[Peter Watcyn-Jones] Pair Work 1 Elementary Pre-Intermediate

Pair Work 1 Elementary to Pre-Intermediate

Peter Watcyn-Jones

P E N G U I N BOOKS

PENGUIN BOOKS

Published by the Penguin Group Penguin Books Ltd, 27 Wrights Lane, London W8 5TZ, England Penguin Putnam Inc., 375 Hudson Street, New York, New York 10014, USA Penguin Books Australia Ltd, Ringwood, Victoria, Australia Penguin Books Canada Ltd, 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 Penguin Books (NZ) Ltd, 182-190 Wairau Road, Auckland 10, New Zealand

Penguin Books Ltd, Registered Offices: Harmondsworth, Middlesex, England

First published 1984 This revised edition with ten additional activities published 1997 1 0 9 8 7 6 5 4 3 2

Copyright O Peter WatcynJones, 1984, 1997 All rights reserved The moral right of the author has been asserted

Printed in England by William Clowes Limited, Beccles and London Set in Century Schoolbook and Helvtica

Except in the United States of America, this book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher's prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser

Photocopying notice The pages in the book marked From Pair Work 1 by Peter Watcyn-Jones O Penguh Books 1997 P H 0 TO C 0 P l A 6 L E may be photocopied free of charge for classroom use by the purchasing individual or institution. This permission to copy does not extend to branches or additional schools of an institution. All other copying is subject to permission from the publisher.

Acknowledgements The publishers make grateful acknowledgement to the following for permission to reprint copyright photographs.

;V1 the following photographs are reprinted with the permission of Barnaby's Picture Library: pp.10 and 52: top row (left) Photo-Chance, (centre) David Alexander Simson, (right) Trevor Legate, bottom row (left) B. Gibbs, (centre) David Alexander Simson, (right) Bill Angove; p.17: (left) Trevor Legate, (right) R. Gardner; p.30 (top left) Adrian C. Muttitt, (top right) Ray Roberts, (bottom left) George Sturm, (bottom right) Gerald Wilson; p.61: M.G. Webb; p.74: (top left) Ray Roberts, (top right) Eric J. Chalker, (bottom left) Kester J. Eddy, (bottom right) O.J. Troisfontaines. Photograph on p.64: copyright Geoffrey Drury.

The publishers make grateful acknowledgement to the following for permission to reprint illustrations: Norman Baptista: pp.16, 18, 26, 33, 34, 56; Illustra, p.21; David Locke: pp. 13, 25, 27, 28, 36, 54, 67, 69, 70, 76.

Every effort has been made to trace copyright holders in every case. The publishers would be interested to hear from any not acknowedged here.

Introduction

Getting to know you (1) Getting to know you (2) Missing Information: the Eurovision Song Contest Questionnaire: likes and dislikes Who's who? One-sided dialogue: making suggestions Following instructions (1) Missing information: flats and houses Following instructions (2) This is my boyfriendlgirlfriend Newspaper interview (1) This is my brother Questionnaire: habits and daily routines For sale Eye-witness Complete the crossword Carry on talking A family tree Going on a weekend course Complete the drawing (1) Complete the drawing (2) Missing information: the life of Elvis Presley Looking a t holiday photographs (1) \

Newspaper interview (2) Looking a t holiday photographs (2) . One-sided dialogue: shopping Where's the station? Questionnaire: opinions Asking for information about a tour Asking for information about summer jobs One-sided dialogue: an invitation What's the word? Making guesses Sort it out: a dialogue Missing information: a holiday in England* Making sentences Questionnaire: have you ever . . . ? Renting a holiday home \

Car number plates Where are they going? What's a 'floppa'?

Appendix

4

Student A 8 9

10 11 12 13 14 15 16 17 18 19 20 2 1 22 2 3 24 25 2 6 27 2 8 2 9 30 3 1 32 3 3 34 3 5 36 3 7 3 8 3 9 40 4 1 42 43 44 4 5 46 47 48

92

Student B 50 5 1 52 5 3 54 5 5 56 5 7 5 8 5 9 60 6 1

62 63 64 6 5 66 6 7 68 69 70 7 1 72 7 3 74 7 5 7 7 78 79 80 81 82 83 84 8 5 86 8 7 88 89 90 9 1

INTRODUCTION

1 In most language situations there is always an element of the unexpected - of not knowing exactly what the person you are talking to is going to say, even though on some occasions you may have a gen- eral idea (e.g. when ordering food in a restaurant). Unfortunately, most books give little practice in this since all too often every student has access to the same material as everyone else in the class with the result that anything that is said is often predictable. This, in turn, gives the students a false sense of secu- rity, so that once the whole context or the set-piece is removed they often find difficulty in communicating outside the classroom. Pair Work 1 tries to overcome this by making sure from the beginning that Student A does not have access to Student B's information, and vice versa. In this way students are forced to react with one another and to respond to the unexpected - which is, after all, an essential requirement for true communication.

2 Another important aspect of language learning which again is often neglected is training students to listen effectively. Whereas listening comprehension exercises are an attempt to overcome this problem they are, in most cases, fairly passive activities and all too often removed from reality. Instead, what we should be concentrating on is in students listening effectively to one another. Again, when all the information is available to everyone in the class such intensive listening is not necessary since the student can always read anything he or she does not understand. But by removing what the other speaker is going to say the student is immediately forced into a situation where he or she not only has to but wants to listen intensively in order to be able to talk to the other person - which is, after all, the situation he or she is going to be in when he or she leaves the com- parative safety of the classroom.

Description of the material

This book contains 41 activities. These are arranged, where possible, into pairs of activities so that if Student A has one particular role or task in the first activity then he or she has Student B's role or task in the second, and vice versa. This gives both students practice in the same function but avoids the possibly boring alternative of simply changing parts and doing exactly the same activity again. Instead, the same function is practised again but the situation (or role) is changed.

There are six main types of activity in the book:

These are activities in which students are given definite roles to play and are usually asked to assume a different name, background, age, etc.

An example of a role-play is Activity 11 - Newspaper interview (1).

2 Simulation exercises These are activities in which students play themselves but are given a definite task to do or are put in a specific situation and asked to make appropriate responses.

An example of a simulation exercise is Activity 29 - Asking for information about a tour.

3 One-sided dialogues These are activities in which students read a dialogue together but can only see their own part. These dialogues usually include opportunities for the student to make his or her own responses.

An example of a one-sided dialogue is Activity 6 - one-sided dialogue: Making suggestions.

4 Information-gap activities These are activities in which students are asked to perform a task together, they fall into two types. In the first, one student has access to all the information and tries to impart i t to his or her partner.

An example of this type is Activity 20 - Complete the drawing (1).

In the second, both students are given access to half the information and by working together try to solve the whole.

An example of this type is Activity 22 - Missing information: the life of Elvis Presley.

5 Discussion and conversation activities These are activities designed to stimulate students to discuss a subject or subjects with their partner and usually take the form of a questionnaire. These activities are particularly useful when students are practising giving opinions and showing agreement or disagreement.

6 Problem-solving activities These are activities in which students are asked to solve some sort of problem together - usually where students share 'clues' and then try to work out the answer.

An example of a problem-solving activity is Activity 5 - Who's who?

How to use the book

The activities in Pair Work 1 have been written to give extra 'communicative' practice in certain structures and functions. Consequently, they should be done as follow-up work rather than for 'teaching' purposes, since i t is assumed that students are already familiar with basic structures, functions and vocabulary connected with each activity.

In the Appendix (pages 92 - 96), a list of main structures and functions for each activity is given, plus examples of typical questions, sentences or responses. Using this as a guide, all the teacher has to do is to decide what needs to be practised, choose a suitable activity and photocopy the appropriate pages. Since, in many cases, more than one activity has been written to practise a particular structure or function, repeated practice can be given without the students becoming bored.

Finally, the activities in Pair Work 1 are not graded in any way, so they can be done in any order depending on the needs of a particular class.

Teaching hints

1 Classroom organization Since the activities in Pair Work 1 involve the students working in pairs, a certain amount of classroom reorganization may be necessary. If it is a t all possible, the room should be arranged in such a way that pairs face one another across a desk or a table. This is to give them 'eye-contact' which makes communication a lot easier. Again, if possible, some sort of screen (e.g. a bag) should be placed between them so that they cannot see one another's books.

However, there may be practical reasons why such a classroom arrangement may not be possible. in which case the teacher can adapt the working methods accordingly to suit his or her particular circumstances.

2 Working in pairs Since the students will be working in pairs, there is the inevitable problem of what happens when there is an odd number of students in the class. Here are one or two possible solutions (although they are by no means the only ones):

a) The teacher forms the 'extra' partner, in which case he or she should choose a different student to work with each time.

b) The 'odd' student monitors another pair. The student chosen to monitor another pair should be changed each time a n activity is done.

c) Three students work together instead of two. Two of the students form a team to partner the third one, taking it in turns to talk to him or her. Again, the group of three should be changed frequently.

One final consideration regarding pair work is that partners should be changed frequently to ensure that everyone really gets an opportunity to work with and to get to know as many different members of the class as possible.

3 Introducing an activity Clear instructions are given for all the activities, so in most cases it should be sufficient for the teacher simply to ask the students to turn to a particular activity and to let them read through the instructions. While they do this, the teacher goes around the class checking that they have fully understood what they have to do before they begin.

If, on the other hand, the class lacks confidence or is not used to communicative work, the teacher could, on the first few occasions when the book is used, demonstrate briefly with two students (A and B) while the class monitors them. Alternatively, the teacher could set up the situation with the whole class then, by prompting the students, get suggestions as to what A and B might say to each other.

Whichever method is chosen, it is essential that the students know exactly what they have to do before they are allowed to begin.

4 Working through activity It is probably better if all pairs start working a t the same time rather than working one after the other. During the activity, the teacher moves from pair to pair, as a passive observer, noting problems or mistakes which can be taken up with the whole group afterwards.

The length of the activities varies from approximately five to twenty minutes. It is up to the teacher and the class to decide whether to spend a whole lesson on the activities or else to make them a part of the normal lesson. (Perhaps a combination of these two is a good idea.)

Finally, since not all groups will finish at exactly the same time, it may be necessary for the teacher to have a definite 'finishing time' in mind for some of the more open-ended activities.

5 Following up an activity The teacher should always spend a few minutes after an activity discussing it with the class. The discussion could include talking about what the students found difficult as well as finding out if anyone wanted to say something but didn't have the necessary language skills to express himself or

herself. This is also the time when any mistakes can be pointed out and, if necessary, revision practice given.

Finally, it is a good idea occasionally to ask one of the pairs to practise the activity again while the rest of the class listen and monitor their performance.

6 Activity 1 and Activity 2 Although these two activities practise asking and answering questions, the chief reason for putting them first in the book is that they are a useful way of breaking the ice when the class is a new one - although they are still useful even when the class has been together for some time.

Material for photocopying

1 GETTING TO KNOW YOU (1)

Get to know something about Student B by asking himlher questions and filling in the following form. (Student B will also ask you questions.)

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Age: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Country of origin: . . . . . . . . . . . . . . . . . . . . . Nationality: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Homeltown village: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Number of people in family: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mother Father Number of brothers. . . . . . . Number of sisters . . . . . Anyone else . . . . Father'soccupation: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mother's occupation: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Still at school YesINo Left school . . . . . . . bear) (If Student B has left school): Present job or CollegeKJniversity: . . . . . . . . . . . . . . . . . . . . . . . . . Length of time spent studying English: . . . . . . . years

Interests: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Favouritecolour: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Favourite countries visited: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mainambition: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Before starting, work out which questions to ask. For example:

What's your name? Where do you come from? Have you got any brothers? What's your father's job? How long have you been studying English?

When you have finished, use the answers Student B gave you to fill in the gaps in the following sentences.

1 Ispoketo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 HeIShe is . . . . . . . . . . . years old and comes from . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 HeIShe is . . . . . . . . . . . (nationality) and lives in a towdvillage called . . . . . . . . . . . . . . . 4 There are . . . . . . . . . . . people in hislher family altogether - hislher . . . . . . . . . . . . . . . . . 5 HisIHer father is d a n . . and hislher mother is alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 HeIShe is still at school.

OR HeIShe left school in 19 . . . . . and is now studying at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (name of College/University ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

OR HeIShe left school in 19 and is now working as d a n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 HeIShe has been studying English for . . . . . . . . . years.

8 His /Her interests are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and hislher favourite colour is . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9 HeIShe hasn't visited any foreign countries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . OR The only foreign country helshe has visited is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . OR HeIShehasvisited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . (name of foreign countries). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Finally, hisher main ambition is to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

When you have finished, find another partner. Now tell this person all about Student B by reading out the sentences above.

8 From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 TO C 0 P I A 6 L E


Ask Student B questions to find out the things below. Before starting, work out which questions to ask. (Student B will also ask you questions.)

Find out if Student B:

When you have finished, find another partner. Now tell himlher what you found out about Student B.

1 is afraid of the dark. (Are you . . . ?)

2 is married. (If the answer is Yes, find out what Student B's wifethusband is called.)

3 is good a t sport.

4 lives in a town or a village (Do you . . .?)

5 always does histher homework.

6 goes home by bus.

7 has got a dog or a cat. (Have you got . . .?)

8 has got more than two brothers. (If the answer is Yes, find out how many brothers Student B has got.)

9 has got any relatives in England.

10 can swim. (Can you . . .?)

11 can speak more than two languages. (If the answer is Yes, find out which languages Student B can speak.)

12 was born in May or June. (If the answer is yes, find out on which day Student B was born.) Were you . . .?)

13 started school before hetshe was seven. (Did you . . .?)

14 listened to the radio last night. (If the answer is Yes, find out the name of one of the programmes Student B listened to.)

15 has been to Scotland. (Have you . . .?)

16 has had more than two boyfriendstgirlfriends.

17 is going abroad next summer. (If the answer is Yes, find out where Student B is going.) Are you going . . .?)

18 would like to be a millionaire. (Would you . . .?)

From Pair Kork i -)- Perer Watq-n-Jones C Penguin 1997 P H 0 TO C 0 P l A 6 L E

Yes No Other information

MISSING INFORMATION: THE EUROVlSlON SONG CONTEST

A daily newspaper is publishing each day a short description of some of the singers taking part in the Eurovision Song Contest. Here is today's list of singers. Unfortunately, some of the information about them is missing. Ask Student B questions to find out the missing information and fill it in (Student B also has missing information and will ask you questions.)

