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Total English

Supplementary Materials

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Total English


Elementary

Total English

Supplementary Materials Elementary

Copyright © 2005 Pearson Education. All rights reserved.www.longman.com/totalenglish/

Do you know…? 1 Fill in the chart below with a job, family word and country/nationality for each of the letters your teacher calls out.

2 Now look at your partner’s filled in chart. Check that all the words are spelt correctly. Use your Students’ Book to make any corrections.

LETTER JOB FAMILY WORD COUNTRY/ NATIONALITY

SCORES

FINAL SCORE:


TEACHER’S NOTES:

Do you know…?

Aim: to practise and consolidate key vocabulary from unit 1; jobs, family words and countries/nationalities. This worksheet is designed as a warmer to be used with unit 1. Time: 30 minutes maximum Materials: photocopies of the worksheet for each student.

1 To warm students up for the game, ask them to shout out the names of jobs, countries and family words that they can remember from unit 1.

2 Explain that you are going to call out a letter from the alphabet and they have to try and fill in a job/family word/country/nationality starting with that letter. For each word they get, they get five points.

3 Call out the following letters: A, S, B, P, C

A - Artist, architect, aunt, Australian/Australia, America/American S - Student, secretary, shop assistant, sister, son, stepbrother, Spain/Spanish B - Bank clerk, brother, best friend, Britain/British, Brazil/Brazilian P - Police Officer, parents, Poland/Polish C - Computer programmer, children, cousins, China

For the next letters, tell the students there are only 2 categories to fill in, and let them know (if you think this is necessary) which ones they are:

G - grandparents, grandmother, girlfriend, grandfather, Greece/Greek, Germany/German F - father, father-in-law, Finland/Finnish, France/French J - Journalist/judge, Japan/Japanese N - Nurse, nephew, niece R - retired, Russia T - Teacher, traffic warden, Turkey/Turkish U - Unemployed, uncle

4 Go through all the letters and get students to call out their words, and then add up their total score. If the winner seems very confident, ask them to spell out some of the words they filled in.

5 Finally ask students to swap with their partner and check the spellings of


all the words - a final consolidation and check on accuracy.


Hello, my name’s… 1 Look at the following dialogue and correct the underlined mistakes. Maria: Hello, my name (1) Maria. What’s your name?

Tom: Hello Maria. My name are (2) Tom.

Maria: Where is (3) you from Tom?

Tom: I (4) from London. Where are you from?

Maria: I’m from Spain. I live with my parents and my brother.

Tom: How old are (5) your brother?

Maria: He (6) 15. How old are you?

Tom: I (7) 18. I live with my cousin, Jane.

Maria: How old is he (8)?

Tom: She’s 20 and she (9) a student at the university.

Maria: Are you a student Tom?

Tom: Yes, I am. Are you a student?

Maria: No I not (10) a student. I’m a nurse.

Tom: See you tomorrow Maria.

Maria: Yes, goodbye Tom

2 Imagine you are meeting your favourite pop star, sportsperson or actor/actress. Ask them questions about their family, nationality and job. Use the above corrected dialogue to help you and the words in the box below.

job nationality age country of origin

parents brothers sisters age of relatives


TEACHER’S NOTES:

Hello, my name’s…

Aim: to practice verb to be in context of exchanging information about family, where you are from and jobs. This worksheet is designed to be used in conjunction with unit 1.1. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Get students to read through the dialogue first. Then ask them to correct the mistakes.

Answers: 1 ’s 2 is 3 are 4 ’m 5 is 6 ’s 7 ’m 8 she 9 ’s 10 ’m

2 Ask students which famous person they’d most like to speak to. Tell them they have this chance and are going to ask a few questions about their family, job and nationality. Get them to practise with their partner, and monitor as they do so. If there’s time, ask some pairs to demonstrate their questions/answers to the class, mimicking the accent (if possible) of their chosen person.


Tell me…!

1 Write the correct question using the prompts and the answers provided.

Who/he ? He’s Tom Cruise.

What/it ? It’s a handbag.

Where/from ? They’re from Italy.

What/job ? She’s my English teacher.

Where/you ? I’m from Japan.

What/job ? He’s a doctor.

Where/he ? He’s from Brazil.

Who/they ? They’re my parents.

2 Fill in the gaps below with a partner.

1 _’m a doctor.

2 _ _’s a journalist.

3 _ _ _ _’re students.

4 _ _ _’s a teacher.

5 _ _’re from Russia.

6 _ _ _’re an architect.

7 _ _’s a phone.

8 _’m from Sweden.

3 Draw some things or people you know in the boxes below.

4 Work in groups. Show your pictures and look at your classmates. Who are they? Where are they from? What is it? Ask and answer.


TEACHER’S NOTES:

Tell me…! Aim: to practice subject pronouns and positive forms of to be with Wh- questions. This worksheet is designed to be used in conjunction with unit 1.2. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Students can either complete the exercise in pairs or alone. Check answers.

Answers: 1 Who is he? 2 What is it? 3 Where are they from? 4 What’s her job? 5 Where are you from? 6 What’s his job? 7 Where is he from? 8 Who are they?

2 Again students can work together or with a partner. Check answers.

Answers: 1 I’m 2 He’s 3 They’re 4 She’s 5 We’re 6 You’re 7 It’s 8 I’m

3 Ask the students to draw three people or things that they like/are important to them. Draw your example on the board (don’t worry about being a great artist!) e.g.

Your camera Your family Your car

Encourage students to ask you questions using the prompts in Ex. 1. 4 Ask students to work in groups of three or four and compare pictures. Encourage them to use the questions; What is it? Who is it? Monitor and help students with vocabulary when needed.


Who is Mr Green?

1 Peter Green is 32 and is from England. His telephone number is 0208 444 6890 and his mobile number is 08882 689567. He is a journalist. Look at the form below, and correct the information that is wrong:

E.g.: His surname isn’t Blue, it’s Green.

2 Rewrite the following sentences using the negative form of to be.

1 I’m 50.

2 She’s my cousin.

3 They’re his parents.

4 We’re students.

5 You’re a journalist.

6 He’s from France.

7 They’re shop assistants.

First name: Surname: Age:

Place of origin: Nationality:

Address: Telephone number(s):

Mobile number:

Occupation:

2 4 W A T E R S L A N E

P A U L

D O C T O R

B L U E

2 6

A U S T R A L I A N

A U S T R A L I A

O A K W O O D L O N D O N

0 2 0 8 4 3 5 6 8 9 0

0 7 7 7 2 6 8 9 5 6 7


8 I’m unemployed.

TEACHER’S NOTES:

Who is Mr Green?

Aim: to consolidate negative forms of verb to be. This worksheet is designed to be used in conjunction with unit 1.3. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Ask students to identify the incorrect information by reading the small paragraph at the top of the page and then correcting the information on the form using negative forms of to be. If necessary, do the first one with the students to give them an example: He isn’t 24, he’s 32. If necessary, tell your students they have to find six mistakes.

Answers: 1 He isn’t 26, he’s 32. 2 He isn’t from Australia, he’s from England. 3 He isn’t Australian, he’s English. 4 His home number isn’t 0208 435 6890, it’s 0208 444 6890. 5 His mobile number isn’t 07772 689567, it’s 08882 689567. 6 He isn’t a doctor, he’s a journalist.

2 Elicit negative forms in the present simple and, if necessary, write these examples on the board. Then instruct students to work in pairs to change the affirmative statements into negatives.

Answers: 1 I’m not 50. 2 She isn’t my cousin. 3 They aren’t his parents. 4 We aren’t students. 5 You aren’t a journalist. 6 He isn’t from France. 7 They aren’t shop assistants. 8 I’m not unemployed.

