happy

F?-

Name: ClaudineLefdvre

Name:Aki lchikawa

Profession:Filmdirector

Profession:Law student

Achievements:Madeten
films;nominatedfor Golden
Globefor bestforeignfilm
lastyear
Current projects:Workingon
latestfilm - the lastyear

\

,6

Achievements:Presidentof
the universitylaw societythe lastsix months
Current projects: Revisingfor
finalexams- the lastmonth
Ambition: To oassfinalexams

Ambition: To win an Oscar

Name: HarrietHarris
Profession:Politician
Achievements:ln oarliament
for ten years;two ministerial
positions
Current projects:Workingon

a new law to increase
governmentspendingon
international
develooment
the last six months
Ambition: To be Prime
Minister
Education
2002
@ Pearson

Name: Dr MariaJos6 Martinez
D{az
Profession:Pharmaceutical
researchscientist
Achievements:Workedon the
developmentof drugsto treat
asthma
Current projects:Workingon
a treatmentfor cysticfibrosisthe lastfive years
Ambition: To win a Nobelprize

109


V o c a b u l a rPrison
y
FunctionProhibition,
obligation
andpermission

inthepast
g
o
L a n g u a gt oe
Discussing
freedom

Thebestdaysof yourlife?
Aim

Proced
ure

To give students
studentr practiceat
talkingaboutobligation
ob
and
permission
sion in the
tl' past

1 Write The Best DaVsof YourLife on the board.Ask studentswhich
they thinkthe best daysof your life are (forexample:when you are a
child,a teenager,
a youngadult,a parent,retired)and why.
Tellthem that peoplesometimessay that your schooldays
are the
best daysof your life,and ask them if they enjoyedbeingat school.
2 Put studentsinto pairsand askthem to work togetherto matchthe

beginnings
and the endsof the questionsin PartA to makecomplete
questions.
Thisshouldtake aboutfive minutes.
3 Checktheiranswers.
4 Tellstudentsto find the appropriate
replyin PartB to eachof
the questionsin PartA. Givethem aboutsevenminutesfor this,
5 Checktheiranswers.
6 In pairs,studentstaketurnsto ask and answerthe questionsin Part
A. Theyshouldnote down or remembertheirpartner'sanswers.
Allow aboutten minutes.
7 Ask eachpairto tell the classwhoseschoolthey thinkwas betterand
why. (Students
candecidewhat criteriatheywill use to judgethisl)

Materials
One copyper student

Time
30 minutes

Preparation
Copythe worksheet

h'orOt':i

.tf:wul..'

dtd

1hdw

chtrm
r e!
you


Thebestdaysofyourlife?
PartA

M a t c ht h e b e g i n n i n g sa n d t h e e n d st o make questionsabout your schooldays.
1
2
3
4
5
6
7
8
9
10
11
12
13
14

How manyhoursa day did you
Did the teachersmakevou
Were vou allowedto wear

What foreignlanguage(s)
did you
you
Were
allowedto choose
At what age were you allowed
Were you allowedto call
Did thev let
Did they let you leave
lf you did somethingwrong,
What kindof examsdid
Were vou allowedto talk
Was thereanythingelsethey made
At what age were you allowedto

do a lot of homework?
the teachersby theirfirst names?
haveto go to school?
your own clothes?
you smoke?
haveto learn?
which sportsyou played?
to choosethe subjectsyou studied?
how were you punished?
the schoolat lunchtime?
to otherpupilsduringlessons?
you haveto takeT
leaveschool?
you do that you didn'tlike?

PartB
Here are some answersto the questionsin PartA. Decidewhich answer goes with each question.
a) We hadto learnLatinand French.
b) No, definitelynot.We were onlyallowedto callthem by tuheir
surnames.
c) They made us do quitea lot of homework,especially
at the weekendsor if we were
preparing
for exams.
d) We hadto go to schoolfrom 9 in the morningto 4.'15in.theafternoon.
e) They let us choosebut thereweren't manyoptions.In winter it was eitherrugbyor
cross-country
runntng.
f) They made us stay behindfor an hourafterschoolin the afternoon.
9) No, smokingwasn't allowedat all.
h) Yes,we hadto studyreligiouseducation.ldidn't like it at all.
i) We hadto take an internalexamat the end of evervterm.And when we were sixteen.
we hadto take examscalledGCSEs.
j) No, we weren't.We hadto wear a blueand grey uniform.
k) We were allowedto leaveschoolat sixteen.But I stayedon untileighteenbecause
I wanted to go to university.
We were onlyallowedto leavethe schoolif we went homefor lunch.Theydidn'tlet us
hangaroundin the street.
m ) Theyonly let us talk if we hadto work together,but if the teacherwas talkingto the class
we hadto be ouiet.
n) We were allowedto choosesome of the subjectswe studiedwhen we were thirteenor fourteen.
Now, in pairs,ask and answerthe questionsin PartA about your secondaryeducation.
Whose school was better,yours or your partner's?Why?
@ Pearson
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2002