You can ask questions like these:

How old is . . . (say name)? Where does . . . (say name) . . . live? Which country is . . . (say name) . . . singing for? Is . . . (say name) . . . married or single? How long has . . . (say name) . . . been a pop singer? What are . . . (say name)'s interests? What is the name of the song . . . (say name) . . . is going to sing? What is . . . (say name)'s ambition?

Who's who in the Eurovision Song Contest Part 2

When you have finished, check with Student B to see if you have filled in the missing information correctly.

(Note: The Eurovision Song Contest is a competition held once a year by the various television companies in Europe to pick the best pop song. There is a jury in each country who gives marks for each song and the song with the highest total is the winner. The competitors from each country must sing the song in the language of that country.)

10 From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 TO C 0 P I A 6 L E

4 QUESTIONNAIRE: LIKES AND DISLIKES

Work on your own. Read through the following sentences and choose an answer (I like, I quite like, I don't like, I hate, etc.). Mark your answer with a cross (X).

When you have finished, find a partner (Student B). Now talk about your likes and dislikes like this:

You: I quite like listening to pop music. Student B: Yes, so do INes, me too. OR Oh, I don't. (I hate it.)

Student B: I don't like washing my hair. You: No, neither do I. OR Oh I do. (I love it.)

Take it in turns to start.

From Pair Work 1 '21- Pi.:,? iia:.::=-J'rzs i Penguin 1997 P H 0 To C 0 P I A 6 L E

5 WHO'S WHO?

Here are six people plus some information about them.

Peter is a year older than Sally.

Mary is fatter than both Julie and Sally.

John is twenty-one next birthday.

The tallest person is a year younger than John.

Julie is the oldest - she is three years older than Mary.

Student B also has information about the six people. Work together to see if you can work out their names and their ages. (Write them in boxes.)

You are allowed to read out the information you have about the six people but you must not let Student B see your page.

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

6 ONE-SIDED DIALOGUE: MAKING SUGGESTIONS

Student A

Student B is your friend. Today is Friday You are discussing where to go tomorrow. Unfortunately, you can see only your part of the dialogue so you must listen carefully to what Student B says. Use the Saturday Guide below when trying to decide where to go.

Before you start, read through your part to have some idea of what you will say. When you are both ready you can begin.

You: Student B:

You:

Student B: You:

Student B: You:

Student B: You:

Student B: You:

Student B: You:

Student B: You:

Student B: You:

Student B: You:

Student B: You:

Student B:

Shall we do something tomorrow, . . . (Say Student B's name)? . . . I'm not sure really. Perhaps there's something in the newspaper - in the Saturday Guide. . . . What? . . . No, I don't really like watching . . . (Name the sport). . . . Where to? . . . I'd rather not. (Explain that travelling for hours in a coach makes you feel sick.) . . . Why don't we go to an exhibition? . . . There's one on . . . (Say what the two exhibitions are about.) . . . Well, it was only a suggestion. . . . (Ask what time it starts.) . . . All right. Let's do that, then.

S A T U R D A Y GUIDE

Scandinavian Design OTHER EVENTS Exhibition of modern furniture from Denmark, Sweden and A Midsummer Night's Finland. Dream Design Centre 9.30-4.30 Special open-air performance of Admission Free one of Shakespeare's best-loved

plays by students of Brindly EXCURSIONS Drama School.

SPORTS EVENTS Singleton Park 2.30 p.m.

J u d o Isle of Wight a n d Seats 22.50

National championships for Stonehenge

Indoor Football women. Coach tour to the Isle of Wight Cat Show

Finals of the South of England wigmore sports centre and Stonehenge. Local cat show at St Peter's indoor football competition for 1.30-4.30 Denart : 7.30 from Station Church Hall. 9.30-5.30 schools. Leisure Centre Kick-off: 10.30 Final: approx. 4.15 Admission 2 1.50

Water-polo International match between England and Wales. Lansdown swimming baths 2 p.m.-5 p.m. Admission 22.50

Admission f 2.50

EXHIBITIOSS

Road. Arrive back: approx 9.30 p.m. Cost 28.00 (including lunch)

18th-centur>- Landscape

Paintings

Eshibirion of e~g'r.reer.r:~-

century :andsiape pa!nt:ngs by

nell-knon-r. 1:iai r r : s r s Grove? .Lr G i L + r : :1:-5 ,312

.Adrr.lsic.r. f T

The Motor Show Special coach trip to the Motor Show at NEC, Birmingham. Depart: 9.15 from Station Road. Arrive back: approx. 8.15 p.m. Cost 2 6.50 (including lunch and admission)

Admission 50p

Computer Fa i r See and try out the latest in home computers. Special attraction for children - Games Corner - a chance to play the latest computer games. Wigmore Conference Centre 10-6 p.m. Admission adults 22.50 children 21.00

From Paw \V,rr 1 r-. ?+:+: ~7v-;r.r:r-.J~rea ,Z Penguin 1997 P H 0 TO C 0 P 1 A B L E 13

7 FOLLOWING INSTRUCTIONS (1)

Here is a rectangle which contains twenty squares. You are going to write or draw something in fifteen of them. Student B will tell you what to draw or write and in which squares. But it is not as easy as it sounds, so you will have to listen very carefully to hisher instructions.

Before you start, make sure you have a pencil ready. If, at any time, you do not understand what Student B says, you can ask himher to repeat the instructions (e.g. I'm sorry, I didn't understand that. Could you say it again, please?) But you are not allowed to ask for the number of the square you are to draw or write in.

When you have finished, compare your rectangle with Student B's to see if you have filled in everything correctly.


8 MISSING INFORMATION: FLATS AND HOUSES

Ask Student B questions to find out the missing information about the house and the flat in the table below. (Student B also has missing information and will ask you questions.) Before you start, work out which questions to ask. For example:

Where's (the house)?

Is (the flat) big?

Is (the house) modern?

How many rooms are there in (the house)? What are they?

Has (the house) got central heating?

Is there anything else you can tell me about (the house)?

When you are ready, take it in turns to ask and answer questions. When you have finished, compare your tables.

From Pair Work 1 i.! P e r : '.Vzr,-.r->z?: C Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

HOUSE

big

quite big d small I? modern

quite modern

not very modern

downstairs

upstairs

No

S500 a month

Street

Size

Condition

Number of rooms

List of rooms

Central heating

Near the shops

Distance from town centre

Rent

Any other information

FLAT

King Street

big 0 quite big 17 small • modern d quite modern

not very modern

three

a living-room

a kitchen

a bedroom

Yes

1 mile

You share the toilet and the bathroom.0n the first floor.


At the bottom of the page is a rectangle which contains twenty squares. Before you start, fill in the following:

1 In square number 1 write yesterday's date. 2 In square number 4 write the colour of your hair. 3 In square number 7 write what day it will be tomorrow. 4 In square number 12 write the number 12. 5 In square number 13 write what month it is. 6 In square number 17 write the name of the capital of France. 7 In square number 19 write your name.

Now work with Student B. Helshe has a large rectangle in hislher book similar to yours. But all twenty squares are empty. Help himiher to fill them in by reading out loud the following instructions.

But do not let Student B see your page.

When you have finished, compare rectangles to see if Student B has filled in everything correctly.

Here are the instructions:

1 Start in the black square. Go down two squares. Draw a picture of a comb in this square. 2 Go right two squares. Draw a picture of a tree in this square. 3 Go up four squares. Write the colour of my hair in this square. 4 Go back to the square with the drawing of a comb. Go up one square. Draw a large circle in

this square. 5 Go left one square, then up three squares. Write yesterday's date in this square. 6 In the square to the right of this, draw a picture of a bottle. 7 Go down one square, then right two squares. In this square, draw a triangle. 8 Go back to the black square. Go left one square. In this square draw a picture of a pair of

glasses. 9 Go down one square. Write in this square what month it is. 10 Go right three squares. Draw a picture of an elephant in this square. 11 Go to the square to the left of the triangle. Write in this square what day it will be tomorrow. 12 Go left two squares. Draw a large cross in this square. 13 Go down three squares. In this square write the name of the capital of France. 14 Divide 144 by 12. Write your answer in the square above the drawing of the elephant. 15 Finally, write my name in the square between the drawing of the comb and the tree.


10 THIS IS MY BOYFRIENDIGIRLFRIEND

Look a t the photograph of your new boyfriendgirlfriend. Student B is your cousin. You are going to tell hirnlher all about your new boyfriendgirlfriend.

Before you start, think of the following:

where you met himher how long you have known himher hisher job where hetshe comes from, lives hisher name, age histher interests if you plan to get married (when? where?) what your parents think of himlher

etc.

When you are both ready, you can begin like this:

Would you like to see a photograph of my new boyfriendJgirlfriend?

(Note: Student B will probably ask you lots of questions, so be prepared to use your imagination!)

From Pair Work : ?:- Peer wa:c;r-Jores C Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

11 NEWSPAPER INTERVIEW (1)

Your name is Maria (or Rolf) Lells.

You are the leader of a Peace March which will go from Stockholm, in Sweden, to London. Here is a plan of the march and the different countries and cities you will visit on the way.

You plan to start from Stockholm on April 25th and hope to arrive in London a t the end of July. You are hoping that thousands of people will join the march along the way (at least 10,000). When you get to London you are going to hold a 'Day of Peace' in Hyde Park. You are hoping that the march will show politicians that ordinary people are completely against war.

Student B is a journalist. Helshe is going to interview you about the march. (Be ready to use your imagination!)

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 TO C 0 P I A 6 L E

12 THIS IS MY BROTHER

Student B is a new friend you have made on holiday. Helshe is going to show you a photograph of hislher brother and his family. Find out as much as you can about them by asking Student B questions, such as:

What's your brother's name?

How old is he?

What does he do?

What's his wife's name?

Does she go out to work too?

How long have they been married?

Where do they live?

Do you see them very often?

Try to think of a t least fifteen questions to ask.

&%en you are both ready, student B will begin.

From Pair Work 1 b?- Perer it-arc!-n-.Jones C Penguin 1997 P H 0 TO C 0 P I A 6 L E

13 QUESTIONNAIRE: HABITS AND DAILY ROUTINES

Find out something about Student B's habits and daily routines by asking himher questions. (Student B will also ask you questions.)

Before you start, work out which questions to ask. Then take it in turns to ask and answer questions. Mark Student B's answer with a cross (X).

Find out if Student B:

goes out a t weekends (Do you ever go . . .?)

remember histher dreams . . (Do you ever remember your .?)

goes to bed before 11 o'clock

has coffee for breakfast

does histher homework

reads a daily newspaper

feels nervous when helshe travels by air

reads before helshe goes to sleep

finds it easy to make friends

I forgets people's telephone numbers

When you have finished, use the answers Student B gave you to fill in the missing words in the following sentences. (Remember: If Student B answered No, not often or No, not usually, you write 'HeIShe doesn't often/usually . . .')

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I spoke to (name)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :e/She goes out at weekends.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe remembers hisher dreams.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe goes to bed before 11 o'clock.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :e/She has coffee for breakfast.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :e/She does hislher homework.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe comes here by bus.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe catches a cold in the winter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe. wears jeans to school/work.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe feels tired in the mornings.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe has lunch at a restaurant.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe reads a daily newspaper.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe feels nervous when helshe travels by air.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe reads before helshe goes to sleep.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :e/She finds it easy to make friends.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :elshe forgets people's telephone numbers.

20 From Pair Work 1 by Peter Watcyn-Jones 0 Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

14 FOR SALE

You bought this stereo cassette recorder three years ago for S150. You want to sell it and have put the following advertisement in the newspaper:

FOR SALE Stereo cassette recorder. Only three years old. Reasonable price. Phone347299

Student B is going to phone you up about the cassette recorder. Before you start, look a t the drawing below so that you will be able to explain all about the recorder to Student B. Also decide how much you are going to ask for it. Finally, if Student B sounds interested in buying it, arrange a day and time when hetshe can come and see you.

You start like this:

Hello, 347299 I Stereo cassette recorder

built-in microphone clock radio with short wave, long wave,

I I medium wave and VHF I

Other points also works with batteries speakers (1 0 watts only) head~hones included with it clock-can also be used as alarm clock W can record directly from radio size: 42.5x13x26.5 cms

From Pam \Vork 1 5 : ?-ye: V.>-:--=-Jcr,rs C Penguin 1997 P H 0 70 C 0 PI A 6 L E

15 EYE-WITNESS

You are a policeman/policewoman. Someone phoned the police station a short while ago to say that a man had stolen something from hislher shop. Student B is the person who phoned. You are going to interview himher to try to get a description of the thief. Use the form below. You can begin like this:

Good (morning), Sirmadam. Now if I could just ask you one or two questions about the man who stole something from your shop this morning.

And you can end:

Thank you very much, Sirmadam. You've been very helpful. We'll contact you again as soon as we find him.

Before you start, work out the sort of questions you will ask. For example:

What did the man steal? How old/tall was he? Was he fat or thin? What colour was his hair? etc.

IDENTIFICATION FORM PBITDY145701

Date. ................

Name of w~tness. ...................... ... ..................................................................................

Address: ............................................ Tel. No.: ..............................................................

................................................................................................ Crime' ..... ...... .... Art~clelsi stolen ..................... ....... .............................................. .. ................................

Details of suspect -

Doscription of dothn

....................... .t....(_ ........................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

Any othw d.1.110 (beard, moustache, glasses, etc.) ..................................... _._ ................................................................................................... .,............. ..... .._ ...................................................................................................... .........................................................................................................................................

Sex

Age

Helght

Bulld

Ha~r

Hairstyle

Eyes

F rom Pa i r Work 1 b y Peter Watcyn-Jones O Penguin 1997 P H 0 TO C 0 P I A 6 L E

male (7 female C]

under 18 (7 20-25 2&35 0 3 6 5 0 51-60 C] over 60 (7

under 150 cms (7 150-160 crns (7 161-170 crns (7 171-180cms (7 181-190 crns 191 cms-2 metres over 2 metres (7

fat (7 well-bull1 (7 medium bulld sllm thln

any other black (7 dark falr (7 blond C] grey ................

long short curly (7 wavy (7 strahght bald (7

................. blue (7 grey (7 brown (7 any other colour..

16 COMPLETE THE CROSSWORD

This crossword is only half filled in. Student B also has a crossword that is only half filled in. Take it in turns to ask what the missing words are and to answer by trying to explain each word. For example

Student B asks: You answer: What's 6 down? You eat it. It's a fruit. It's yellow. What's 10 across? It's the opposite of 'hot'.

Before you start, work out ways of explaining the fifteen words already filled in on your crossword.

If you guess a word correctly but are not sure how to spell it, you can ask Student B to spell i t for you.