3 Follow up activity: if there’s time, get the class to write six sentences in the affirmative of to be, and give them to their partner to write in the negative. You can monitor this as a free activity for the students.


Total English



Find the word! 1 Look at the words below from unit 2, and then find them in the word search! The words go up and down in these directions: ,,,,,

2 Quick quiz! Now look at the words above again. Can you write a sentence for each one? E.g. I go to a restaurant every weekend.

beach pool restaurant eat work sleep open clean meet

swim bag book car lamp watch desk sell dry go

V R K O O B W R G T

M E S E L L Q A S O

I S C L E A N N S H

W T B K S E D E N O

S A M E E T K P L M

P U J W A C P O O L

E R P A W C A D R Y

E A M T O B H R B C

L N A C R G A E A T

S T L H K H I G F A


TEACHER’S NOTES:

Find the word! Aim: This fun warmer can be used to consolidate key vocabulary from unit 2, first by searching in the word searcher and then using the words to make sentences in part 2. Time: 40 minutes Materials: photocopies of the worksheet for each student.

1 Check that all students understand how a word search works and then do the first one with them. Create some excitement by giving setting a time limit of ten minutes to see if they can find all the words in time.

2 There are seventeen words remaining, and at this point students could work in pairs to create the seventeen sentences. Monitor their work, and correct all the grammar mistakes. If there are any spelling mistakes just underline them and get the students to double check either against the words above or in unit 2 of the Students’ Book.

Answers:

V R K O O B W R G T M E S E L L Q A S O I S C L E A N N S H W T B K S E D E N O S A M E E T K P L M P U J W A C P O O L E R P A W C A D R Y E A M T O B H R B C L N A C R G A E A T S T L H K H I G F A


Mix and match

1 Rewrite the following mixed up words to form ten verbs:

1 od _ _

2 tsrat _ _ _ _ _

3 wsim _ _ _ _

4 klei _ _ _ _

5 tae _ _ _

6 hwas _ _ _ _

7 vhae _ _ _ _

8 korw _ _ _ _

9 awcth _ _ _ _ _

10 lcaen _ _ _ _ _

2 Now use the verbs above to fill in the gaps of the following sentences to complete the crossword.

1 He _ _ _ _ _ at the café every Saturday. 2 Fiona _ _ _ _ _ _ her hair every evening. 3 I _ _ _ _ under water in the sea. 4 They _ _ _ _ _ TV every evening. 5 What do you _ _ in the afternoon? 6 I _ _ _ _ an interesting job. 7 Matt _ _ _ _ _ _ the house every weekend. 8 We _ _ _ _ _ work at 8am. 9 She _ _ _ _ _ his work. 10 What time do you _ _ _ breakfast?

1 2 3 4 5 6 7 8 9

10


TEACHER’S NOTES:

Mix and match

Aim: to practice present simple and use of subject pronouns: I/you/ he/she/it/we/they and verb vocabulary. This worksheet is designed to be used in conjunction with unit 2.1.

Time: 40 minutes Materials: photocopies of the worksheet for each student.

1 Tell students they have to unscramble the anagrams as quickly as they can. To help them understand what an anagram is put up an example, kmea _ _ _ _, on the board and demonstrate how it becomes ‘make’.

Answers: 1 do 2 start 3 swim 4 like 5 eat 6 wash 7 have 8 work 9 watch 10 clean

2 Ask students to fill in the crossword by completing the sentences. To encourage peer correction ask the students to compare their answers at the end, then elicit the correct sentences.

Answers: 1 (down) works 2 (down) washes 3 (across) swim 4 (down) watch 5 (across) do 6 (down) have 7 (down) cleans 8 (across) start 9 (across) likes 10 (across) eat

3 Suggested extra activity: If time, get students in pairs to find five new words each from unit 2 and make anagrams for each other to work out.


Quick quizzes

1 He, she, it quick quiz!

Quickly fill in the table below with the correct form of the present simple for he/she/it. Write full sentences.

2 Noun plurals quick quiz!

The plurals below are spelt incorrectly. Read them and then write the correct plurals:

1 pictureies _ _ _ _ _ _ _ _

2 watchs _ _ _ _ _ _ _

3 bookes _ _ _ _ _

4 knifes _ _ _ _ _ _

5 mens _ _ _

6 diarys _ _ _ _ _ _ _

7 addressies _ _ _ _ _ _ _ _ _

8 peoples _ _ _ _ _ _

9 scarfs _ _ _ _ _ _ _

10 citys _ _ _ _ _ _

11 childs _ _ _ _ _ _ _ _

12 classies _ _ _ _ _ _ _

3 Look at your verb sentences from Ex. 1 again. Now try and make the sentences longer using ten of the words from Ex. 2. You can change the sentences if you want.

Verb: Sentence using he/she/it watch go carry have do organize finish wash dry


TEACHER’S NOTES:

Quick quizzes Aim: to consolidate 3rd person present simple and noun plurals. This worksheet is designed to be used in conjunction with unit 2.2. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Monitor the sentences the students write and encourage faster ones to make the sentences as comprehensive as possible.

Answers: watches, goes, carries, has, does, organizes, finishes, washes, dries

2 Ask the students to imagine they are a teacher correcting the spellings. Encourage them to work on their own initially as they will have a chance to work together in the final part.

Answers: 1 books 2 pictures 3 watches 4 knives 5 men 6 diaries 7 addresses 8 people 9 scarves 10 cities 11 children 12 classes

3 The aim here is to get students to look back at their original sentences and try to incorporate more words using the noun plurals and to build their confidence sentence building. Ask students to complete the task and go around the class monitoring. Ask them to exchange their papers with a partner and encourage them to peer correct. Give prompts to students who need them.


Day by day

1 Look back at unit 2 questions using what, when, where, do and does using the present simple to ask about daily routines. Now choose your own question in the present simple for each of these and fill in the questions in the box below.

2 Find four other students in the room and ask each student your five

questions about their daily routine. Write the answers in the chart above.

3 When you have completed the information, read it carefully. Now write sentences to describe the answers each student gave you. Then give it to

Student A Student B Student C Student D What ?

Who ?

When ?

Where ?

Do ?

Does ?


your partner who will check it through for you.

TEACHER’S NOTES:

Day by day

Aim: to consolidate can do - talking and writing about daily routines. This worksheet is designed to be used in conjunction with unit 2.3. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 This is designed to be a free activity where students receive no

prompts as to how to write the questions, but encourage them to refer to the Students’ Book and Workbook if they need to. Monitor each student to check that their questions are correct, and then get them up and about the class asking questions - the more practice the better!

2 They then have to write up their results in the 3rd person plural. Again monitor this, and encourage students to check each others work at the end. If time is going well, and you have a confident class, ask some students to read out their results and get the rest of class to respond with any questions they may have.

Total English



Vocabulary Quiz 1 Answer the following questions with your partner.

1 Which days of the week are missing below? Write them in the spaces.

Sunday, Monday, Tuesday, _ _ _ _ _ _ _ _ _, Thursday,

Friday, _ _ _ _ _ _ _ _

2 List 3 sports that we use with do:

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

3 List 3 games and sports that we use with play:

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

2 Correct the following phrases:

1 I go run every weekend

2 We go swim on Fridays

3 I go lunch at a restaurant on Saturdays

4 She goes shop as often as possible!

5 He listens music most mornings before work

6 I read newspaper on the way to work every morning

3 Unscramble the following new verbs from unit 3.

e c n a d _ _ _ _ _

gins _ _ _ _

misw _ _ _ _

oock _ _ _ _

e h a t b n u s _ _ _ _ _ _ _ _

d r a o b e t a k s _ _ _ _ _ _ _ _ _ _

4 Look at the following new vocabulary below. Write a sentence about yourself using each of these eight new items of vocabulary.

go for a walk go running listen to the radio go to the gym

read a book see a film watch a DVD/video ride a bike


TEACHER’S NOTES:

Vocabulary Quiz Aim: to consolidate new vocabulary (days of the week, verbs, do + noun

for activities, play + noun for games) from unit 3; to improve accuracy and confidence using the vocabulary.