111


VocabularyDoing
business
GrammarFirst
andsecond
conditionals
go
Language
to
Talking
about
likely
andunlikely
situations

Un d e rw h a tc i r c u m s t a n c?e s
Aim

Procedure

To give studentspracticeat using
the first and secondconditionals
to expresslikelyand unlikely
conditions

1 Put studentsinto groupsof threeor four.Eachgroupneedsone copy

of the worksheet(thegameboard),
a dice,and a counterper student
(theycoulduse coins).One personin eachgrouphasto
keep score.
2 Explainthe rulesto students.Put your counteron the startsquare.
Throwthe diceand movethe numberof squareson the dice.Explain
that thereare four kindsof souare:
. lf you landon a 'Complete'square,you haveto completethe
sentencein a way that is true for you. Youget one pointfor a
correctsentence.(lndicated
by the star x.)
. lf you landon a 'Verbforms' square,you haveto put the verbs in
bracketsin the correctform to makea sentence.Youget one point
for a correctsentence.(lndicated
by the star x.)
. lf you landon an 'Underwhat circumstances'
square,you haveto
say underwhat circumstances
you would do what is written in the
square.Youget two pointsfor a correctsentence.(lndicated
bv the
two stars * x.)
. lf you landon an 'Ask a question'square,you haveto ask another
you get one
playera questionin the first or secondconditional.
pointfor a correctquestionand the personyou ask gets one potnr
for a correctanswer.(lndicated
by the starplusstar x+x.)
The winneris the playerwith the most pointswhen everybodyhas
finished,not the playerwho reachesthe end first.

3 Studentsplaythe game,takingturnsto throw the diceand move
aroundthe boarduntileveryonehas reachedthe end (youdon't need
to throw the exactnumberto finish).When thev havedoubtsabout
whethersentencesarOcorrector not, they shouldcheckwith
the teacher
4 Findout who got the'highestscorein the crass.

Materials
One worksheetper groupof three
or four students;one dice per
group;one counterper student

Time
20-25 minutes

Prepa
ration
Copyone worksheetper group


,'..l.:..ij

Under whatcircumsta
nces?l.'.:rr,:::l:

Gomplete
I w o u l d n '.t. .

Verb forms
| (lend)you

my car on
conditionthat
you (be)careful.

even if
you paidme
a million
dollars.
*

Underwhat

Verbforms
lf it (be)
properly
supervised,
| (do)a
parachute
Jump.

go to worK
in another
country?

Verb forms
| (go)to
the party
this evening
if you (come)
with me.

circumstances
w o u l dy o u . . .
m t s sa n
rmponant
meeting?

Gomplete
lf I hadto go to
the MiddleEast
on business,I
would...

Underwhat

circumstances
wouldyou...

Complete
I wouldbe able
to buya Rolls

Underwhat
circumstances
w o u l dy o u. . .
investmoneyin the
stockmarket?
Gomplete
I won't come to
the next English

c l a s si f . ..

*

*

Underwhat
circumstances
w o u l dy o u. . .
resignfrom
a iob?

Verbforms
| (say)no if a
customer(invite)
me to spenda
free weekend
in Paris.

Underwhat
circumstances
w o u l dy o u. . .
giveyourboss
a bunchof
flowers?

f+.TaffEafEEttllA rearson
Eoucarton
2aa2

Verb forms
lf the weather
(be)good,we
(play)tennis
on Saturday.


VocabularyTheweather
statements
GrammarBeoorted
go
whatyouhearorread
to
Reporting
Language

Weatherreport
Aim

Proced
ure

To give studentspracticeat
weathervocabulary
by
exchanging
information
about
weatherforecastsin two different
continents;

alsoto practise
reportedspeechstructuresby
feedingbackon the information
gathered

1 To introducethe activity,ask studentswhat they thinkthe weatheris
likeat the momentin differentcitiesaroundthe world,for example:
Sydney,Bangkok,New York,Cairo,Stockholm.
2 Write on the boardthe questionand answerformatthat studentswill
needto comoletethe worksheet:
What will the weather be like in ... this weekend?
Therewill be ...
3 Put studentsinto pairs(A and B) and giveeachstudenta copyof
SheetA or SheetB.
4 TellStudentB to ask StudentA aboutthe weatherforecastedfor the
placesmarkedon the map of Europe.TellStudentA to lookat
his/her map of Europeand answerStudentB's questions.StudentB
symbolson the map of Europe.This
shoulddraw the appropriate
shouldtake five to sevenminutes.
5 StudentA then asksStudentB ouestionsaboutthe weatherin Asia
and drawsthe appropriate
symbolson his/her map.
6 Put studentsinto new pairs,with two As togetherand two Bs
together.They havefive minutesto comparethe answersthey
receivedand checkthat thev were oiventhe sameinformation.
Forexample:
- Ludmilla told me there would be severe thunderstorms in the
Ukraine this weekend.
- Yes, and Olga said there would be bright sunshine in ltaly.