When you have finished, compare your crosswords.

I DOWN - ACROSS

(Based on an idea by E

Elizabeth Woodeson A 1 1 1 1 1 1

.- in MET, Vol. 10. 1982)

From Pair LVo'ork 1 '!- Per-: A~irc:-n-.J~:zis i Penguin 1997 P H 0 10 C 0 P 1 A 6 L E

17 CARRY ON TALKING

Situation 1 Here are the opening words of a conversation between two friends:

A: You look happy, . . . (say name).

B: Yes, I am. I had such a wonderful time last night.

Using these opening words, you are going to continue the conversation with Student B. (You will take the part of B.)

Before you start, think of what you might say. For example:

Why did you have a wonderful time?

Where were you? Who were you with?

What did you do?

When you are both ready, you can begin. Student B starts.

Situation 2 Here are the opening words of another conversation between two friends:

A: What happened to you last night? Why weren't you a t the party?

B: I'm sorry, . . . (say name), but there was trouble a t home so I couldn't go.

This time, you are going to take the part of A.


What sort of trouble did Student B have at home?

Why didn't helshe phone to let you know helshe wouldn't be a t the party?

What was the party like? Who was there?

Try to keep the conversation going for as long a s you can. This time, you begin.


18 A FAMILY TREE

Below is a drawing of a family tree. Student B also has a drawing of a family tree but it is not exactly the same as yours. (There are twelve differences.) By asking Student B questions, see if you can find the differences, and put a circle around them. Before you start, work out the sort of questions to ask. For example:

Who is Bob married to? OR Is Bob's wife called Alice? What does Paul do? OR Is Paul a teacher?

How many children have OR Have Colin and Jennifer Colin and Jennifer got? got three children?

How old is Samantha? OR Is Samantha nineteen?

When you are both ready, take it in turns to ask and answer questions.

When you have finished, compare the family trees.

JONES

SAMANTHA a hairdresser a shop assistant a student 19 PETER PAMELA SIMON 24 17

a bank clerk a student a student 25 20 15

From Pair Work 1 b!- Per+: n-~:~!~:-Jxis i Penguin 1997 P H 0 TO C 0 P I A B L E

19 GOING ON A WEEKEND COURSE

You live in London. You see the following advertisement in a magazine and decide to phone up WAY OUT WEEKEND COURSES for further details. (Student B works there.)

k

Way Out Weekend Courses

Looking for something different this weekend? Then try one of our popular weekend courses. Courses this month are:

COMPUTER PROGRAMMING WATER-COLOUR PAINTING BIRD-WATCHING POl-rERY FOLK DANCING WEAVING SELF-HYPNOSIS GHOST HUNTING

For further details phone 01-210 8091

Before you start, decide which course are you are interested in. When you phone up, have a pencil ready to make a note of the following:

Where the course is being held: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . .Number of days: . . . . . . . . . . . . . . . . . . . . . . . . . . . Courseleader: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Where you will stay:

Number of people on the course: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cost: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Any other information: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

If the course sounds interesting, book a place on it. (Could I book a place on the course then, please?)

When Student B answers the phone, you can begin like this:

Good (morning). I'd like some information about one of your weekend courses.

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 f' H 0 TO C 0 P I A 6 L E

20 COMPLETE THE DRAWING (1)

Below is a drawing of a kitchen with knives, forks, etc. Student B also has a drawing of a kitchen, but it is incomplete. Help himher to complete it by telling himlher where the various things go. (The missing objects are shown under the drawing.) Student B is allowed to ask you questions, but heishe must not see your drawing. When you have finished, compare your drawings.

When you tell Student B where to draw the various things, you can use sentences like these:

There's a clock on the wall between the two cupboards. There's a saucepan and a frying-pan on the cooker a t the back. The saucepan's on the right and the frying-pan is on the left.

forks

tea

spoons

coffee

From P a r nkri : r: 3 r r 7*Var;.n-.Jones C Penguin 1997 P H 0 TO C 0 P 1 A 6 L E


Below is a drawing of a living-room. Under the drawing are a number of things which are to be found in a living-room (a vase of flowers, a painting, an ashtray, and so on.) Student B is going to tell you exactly where they are. When helshe tells you, draw them in the correct places. You are allowed to ask questions but you must not look at Student B's drawing. When you have finished, compare your drawings.

You can ask questions like these: Where's the television set? Where are the glasses?

Here are some other questions you might ask:

I didn't understand that. Could you say it again, please? Do you mean here? On which shelf - the one on the left or the one on the right? Which table do you mean? The coffee table or the small table next to the sofa?

bookcase

television set


22 MISSING INFORMATION: THE LIFE OF ELVIS PRESLEY

A pop magazine has just started a new series called 'The History of Rock 'n7 Roll'. Each week it presents a short life-history of a famous rock 'n' roll singer. Below is the life-history of this week's star - Elvis Presley. Unfortunately, some of the information about him is missing. By asking Student B questions, fill in the missing information. (Student B also has missing information and will ask you questions.)

Before you start, read through the life of Elvis below and work out which questions to ask. For example:

What was his father's name? What happened in 1942? What sort of job did he get when he left school? What was the name of the song he recorded in 1954? When did his mother die?

When you are both ready, you can begin. Take it in turns to ask and answer questions. But you must not let Student B see your book.

When you have finished, check to see if you have filled in everything correctly.

Full name: Elvis Aaron Presley Parents: . . . . . . . . . . . . . . . . . . . . . . . . .and Gladys Presley Brothers/sisters: Jesse Garon (twin brother)

Died a t birth

Year Main euent(s) 1935 Born in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ., Mississippi, on January 8th. 1942 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1948 Moved to Memphis, Tennessee. Started a t a new school. His father bought him

. . . . . . . . . . . 1953 Left school and got a job as with the Crown Electrical Company. That summer, . . . . . . . . . . . . he went along to Sun Records in Memphis and paid $4 to record two songs for

1954 Sam Phillips, the owner of Sun Records, asked Elvis to record a song called ' , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20,000 people bought the record.

1955 Met Colonel Tom Parker. He became Elvis's manager. ... Recorded a song called 'Heartbreak Hotel'. I t sold over a million copies.

1957 Made more records - all of them were big hits. Became known as the 'King of Rock 'n' Roll'. He bought . . . . . . . . . . . . . . . . . . . . . . . . . . . . in Memphis which he called Graceland. Also went to Hollywood to make his first film - Love Me Tender.

1958 Went into the army and became a soldier in West Germany. On . . . . . . . . , his mother died. 1960 Left the army and went back to Hollywood to make more films. 1967 Got married to Priscilla Beaumont - a girl he had first me when ... Appeared on a special television show. His daughter, Lisa Marie, was born. 1972 His wife, Priscilla, left him. ... Elvis and Priscilla got divorced. 1977 Died of a heart attack at the age of . . . . . . . . . . . on August 16th.

He left all his money to . . . . . . . . . . . . . . . . . . . . 80,000 people turned up for his funeral and his records were played on the radio all day. A year later 100 million Elvis LPs were sold. The 'King of Rock 'n' Roll' was dead but certainly not forgotten.

From Pair \Vork : 5.- ?err: 'Xiri..?-Jams i Penguin 1997 P H 0 TO C 0 P 1 A 6 L E 2 9

23 LOOKING AT HOLIDAY PHOTOGRAPHS (1)

These photographs are ones you took when you were on holiday last summer. You are going to show them to Student B. Talk to himher about the photographs and about your holiday.

Before you start, think about things like the following:

(a) the photographs: (b) the holiday: where the photographs were taken where you went the name of the buildinglplace how long you stayed there who the people are who you went with

what you did there what the weather was like

When you are ready, you can begin.

Start like this:

Would you like to see some photographs of my holiday in . . . . . . . . . . . . . . . . . ?

nen show the photographs to Student B.

-

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 70 C 0 P I A 6 L E


Your name is Peter (or Susan) Webster.

You are a journalist. You work for the Musical Express. You are going to interview the manager of the American all-female pop group, Cheese (Student B). They became famous just over a year ago with their hit single, 'Wild Woman'. At the moment their manager, Paul (or Cathy) Storm, is in London making the final plans for their European tour which starts next month.

Before you start, work out some questions to ask, such as:

When do you actually start your tour? How many countries are you going to visit altogether? When is the concert in London? Are you planning to do anything else while you are in Europe? How many records did 'Wild Woman' sell? Why do you think the group are so popular?

Try to think of other questions to ask. Find out as much as you can about the group and the tour.

When you are both ready, you can begin. You can start like this:

How do you do, Mr/Miss Storm. My name's . . . . . . . . . . . . . . . . of the Musical Express. May I ask you one or two questions about your European tour?

And you can finish:

Thank you very much for answering my questions and good luck with the tour.

From P a ~ r Work : c) ?ere? 'Sarc)-,-Jones C Penguin 1997 P H 0 TO C 0 P 1 A 6 L E


Student B is going to show you some photographs helshe took while on holiday last summer. Try to ask lots of questions about them as well as questions about the holiday itself.

Here are some questions you can ask (think of others):

(a) about the photographs:

Where was this taken?

What's that building there?

Who are these people? Do you know them?

(b) about the holiday:

How long did you stay in . . . ?

Was it nice there?

Who did you go with?

Where did you stay?

What did you do?

When Student B asks you if you would like to look a t some holiday photographs, you can say:

Yes, that would be nice.

And when you have seen all the photographs you can say:

They were very nice photographs. Thanks for letting me see them.

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 To C 0 f' I A 6 L E

26 ONE-SIDED DIALOGUE: SHOPPING Student A

Read the following dialogue with Student B.

Because you can see only your part, you must listen very carefully to what Student B says. Use the shopping list below.


You: Student B:

You: Student B:

You: Student B:

You: Student B:

You: Student B:

You: Student B:

You: Student B:

You: Student B:

You: Student B:

You: Student B:

You: Student B:

You: Student B:

You:

Student B: You:

Student B:

Student B: You:

Student B:

Good morning. I'd like two pounds of sugar, please. . . . Yes . . . (Ask for the second item on your shopping list.) . . . (Ask how much the large packet is.) . . . (Repeat the price) I'll have a small packet then, please. And some apples. . . . (Answer) . . . Yes. (Ask for a dozen eggs.) . . . Is there any difference in price? . . . (Choose which eggs you want.) And have you got any tins of tomato soup? . . . (Answer and say how many tins you want.) And a pint of milk. Is it still twenty pence? . . . Yes . . . (Say you want some coffee.) . . . (Ask what sort he/she has got.) . . . (Say you will have a t in of that.) . . . Just one more thing - cheese. (Ask if he/she has got any Cheddar cheese.) . . . Oh well - never mind. Right, how much is that, please? . . . (Give Student B £1 0.) . . . Thank you. Goodbye.

2 lbs = two pounds of 1 doz = a dozen 1 pkt = a packet of '12 lb = half a pound of

(1 lb = approximately 0.5 kilograms)

From Pair \Tori 1 --. ?7:r7 '9'.-arc..r.-J?r.?e C Penguin 1997 P H 0 TO C 0 P A 6 L E 3 3

27 WHERE'S THE STATION?

Look at the map below. There are ten buildings which have not been marked. They are the following:

the car park the post office the Chinese restaurant thebookshop the butcher's the cinema the sweet shop

the caf6 the supermarket the baker's

Student B knows where these buildings are. Ask himlher questions to find out. When you know, mark them on the map. (Student B also has missing buildings and will ask you questions.)

(Note: The six buildings marked in black are on both maps, so if Student B asks you where the library is, you can answer, 'It's in Penny Lane next to the boutique.')

When you have finished, compare your maps to check that you have filled in all the missing buildings correctly.

Take it in turns to ask and answer questions. (Ask: Where's the . . .?) When you answer, you can use sentences like these:

It's in (Green Road) next to the . . . opposite the . . . between the . . . and the

It's the (first/second etc.) building on the (right/left) in (Penny Lane).

School

GREEN ROAD

n I 4

LONDONROAD B I PENNY LANE

Disco !iL!lll Grocer's PEKL SOUTH STREET

From Paw Work 1 by Peter Uratrm-Jones Q Penguln 1997 P H 0 TO C 0 P I A 6 L E

28 QUESTIONNAIRE: OPINIONS Student A

Work alone. Read through the following questions and choose a n answer (Yes, I doINo, I don'tII'm not sure). Mark your answer with a cross (X).

Do you think . . .

(Note: If you disagree with Student B. t ~ - to give a reason for your opinion.)

From Pair ii-ork 1 kl. ?:-e: 'J;zr.:r-..':re5 C Penguin 1997 P H 0 TO C 0 P l A 6 L E

\bO 8 **ce

<@S3 0 ~ $ 0 tp" English is a difficult language to learn?

men and women can ever be equal?

you can tell a lot about a person from the clothes helshe wears?

the most important thing about a job is the money you earn?

cats make better pets than dogs?

it is better to grow up in the town than in the country?

classical music is boring?

you should not get married until you are a t least twenty-five?

a child should look after hislher parents when they are old?

pop music is only for teenagers?

smoking should be banned?

it is an advantage to be an only child?

politics is very interesting?

people are happier nowadays than they used to be?

there are such things as ghosts, UFOs, etc.?

all men should be able to cook, sew, do the housework, and so on?

pop stars, film-stars, sportsmen and sportswomen earn far too much money?

watching television is more interesting than reading books?

getting married and having children is more important for a woman than for a man?

there will ever be a Third World War?

l

1

When you have finished, work with Student B. Take it in turns to ask each other's opinions and to agree or disagree with them. Ask questions like these:

A: Do you think English is a difficult language to learn? B: Yes, I do. A: Yes, so do I. OR Do you? I don't. I think . . .

B: Do you think politics is very interesting? A: No, I don't. B: No, neither do I. OR Don't you? I do. I think . . .

A: Do you think men and women can ever be equal? B: I'm not sure, really. A: Oh, I do. OR Oh, I don't. OR S o . neither am I.

29 ASKING FOR INFORMATION ABOUT A TOUR

Student A

You would like to go on a coach tour tomorrow with your cousin. You see the following advertisement and decide to phone up the London Travel Information Centre for more information. (Student B works a s a clerk there.)

Coach tours

Dally coach tours to places of interest - including London tour.

Brighton Isle of Wight Windsor Safari Park Oxford Stratford-upon-Avon and lots of other places

For further information, contact the London Travel Information Centre at Victoria Coach Station Tel. 01-730 0202.

If you find a tour that interests you, book two seats on it. Also make a note of the following:

Tourto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Leavesat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

From . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Arrivesbackat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

When Student B answers the telephone, you can say:

Good (morning). I'd like some information about your coach tours. Which tours have you got tomorrow, please?