Time: 40 minutes Materials: photocopies of the worksheet for each student group.

1 Students in pairs or threes fill in the missing information.

Answers: 1 Wednesday and Saturday 2 aerobics, judo and yoga 3 play computer games, football, tennis

2 Ask the students to imagine they are a teacher correcting the phrases. If necessary, do an example on the board to help. For example: ‘English I teacher am a’ becomes ‘I am an English teacher’.

Answers: 1 I go running every weekend. 2 We go swimming on Fridays. 3 I have lunch at a restaurant on Fridays. 4 She goes shopping as often as possible. 5 He listens to music most mornings before work. 6 I read a newspaper on the way to work every morning.

3 Check students understand the concept of ‘unscrambling’ before asking them to complete the exercise. Again, if necessary elicit an example or write one on the board. E.g. ‘hatec’ becomes ‘teach’.

Answers: dance, sing, swim, cook, sunbathe, skateboard

4 Encourage students to be as creative as they like using all language associated with present simple/can/can’t so far. Monitor closely and supply new vocabulary on individual basis if necessary.


Do they / don’t they?

1 Use the following text to write sentences in the negative:

1 Pete/play football/Sundays

2 Jane/go gym/Mondays

3 Mum/sunbathe/holidays

4 Tom/read book/on the way to work

5 Why/go swimming/Harri/ at the weekends

6 She/meet her friends/before school

7 Paul/drive his car/to work

8 I/have lunch at home/during the week

2 Now look at the following sentences and put them into the correct order.

1 doesn’t like she TV watching

________________________________________________

2 in bath the he sing doesn’t

________________________________________________

3 don’t play they computer at school games

________________________________________________

4 the news don’t listen I in the mornings to

________________________________________________

5 we don’t a film why see this evening?

________________________________________________

6 doesn’t she have at restaurants dinner it’s too expensive because

________________________________________________

7 don’t we why the cinema go to on Saturday night?

________________________________________________

8 like doesn’t he skiing on holiday


________________________________________________

TEACHER’S NOTES:

Do they / don’t they?

Aim: to practice accuracy with present simple negative through sentence building and sentence order. This worksheet is designed to be used in conjunction with unit 3.1. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Elicit the present simple negative forms of do and direct students to part 1. Students can work in pairs.

Answers: 1 Pete doesn’t play football on Sundays. 2 Jane doesn’t go to the gym on Mondays. 3 Mum doesn’t sunbathe on holidays. 4 Tom doesn’t read a book on the way to work. 5 Why doesn’t Harri go swimming at the weekends? 6 She doesn’t meet her friends before school. 7 Paul doesn’t drive his car to work. 8 I don’t have lunch at home during the week.

2 Check students understand the concept of ‘unscrambling’ before asking them to work out what these words are. If necessary elicit an example or write one on the board. E.g. ‘swimming doesn’t sea he in like the’ becomes ‘he doesn’t like swimming in the sea’.

Answers: 1 She doesn’t like watching TV. 2 He doesn’t sing in the bath. 3 They don’t play computer games at school. 4 I don’t listen to the news in the mornings. 5 Why don’t we see a film this evening? 6 She doesn’t have dinner at restaurants because it’s too expensive. 7 Why don’t we go to the cinema on Saturday night? 8 He doesn’t like skiing on holiday.

3 Follow up activity: Ask students to write down five sentences of the things they don’t like doing. Then they must scramble their sentences up using part 2 as an example. These sentences are the exchanged with their partner’s ones and each student has to unscramble the


things they don’t like doing.


The interviewer

1 Look at the table below. You are going to interview other students and fill in the table below using can/can’t.

E.g. Student A: Can you …? Student B: Yes/No I can/can’t …

2 For each of the questions, choose an interesting answer and write it

Student 1 Student 2 Student 3 Student 4 Swim 100m?

Sing a pop song?

Play 3 sets of tennis?

Do a yoga position?

Cook a great dinner?

Dance salsa?

Run 10km?

Score a goal in football?

Order food in English?


down so you have nine sentences with can or can’t.

TEACHER’S NOTES:

The interviewer Aim: to practice can and can’t in question and answer form in a fun way through an oral and written activity. This worksheet is designed to be used in conjunction with unit 3.2. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 After the thorough practice of student book, workbook and teacher’s resource book, this is a freer activity involving the whole class getting up and quizzing each other to reinforce can and can’t. Encourage students to move around the classroom to get a variety of answers. 2 Ask students to choose an interesting answer for each of the questions, and write it down so they have nine complete sentences with can or can’t. 3 Direct the students to swap their written sentences with their partner’s and ask them to check them for accuracy. Monitor carefully and be ready to help with corrections if required. This will help you select a few good sentences which you can ask the students to read out to the whole class. Encourage the students to listen and encourage more questions if possible!


Why don’t we…?

1 a List three ways of making a suggestion to do something:

1 L_ _ _ ................?

2 W_ _ _ _ _ _ .................?

3 H _ _ _ _ _ _ _ ...............?

b What's the first thing you say when you phone somebody?

1 H _ _ _ _, .............................?

c What do you say if the person you want to speak to is not there?

1 C_ _ ............................?

4 Look at the information below. You are on the telephone to your partner.

a In pairs decide who is A and who is B. Then plan your conversation:

b Read your dialogue out together. 5 Choose ten numbers from unit 3 and write them down. Read them out to your partner and ask them to write down each number as you read it.

Student A:

• phones student B

• suggest doing something tomorrow

• suggest another activity

• suggest a place to meet

• finish the conversation

Student B:

• answers the phone

• you don't like that activity

• agree and say you like this

• agree and suggest a time

• say goodbye


TEACHER’S NOTES:

Why don’t we…?

Aim: to provide freer practice of making suggestions and speaking on the phone, and to revise numbers; hearing them and quickly writing them down. This worksheet is designed to be used in conjunction with unit 3.3. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Students focus on vocabulary and sentence building. Ask them to look

at the number of spaces allocated to help them fill in the start of the phrase. They should then complete the rest in their own words.

Possible answers: a 1 Let's go to the cinema 2 Why don't we have lunch on Saturday? 3 How about a takeaway meal on Friday? b 1 Hello, can I speak to Lucy?

c 1. Can I leave a message please?

2 Students work in pairs and prepare a dialogue for the situation explained in the boxes. The conversations can be based on unit 3.3 (Workbook page 21) and students should know that there are no set answers as long as they follow the guidelines and the suggestions are grammatically correct. Whilst monitoring this, encourage students to peer-correct their work. If time is going well, and you have a confident class, ask some students to read out their conversations.

3 Always good to keep practising numbers - this has been done already

in the unit, hence here the students choose their own numbers to test each other. You could call some out yourself to the whole class if there's time at the end.


Total English



Memory time

1 In unit 4 you have learnt over fifty new words! Can you remember them all and fill in the table below?

2 a What is the opposite of happy?

b What is the opposite of healthy?

c What type of container can you buy crisps in? (2 possible answers)

d What type of container can you buy cola in? (2 possible answers)

e Which statements are True (T) and which ones are False (F)?