- Yes, Ludmillasaid the same. What about France?
- She said there would.be thick cloud.

Materials
One copyof SheetA or SheetB
per student

Time
20 minutes

Prepa
ration
Copyand cut up one worksheet
per two students

Extension
Readingand speaking:H you havean Internetclassroomavailable,
studentscouldmakepredictions
aboutthe day'sweatherin various
countriesaroundthe world and then use a weathersite
(e.9.www.weather.com)
Thenask individual
to checktheirpredictions.
studentsto tell the classwhat they foundout, for example:I saidit
would be cold with heavy snow in Moscow, and I was right. But I
thought there would be sunshinein Cape Town, and in fact it's raining.

114

Weather
report

IilfTti!fiIIf.G|E a pearson
Eoucarnn
2aa2

115


we read
VocabularyThings
perfect
simple
andcontinuous
GrammarPast
go
important
Talking
about
moments
Language
to

Harryat the Dursleys'
Aim

Procedure

To give studentspracticeat using

the past perfectsimpleand past
perfectcontinuous

Materials

3

One worksheetper student
4

Time
30 minutes

Prepa
ration

5
6

Copythe worksheet

7

8

Ask studentsif they know anythingabout HarryPotter,a character
book.(Seebackground
information.)
from a children's
Halfthe studentsare As and halfare Bs. Put them into smallqrouos.

As togetherand Bs together.
Handout the worksheetand ask studentsto fold it so that Student
As haveExtractA and the questionsvisible,and StudentBs havethe
ouestionsand ExtractB visible.
Ask studentsto readtheirtext. StudentAs shouldanswerouestions
1-5 and StudentBs questions6-10 (theanswersto the other
questionsare in the othertext).Theyshouldtry to use the past
perfectto answerthe questions.
In theirgroups,studentscomparetheiranswers.
Put studentsinto pairs(A+B).In eachpair,StudentA summarises
his/hertext for StudentB, withoutlookingat it. B shouldlookat
ouestions1-5 and see which onescan be answeredfrom As
summary.StudentB then summariseshis/hertext for StudentA,
who triesto answerouestions6-10.
fhey can then unfoldthe worksheetand readthe other text. Ask
them if they thinktheirpartner'ssummarywas good.Theyshould
alsoanswerany of the questionsthat they couldn'tanswerfrom their
partner'ssummary.
Finally,
discusssome or all of the followingquestions:
How do you think the Dursleys feel about Harry?
What does Harry feel about Dudley?
Do you think Harry is a happy boy?
Would vou like to read the rest of the book?
Do you think adults can enjoy books for children?

t11.au:it:iu:

116

HarryattheDursleys'
i

Extract
A (questions
1-5)

From Harry Potter and the Philosopher'sStone

1 What had happenedten yearsearlier?
2 How had PrivetDrivechangedsincethen?
How had DudleyDursleychanged?
4 What had Harrybeendoingwhen his aunt
woke him uo?
6 What kindof dreamhad he had?
6 Why was Harrysmalland skinny?
7 Why were his glassesheldtogether
with Sellotape?
8 How long had he had his scar?
What was the first ouestionhe had
askedAunt Petunia?
1 0 How had his parentsdied,according
to his aunt?

ExtractB (questions
6-10)

From Harry Potter and the Philosopher'sStone

DlfafiifiifAlil]l

@ Pearson
Education
2002

117


VocabularyHousework
andcleanliness
pronouns
GrammarHavesomething
doneandreflexive
youdo,andhavedone
Language
to go Things
foryou