From Pair Work 1 by Peter Watcyn-Jones 8 Penguin 1997 P H 0 TO C 0 P I A 6 L E

30 ASKING FOR INFORMATION ABOUT SUMMER JOBS

Student A

You work for a n agency, Summer Jobs Agency. that helps students to find summer jobs. Student B phones you up for more information. Here are the jobs you have a t the moment:

Job/place Starting date Length Salary Person to contact

Fruit picking June 15th 4 weeks E65 per week (South of England) 0171-210-8021 WaitersIWaitresses May 10th 6-8 weeks £100 per week Barbara Smith (Sunshine Holiday 0181-210-8041 I Camp, Scotland) Guide June 1st 3-5 weeks E75 per week Anne Watson (Battle Abbey, 01424-802154 Battle) Farm workers July 20th 5 weeks £100 per week Peter Watkins (Sunnydale Farm, 01792-859623 Wales) Cafeteria workers July 1st 6-8 weeks El15 per week David Barker (DFDS Ferries: 0181-210-8020 Harwich-Esbjnrg) Youth leaders May 29th 6-10 weeks £95 per week Helen North (Adventure Holiday 0171-210-8071 Camp, Tampere, Finland)

If Student B is interested in any of the jobs, give himlher the name and the telephone number of the person to contact. Also make a note of the following:

Caller's name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Address: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tel. No: . . . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . Jobrecommended: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

You can begin like this:

Good (afternoon). Summer Jobs Agency.

From Pair \ t o1 h : - I---- i - - - - - Penguin 1997 P H 0 TO C 0 P l A 6 L E

31 ONE-SIDED DIALOGUE: AN INVITATION

Student A

Read the following dialogue with Student B.

Because you can see only your part, you must listen very carefully to what Student B says. Use the diary below.

Before you start , read through your par t to work out what you will say.

When you are both ready, you can begin.

You: Student B:

You: Student B:

You: Student B:

You: Student B:

You:

Student B: You:

Student B: You:

Student B: You:

Student B: You:

Student B: You:

. . . (Say your name or telephone number,)

. . . Oh, hello, . . . (Say Student B's name.) How are you? . . . (Answer) . . . Yes, I'd love to. (Ask Student B when he/she would like to go.) . . . On . . . (repeat day)? Oh, I can't, I'm afraid. (Explain why.) But what about . either Thursday or Friday instead.)? I'm free then. . . . Oh, good. (Ask Student B what time.) . . . Yes, all right. Where shall we meet?

Yes, fine. . . . Yes, I'll look forward to it.

(Say goodbye and thank Student B for telephoning you.)

Fill in your diary: Go to cinema with . . . Meet a t . . . (time/place)

. . (Suggest

Your diary next week (even~ngs)

MONDAY

p ~ R y SQU~Scc 7 . 3 0 TUESDAY

Vlsrr UUCG JAMES AND MNTY P*neu+ 7 01 c l o d

WEDNESDAY

6io To S U Y 'S PAlQrY g . IS

THURSDAY

FRIDAY


32 WHAT'S THE WORD? Student A

What are the following words? Student B has the answer. Ask himlher to explain them to you. You can ask:

What's word number (I)?

If you think you know, write it down. But don't say the word!

Now it is Student B's turn to ask you to explain words. Here are the words you need to explain. Before you start, think about what you are going to say. For example:

(Number (1) It's a woman who works in a hospital. She wears a uniform, etc.

1 nurse 6 river 2 eyebrow 7 midnight 3 tomorrow 8 married 4 garden 9 chicken 5 aeroplane 10 bucket

When you have both finished, check your answers.

From Pam \{-or; 1 -.. ?,-,: '.t>r;.. :-.Jones C Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

33 MAKING GUESSES

Read through the questions below and answer Yes or No to each one. Then read through them again and try to guess how Student B will answer. (Again write Yes or No after each question.)

When you have both finished, take it in turns to check by asking Student B all the questions. Mark how many times you guessed correctly.

1 Do you enjoy watching golf?

2 Do you like learning English?

3 Do you often cry when you watch a sad film?

4 Are you romantic?

5 Are you afraid of dogs?

6 Do you think smoking should be banned?

7 Do you want lots of children?

8 Do you prefer dark hair to fair hair?

9 Are you a good dancer?

10 Can you ski?

11 Have you got more than five pairs of shoes?

I 12 Do you eat more meat than fish?

13 Have you ever been in a car accident?

14 .Ire you a good listener?

15 Do you often get angry?

16 Do you wish you were taller?

17 Do you usually sing in the bathlshower?

18 Did you go out last Saturday night?

The person who has the highest number of correct guesses is the winner!


You Student B Correct?

34 SORT IT OUT: A DIALOGUE

The following sentences are part of a dialogue between a shop assistant and a customer. Unfortunately, you have only got the customer's words. Student B has got the shop assistant's.

Working together, try to put the complete dialogue in order. You must not show your part to Student B, but you can read out the sentences. Together, mark the dialogue 1-19. (Your part will be marked 2, 4, 6, 8, 10, 12, 14, 16 and 18.)

When you have finished, check by reading it out loud. To help you, the last part of your dialogue is marked.

Before you start, read through the sentences.

Medium. -

%35? That's a bit expensive. -

That's a pity. -

Oh, all right. I'll take it. 18

Oh, that's nice. How much is it? -

Have you got anything darker? -

Yes, blue. -

No, that's too dark. -

Yes, please. I'm looking for a shirt. -

From Palr iVrrk 1 r-. F,r,r ;i~zr;:.:.--,r.r.e C Penguin 1997 P H 0 70 C 0 P I A 6 L E

5 MISSING INFORMATION: A HOLIDAY IN ENGLAND

Below is a n account of Peter Klemper's holiday in England last summer.

Peter Klemper comes from Germany and was born in Frankfurt on

When he was seven years old he moved to

(This is where he now lives.) In July he went to England for his holidays, to a town

called Eastbourne. I t is on the coast of England, about

miles from London. He stayed with a n English family called the

. They were very friendly. They had two children - a boy called

, who was years old and a girl called Samantha who was

11. They also had two pets - a dog and a goldfish.

Peter liked Eastbourne very much. There was so much to do there. I n the

afternoons he often or . I n the evenings he

sometimes went to a disco or stayed a t home and watched television.

One day the family took him to a town called . He bought a pair of

jeans there and . He stayed in Eastbourne for a month and felt very

when it was time to go home. But he hopes to go back there again

next summer.

Unfortunately, some of the information is missing. By asking Student B questions, fill in the missing information. (Student B also has missing information and will ask you questions.)

Before you start, read through the text and work out what questions to ask. For example:

' When was Peter born? Where did he move to when he was seven? On which coast of England is Eastbourne? How far is Eastbourne from London? etc.

When you are both ready you can begin. Take it in turns to ask and answer questions. But you must not let Student B see your text.



36 MAKING SENTENCES Student A

Here are thirty words. Take it in turns with Student B to make complete, logical sentences using two of the words.

For example, if the two words are tennis and n e s d a y you could say:

Iplayed tennis on n e s d a y . or She plays tennis every n e s d a y .

You are not allowed to change the words.

If Student B accepts your sentence, you score the number of points in the square for each of the two words. For example, for the sentence Iplayed tennis on n e s d a y . you will score 1 + 1 = 2. You also cross the words out.

If Student B does not accept your answer, you score no points and the words are not crossed out.

If you cannot make up a sentence, you say 'Pass' and Student B tries instead.

The person who has the highest points at the end of the game is the winner.

Student B starts.

4

rain

5

garden

4

food

7

pilot

8

farm

2

hot

From Pair LVorh 1 Pe-er iS-a:,:: x..J ,r,ne: Z Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

5

shoe

3

fat

5

brother

3

football

6

lion

4

cheese

7

kiss

2

apple

7

bedroom

4

holiday

10

boring

3

chocolate

8

frightened

1

tennis

6

teacher

5

aeroplane

7

umbrella

7

Switzerland

1

Tuesday

3

tall

9

zoo

4

breakfast

5

funny

6

table

37 QUESTIONNAIRE: 3 HAVE YOU EVER ....

Student A

Find out something about Student B by asking himlher the following questions. (Student B will also ask you questions.) Mark Student B's answers with a cross (X).

Have you ever:

eaten caviare?

failed an exam or a test?

visited the USA?

fallen in love?

tried skiing?

made a speech?

had a penfriend?

won a prize in a competition?

stayed up all night?

read a novel in English?

broken your arm or leg?

met someone from Wales or Scotland?

smoked a cigar?

been late for an important meeting?

eaten Indian food?

When you have finished, using the answers Student B gave you, write eight sentences.

For example:

- --

I spoke to . . . . . . . . . . . . . . . . . . . (name)

HeIShe has only (eaten caviare) oncela few times. OR

HeIShe has (eaten caviare) twicellots of times. OR

HeIShe has never (eaten caviare).


38 RENTING A HOLIDAY HOME Student A

Imagine you have put the following advertisement in today's newspaper.

HOLIDAY home to let.

Summer months.

Phone 865432.

Evenings only.

Imagine the home to let is your own house or flat. (Or a house or flat you know well.) Student B is interested in renting your home and will phone you up about it.

Before you start , think about the following:

Where your houselflat is.

How big it is (number of rooms, etc.).

When it is free.

How much the rent is (per week).

Anything else you can think of (modern kitchen, near the beach, bus stop, shops,

garage, etc.).

When you are both ready you can start . If Student B is interested, arrange a day and a time when helshe can come and see your home.

You can begin:

Eight-six-five-four-three-two. Hello.

From Pair Work 1 by Peter Watcyn-Jones ic: Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

39 CAR NUMBER PLATES Student A

In each box is a car number plate. Student B also has a box with 20 car number plates. But five are different. Find out which squares have different number plates.

You can ask:

1

M695 NVP

6

H822 YRE

11

D601 GTU

16

G579 JLK

What's the number plate in box (I)?

Is the number plate in box (7) P721 HOY?

2

B537 KWY

7

P721 HOY

12

F312 SLK

17

1376 REW

When you think you have found the five differences, check your answers.


3

L912 CEJ

8

A582 JPY

13

N856 IEH

18

N156 JJY

4

C467 WUD

9

0391 FAZ

14

E223 KLJ

19

P659 IOL

5

F902 ISN

10

M638 VGJ

15

P962 YTU

20

L398 QVH

40 WHERE ARE THEY GOING? Student A

Eight people are going to different places. Look a t the following train timetable and the sentences below.

Mr Wright's ticket cost £35.

Ms Stone's train leaves a quarter of an hour after Mr Wright's train.

Mr Starr's train leaves from platform 4.

Mr Jones paid 333 more for his single ticket than Mr Starr did.

Ms McDonald is going to visit her mother in Scotland.

Mr Jones' train is the next-but-one train after the train to Bristol.

Student B also has information about the eight people and the trains they are catching.

Destination

BRISTOL

HASTINGS

SWANSEA

LEEDS

PENZANCE

EDINBURGH

BRIGHTON

LIVERPOOL

Work together to see if you can work out where the eight people are going. Write your answers next to the names.

Next train

07.25

08.30

10.35

11.55

12.10

14.10

14.25

14.40

You are allowed to read out the information you have but you must not let Student B see your page.

Platform

2

1

4

7

3

2

9

4

Single Fare

£ 22

£ 7

£32

£23

£ 35

£42

£10

£25

Return Fare

£31

£ 12

£46

£35

£ 52

£ 65

£17

£38

From Pair Work 1 by Peter Watcyn-Jones 8 Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

Name

Mr Wright

Ms Stone

Mr Starr

Mr Grey

Destination Name

Ms Smith

Mr Jones

Ms Kent

Ms McDonald

Destination

41 WHAT'S A 'FLOPPA' Student A

- - - - -

Here are eight clues to help you to work out what a 'floppa' is.

1 A floppa is not usually used indoors.

2 A floppa is found in most countries.

3 A floppa looks smaller when you are not using it.

4 People often take a floppa with them to work.

5 People who play golf often have very big floppas.

6 Floppas can be opened and closed.

7 Two people can easily share a floppa.

8 A floppa often gets wet.

Student B has also got eight clues. Take it in turns to read out your clues, starting with number 1.

After each clue, make a guess. Write it down, but do not show your answer to Student. B.

When you have read out all the clues and made eight guesses, check to see who guessed what a floppa is first.

You can start.

IYrite your guesses here:

Note to the teacher: The answer is on page 6.


Student B

Material for photocopying


Get to know something about Student A by asking himlher questions and filling in the following form. (Student A will also ask you questions.)

Name: . . . . . . . . . . . . . . . . . . . . . . Date of birth: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (day) (month) (year)

Place of birth: Town: . . . . . . . . . . . . . . Country: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nationality:

Homeltown village: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Number of people in family: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mother U Father U Number of brothers . . . . . . . . . Number of sisters . . . . . . . Anyone else

Father's name: . . . . . . . . . . . . . . . . . . . . . . . Age: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mother's name: . . . . . . . . . . . . . . . . . . . . . . . Age: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . Still a t school YesINo Left school bear)

(If Student A has left school): Present job or CollegeIUniversity:

. . . . . . . Length of time spent studying English: bear) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interests:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Favouritepopsinger:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Languages spoken (apart from English):

Mainambition: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Before starting, work out which questions to ask. For example:

What's your name? Have you got any sisters? When were you born? When did you start learning English? Where were you born?

When you have finished, use the answers Student A gave you to fill in the gaps in the following sentences.

1 Ispoketo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 HeIShe was born on . . . . . . . . . . . . . . . . . , 19 . . . . . . . . . in . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (town/uillage) in (country).

. . . . . . . . . . . . . . . . . 3 HeIShe is (nationality) and lives in a townlvillage called . . . . . . . . . . .

. . . . . . . . . . . . . . . . . 4 There are people in hislher family altogether - hislher . . . . . . . . . . . . 5 HislHer father is called . . . . . . . . . . . . . . . . .and he is . . . . . . . . . . . . . . . . . years old.

6 Hislher mother's name is . . . . . . . . . . . . . . . . . and she is . . . . . . . . . . . . . . . . . years old.

'i HeIShe is still a t school.

OR HeIShe left school in 19 . . . . . and is now studying at . . . . . . . . . . . . . . . . . . . . . (name of College/University)

OR ~ e l ~ h e left school in 19 . . . . . and is now working.