1 cereal is countable __ 2 bananas are uncountable __ 3 beef / lamb is uncountable __ 4 eggs are uncountable __

2 What is your favourite food and drink from the table above?

3 Correct the following words:

1 tune 2 sanwich 3 pinapple

4 vegtable 5 biscit 6 froot

Food Drinks Money Adjectives

b_ _ _ _ _ c_ _ _ c_ _ _ _ _ f_ _

p_ _ _ _ c_ _ _ _ c_ _ _ h_ _ _ _

s_ _ _ _ t_ _ r_ _ _ _ _ _ he_ _ _ _ _

b_ _ _ _ _ m_ _ _ n_ _ _ h_ _ _ _ _

ch_ _ _ _ w_ _ _ _ c_ _ _ _ _ c_ _ _ t_ _ _ _ _ _

m_ _ _ o_ _ _ _ _ j_ _ _ _ t_ _ _ _

a_ _ _ e

b_ _ _ _ a

p_ _ _ _ o

c_ _ _ _t

c_ _ _ _ _n


TEACHER’S NOTES:

Memory time Aim: to consolidate new vocabulary from unit 4. Time: 40 minutes Materials: photocopies of the worksheet for each student.

1 Students can do this either alone or in pairs. Students fill in the missing information. If necessary, give them prompts to the words with only one letter clue if they need them (Students’ Book, page 43 has the vocabulary list).

Answers: Food: burger, pizza, salad, butter, cheese, milk, apple, banana, potato, carrot, chicken, tuna Drinks: cola, coffee, tea, milk, water, orange juice Money: cheque, coin, receipt, note, credit card Adjectives: fun, happy, healthy, hungry, thirsty, tired

2 Students converse with each other to swap information here. They can ask more than one person.

Answers: 2 a unhappy b unhealthy c bag or packet d can/bottle e 1 F 2 F 3 T 4 F 5 F

3 Ask the students to imagine they are a teacher correcting the spellings. Check answers with the whole class.

Answers: 1 tuna 2 sandwich 3 pineapple 4 vegetable 5 biscuit 6 fruit


Meet the Greens

1 a Read the passage below:

b For each underlined item (1–12), write a question using How much or how many? E.g. How many apples do they buy?

2 The Green family are very healthy, and all their friends love eating dinner at their house. They have some friends who eat unhealthy food and want some advice on a healthy breakfast, lunch and dinner. Fill in the table below with some healthy food suggestions:

3 Work in pairs. One of you is a Mrs Green and the other is the friend. Mrs Green gives the friend advice on what to eat using the table above and the friend asks questions about how much to eat of various foods. Mrs Green

The Green family live in the country in England. They are a very healthy family, and every Thursday they go shopping at the local market. They buy 20 apples (1) and 20 oranges (2) for the children's school packed lunches. Usually they also buy lots of lovely bread (3) for everyone's sandwiches at lunchtime. If the fish van is there, they buy 2kg of fresh white fish (4) to make a delicious fish pie. They don't eat much read meat, but they love chicken. They always buy 500g of chicken (5) for Sunday lunch.

There is a fantastic stall for cereal, breakfast food and snacks. They always buy one large packet of cereal (6), 5 cartons of orange juice (7) and 2 packets of tea (8). Everyone likes omelettes, so they buy 12 eggs (9). The children eat biscuits after school, so Mrs Green gets 3 packets of biscuits (10). Last of all, they buy their favourite fruits: 2 pineapples (11) and 12 bananas (12).

Breakfast Lunch Dinner


also gives some advice about how sport can help keep you healthy.

TEACHER’S NOTES:

Meet the Greens!

Aim: to consolidate How much/How many without any prompts, and to write and talk about healthy eating/diet. This worksheet is designed to be used in conjunction with unit 4.1 and/or unit 4.2. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Check students remember the concept of countable and uncountable nouns and if necessary give an example of a related question. E.g. a can of coke would be How many cans do they buy? Students can work in pairs.

Answers: 1 How many apples do they buy? 2 How many oranges do they buy? 3 How much bread do they buy? 4 How much fish do they buy? 5 How much chicken do they buy? 6 How much cereal do they buy? 7 How much orange juice do they buy? 8 How much tea do they buy? 9 How many eggs do they buy? 10 How many biscuits do they buy? 11 How many pineapples do they buy? 12 How many bananas do they buy?

2 This is an extension of the unit 4.2 in the Students’ Book which talks about diet and lifestyle. Students devise a healthy eating plan using all the new food vocabulary from unit 4.

3 Students work in pairs in a roleplay activity to act out advice giving on diet and lifestyle, using the information produced in Ex. 2. If necessary, refer them to the Students’ Book, page 39 during the planning stage.


Object pronouns quiz!

1 Quickly write the correct object pronouns in the table below.

Subject pronoun Object pronoun

I he she it we you they

2 Write a sentence using each of the seven object pronouns. Try to use at least seven words in the sentences.

1 ___________________________________________________

2 ___________________________________________________

3 ___________________________________________________

4 ___________________________________________________

5 ___________________________________________________

6 ___________________________________________________

7 ___________________________________________________

3 Correct the underlined mistakes in the dialogue below:

Tom: I really love pizza, Maria. Do you like him (1)?

Maria: No, I don't like her (2). I love pasta - do you like pasta, Tom?

Tom: Yes, I love him (3) too, but I only like him (4) with tomato sauce.

Maria: OK. Why don't us (5) go to an Italian restaurant with my friends?

Tom: Great idea. Your friends are great. I really like they (6).

Maria: Good. Meet we (7) at 8 o'clock this evening at my house?


Tom: That's a good time for I (8). I like eating at 8. See you then. Bye!

TEACHER’S NOTES:

Object pronouns quiz! Aim: to consolidate new grammar point: object pronouns by writing sentences using them and correcting mistakes. This worksheet is designed to be used at the end of unit 4.2 as an introduction to unit 4.3. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 After the thorough practice in the Students’ Book, Workbook and

Teacher’s Resource Book, this is a quick activity to reinforce the structure of object pronouns. Set a short time limit to ensure that this is a quick activity.

Answers: me, him, her, it, us, you, them

2 The aim here is to get students to start writing sentences without prompts and a little longer than before. Get them to think of a theme for each sentence (maybe food!), and then write the sentence. Monitor as they work and encourage use of monolingual dictionaries if they need to. 3 After revising the object pronouns in Ex. 1, this should be straightforward for the students. If they are particularly good, they might want to go on to write one for each other and correct the mistakes in their new dialogues.

Answers: 1 it 2 it 3 it 4 it 5 we 6 them 7 us 8 me


The fat food restaurant!

1 You are going to create your own fast food restaurant. This restaurant offers sandwiches, burgers and pizzas, some healthy choices; E.g. salads.

a Make your menu with the following sections:

b Decide on a price for each of the items on the menu.

2 Fill in the questions below.

1 Waitress: What can I _ _ _ _ _ _ _ _ _ _ _ ?

2 Customer: I'_ _ _ _ _ .......................

3 Waitress: D_ _ _ _ w_ _ _ ..................?

4 Customer: An o_ _ _ _ _ j_ _ _ _ p_ _ _ _ _

5 Customer: H_ _ m_ _ _ i _ t_ _ _?

6 Customer: C_ _ I p_ _ b_ ................?

3 Now look at your menu in part 1 again. You are the waiter/waitress and your partner is the customer. They come in to your restaurant and order some food and drink. Plan what you will both say and ask, and then act


out the role play.

TEACHER’S NOTES:

The fat food restaurant!

Aim: to consolidate ordering food in a fast food restaurant through revision of vocabulary and phrases learnt and a free roleplay. This worksheet is designed to be used in conjunction with unit 4.3. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Students work in pairs to design their own menus. Monitor closely

and direct the students to the Students’ Book, page 40 for ideas. Encourage students to be creative with sandwich fillings and pizza toppings, and also to be thoughtful with the healthy eating section.