- or haveit
Do it yourself
done?
Aim

Proced
ure

To give studentspracticeat using
have+something+past
participleand reflexivepronouns

you may wish to pre-teachsome of this vocabulary:
1 lf necessary,
pierce,
dye,
have your blood pressure taken, photo booth, car wash.
2 Distribute
the cut-upcopiesof the worksheetso eachstudentnas
'Find
one
s o m e o n ew h o . . . ' b o x .
3 Tellstudentsthat they will haveto find peoplein the classfor whom
the sentencesin theirbox are true. (Theyonly needto find one name
per sentence,and the namescan be differentfor the different
They do this by movingaroundthe room and askingother
sentences.)
studentsyes/no questions,
for example.Haveyou had yourcar
servicedin the last sixmonths?They repeatthe same questionuntil
somebodysaysyes, and then they write that person'snamein the
box (so if the first personthey ask saysyes,they onlyask that
questiononce).
4 When they find someone,they haveto ask a follow-upquestion
basedon the promptbelowthe sentenceand notethe answer.
Theywill needto constructa grammatically
correctquestion,for
example:Where ...?= Wheredid you haveit serviced?You may wish
to checkthey understand
this by doinga coupleof examplesfirst.
5 Oncethey havedonethis for one sentence,they move on to tne

next. lf the sentenceis not true for anybody,the studentwrites
nobodyinsteadof a name.
6 When they haveone ndmefor eachsentence,they can stop
askingquestions,but they shouldcontinueansweringother
students'questions.
7 After aboutten minutes,or when most peoplehavefinished,ask
eachstudentin turn to tellyou one pieceof information
that he/she
discovered.
including
the answerto the follow-upquestion.For
example:I discoveredthat Joeo has had his car servicedin the last
six months. He had it servicedat the garagenear the station.
As the otherstudentslisten,thev shouldwrite down one other
possiblefollow-upquestionto ask,for example.Why did you choose
that garage, JoSo?
8 Finallystudentscan ask theirown follow-upquestionsto the
person.Givethem aboutfive minutes.
appropriate

Materials
One copyof SheetA, B, C or D
per student

Time
25 minutes

Preparation
Copyand cut up one worksheet
per four students

118


- or haveit do
Doit yourself
F i n ds o m e o n ew h o . . .

Name

has had his/her car servicedin the lastsix months.
(Where...?)
is goingto havehis/her haircut soon.
(How...?)
has his/her passportphotographs
takenby a
professional
photographer.
(Why not ... in a photo booth?)
h a sn e v e rh a dh i s / h e rh a i rd y e d .
(Whynot ...?)

F i n ds o m e o n ew h o . . .

Name

alwayswashesthe disheshimself/herself.
(Why not ... dishwasher?)
has had a tooth extracted.
(When...?)

h a dh i s / h e re a r sp i e r c e dw h e n h e / s h ew a s a c h i l d .
(... any other parts of your bodV?)
has recentlyhad some clothesdry-cleaned.
(What...?)

F i n ds o m e o n ew h o . . .

Name

has hada letteror articlepublishedin a newspaper.
(What... about?)
hasn'thad his/her eyestestedin the pastthreeyears.
(When...?- future)
has his/her bloodpressurecheckedregularly.
(Where...?)
doesall the houseworkhimself/herself.
(... like someone to help?)

F i n ds o m e o n ew h o :

Name

can sort out computerproblemshimself/herself.
(How ... learn?)
has hada creditcardstolen.
(What...do?)
has his/her supermarket
shoppingdelivered.

(Whv...?)

has his/hercar washedin a carwash.
(Why not ... yourself?)

@ Pearson
Education
2002

19


V o c a b u l a rDescribing
y
changes
G r a m m a Future
r
with willandwill havedone
L a n g u a gt oeg o Predicting
futureevents

By the yeat 2025
Aim

Proced
ure

To give studentspracticeat using
the future perfectto talk about
the possibility
of future
predictions,

theircausesand
consequences

1 Put studentsinto groupsof three or four. Give each group a set of
the cards.face down.
2 Tellstudentsto turn overthe cardsone at a time and readthe
prediction.
They shoulddiscusswhetherthey thinkthe predictionis
certainto happen,probable,possibleor impossible,
and why (they
don't needto agree).They shouldalsotalk aboutthe reasonswhy
this predictionmighthappen,and what its consequences
might be.
They shouldnot write on the cards.
3 To demonstrate,do the first cardon the boardas a whole class
activity.Write:
By the year 2025, global sea levels will have risen by half a metre.
Elicitstudents'opinionsas to its probability,
for example:
I think it's probablethat this will have happened.
Elicitpossiblereasons,for example:
Global warming will have caused the polar ice caps to melt.
and consequences,
for example:
People will have to move from coastal areas.
4 Oncethey'vetalkedaboutone card,they shouldturn overthe next
and talkaboutthat untilthev havediscussedall twelve.Givethem
aboutfifteenminutesto work throughall the cards.
5 As classfeedback,talk abouttwo or three of the predictionsthat
causedmost discussion.

Materials
One set of cardsper groupof
threeor four students

Time
25 minutes

Prepa
ration
Copyand cut up one worksheet
per group

120