HeISheisalan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 HeIShe started learning English in 19 . . . . . . 9 His /Her interests are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and hislher favourite pop singer is . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . 10 Apart from English, helshe also speaks . . . . . . . . . . . . . . . 11 Finally, hislher main ambition is to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

When you have finished, find another partner. Now tell this person all about Student A by reading out the sentences above.

5 0 From Pair Work 1 by Peter Watcyn-Jones 0 Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

2 GETTING TO KNOW YOU (2) Student B

Ask Student A questions to find out the things below. Before starting, work out which questions to ask. (Student A will also ask you questions.)

Find out if Student A:

When you have finished, find another partner. Now tell himlher what you found out about Student A.


Other information

1 is afraid of flying. (Are you . . .?)

2 is the tallest person in hislher family.

(If the answer is No, find out who is the

tallest person in Student A's family.)

3 is good a t mathematics.

4 lives in a house or a flat. (Do you . . .?)

5 reads a newspaper everyday.

6 gets up before 7 o'clock.

7 has got a bicycle. (Have you got . . .?)

8 has got more than one Christian name.

(If the answer is Yes, find out what other Christian names Student A has got.)

9 has got a telephone. (If the answer is Yes,

find out Student A's telephone number.) -

10 can type (Can you . . .?)

11 can play a musical instrument. (If the answer is Yes,

find out which musical instrument Student A can play.)

12 was born in a town or a village (Were you . . .?)

13 watched television last night. (Did you . . .?)

14 went abroad last summer. (If the answer is Yes,

find out where Student A went.)

15 has been to Paris. (Have you . . .?)

16 has read any books by Agatha Christie.

17 is going somewhere this weekend. (If the answer is Yes,

find out where Student A is going.) (Are you going . . .?)

18 would like to be a film-star or a pop star. (Would you . . .?)

Yes No

3 MISSING INFORMATION: S THE EUROVlSlON SONG CONTEST

A daily newspaper is publishing each day a short description of some of the singers taking part in the Eurovision Song Contest. Here is today's list of singers. Unfortunately, some of the information about them is missing. Ask Student A questions to find out the missing information and fill i t in. (Student A also has missing information and will ask you questions.)


How old is . . . (say name)? Where does . . . (say name) . . . live? Which country is . . . (say name) . . . singing for? Is . . . (say name) . . . married or single? How long has . . . (say name) . . . been a pop singer? What are . . . (say name)'s interests? What is the name of the song . . . (say name) . . . is going to sing? What is . . . (say name)'s ambition?

Who's who in the Eurovision Song Contest Part 2

When you have finished, check with Student A to see if you have filled in the missing information correctly.

(Note: The Eurovision Song Contest is a competition held once a year by the various television companies in Europe to pick the best pop song. There is a jury in each country who gives marks for each song and the song with the highest total is the winner. The competitors from each country must sing the song in the language of that country.)

52 From Pair Work 1 by Peter Watcyn-Jones 8 Penguin 1997 P H 0 TO C 0 P I A 6 L E

4 QUESTIONNAIRE: LIKES AND DISLIKES

Student B

Work on your own. Read through the following sentences and choose a n answer (I like, I quite like, I don't like, I hate, etc.). Mark your answer with a cross (X).

When you have finished, find a partner (Student A). Now talk about your likes and dislikes like this:

i%@ &j i"" ,,*@ ,,*

\\04@ Zi+e Za3" z &OQ o Z9$g.

You: I hate cooking. Student A: Yes, so do Ilyes, me too, OR oh, I don't. (I quite like it.)