2 Students focus on vocabulary and sentence building. Ask them to

look at the number of spaces allocated to help them fill in the start of the phrase. They should then complete the rest in their own words.

Answers: 1 What can I get you today? 2 I'd like a cheese and tomato pizza please. 3 Do you want a drink? 4 An orange juice please. 5 How much is that? 6 Can I pay by credit card please?

3 With the vocabulary from Ex. 1 and the questions and phrases from part 2, students are now ready to plan a roleplay. Monitor and make sure they plan it carefully and exploit all new language thoroughly before they act it out. When they have finished ask students to change roles so if they were the customer they become the waiter and visa versa. Get confident pairs to demonstrate to the class.

Total English



What’s in a word? 1 a Name five types of homes:

1 __________

2 __________

3 __________

4 __________

5 __________

b Name six rooms in a house:

1 __________

2 __________

3 __________

4 __________

5 __________

6 __________

c Which furniture can you find in a living room?

d Which furniture can you find in a kitchen?

2 Look at the following anagrams. Now unscramble then to find 6 types of equipment and possessions.

divoe _ _ _ _ _

kisn _ _ _ _

hbta _ _ _ _

teliot _ _ _ _ _ _

dc lpyaer _ _ _ _ _ _ _ _

reaylp vdd _ _ _ _ _ _ _ _ _

3 Read the following passage and fill in the gaps with the words below:

Hot busy noisy beautiful high lovely green dry wide

I love going on holiday to places where the temperature is really _______(1), and

there is lots of ___________(2) scenery. It rains a lot where I live, so I prefer

holidays with no rain and _________(3) weather. Every year I spend a week in the

same place; there are ______________(4), __________(5) forests and beautiful

__________(6) mountains. If I want somewhere more lively and _________(7), I can

go into the local town which is quite ________(8) actually! It’s quite a drive from our

hotel as the country roads and not very __________(9), so I don’t go very often.


TEACHER’S NOTES:

What’s in a word? Aim: to consolidate new vocabulary from unit 5; to improve accuracy

and confidence using the vocabulary. Time: 40 minutes Materials: photocopies of the worksheet for each student.

1 Without using their books or dictionaries, students recall this vocabulary set. If necessary, they can work in pairs.

Answers: a 1 house 2 apartment 3 studio 4 cottage 5 town house b 1 kitchen 2 bathroom 3 bedroom 4 dining room 5 living room 6 hall c living room: armchair, bookshelves, chair, coffee table, sofa d kitchen: dishwasher, cooker, fridge

2 Check students understand the concept of ‘unscrambling’ before asking them to work out what these words are. Again, if necessary elicit an example or write one on the board. E.g. ‘tbah’ is ‘bath’. If you have more time here, get students to either use the Students’ Book, page 53 or their vocabulary notes, to make up six anagrams of new words from unit 5 for their partner.

Answers: 1 CD player 2 video 3 sink 4 bath 5 toilet 6 DVD player

3 Students put the adjectives they learnt into context. If necessary, indicate how many letters go in each space. Students can work in pairs. Check answers with the whole class.

Answers: 1 hot 2 beautiful 3 dry 4 lovely 5 green 6 high 7 busy 8 noisy 9 wide


Likes/dislikes questionnaire

1 Ask other students in your class, which of the places below they like to visit when they're on holiday. When they reply, make sure they use one word from each of the boxes below, to describe their opinion.

E.g. Student A: Do you like going to the beach on holiday? Student B: Yes, going to the beach is quite relaxing for me. Fill in the table below with the students’ answers.

2 Now read through all the answers. Each student should have a modifier and an adjective to describe their opinion of each place. Write four paragraphs to describe each student's likes and dislikes.

quite really very not very

Student A Student B Student C Student D Shops

Beach

Cities

Mountains

Rivers

Forest

exciting relaxing healthy comfortable interesting


TEACHER’S NOTES:

Likes/dislikes questionnaire

Aim: to consolidate modifiers learnt in unit 5 using vocabulary learnt to describe places, in an oral and written context. This worksheet is designed to be used in conjunction with unit 5.1. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 This is an energiser for students. They should get up and find four students to quiz on each of the six places. Monitor this in case anyone needs extra vocabulary to express a point. Also check that full question forms are being used - it would be a good idea to check beforehand that students have prepared a question for each of the places to ensure they get good practice of accurate question forms.

2 To consolidate this and to practice sentence building, get students to write a mini report on their findings. Check that they are clear on how to present each of the four students. A good way to finish is to get students to read out one particular student's likes/dislikes. The class has to guess who they think this student is.


What have you got?

1 Look at the following personal possessions. Can you remember what they all are? Write a question for each using; have got, and provide a short answer either positive or negative according to the yes or no indicated.

1 coffee machine/you/yes

2 CD players/you/no

3 MP3 player/they/yes

4 Videos/they/no

5 DVD player/she/yes

6 answer machine/she/no

2 Join the answers 1 and 2, 3 and 4, 5 and 6 from Ex. 1 together using but.

1 You have....................., but you haven't............

2 ________________________________________

3 ________________________________________

3 a In pairs, write a description of a holiday home situated near the beach in a hot location. Use the key vocabulary on the Students’ Book, page

53 to write eight sentences about this beautiful holiday home. b In the same pairs, prepare six questions to ask about the holiday home; three using; is there/are there and three using; have got.

c Work with another pair. Ask them the six questions you have prepared. Then describe their holiday home using your answers. When you have finished, change roles so you answer the other pair’s six questions. They describe your holiday home from their answers.


TEACHER’S NOTES:

What have you got? Aim: To consolidate have got and to provide extra practice of there is/there are. This worksheet is designed to be used in conjunction with unit 5.2. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Elicit the use of have got and direct students to Ex. 1. If necessary, students can work in pairs. Check answers with the whole class.

Answers: 1 Have you got a coffee machine? Yes, I have. 2 Have you got any CD players? No, I haven't. 3 Have they got any MP3 players? Yes, they have. 4 Have they got any videos? No, they haven't. 5 Has she got a DVD player? Yes, she has. 6 Has she got an answering machine? No, she hasn't.

2 Students build sentences using their structures from Ex. 1. Elicit answers from various students.

Answers: 1 You've got a coffee machine, but you haven't got a CD player. 2 They've got some MP3 players, but they haven't got any videos. 3 She's got a DVD player, but she hasn't got an answering machine.

3 Give students ten minutes to write a good description of a holiday home. They can use there is/there are in this. They then prepare six questions to ask the pair next to them about their chosen location. With the answers they get from these questions, they should be able to orally describe the location that they've asked questions about. Monitor this to check that everyone has accurate questions and gets good information from their questioning. Who was the most accurate?


Writing informal emails

1 Choose a city in your country or another city in the world that you have visited and really loved. Think of three words or phrases to describe it:

1 ____________________________________________

2 ____________________________________________

3 ____________________________________________

2 With the same city, think of the beautiful scenery in the city or tourist attractions in the city. Name three of these places:

1 ____________________________________________

2 ____________________________________________

3 ____________________________________________

3 Is there a good hotel to stay at? What facilities has it got? Swimming pool, restaurant....? Name three good facilities:

1 ____________________________________________

2 ____________________________________________

3 ____________________________________________

4 Quick revision! How do you start an email? How do you finish an email?

Start: _________________________________________

Finish: _________________________________________

5 a Imagine that you are in the city that you chose in Ex. 1. You want your best friend to come and visit you, so you write him/her an email to tell him/her what a lovely place it is, what great things there are to do and a good hotel to stay in. Use your answers to Ex. 1-3 to help you.

b Read your partner’s email. Would you like to visit their city?


TEACHER’S NOTES:

Writing informal emails

Aim: to provide further practice of writing informal emails using target language from unit 5. This worksheet is designed to be used in conjunction with unit 5.3. Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Get students to call out as many great cities in the world/their

country as they can think of. Write them on the board. Ask students why these are such great places to get them warmed up for the activity. Encourage them to use modifiers and new adjectives in their descriptions. You can encourage further vocabulary building by getting students to use monolingual dictionaries or a Longman Activator Dictionary to think of any extra words here.

2 Using the same city specified in Ex. 1, students think of the cities best places. Monitor carefully to check that students select three substantially different features.

3 Students provide further information about the features discussed in Ex. 2. They can revise vocabulary from unit 5.1 here as words such as private terrace, gym, shops might be useful.

4 Students recall the best ways to start and finish an email without using the Students’ Book for help.

Possible answers: Starting an email = Hi John/Susan etc Finishing an email = I hope you can visit etc..., Best wishes

5 Emphasise that students have carefully planned their email through the processes of Ex. 1-3. They now need to write this within the framework of an email. Swapping with partners at the end creates interest, comparisons and also sharpens the students’ eyes for spotting any errors!

Total English


Copyright © 2005 Pearson Education.All rights reserved.www.longman.com/totalenglish/

Out and about

1 Unscramble the words below for places in a town and forms of transport.

1. A M E N C I

2. M A T R

3. N A I T R

4. L O H O C S

5. R Y A R B I L

6. N A K B

7. S U B

8. X A T I

9. P O H S K O O B

10. K P R A

11. U R Q E S A

12. R E P U S A R M E T K

2 Find the false sentences and correct them.

The milk is at the fridge. O The milk is in the fridge.

1. I have a little garden in front off my house.

2. The dog sleeps under the table.

3. There is a big car park behind the supermarket.

4. The bus stop is next from the post office.

5. The café is between the bank and the bookshop.

6. The train station is in the left.

3 Personalise it! Choose eight of the words from part 1 and use the preposition ofplace in part 2 to describe where they are in your town:

1. __________________________________________________.

2. __________________________________________________.

3. __________________________________________________.

4. __________________________________________________.

5. __________________________________________________.

6. __________________________________________________.

7. __________________________________________________.

8. __________________________________________________.


TEACHER’S NOTES:

Out and about

Aim: to consolidate vocabulary: places in a town and transport, prepositions ofplace from unit 6; to improve accuracy and confidence using the vocabulary.

Time: 40 minutesMaterials: photocopies of the worksheet for each student.

1 Check students understand the concept of ‘unscrambling’ before asking themto work out what these words are. Again, if necessary elicit an example or writeone on the board. E.g. ‘feca’ is ‘café’. If you have more time here, get students toeither use page 55 of SB or their vocabulary notes, to make up six anagrams ofnew words from unit 6 for their partner.

Answers: 1. cinema, 2. tram, 3. train, 4. school, 5. library, 6. bank, 7. bus, 8. taxi,9. bookshop, 10. park, 11. square, 12. supermarket.

2 Ask the students to imagine they are a teacher correcting the sentences.Encourage them to work on their own initially as they will have a chance to worktogether in the final part.

Answers: 1. F, I have a little garden in front of my house. 2. T, 3. T, 4. F, Thebus stop is next to the post office. 5. T, 6. F, The train station is on the left.

3 Encourage the students to use as many as possible of the prepositions of placeto describe locations in their town. Get students to swap with each other at theend to check for accurate spelling.


In the past

1 Write the past simple form of each verb in the box.

live decide call

work paint want

study watch play

plan ask travel

open walk visit

jog help listen

2 Asking questions in the past simple. Fill in the gaps to complete the rules for pastsimple questions. Write an example sentence for each.

1. Wh- questions:

Wh- word + __________ + ___________ + infinitive

Example sentence = ………………………………......

2. Yes/no questions:

____________ + ___________ + infinitive

Example sentence = ……………………………….......

3 Ask other students in the class five questions in the past simple. Use your modelsfrom part 2 to help you write complete questions in each box.

Wh-questionaboutsport

Aquestionabouttravel

Yes/Noquestionabout TV

Wh-questionabout aholiday

Yes/Noquestionaboutmusic

Student A

Student B

Student C

Student D

Student E


TEACHER’S NOTES:

In the past

Aim: Further practice and consolidation of past simple regular verbs andquestion forms. This worksheet is designed to be used in conjunction withunit 6.1.


1 This is a quick revision to make sure students have remembered these forms -they can work in pairs if necessary.

Answers: lived, worked, studied, planned, opened, jogged, decided, painted,watched, asked, walked, helped, called, wanted, played, travelled, visited, listened.

2 Ask students to recall the structures from unit 6.1 and complete the gaps withoutusing their books.

Answers: 1. Wh- word + did + subject pronoun + infinitive. Example sentence:When did you start work yesterday? 2. Did + subject pronoun + infinitive. Examplesentence: Did you like the play?

3 Make sure the students have accurately written their questions before they start.Monitor the students and help any that need ideas. Encourage them to ask eachother questions, and give short answers when appropriate. Get feedback orallyfrom students - ask them for one or two of their responses.

Example questions: When did you last play football or tennis? How did you travelto work yesterday? Did you watch Wimbledon on TV?Where did you go on holiday last year? Did you watch the Live 8 concert?


Alfie’s bad week

1 Read Alfie’s ‘to do’ list for his week’s holiday from college. Unfortunately he was illall week and didn’t do any of it! Write a negative sentence in the past simple foreach task.

1. ______________________.

2. ______________________.

3. ______________________.

4. ______________________.

5. ______________________.

6. ______________________.

7. ______________________.

8. ______________________.


2 a Personalise it! Write your ‘to do’ list for last weekend.

b Give the list to your partner. Ask each other if you did each task; e.g. Didyou…..?, and answer, yes/no I didn’t…


TEACHER’S NOTES:

Alfie’s bad week

Aim: to provide further practice of past simple negative forms and also practice ofshort answer forms in past simple. This worksheet is designed to be used inconjunction with unit 6.2.


1 Elicit the use of the past simple and negative forms, then direct students to part1. If necessary, students can work in pairs.

Answers: 1. He didn’t play tennis on Saturday morning, 2. He didn’t studyEnglish on Sunday, 3. He didn’t watch football on Saturday afternoon, 4. Hedidn’t visit friends on Saturday night, 5. He didn’t listen to an English CD, 6. Hedidn’t help his grandparents with the garden, 7. He didn’t paint his bedroom, 8.He didn’t go jogging.

2 Quickly revise short answers forms in past simple; Yes, I did. No, I didn’t etc.Get students to find out why the activity wasn’t done if the activity is going wellto add extra interest.


Let’s shop!

1 Quick check on asking for things in shops! Answer the questions below:

1. How do you ask a price in a shop?

___________________________________________________

2. How do you ask where something is?

___________________________________________________

3. How do you ask for something?

___________________________________________________

2 Communication activity: Let’s go shopping!

Student A:

You are going to go out shopping to buypresents for all your family and friends. Startwith 6 family members/friends, and write theirname and the present you are going to buythem below:

1. ____________ _____________

2. ____________ _____________

3. ____________ _____________

4. ____________ _____________

5. ____________ _____________

6. ____________ _____________

You are now going to ask student B where inthe store all your presents can be bought.Student B is also the shop assistant in each ofthe departments! Ask student B the prices ofeverything you have chosen.

Student B:

Make your own store guide (use p.62 of thestudent book for help!) from basement to 4th

floor. Include 2-3 sections on each floor.Student A is going to ask you where 6 items canbe bought in your store. You are also theassistant in these departments, so tell student Ahow much certain items are!