Student A: I don't like horror films. You: No, neither do I. OR Oh I do. (I love them.)

~~~~~~~

Take it in turns to start.

listening to pop music.

cats. writing letters. horror films (Dracula, Frankenstein, etc.)

this town. being alone.

cooking. ice-cream. the smell of garlic. singing. modern furniture.

watching football. washing my hair.

our teacher. flying. my school (or my job). getting up early.

going to discos. visiting relatives. talking about myself.

From Pair \Vor;l 1 +: Per-r it-arc!-n-Jones O Penguin 1997 P H 0 To C 0 P I A 6 L E

5 WHO'S WHO?

Here are six people plus some information about them.

Sally is the youngest.

Peter is taller than Mary but shorter than Mike.

Mary is fatter than both Julie and Sally.

Julie's hair is longer than Sally's.

The thinnest person is only 16.

Student A also has information about the six people. Work together to see if you can work out their names and their ages. (Write them in boxes.)

You are allowed to read out the information you have about the six people but you must not let Student A see your page.


6 ONE-SIDED DIALOGUE: MAKING SUGGESTIONS

Student B

Student A is your friend. Today is Friday. You are discussing where to go tomorrow. Unfortunately. you can see only your part of the dialogue so you must listen very carefully to what Student A says. Use the Saturday Guide below when trying to decide where to go.


Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

. . . Yes, all right. What do you suggest?

Well, let's see . . . Ah! This sounds interesting! . . . (Read something out of the section of the Saturday Guide marked SPORTS EVENTS.) . . . All right. How about (Suggest going on a n excursion from the Saturday Guide . . .) . . . Well, there are two here - one to . . . (Explain where the excursions are going to.) . . . Well you suggest something, then. . . . I t depends on what sort of a n exhibition it is. . . . No, they don't sound very interesting. . . . I know! Let's go . . . (Suggest something from the section marked OTHER EVENTS.) . . .

(Answer) And it only costs . . . (Say what it costs.) . . . Great!

S A T U R D A Y GUIDE

Scandinavian Design OTHER EVENTS Exhibition of modern furniture from Denmark, Sweden and A Midsummer Night's Finland. Dream Design Centre 9.30-4.30 Special open-air performance of

Admission Free one of Shakespeare's best-loved plays by students of Brindly

EXCURSIONS Drama School. Singleton Park 2.30 p.m.

SPORTS EVENTS Judo Isle of Wight and Seats f 2.50

National championships for Stonehenge Indoor Football women. Coach tour to the Isle of Wight Cat Show Finals of the South of England wigmore sports centre and Stonehenge. Local cat show a t St Peter's ~ndoor football competition for 1.30-4.30 Deaart : 7.30 from Station Church Hall. 9.30-5.30 schools. Leisure Centre Kck-off: 10.30 Final: approx. 4.15 Admission 51.50

Water-polo International match between

England and Wales. Lansdown swimming baths

2 p.m.-5 p.m. Admission 61 2.50

Admission 52.50

EXHIBITIONS

Road. Arrive back: approx 9.30 p.m. Cost S8.00 (including lunch)

18th-century Landscape Paintings Exhibition of eighteenth-

century landscape paintings by

well-known local artists.

Grover Art Gallery 10-5.30

Admission 55.00

The Motor Show Special coach trip to the Motor Show at NEC, Birmingham. Depart: 9.15 from Station Road. Arrive back: approx. 8.15 p.m. Cost d16.50 (including lunch and admission)

Admission 50p

Computer Fair See and try out the latest in home computers. Special attraction for children - Games Corner - a chance to play the latest computer games. Wigmore Conference Centre 10-6 p.m. Admission adults 612.50 children 611.00

From Pair Work 1 by Peter Watcyn-Jones L Penguln 1997 P H 0 C 0 PI A 6 L E 5 5


At the bottom of the page is a rectangle which contains twenty squares. Before you start, fill in the following:

1 In square number 7 write today's date. 2 In square number 12 write which year it is. 3 In square number 13 write which day it was yesterday. 4 In square number 16 write your teacher's name. 5 In square number 17 write the number 42. 6 In square number 19 write the colour of your eyes. 7 In square number 20 write your name.

Now work with Student A. Helshe has a large rectangle in histher book similar to yours. But all twenty squares are empty. Help himlher to fill them in by reading out loud the following instructions. But do not let Student A see your page.

When you have finished, compare rectangles to see if Student A has filled in everything correctly.

Here are the instructions:

1 Start in the black square. Go up one square. Draw a picture of the sun in this square. 2 Go right two squares. Draw a picture of a house in this square. 3 Go down two squares. In this square write which day it was yesterday. 4 Go left two squares, then down one square. In this square write our teacher's name. 5 Go back to the square with the drawing of the sun. Go right three squares. In this square draw

a triangle. 6 Go down two squares. Draw a picture of a cup in this square. 7 Go left two squares, then up one square. In this square write today's date. 8 In the square above this, draw a picture of a horse. 9 Go back to the square with the drawing of a cup. In the square below this write down what

colour my eyes are. 10 Go left three squares, then up one square. In this square draw a picture of a tree. 11 Go to the square below the drawing of the house. In this square draw a large cross. 12 Go right two squares. In this square draw a large circle. 13 Go down two squares. In this square write my name. 14 Go left three squares. Multiply seven by six, then write your answer in this square. 15 Finally, write in the square to the right of the drawing of the tree which year it is now.


8 MISSING INFORMATION: Student B FLATS AND HOUSES

Ask Student A questions to find out the missing information about the house and the flat in the table below. (Student A also has missing information and will ask you questions.)

Before you start, work out which questions to ask. For example:

Where's (the flat)?

Is (the house) big?

How many rooms are there in (the flat)? What are they?

Has (the flat) got central heating?

How much is the rent for (the house)?

Is there anything else you can tell me about (the flat)?

When you are ready, take it in turns to ask and answer questions. When you have finished, compare your tables.

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 7-0 C 0 f' 1 A L E

HOUSE

Park Road

big

quite big

small

modern

quite modern

not very modern d downstairs two

upstairs three

a living room

a kitchen

2 bedrooms

a bathroomltoilet

No

2 miles

large garden garage

Street

Size

Condition

Number of rooms

List of rooms

Central heating

Near the shops

Distance from town centre

Rent

Any other information

FLAT

big d quite big

small

modern

quite modern

not very modern

Yes

£60 a week


Here is a rectangle which contains twenty squares. You are going to write or draw something in fifteen of them. Student A will tell you what to draw or write and in which squares. But it is not as easy as it sounds, so you will have to listen very carefully to hislher instructions.

Before you start, make sure you have a pencil ready. If, a t any time, you do not understand what Student A says, you can ask himlher to repeat the instructions (e.g. I'm sorry, I didn't understand that. Could you say it again, please?) But you are not allowed to ask for the number of the square you are to draw or write in.

When you have finished, compare your rectangle with Student A's to see if you have filled in everything correctly.

From P a r Work 1 hy Peter Ware\ n-Jones O Pengu~n 1997 P H 0 TO C 0 P I A 6 L E

10 THIS IS MY BOYFRlEND/GlRLFRlEND

Student A is your cousin. Hetshe has got a new girlfriendhoyfriend. Find out all you can about himher by asking Student A questions, such as:

What's histher name?

How old is helshe?

Where did you meet himlher?

What does helshe do?

Have your parents met himher?

Try to think of at least fifteen questions to ask.

When you are both ready, Student A will begin.

From Pair \Vork 1 b:- Peter Watcyn-Jones 0 Penguin 1997 P H 0 TO C 0 P I A 6 L E


Your name is Brian (or Jane) White. You are a journalist. You work for the Daily News. You are in Sweden to interview Maria (or Rolf) Lells (Student A). Shelhe is the leader of a group of people who are going on a Peace March from Stockholm to London.

Before you start, work out some questions to ask. For example:

When are you starting your march?

When do you hope to arrive in London?

Are you visiting many countries on the way?

What are you going to do when you get to London?

What will you do about food?

How many people are marching with you?

Try to think of other questions to ask.

When you are both ready, you can begin. You can start like this:

How do you do, MrIMiss Lells. My name's . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of the Daily News. May I ask you one or two questions about the march?

And you can finish:

Thank you very much for answering my questions, and good luck with the march.

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 TO C 0 f' I A 6 L E

12 THIS IS MY BROTHER Student B

Below is a photograph of your brother and his family. Student A is a new friend you have met on holiday. You are going to tell himlher all about your brother and his family.

Before you start, think of the following:

your brother's namelageljob

his wife's nameljob

their children's nameslages

where they live

how long they have been married

how often you see them

what your brother's like (kind, friendly, funny, etc.)

his interests

When you are both ready, you can begin like this:

Would you like to see a photograph of my brother and his family?

(Note: Student A will probably ask you lots of questions, so be prepared to use your imagination!)

From Pair Work 1 by Peter LTatcyn.Jones i Penguin 1997 P H 0 70 C 0 P 1 A 6 L E

13 QUESTIONNAIRE: HABITS AND DAILY ROUTINES

Find out something about Student A's habits and daily routines by asking himlher questions. (Student A will also ask you questions.)

Before you start, work out which questions to ask. Then take it in turns to ask and answer questions. Mark Student A's answer with a cross (X).

Find out if Student A:

When you have finished, use the answers Student A gave you to fill in the missing words in the following sentences. (Remember: If Student A answered No, not often or No, not usually, you write 'HeIShe doesn't often/usually . . .')

I spoke t o . . . . . . . . . . . . . . . . . . . . . . . . . . (name)

1 HeIShe . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 HelShe . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 HeIShe

. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 HeIShe

. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 HeIShe 6 HeIShe . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . 7 HeIShe. . 8 HeIShe . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 HeIShe 10 HeIShe . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 HeIShe . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 HeIShe . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 HeIShe . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 HeIShe . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 HeIShe . . . . . . . . . . . . . . . . . . . . . . . . . . . .

gets up before 7.30. gets all hisher homework right. has a party on hisher birthday. goes abroad in the summer. watches television in the evenings. gets a suntan in the summer. remembers people's birthdays. feels shy when helshe meets new people. drinks tea with milk. eats three meals a day. walks to school/work. feels bored in class. hears alarm clocks. makes hislher bed before going out in the morning. bites hislher nails when helshe is nervous.

62 From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

14 FOR SALE Student B

You want to buy a second-hand stereo cassette recorder. You see the following advertisement in the newspaper and decide to phone up about it. (Student A is the person who is selling the recorder.)

FOR SALE Stereo cassette recorder. Only three years old. Reasonable price. Phone347299

Before you start, work out some questions to ask. For example:

What make is it?

How much do you want for it?

Does it have a radio? L

Here are some other things you can ask about:

if it has a clock

if you can record directly from the radio

how powerful the speakers are

if the recorder has a pause button

how big it is

etc.

Finally, if you are interested in buying it, try to arrange a day and time when you can go and see it.

When Student A answers the phone you can begin:

Good (morning). I'm phoning about your advertisement in today's paper. You

haven't sold the cassette recorder yet, I hope?

From Pair Work 1 b\ Peter Wtcyn-Jones &) Penguin 199'7 P H 0 l-0 C 0 P I A 6 L E

15 EYE-WITNESS

You work in a shop. Here is a photograph of a man who came into your shop this morning. Look a t the photograph for 2-3 minutes. Try to remember a s many details about him a s you can. But you must not write anything down on paper.

The man who came into your shop this morning stole something when you were answering the telephone. You have phoned the police station to report him. A policeman/policewoman (Student A) is going to interview you about the man. Try to answer hislher questions without looking back at the photograph.

Student A will begin.

From Pair Work 1 hy Peter Watcyn-Jones O Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

16 COMPLETE THE CROSSWORD

This crossword is only half filled in. Student A also has a crossword tha t is only half filled in. Take it in turns to ask what the missing words are and to answer by trying to explain each word. For example:

Student A asks: You answer: What's 15 across? It's a place you go to when you want to borrow books. What's 7 down? You go here when you want to catch a train.

Before you start , work out ways of explaining the words already filled in.

If you guess a word correctly but are not sure how to spell it, you can ask Student A to spell i t for you.

When you have finished, compare your crosswords.

I DO,

ACROSS

From Pal- -J*':?k : r: ?eyer Katcyn-Jones O Penguin 1997 P H 0 TO C 0 P 1 A L E

17 CARRY ON TALKING

Situation 1 Here are the opening words of a conversation between two friends:

A: You look happy, . . . (say name).

B: Yes, I am. I had such a wonderful time last night.

Using these opening words, you are going to continue the conversation with Student A. (You will take the part of A.)


Where did Student A go last night?

Was helshe with someone?

What did helshe do?

Try to keep the conversation going for as long as you can. You start.

Situation 2 Here are the opening words of another conversation between two friends:

A: What happened to you last night? Why weren't you a t the party?

B: I'm sorry, . . . (say name), but there was trouble a t home so I couldn't go.

This time, you are going to take the part of B.


What was the trouble a t home?

Why didn't you phone Student A to let himlher know you wouldn't be a t the party?

What was the party like? Who was there?

When you are both ready, you can begin. Student A starts.

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 To C 0 P I A 6 L E

18 A FAMILY TREE

Below is a drawing of a family tree. Student A also has a drawing of a family tree but it is not exactly the same as yours. (There are twelve differences.) By asking Student A questions, see if you can find the differences. Put a circle around anything that is different. Before you start, work out the sort of questions to ask. For example:

Who is Mary married to? OR Is Mary's husband called Paul? What does Samantha do? OR Is Samantha a hairdresser? How many children have OR Have Brian and Ann got

Brian and Ann got? one child? How old is Alice? OR Is Alice seventy-two?

When you are both ready, take it in turns to ask and answer questions.

When you have finished, compare the family trees.

From Pair Work 1 by Peter Watcyn-Jones 8 Penguin 1997 P H 0 TO C 0 P I A B L E

19 GOING ON A WEEKEND COURSE

You work for WAY OUT WEEKEND COURSES, a company that arranges different courses a t weekends. Below are details of the courses you are running this month.

Student A is someone who wants to go on one of your courses. Helshe phones you up for further details. Give himlher a s much information as possible. If helshe is interested in booking a place on one of your courses, fill in the following booking form:

>

Way Out Weekend Courses Booking form

.................................................................................................... Course:

.......................................................................................... Date:

...................................................................................................... Name:

................................................................................................... Address:

Tel. No.: ......................................................................................

Total cost: f .................................................................................


Good (morning). Way Out Weekend Courses.

Way Out Weekend Courses This month's courses COMPUTER FOLK DANCING WATER-COLOUR PROGRAMMING Dates: 23rd-25th PAINTING Dates: 2nd, 3rd Days: Fri-Sun. Dates: 23rd-25th Days: Fri-Sat. A weekend for people who Days: Fri-Sun. Computer programming love folk dancing. Practise Learn how to paint in course for complete old dances, learn new ones. watercolours among the beginners at Wilton College, in the pleasant lakes and mountains of the Manchester. Learn how to of the Richmond Lake District. Paints and write your own programs in Conference Centre On the other materials supplied.

Isle of Wight. Course leader: Amanda Basic' One computer per Course leader: Rosemary nrner, painter and person. Morris author of Daditional Art teacher Course leader: David Chip, BritisiFolh D~~~~~ Head of Computer Studies, ~~~i~~~ number on Maximum number on Wilton College course: 40 course: 12 Maximum number on ~ ~ ~ ~ ~ ~ ~ d ~ t i ~ ~ : at the Accommodation: Lake course: 15 Centre View Hotel, Penrith Accommodation: Central Cost: £200 Cost: £250 Hotel (5 minutes from the College) SELF-HYPNOSIS POTTERY Cost: £190 Dates: 2 n d 4 t h Dates: 16th, 17th

Days: Fri-Sun. Days: Fri-Sat. BIRD-WATCHING Learn how to hypnotize Pottery weekend for Dates: 9th, 10th yourself a t Barnet Manor, beginners a t the Gilbert Days: Fri-Sat. Cambridge, under the School of Art in Bristol. You Spend the weekend bird- direction America's will learn how to make pots watching (mainly sea birds) leading See both by hand and on a

self-hypnosis can help you to wheel. ~ l l materials in West Cameras and relax, overcome fears, give supplied. binoculars may be hired for up bad habits, etc. £10 a day. Course leader: Margaret Course leader: Dr Henry Course leader: David Bond, author of the best- Clay, Pottery teacher a t the Atkins, author of several selling book change Your Gilbert School of Art books on bird-watching Life Through Self-Hypnosis number On

Maximum number on Maximum number on course: 15 course: 12 course: 12 Accommodation: Station Accommodation: Grand Accommodation: a t the Hotel (10 minutes Hotel, Tenby Manor from the School) Cost: £180 Cost: 5350 Cost: £185

WEAVING Dates: 27th, 28th Days: Sat-Sun. Weaving course for absolute beginners a t Glebe House, Brighton. One loom per person. Course leader: Pamela Dobson, teacher Maximum number on course: 10 Accommodation: a t Glebe House Cost: £165

GHOST HUNTING Dates: 16th-18th Days: Fri-Sun. A weekend for those who like something different a t London House, Yorkshire. Lecture and talks by various experts on ghosts, and the course includes spending the night a t a 'haunted house'. Not recommended for people with weak hearts. Course leader: Dr Roger Spook, author of Haunted Houses in Britain Maximum number on course: 15 Accommodation: a t London House Cost: 5175

6 8 From Pair Work 1 by Peter Watcp-Jones G Penguin 1997 P H 0 TO C 0 P l A 6 L E

20 COMPLETE THE DRAWING (1) Student B

Below is a drawing of a kitchen. Under the drawing are a number of things which are found in a kitchen (knives, forks, a clock, etc.). Student A is going to tell you where these things go. When helshe tells you draw the object(s) in the correct place. You are allowed to ask questions but you must not look at Student A's drawing. When you have finished, compare your drawings.