STORE GUIDE

4th Floor –

3rd Floor –

2nd Floor –

1st Floor –

Ground Floor –

Basement -


TEACHER’S NOTES:

Let’s shop!

Aim: to provide creative and free practice of asking for things in shops and how much they are. Thisworksheet is designed to be used in conjunction with unit 6.3.


1 Quick revision to ensure accuracy in communication activity:

Answers: 1. How much is that? 2. Where are electronic goods? 3. Can I have a storeguide please?

2 Get students to prepare thoroughly and use student book p.62 for present ideas to suit theirfamily members, so the task feels quite real to them. Help them with any vocabulary they mightneed to add. Student B needs to remember as many departments as possible - when you feelthey’ve remembered as much as they can refer them to SB, p.62 for extra help. Monitor the roleplay to check that question forms are correct and pronunciation of various departments iscorrect.

Total English



Famous people

1 Choose 3 well-known famous people.

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

2 Now describe each person using the prompts below:

Famous person1

Famous person2

Famous person3

Nationality

Body

Face

Skin colour

Hair colour

Height

Age

Famous for…..??

3 Work with your partner. Read your description of each famous person withouttelling your partner what the person is famous for. Can they guess? If not, givethem a clue!!

4 Swap descriptions with your partner. Underline all the adjectives used and checkthat the spelling is correct.


TEACHER’S NOTES:

Famous people

Aim: This fun warmer can be used to consolidate key vocabulary fromunit 7 and provides extra practice of adjectives for describing people and alsoof can do; recognising people from a description.


1 Encourage students to choose three people they are able to describe and whoare well known. Provide an example if necessary.

2 Students can have a quick check in the student book (p.73) to help them with theactivity and make sure they really make the most of the vocabulary they’velearnt.

3 Monitor this activity and if you notice some particularly good descriptions that arequite challenging, get the students to read these out to the class to see if anyonecan guess.

4 This is a good accuracy test for students and gives them some responsibility.Monitor to check that corrections are correct.


Search for the verb!1 Find the irregular past forms of the following verbs in the word searcher. The

answers go up and down in these directions: fl,‡,·,‚,Â,Ê

2 Now use the irregular past forms above to fill in the gaps.

1. He _ _ _ fish and salad for dinner last night.

2. They _ _ _ _ a cake for their mother’s birthday.

3. She _ _ _ _ a book on the train to work.

4. We _ _ _ _ to New Zealand on holiday last year.

5. I _ _ _ my coat in the cupboard

6. He _ _ _ _ his wife some flowers to say sorry.

7. She _ _ _ _ _ _ the bus to school last week.

8. I _ _ _ some beautiful places on holiday.

9. She _ _ _ a beautiful baby girl on Friday.

10. He _ _ _ _ _ the World Record for goal scoring in one match.

11. _ _ _ you go to the rock concert?

12. I _ _ _ _ _ speak French when I was younger.

have do go make break take see catch put give can eat

A C E M G H J D K G

P Q A P S T I V A L

O D E U Z D W V N M

E A J T G Y E X P C

X W Y B B H W A S O

H Z R R T U T A Q U

A A O K M P W E S L

D K E E T A R E T D

E H J F E C D W N V

L K K O O T A X Z T


TEACHER’S NOTES:

Aim: This fun activity can be used to consolidate past simple irregular forms, firstby searching in the word searcher and then using the words to makesentences in part 2. It would work well as either a warmer or follow up tounit 7.3.


1 Check that all students are clear how a word search works and then do the first one with them. Create some excitement by giving settinga time limit of ten minutes to see if they can find all the words in time.

2 There are twelve verbs in total, and at this point students could workin pairs to create the twelve sentences. Monitor their work, andencourage students to peer correct. Elicit answers from the class.

Answers: 1. ate 2. made 3. took 4. went 5. put 6. gave 7. caught 8. saw 9.had 10. broke 11. did 12. could

Answers

A C E M G H J D K G

P Q A P S T I V A L

O D E U Z D W V N M

E A J T G Y E X P C

X W Y B B H W A S O

H Z R R T U T A Q U

A A O K M P W E S L

D K E E T A R E T D

E H J F E C D W N V

L K K O O T A X Z T


Which ones?

1 Read the paragraph. Find 9 words you can change to one/ones.

2 Fill in the possessive adjectives and the possessive pronouns in the table.

Subject pronoun I he she it we you they

Possessive adjective

Possessive pronoun

I went shopping with my best friend last week. The first shopwas very noisy, so we came out very quickly. The second shopwas great - lots of music and CDs to listen to, and DVDs to lookat. I chose four CDs to listen to. The first CD was terrible, butthe second CD was fantastic! The other CDs were good, but Idecided to buy the second CD.

After that we looked at two cafes for lunch and chose thefirst café because it had a healthy menu. I had a salad and adrink, and my best friend had a sandwich and two cakes! Shewas very hungry and couldn’t choose a cake, as they were all solovely, but in the end she chose a chocolate cake and a fruitcake, because the other cakes were too big.


3 Write a question using a positive adjective using the prompts below. Then write apositive answer for each question.E.g. pen/my - Is this my pen? Yes, it is.

1. Book/your a) ________________________

2. phone/my b) ________________________

3. bag/her c) ________________________

4. house/their d) ________________________

5. cd players/our e) ________________________

6. trainers/her f) ________________________


TEACHER’S NOTES:

Aim: to provide further practice of one/ones and possessive pronouns. Thisworksheet is designed to be used with either unit 7.1 or 7.2.


1 Tell students they have to replace 9 words with one or ones.If necessary do the first one with them as an example.

Answers: I went shopping with my best friend last week. The first shop wasvery noisy, so we came out very quickly. The second one was great - lots ofmusic and CDs to listen to, and DVDs to look at. I chose four CDs to listen to.The first one was terrible, but the second one was fantastic! The other oneswere good, but I decided to buy the second one.

After that we looked at two cafes for lunch and chose the first one becauseit had a healthy menu. I had a salad and a drink, and my best friend had asandwich and two cakes! She was very hungry and couldn’t choose a cake, asthey were all so lovely, but in the end she chose a chocolate one and a fruitone, because the other ones were too big.

2 Ask students to complete the table. Ideally, they should do thiswithout consulting the student’s book. Draw the table on the boardand ask students to come up and fill it in with the correct sentences.

Answers: Possessive adjectives: my, his, her, its, our, your, their Possessivepronouns: mine, his, hers, its, ours, yours, theirs

3 In pairs students use the prompts to complete the questions andanswers. Monitor carefully and elicit the answers at the end.

Answers: 1. Is this/that your book? 2. Is this/that my phone? 3. Is this/that herbag? 4. Is this/that their house? 5. Are these/those our CD players? 6. Arethese/those her trainers? a) Yes, it's mine b) Yes, it's yours c) Yes, it's hers d)Yes, it's theirs e) Yes, they're yours f) Yes, they're hers.


Read all about it!

1 Read the following passage and then answer the questions.

A GREAT EFFORT FOR CHARITYLast month the pupils at GreensteadPrimary School raised £2,000 for a localcharity. On four consecutive Fridays, theydid various activities to raise money. On thefirst Friday, they had a swimathon whereeach pupil swam 10 x 25m. The teachersalso joined in and had a race at the end ofthe day. The second Friday, they had a sponsoredperiod of silence followed by a singingcompetition to get everyone's voicesworking again! All the pupils sat in theirclassrooms for thirty minutes and tried notto talk! There was a lot of giggling andlaughing, but they did a great job and

managed not to talk. In the afternoon theyenjoyed a great sing. They chose twentypopular songs and each class sang for anhour between 2pm and 3pm. The third and fourth Friday wassponsored maths and spelling. Each pupildid a sum on the board in their classroom,followed by the next pupil for a total of onehour without stopping. Then the same thinghappened with spelling words of 6 letters ormore in chosen categories. It was a really successful activity and theheadmaster will definitely do it again nextyear. The local charity now has enoughmoney to buy necessary medical equipment.