Where's the clock? Where are the glasses?

Here are some other questions you might ask:

I didn't understand that. Could you say it again, please? Do you mean here? In which cupboard - the one on the left or the one on the right? Is it on the bottom shelf or on the top shelf?

From Pair Work 1 by Peter Watcyn-Jones B Penguin 1997 P H 0 TO C 0 P I A 6 L E


Below is a drawing of a living-room complete with a television set, a radio, a cat, etc. Student A also has a drawing of a living-room, but hislher drawing is incomplete. Help himlher to complete it by telling himlher where the various things go. (The missing items are shown under the drawing on the opposite page.) Student A is allowed to ask you questions, but helshe must not see your drawing. When you have finished, compare your drawings.

When you tell Student A where to draw the various things, you can use phrases like these:

There's a television set in the bookcase. It's on the right of the stereo set. There's a clock and a picture on the mantelpiece. The clock is in the middle and the picture is to the left of it.


22 MISSING INFORMATION: THE LIFE OF ELVIS PRESLEY

Student B

A pop magazine has just started a new series called 'The History of Rock 'n' Roll'. Each week it presents a short life-history of a famous rock 'n' roll singer. On the opposite page is the life-history of this week's star - Elvis Presley. Unfortunately, some of the information about him is missing. By asking Student A questions, fill in the missing information. (Student A also has missing information and will ask you questions.)

Before you start, read through the life of Elvis below and work out which questions to ask. For example:

When was he born? Where did he move to in 1948? When did he leave school? Who did he meet in 1955? What happened in 1972?

When you are both ready, you can begin. Take it in turns to ask and answer questions. But you must not let Student A see your book.


Full name: Elvis Aaron Presley Parents: Vernon and Gladys Presley

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brothers/sisters: Jesse Garon (twin brother) Died

Year Main event(s) 1935 Born in Tupelo, Mississippi, on January . . . . . . . . . . . . . . . 1942 Got a guitar from his father for his birthday. 1948 Moved . . . . . . . . . . . . . . . . . . , Tennessee. Started a t a new school.

His father bought him a new guitar. ... Left school and got a job as a driver with the Crown Electrical Company. That summer, he

. . . . . . . . . . . . . . went along to Sun Records in Memphis and paid $ to record two songs for his mother's birthday.

1954 Sam Phillips, the owner of Sun Records, asked Elvis to record a song called 'That's All Right'. . . . . . . . . . . . people bought the record.

1955 Met Colonel . . . . . . . . . . . . . . . . . . . . He became Elvis's manager. 1956 Recorded a song called 'Heartbreak Hotel'. I t sold over a million copies. 1957 Made more records - all of them were big hits. Became known as the 'King of Rock 'n' Roll'.

He bought a big house in Memphis which he called Graceland. Also went to . . . . . . . . . . . . to make his first film - Love Me Tender.

1958 Went into the army and became a soldier in West Germany. On August 18th, his mother died. . . . . . . . . . . . Left the army and went back to Hollywood to make more films.

1967 Got married to Priscilla Beaumont - a girl he had first met when he was a soldier in Germany. . . . . . . . . . . . . . . . . . . . . . 1968 Appeared on a special television show. His daughter, ., was born.

1972 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1973 Elvis and Priscilla got divorced. ... Died of a heart attack at the age of 42 on August 16th. He left all his money to his daughter.

. . . . . . . . . . people turned up for his funeral and his records were played on the radio all day. A year later 100 million Elvis LPs were sold. The 'King of Rock 'n' Roll' was dead but certainly not forgotten.

From Pair Work 1 by Peter Watcyn-Jones Penguin 199'7 P H 0 f 0 C 0 P 1 A 5 L E 7 1

23 LOOKING AT HOLIDAY PHOTOGRAPHS (I)

Student A is going to show you some photographs helshe took while on holiday last summer. Try to ask lots of questions about them, as well as questions about the holiday itself.

Here are some questions you can ask (think of others):

(a) about the photographs

Where was this taken?

What's that building there?

Who are these people? Do you know them?

(b) about the holiday:

How long did you stay in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

Was it nice there?

Who did you go with?

Where did you stay?

What did you do?

Try to think of other questions.

When Student A asks you if you would like to look a t some holiday photographs you can say:

Yes, please. I love looking a t photographs.

When you have seen the photographs, you can say:

Thanks for letting me see the photographs.

They were really interesting.


24 NEWSPAPER INTERVIEW (2) Student B

You are Paul (or Cathy) Storm.

You are the manager of the American all-female pop group, Cheese. Next month you start your European tour. You are in London a t the moment making all the final arrangements. Here is a list of the dates and places the group will be playing a t during the tour:

Date Town Country

2nd Manchester England

4th Amsterdam Holland

5th Brussels Belgium

7th, 8th Hamburg Germany

10th Copenhagen Denmark

12th Goteborg Sweden

15th Helsinki Finland

16, 17th Paris France

20th, 2 ls t London England

Cheese became really famous just over a year ago with the song 'Wild Woman', which sold over three million records. While you are in Europe you hope to record a new single. You are also planning to do television shows in England and in Germany. You hope after this tour that Cheese will be as popular in Europe as they are in the USA.

Student A is a journalist. Helshe is going to interview you about your European tour. (Be ready to use your imagination!)

From Pair Work 1 by Peter Watcyn-Jones 8 Penguin 1997 P H 0 TO C 0 P 1 A B L E


Student 6

These photographs are ones you took when you were on holiday last summer. You are going to show them to Student A. Talk to himlher about the photographs and about your holiday.

Before you start, think about the following:

(a) the photographs: (b) the holiday: where the photographs were taken where you went the name of the buildinglplace how long you stayed there who the people are who you went with

what you did there what the weather was like

Ask as many questions a s you can.

When you are ready, you can begin. Start like this:

Would you like to see some photographs of my holiday in . . . . . . . . . . . . . . . . . ?

From Pair Work 1 by Peter Watcyn-Jones Ic? Penguin 1997 P H 0 TO C 0 P 1 A 6 L E

26 ONE-SIDED DIALOGUE: SHOPPING (Page 1)

Read the following dialogue with Student A.

Because you can see only your part, you must listen very carefully to what Student A says. Use the drawing of the shop on the next page. Also, when Student A buys something, make a note of how much it costs.

Before you start , read through your part to have some idea of what you will say. When you are both ready you can begin.

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

. . . Certainly. Anything else? . . . (Ask Student A i f he/she wants a large packet or a small packet.) . . . (Answer) . . . How many? . . . Anything else? . . . Grade 1 or Grade 3? . . . (Say what they cost.)

Yes, of course. Large or small? . . . (Answer) Anything else? . . . What sort? . . . (Name the four sorts of coffee you have got.) . . . (Answer. Say how much it costs.) . . . Right. Is tha t all?

I'm afraid we've only got . . . (Name what sort of cheese you have got.) . . . Er . . . let's see now . . . (Add up the prices and tell Student A what it comes to altogether.)

Student A gives you £1 0

You: Thank you. And . . . change. (Give Student A the change from £10.) Student A: . . .

You: Thank you. Goodbye. Student A: . . .

You: (Answer)

From Pair Work 1 by Peter Watcyn-Jones 0 Penguin 1997 P H 0 70 C 0 P 1 A L E

26 ONE-SIDED DIALOGUE: SHOPPING (Page 2)

) TOMATO SOUP CORNFLAKES TEA SUGAR I I large 60p large pkt 70p

small 25p 3 5 ~

small pkt 50p 5 0 ~ I

MARTIN HOUSE 95p BLEND f 1.2011 NESCO f 1.10

I CHEESE BUlTER MARGARINE MILK EGGS ~ O P 2 5 ~ 20p/pint grade 1 grade 3

90p doz 80p doz I

I APPLES BANANAS 40p/lb 40p/l b

POTATOES 15p/lb

I 40pIlb = 40 pence per pound

(1 lb = approximately 0.5 kilograms

From Pair Work 1 by Peter Watcyn-Jones E Penguin 1997 P H 0 70 C 0 P 1 A 6 L E

27 WHERE'S THE STATION?

Look a t the map below. There are ten buildings which have not been marked. They are the following:

the police station the record shop the hospital the library the bank the disco the school the grocer's the drugstore the fire station

Student A knows where these buildings are. Ask himlher questions to find out. When you know, mark them on the map. (Student A also has missing buildings and will ask you questions.) (Note: The six buildings marked in black are on both maps, so if Student A asks you where the baker's is, you can answer: 'It's in Penny Lane opposite the boutique.')

When you have finished, compare your maps to check that you have filled in all the missing buildings correctly.

Take it in turns to ask and answer questions. (Ask: Where's the . . .?) When you answer, you can use sentences like these:

It's in (Green Road) next to the . . . opposite the . . . between the . . . and the . . .

It's the (first/second etc.) building on the (right/left) in (Penny Lane).

GREEN ROAD

Chinese Restaurant

Cinema

LONDONROAD s

PENNY LANE E

Bookshop

Car park

Post Office

SOUTH STREET

Butcher's

Supermarket

Cafe

From Pair Work 1 by Peter Watcyn-Jones 0 Penguin 1997 P H 0 70 C 0 P 1 A 6 L E

28 QUESTIONNAIRE: OPINIONS

Work alone. Read through the following questions and choose a n answer (Yes, I do/No, I don't/17m not sure). Mark your answer with a cross (X).

Do you think . . .

(Note: If you disagree with Student A, try to give a reason for your opinion.)

78 From Pair Work 1 by Peter Watcyn-Jones 0 Penguin 1997 P H 0 TO C 0 P I A 6 L E

\ \&04% *+ce <&'

cP" English is a difficult language to learn?

men and women can ever be equal?

you can tell a lot about a person from the clothes helshe wears?

the most important thing about a job is the money you earn?

cats make better pets than dogs?

it is better to grow up in the town than in the country?

classical music is boring?

you should not get married until you are at least twenty-five?

a child should look after hisher parents when they are old?

pop music is only for teenagers?

smoking should be banned?

it is an advantage to be an only child?

politics is very interesting?

people are happier nowadays than they used to be?

there are such things as ghosts, UFOs, etc.?

all men should be able to cook, sew, do the housework, and so on?

pop stars, film-stars, sportsmen and sportswomen earn far too much money?

watching television is more interesting than reading books?

getting married and having children is more important for a woman than for a man?

there will ever be a Third World War?

When you have finished, work with Student B. Take it in turns to ask each other's opinions and to agree or disagree with them. Ask questions like these:

A: Do you think English is a difficult language to learn? B: Yes, I do. A: Yes, so do I. OR Do you? I don't. I think . . .

B: Do you think politics is very interesting? A: No, I don't. B: No, neither do I. OR Don't you? I do. I think . . .

A: Do you think men and women can ever be equal? B: I'm not sure, really. A: Oh, I do. OR Oh, I don't. OR No, neither a m I.

$01 st.

29 ASKING FOR INFORMATION ABOUT A TOUR

Student B

You are a clerk a t the London Travel Information Centre a t Victoria Coach Station. Student A phones i you up about your day tours. Help himlher to find something suitable.

Here are tomorrow's tours:

Tour to: Departure Return Fare No. of seats left

London sightseeing tour 9.30 16.00 f 15.00' 1

Windsor Castle and Hampton 12.30 17.30 £13.50 3 Court

Brighton 8.30 19.30 f20.00f 2

Isle of Wight 8.45 20.00 £23.50' 7

Oxford 9.00 16.30 £16.50" 4

Bristol Zoo 7.45 19.45 f25.00 5

Note: all tours leave from Victoria Coach Station ' includes lunch P

If Student A wishes to book seats for one of the tours, fill in the following booking form:

BOOKING FORM Day tours

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Tour: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

No. of seats: . . . . . . . . . . . . . . . . . . . . . . Cost: di . . . . . . . . . . . . . . . . . . . . . . . . .

Also tell himlher that helshe can pick up the tickets tomorrow morning a t Victoria Coach Station.


Good (morning). London Travel Information Centre.


30 ASKING FOR INFORMATION ABOUT SUMMER JOBS

You are a student. You would like to work during the summer for about 4-6 weeks. You can start any time after June 1st. You see the following advertisement in the newspaper and decide to phone up for more information. (Student A works a t Summer Jobs Agency.)

LOOKING FOR A JOB THIS SUMMER?

We can put you in touch with the right people. For further information telephone SUMMER JOBS AGENCY 01 71-21 0-8007

If any of the jobs sound interesting, make a note of the following:

Job: ................................................................... Place: ......................................................... Startingdate: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Length:

Salary: ......................................................... Persontocontact: ................................................ Tel.No.: .......................................................

When Student A answers the phone, you can begin:

Good (afternoon). I'd like some information about summer jobs.

What sort of jobs have you got, please?

From Pair Work 1 by Peter Watcyn-Jones & Penguin 1997 P H 0 TO C 0 P I A 6 L E

31 ONE-SIDED DIALOGUE: AN INVITATION

Read the following dialogue with Student A.

Because you can see only your part, you must listen very carefully to what Student A says. Use the diary below.

Before you start, read through your part to work out what you will say.

When you are both ready, you can begin.

You: Student A:

You: Student A:

You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A: You:

Student A:

Hello, . . . (Say Student A's name.) It's me - . . . (Say your name.) . . . (Answer) And you? . . . Listen, would you like to . . . (Invite Student A to go to the cinema with you next week.) . . . How about . . . (Suggest either lbesday or Wednesday.)

Yes, . . . (repeat day) would be fine. . . . (Suggest a time.)

(Suggest a place to meet.) . . . Right. Well. I'll see you on . . . (t& day arran&d), then. . . . Good. 'Bye for now, then.

Fill in your diary: Go to cinema with . . . Meet a t . . . (time/place)

Your diary next week (evenings)

MONDAY

@ f b r a d w h J o k am& Siunm 190°

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 To C 0 P I A 0 L E 81

32 WHAT'S THE WORD? Student B

Here are 10 words which Student A is going to ask you to explain. Before you start, think about what you are going to say. For example:

(Number 2) It's a fruit. It's long and yellow. etc.

1 scissors 6 computer 2 banana 7 carrot 3 cousin 8 yesterday 4 weekend 9 headache 5 mountain 10 dentist

Now it is your turn to ask Student A to explain the following words.

You can ask:

What's word number (I)?

If you think you know the answer, write it down. But don't say the word!

1 6

When you have both finished, check your answers.

From Pair Work 1 by Peter Watcyn-Jones C) Penguin 1997 P H 0 70 C 0 P I A 6 L E

33 MAKING GUESSES Student B

Read through the questions below and answer Yes or No to each one. Then read through them again and try to guess how Student A will answer. (Again write Yes or No after each question.)

When you have both finished, take it in turns to check by asking Student A all the questions. Mark how many times you guessed correctly.

The person who has the highest number of correct guesses is the winner!

1 Do you enjoy dancing?

2 Do you like ballet?

3 Do you often go to bed late?

4 Are you a good cook?

5 Are you afraid of getting old?

6 Do you think divorce is wrong?

7 Do you want to be famous?

8 Do you prefer long hair to short hair?

9 Are you a good singer?

10 Can you skate?

11 Have you got more than six uncles?

12 Do you eat more fruit than vegetables?

13 Have you ever made a speech in public?

14 Do you find i t easy to remember jokes and funny stories?

15 Would you marry a foreigner?

16 Do you wish you were slimmer?

17 Do you wake up without a n alarm clock?

18 Did you go to a party on New Year's Eve?


Student B You Correct?

34 SORT IT OUT: A DIALOGUE

The following sentences are part of a dialogue between a shop assistant and a customer. Unfortunately, you have only got the shop assistant's words. Student A has got the customer's.

Working together, try to put the complete dialogue in order. You must not show your part to Student A, but you can read out the sentences. Together, mark the dialogue 1-19. (Your part will be marked 1, 3, 5, 7, 9, 11, 13, 15, 17 and 19.)

When you have finished, check by reading it out loud. To help you, the first part of your dialogue is marked.

Before you start, read through the sentences.

Medium. Right. How about this one? -

Oh, wait a minute. We do have this one - it has blue and white stripes. -

Good morning. Can I help you? - 1

I'm afraid these are the only two kinds of blue we have. -

But it's very good quality. -

What colour would you like? -

Thirty-five pounds. -

Thank you. -

Yes, here's one. -

Blue. I see. And your size is . . .? -


b8s 8

35 MISSING INFORMATION: 81 88 wd 8

A HOLIDAY IN ENGLAND

Below is a n account of Peter Klemper's holiday in England last summer.

Peter Klemper comes from and was born in

on March 18th, 1982. When he was seven years old he moved to Hamburg. (This is where he now lives.) In he went to England for his holidays, to a town called . I t is on the south coast of England, about 60 miles

from London. He stayed with a n English family called the Wilsons. They were very friendly. They had two children - a boy called Simon, who was 14 years old and a girl called who was . They also had two pets - a dog and

a Peter liked Eastbourne very much. There was so much to do there. I n the

afternoons he often played tennis or went swimming. In the evenings he sometimes or stayed a t home and

One day the family took him to a town called Brighton. He bought

there and three CDs. He stayed in Eastbourne for and felt very sad when it was time to go home. But he hopes

to go back there again next

Unfortunately, some of the information is missing. By asking Student A questions, fill in the missing information. (Student A also has missing information and will ask you questions.)

Before you start, read through the text and work out what questions to ask. For example:

Where does Peter come from? Where was he born? When did he go to England? Which town did he go to? etc.

When you are both ready you can begin. Take it in turns to ask and answer questions. But you must not let Student A see your text.


From Pair Work 1 by Peter iVatcyn-Jones O Penguin 1997 P H 0 TO C 0 P I A 6 L E

36 MAKING SENTENCES Student B

Here are thirty words. Take it in turns with Student A to make complete, logical sentences using two of the words.

For example, if the two words are tennis and n e s d a y you could say:

Iplayed tennis on Resday . or She plays tennis every n e s d a y .

You are not allowed to change the words.

If Student A accepts your sentence, you score the number of points in the square for each of the two words. For example, for the sentence Iplayed tennis on n e s d a y . you will score 1 + 1 = 2.

If Student A does not accept your answer, you score no points and the words are not crossed out.

If you cannot make up a sentence, you say 'Pass' and Student A tries instead.

The person who has the highest points a t the end of the game is the winner.

You start.

4

rain

5

garden

4

food

7

pilot

8

farm

2

hot


5

shoe

3

fat

5

brother

3

football

6

lion

4

cheese

7

kiss

2

apple

7

bedroom

4

holiday

10

boring

3

chocolate

8

frightened

1

tennis

6

teacher

5

aeroplane

7

umbrella

7

Switzerland

1

Tuesday

3

tall

9

ZOO

4

breakfast

5

funny

6

table

37 QUESTIONNAIRE: 3 HAVE YOU EVER . . . .

Student B

Find out something about Student A by asking himher the following questions. (Student B will also ask you questions.) Mark Student A's answers with a cross (X).

Have you ever:

seen a lion?

been inside St Paul's Cathedral in London?

read a book by Ernest Hemingway?

been camping?

sung a song in English?

drunk tea with milk?

played squash?

forgotten to do your homework?

met a famous person?

flown in a helicopter?

eaten Japanese food?

visited Sweden, Norway or Denmark?

felt really frightened?

been a babysitter?

got engaged?

When you have finished, using the answers Student A gave you, write eight sentences. For example:

I spoke t o . . . . . . . . . . . . . . . . . (name)

HeIShe has only (seen a lion) oncela few times. OR

HeIShe has (seen a lion) twicellots of times. OR

HeIShe has never (seen a lion).

From Pair Work 1 by Peter Watcyn-Jones Q Penguin 1997 P H 0 TO C 0 P l A 6 L E

38 RENTING A HOLIDAY HOME Student B

You are looking for a house or flat to rent for 2 weeks in the summer. You see the following advertisement in the newspaper.

HOLIDAY home to let.

Summer months.

Phone 865432.

Evenings only.

You decide to phone up Student A to find out more details.

Before you start, think of some questions to ask. For example:

Is it a house or a flat?

Where is it?

Is it free from to ? (Decide the dates you want it.)

How big is it?

Is it modern?

How much is the rent?

Is it near the shops, the beach?

etc.

Think of at least ten questions.

If you are interested in the house or flat, try to arrange a day and time when you can go and see it (Don't forget to ask for the address!)

After Student A has answered the phone, you can begin:

Good evening. I'm phoning about the holiday home in today's paper.

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 To C 0 P l A 6 L E

39 CAR NUMBER PLATES

In each box is a car number plate. Student A also has a box with 20 car number plates. But five are different. Find out which squares have different number plates.

You can ask:

What's the number plate in box (I)?

5

F902 ISN

10

M638 VGJ

15

P962 YTU

20

L398 QVH

Is the number plate in box (16) G579 JLK?

1

M695 NVP

6

H832 YRI

11

D601 GTU

16

G579 JLK

When you think you have found the five differences, check your answers.

3

L912 CEJ

8

A582 JDY

13

N856 EIH

18

N156 JJY

2

B537 KWY

7

P721 HOY

12

F312 SLK

17

1367 RWI


4

C467 WUD

9

0391 FAZ

14

E223 KLJ

19

P659 EIL

40 WHERE ARE THEY GOING?

Eight people are going to different places. Look a t the following train timetable and the sentences below.

Ms Smith bought a single ticket.

Mr Jones is leaving in the morning.

Ms Kent's train leaves a quarter of an hour before Mr Starr's train.

Mr Grey's train leaves from platform 2.

Mr Wright's train leaves five minutes before midday.

Ms Smith's ticket cost £7.

Destination

BRISTOL

HASTINGS

SWANSEA

LEEDS

PENZANCE

EDINBURGH

BRIGHTON

LIVERPOOL

Student A also has information about the eight people and the trains they are catching.

Work together to see if you can work out where the eight people are going. Write your answers next to the names.

Single Fare

£22

£7

£32

£23

£35

£42

£10

£25

You are allowed to read out the information you have but you must not let Student A see your page.

Return Fare

£31

£12

£46

£35

£52

£65

£17

£38


Next train

07.25

08.30

10.35

11.55

12.10

14.10

14.25

14.40

Name

Mr Wright

Ms Stone

Mr Starr

Mr Grey

Platform

2

1

4

7

3

2

9

4

Destination Name

Ms Smith

Mr Jones

Ms Kent

Ms McDonald

Destination

41 WHAT'S A 'FLOPPA' Student B

Here are eight clues to help you to work out what a 'floppa' is.

1 You can carry a floppa.

2 Both very young people and very old people can use a floppa.

3 A floppa is not usually very expensive to buy.

4 Black is a popular colour for floppas.

5 Women usually have smaller and prettier floppas than men.

6 People are usually happy when they don't have to use a floppa.

7 A floppa is difficult to use when it is very windy.

8 A floppa is useful when it is raining.

Student A has also got eight clues. Take it in turns to read out your clues, starting with number 1.

After each clue, make a guess. Write it down, but do not show your answer to Student A.

When you have read out all the clues and made eight guesses, check to see who guessed what a floppa is first.

Student A starts.

Write your guesses here:

Note to the teacher: The answer is on page 6.

From Pair Work 1 by Peter Watcyn-Jones O Penguin 1997 P H 0 TO C 0 F' I A 6 L E

GUIDE TO THE STRUCTURES AND FUNCTIONS USED

Activity 1: Getting to know you (1) Type of activity Ice-breaker Main structures Present Simple - question and answer forms Verbs: to be, have got, various others Examples: What's your name? Have you got any brothers? Where do you come from? Main functions Asking for and giving personal information (see above examples)

Activity 2: Getting to know you (2) Type of activity Ice-breaker Main structures Various tenses - questions and answer forms, including short forms (Yes, I am/No, I'm notNes, I doINo, I don't, etc.) Examples: Are you afraid of the dark? Yes, I amINo, I'm not Do you live in a town or a village? (I live) in . . . Have you got more than two brothers? Yes, I haveINo, I haven't Can you swim? Yes, I canINo, I can't Were you born in May? Yes, I waslNo, I wasn't Did you listen to the radio last night? Yes, I didNo, I didn't etc. Main functions Asking and answering questions about yourself and others (see above examples)

Activity 3: Missing information: the Eurovision Song Contest Type of activity Information transfer Main functions Present Simple - question and answer forms (verb to be) questions with does Examples: How old is Fleming Larsen? Where does Marcel Meyer live? Which country is 'Nana' singing for? Is Paula Allen married or single? Main functions Asking for and giving personal information about other people (see above examples)

Activity 4: Questionnaire: likes and dislikes Type of activity Questionnaireldiscussion Main structure Like, love, don't like, etc. + noun Like, etc. + gerund So do IINeither do I Examples: I like cats Yes, so do I I quite like writing letters I don't like washing my hair No, neither do I etc. Main function Expressing likes and dislikes (in varying degrees) Agreeing or disagreeing with someone's likes and dislikes (see above examples)

Activity 5: Who's who? Type of activity Problem-solving Main structures Comparatives and superlatives of adjectives Examples: Peter is a year older than Sally. The tallest person is a year younger than John. etc. Main functions Asking for things to be repeated Drawing conclusions Asking for things to be confirmed Examples: Could you say that again? So the girl on the left must be Sally. Did you say that John is twenty-one next birthday? etc.

Activity 6: One-sided dialogue: making suggestions Type of activity One-sided dialogue Main functions Asking for and making suggestions Accepting or turning down a suggestion Examples: Shall we do something tomorrow? How about. . .? Why don't w e . . .? Let's . . .

No, I don't really like . . . I'd rather not. All right. Let's do that, then.

Activity 7: Following instructions (1) Type of activity Information transfer Main structures Imperatives Prepositions of place Examples: Start in the black square. Go to the square below the drawing of a house. In this square draw a large cross. etc. Main functions Giving instructions Asking for instructions to be repeated Checking instructions Examples: I'm sorry, I didn't understand that. Could you say it again, please? Did you say go left two squares? etc.

Activity 8: Missing information: flats and houses Type of activity Information transfer Main structures Is there. . . ? Are there . . . ? Main functions Asking for and giving information about flats and houses Examples: Where's the house? Is the flat big? Is the house modern? How many rooms are there in the flat? etc

Activity 9: Following instructions (2) See Following instructions (I)

Activity 10: This is my boyfriendlgirlfriend Type of activity Simulation Main structures Question forms - various tenses Questions beginning with a question word (wh- question) Examples: Where did you meet himher? How long have you known himher? What's hislher job? How old is helshe? Do you plan to get married? etc. Main functions Asking for and giving personal information (see above examples)

Activity 11: Newspaper interview (1) Type of activity Role-play Main structures Future tenses - questions and statements Examples: When are you starting your march? When do you hope to arrive in London? Are you visiting many countries on the way? What will you do about food? etc. Main functions Asking and answering questions about future plans (see above examples)

Activity 12: This is my brother Type of activity Simulation (see This is my boyfriend/girlfriend)

Activity 13: Questionnaire: habits and daily routines Type of activity Questionnaire Main structures Adverbs of frequency - always, usually, often, etc. 'Do' questions Examples: Do you go out a t weekends? Yes, always Do you remember your dreams? No, not often Do you find it easy to make friends? Yes, usually etc. Main functions Asking and answering questions about habits and daily routines (see above examples)

Activity 14: For sale Type of activity Simulation Main functions Describing things (a cassette recorder) Asking and answering questions about something (a cassette recorder) Examples: What make is it? It's . . . How much do you want for it? About. . . Does it have a radio? Yes, it does. etc.

Activity 15: Eye-witness l'ype of activity Role-play Main functions Describing someone (physical appearance) Examples: How old was he? How tall was he? Was he fat or thin? What colour was his hair? What was he wearing? etc.

Activity 16: Complete the crossword Type of activity Information transfer Main functions Asking for and giving definitions of words Examples: What's 6 down? You eat it. It's a fruit. It's yellow. What's 10 across? It's the opposite of 'hot'. etc.

Activity 17: Carry on talking Type of activity Role-play Main structures Past tense - questions and answers Examples: Where did you go? Were you alone? What did you do? Why didn't you phone me to let me know you weren't coming? What was the party like? Who was there? etc. Main functions Talking about a pleasant event Giving explanations Talking about a party (see above examples)

Activity 18: A family tree Type of activity Information transfer Main structures Present Simple - question word + verb to be/have got Examples: Who is Bill married to? Is Paul a teacher? How many children have Colin and Jennifer got? Is Samantha nineteen? etc. Main functions Asking for and giving personal information about people Asking for confirmation that something is true Saying that something is not true Examples: Who is Mary married to? She's married to Paul. Is Samantha a hairdresser? Yes, that's right. Is Pamela a shop assistant? No, she's not. She's a student. etc.

Activity 19: Going on a weekend course Type of activity Simulation Main s t ruc tures Would like . . . Question word + verb to be

+ will Examples: I'd like some information about one of your weekend courses. Where is it being held? How much does it cost? etc. Main functions Asking for and giving information about a course (see above examples)

Activity 20: Complete the drawing (1)

Type of activity Information transfer Main s t ruc tures There is . . . There are . . . Where is . . . ? Where are . . . ? Prepositions of place Examples: There's a clock on the wall between the two cupboards. There are three cups in the cupboards on the right. Where's the jug? It's . . . Where are the glasses? They're . . . etc. Main functions Saying where things are in the kitchen Asking where things are in the kitchen Asking for something to be repeated Asking for confirmation Examples: (see above examples)

Also: I didn't understand that. Could you repeat it please? Do you mean here? In which cupboard - the one on the right or the one on the left? etc.

Activity 21: Complete the drawing (2) As above, except that this activity is about saying where things are in the living-room.

Activity 22: Missing information: the life of Elvis Presley Type of activity Information transfer Main s t ructures Past tense - question with did Past tense - wh- questions Main functions Asking for and giving information about a person's life Narrating past events Examples: Where was Elvis born? What happened to him in 1942? What job did he get when he left school? When did his mother die? etc.

Activity 23: Looking at holiday photographs (1) Type of activit?- Simulation Main s t ruc tures Questions and answers - Past tense Main functions Asking and answering questions about a holiday Describing photographs Examples: Where did you go for your holiday? How long did you stay in . . .?

Was it nice there? Who did you go with?

What's this building here? Who are these people? Where was this photograph taken? etc.

Activity 24: Newspaper interview (2) See Newspaper interview ( I )

Activity 25: Looking at holiday photographs (2) See Looking at holiday photographs (1)

Activity 26: One-sided dialogue shopping Type of activity One-sided dialogue Main s t ruc tures I'd like + some + noun (countable, uncountable plural)

+ quantity + noun Have you got . . .? + any + noun How much + noun (uncountable) How many + noun (plural, countable) Examples: I'd like two pounds of sugar, please. Have you got any tins of tomato soup? How much does it cost? etc. Main functions Stating what you would like to buy Asking how much of something someone wants Inquiring about prices, brands, etc. (see above examples)

Activity 27: Where's the station? Type of activity Information transfer Main s t ruc tures Where is + building Prepositions of place Main functions Asking about, and saying, where buildings are Examples: Where's the hospital? Where's the pub? etc.

It's in Green Road opposite the Chinese restaurant. It's the first building on the left in London Road.

Activity 28: Questionnaire: opinions Type of activity Questionnaire/discussion activity Main structures Questions beginning with Do you think . . .? YesINo answers (Yes, I doINo I don't1I'm not sure) So do IINeither do I Main functions Asking for and giving an opinion Agreeing or disagreeing with an opinion Stating uncertainty Examples: Do you think English is a difficult language to learn?

Yes, I do. Yes, so do I. Do you? I don't

Do you think politics is very interesting? No, I don't. No, neither do I.

Don't you? I do.

Do you think men and women can ever be equal? I'm not sure, really. No, neither am I.

Oh, I do. Oh, I don't.

etc.

Activity 29: Asking for information about a tour Type of activity Simulation Main functions Asking for and giving information about a tour Examples: I'd like some information about your coach tours. Which tours have you got tomorrow, please? When does the tour to Brighton leave London? Where does the coach go from? How much does it cost? When does the coach get back to London? Could I book two seats for the tour to Brighton, please.

Activity 30: Asking for information about summer jobs As above, but this time asking for information about summer jobs.

Activity 31: One-sided dialogue: an invitation Type of activity One-sided dialogue Main structures Would you like to + verb phrase What about + noun When + shall + verb Main functions Asking how someone is (and answering) Giving an invitation Accepting a n invitation Turning down an invitation with a reason Suggesting an alternative day Arranging a time and place to meet Confirming arrangements Examples: Hello, . . . How are you? I'm all right, thanks. And you? Would you like to go to the cinema with me next week? Yes, I'd love to. On Friday? Oh, I can't, I'm afraid. I have to . . . What about on Thursday? I'm free then. Yes, Thursday would be fine. What time? Where shall we meet? Right, I'll see you on Thursday, then. Yes, I'll look forward to it.

Activity 32: What's the word? Type of activity Information transfer Main functions Asking for and giving definitions of words Examples: What's word number l? It's a woman who works in a hospital She wears a uniform. etc.

Activity 33: Making guesses Type of activity Questionnaire Main structures YesINo questions + answers Examples: Do you enjoy watching golf? Yes, I do.lNo, I don't. Are you romantic? Yes, I am.lNo, I'm not. Can you skate? Yes, I can./No, I can't. Have you got more than six uncles? Yes, I have./No, I haven't Would you marry a foreigner? Yes, I would./No, I wouldn't Did you go out last Saturday night? Yes, I did.lNo, I didn't. Main functions Asking for and giving personal information Speculating about a person (see above examples)

Activity 34: Sort it out: a dialogue Type of activity Problem-solving (jigsaw reading) Main functions Buying an item of clothing from a shop Stating sizes, asking how much something costs Examples: I'm looking for a shirt. What colour would you like? And your size is . . .? Medium. Have you got anything darker? How much is it? That's a bit expensive. I'll take it.

Activity 35: Missing information: a holiday in England Type of activity Information transfer Main structures Wh- questions Examples: Where was Peter born? Where did he move to when he was seven? When did he go to England? How far is Eastbourne from London? etc. Main functions Asking for and giving information about people and places. (see above examples)

Activity 36: Making sentences Type of activity Conversation Main structures Sentence formation, based on linking two nouns or two adjectives or noun + adjective, Examples: Our teacher is fat. My sister thinks football is boring. I went to Switzerland for my holiday this year. etc.

Activity 37: Questionnaire: Have you ever. . .? Type of activity Questionnaire Main s t ruc tures Questions and answers using the Present Perfect. Examples: Have you ever eaten caviare? Yes, once.

Yes, twice. Yes, a few times. Yes, lots of times. No, never.

Main functions Asking for and giving personal information (see above examples)

Reporting about a person. Examples: He has only eaten caviare once. She has visited the USA twice. He has never smoked a cigar.

Activity 38: Renting a holiday home Type of activity Simulation Main s t ruc tures Wh- questions. Questions using the verb to be. Examples: Where's the house? How big is it? Is it modern? How much is the rent? etc. Main functions Asking for and giving information about a holiday home (see above examples)

Arranging a day and time to see a houselflat Examples: When can I see it? What about. . . ?

Activity 39: Car number plates Type of activity Information transfer (finding differences) Main s t ructures Letters of the alphabet Numbers Examples: M695 NVP etc. Main functions Asking for and giving information about car number plates. Asking for confirmation that something is true. Saying that something is not true. Examples: What's the number plate in box (I)? It's M695 NVP. Did you sayM695 NVP? Yes, I did./No, I

said . . . Is the number plate in box (2) B537 KWY? Yes, it is.lNo, it's not.

It's . . . etc.

Activity 40: Where are they going? Type of activity Problem-solving Main s t ruc tures Statements using the Present Simple, the Past Simple and going to Examples: Mr Starr's train leaves from platform 4. Ms Smith bought a single ticket. Ms McDonald's going to visit her mother in Scotland. etc. Main functions Asking for things to be repeated. Drawing conclusions. Asking for something to be confirmed Getting information from a train timetable. Examples: Could you say that again. So Mr Jones must be going to Swansea. Did you say Ms Smith bought a single ticket? etc. Key Mr Wright (Leeds); Ms Stone (Penzance); Mr Starr (Liverpool); Mr ~ r e y (Bristol); Ms Smith (Hastings); Mr Jones (Swansea); Ms Kent (Brighton); Ms McDonald (Edinburgh)

Activity41: What's a 'floppa'? Type of activity Problem-solving Main s t ruc tures Sentences using the present simple + adverbs of frequency1 modal verb: can Examples: A floppa is not usually used indoors. Floppas can be opened and closed. A floppa often gets wet. etc.

Documents

[Peter Watcyn-Jones] Pair Work 1 Elementary Pre-Intermediate