2 Answer the following questions.

1. What is a charity?

2. Which charities do you support?

3. Find words in the text with these meanings:

a) sectionsb) get money for charityc) no talkingd) had fun

4. How far did each pupil swim in the swimathon?

5. Did anyone talk in the sponsored silence?

6. What type of songs did they sing in the sponsored sing?

7. How long did the sponsored maths last?

8. Will the school do these sponsored events again next year?


TEACHER’S NOTES:

Read all about it!

Aim: to provide further practice of can do statement; understanding an article.This worksheet is designed to be used alongside unit 7.3.


1 Monitor the activity whilst students answer the questions. Encouragefaster ones to write complete sentences for their answers. Then elicitanswers from the class.

Answers: 1. A charity is an organisation that collects money or goods in order tohelp people who are poor or sick. 2. Encourage students to exchange opinions withtheir partner. Get them to cite reasons for supporting these charities if possible. 3.a) sections = categories (line 11, column 2) b) get money for charity = raise (line 4,column 1) c) no talking = silence (line 10, column 1) d) had fun = enjoyed (line 2,column 2) 4. 10 x 25m 5. No 6. popular (get students here to name 10 popularsongs!) 7. 1 hour 8. Yes, definitely

2 If you have time, use the questions to develop a class discussion.

Total English



The clothing puzzle

1 Fill in the crossword below using the clues provided.

Across:2. something to wear with 1 down6. something to wear on your head7. they keep your hands warm9. clothing for a woman11. warm outdoor wear12. sporty footwear

Down:1. casual leg wear3. warm item of clothing4. men wear this with a shirt to work5. adjective to describe clothing for winter8. summer leg wear10. item of clothing for the neck

2 Choose four items of clothing and write a sentence to say what type ofweather you wear them in.

1. __________________________

2. __________________________

3. __________________________

4. __________________________

1.

2. 3. 4.

5. 6.

7. 8.

9. 10.

11.

12.


TEACHER’S NOTES:

The clothing puzzle

Aim: This fun warmer can be used to consolidate key vocabulary fromunit 8 and provides extra practice of adjectives for describingpeople and also of can do; recognising people from a description.


1 Ask students to fill in the crossword by following the clues. To encourage peer correction ask the students to compare their answers at the end, then elicit the correct sentences.

Answers: 1. (down) jeans, 2. (across) top, 3. (down) pullover, 4. (down) tie,5. (down) warm, 6. (across) hat, 7. (across) gloves, 8. (down) shorts, 9.(across) dress, 10. (down) scarf, 11. coat, 12. trainers

2 Monitor this carefully to check that students link up clothes andappropriate weather correctly. Students can have a quick check in thestudent book (p.83) to help them with the activity and make sure theyreally make the most of the vocabulary they’ve learnt.


How often do you…?

1 Write sentences using the prompts

1. Pierre/football/watch/never

2. The children/park/go/often

3. We/pizza/eat/sometimes

4. I/on Fridays/go/cinema/regularly

5. She/coffee/drink/hardly ever

6. They/camping on holiday/go/always

2 Questionnaire: How often do you……………..?

The table below has six question prompts. Complete the questions starting withHow often do you….? and then ask each of the questions to four other students.

Student 1 Student 2 Student 3 Student 4…..work late?

…..study English?

……go on holiday?

….feel…..?(you choose a feelinghere)…..eat….?(you choose a foodhere)…..drink….?(you choose a drinkhere)


TEACHER’S NOTES:

How often do you…?

Aim: to consolidate adverbs of frequency. This activity is designed to be used inconjunction with unit 8.1.


1 Check that all students are clear how this activity works and if necessary do anexample with them.E.g. Those students/homework/do/always

Answers: 1. Pierre never watches football, 2. The children often go to the park, 3. Wesometimes eat pizza, 4. I regularly go to the cinema on Fridays, 5. She hardly everdrinks coffee, 6. They always go camping on holiday

2 Ask the students to complete the chart with appropriate questions. Monitor theirwork, and encourage students to peer correct. Elicit answers from the class.

Answers: How often do you work late? How often do you study English? How oftendo you go on holiday? How often do you feel….happy / sad / tired / healthy / fit…?How often do you eat fish / meat / vegetables / ice cream…? How often do you drinkwine / water / tea / coffee / fruit juice…?

Encourage students to get up and mingle so they can complete the chart withanswers for four students.


Create a character

1 Choose the correct form of the verbs.

1. It rains /is raining very heavily today

2. He always is feeling /feels happy when he wins

3. I sometimes am wearing /wear a smart suit to work

4. It snows /is snowing too heavily to walk to school

5. She stays /is staying at home today because she feels sick

6. I often am eating /eat Chinese food

7. They wear /are wearing football shirts today

8. He hardly ever travels /is travelling by train to work

2 Work with your partner. Create a character! Choose a name, age and job foryour character. Describe a usual day for this character using the present simple.Write five sentences to describe his/her day.

3 Your character is now having a fantastic holiday. Write five sentences to describewhat he/she is doing on holiday.

1. __________________________

2. __________________________

3. __________________________

4. __________________________

5. ____________________________


TEACHER’S NOTES:

Create a character

Aim: to provide further practice and consolidation of the present simple and presentcontinuous. This worksheet is designed to be used in conjunction with unit8.2.


1 Tell students they have to choose the correct option. If necessary do the first onewith them as an example.

Answers: 1. is raining, 2. feels, 3. wear, 4. is snowing, 5. is staying, 6. eat, 7.are wearing, 8. travels

2 Encourage students to think of as much vocabulary as they can to create theircharacter, and then write an interesting daily routine for the character. Monitor tocheck that they are using the present simple correctly. Next they choose aholiday destination and describe what the character is doing now. Before theystart this part, check that they are clear on why they're using present continuoushere. At the end, get students to swap; they can underline any mistakes for theirfellow students to correct.


What do you think about…?

1 Quick check! How do you........?

1. Give an opinion

2. Ask for an opinion

3. Agree

4. Disagree

2 How do you feel about.............? Write two sentences to express your opinion onthe following.

1. working long hours

2. footballers earning lots of money

3. casual clothes for work

4. fast, convenience food

3 Now ask your partner their opinion on each of the above. How many points doyou agree on?


4 Choose a subject that you have an opinion on. Now ask three other studentstheir opinions on this.

My chosen topic 1:

My chosen topic 3:

My chosen topic 2:


TEACHER’S NOTES:

What do you think about…?

Aim: to provide further practice of the can do statement in unit 8.3 - taking part in afactual conversation on a simple topic


1 Monitor the activity whilst students complete the phrases. Encourage fasterones to write more than one option for each section. Then elicit answers fromthe class.

Suggested answers: 1. I think that/ I believe that....... 2. Don't you think so? Howdo you feel about? 3. Yes, you're right. Yes, I agree 4. Well, I'm not sure. No, Idon't think so.

2 Encourage students to plan what they want to write here and then ask you forany help with vocabulary. Monitor what they write in preparation for theirexchange with their partner.

3 Listen in on the exchanges, and make notes of interesting viewpoints, that youcan later put as questions to the class for a general discussion. This wholeactivity is designed to get students using the English they have learnt up to unit 8in as free a way as possible within the framework of a discussion. Encouragefluency, and only correct when monitoring if they are not making themselvesclear enough.

4 Continue on from ex 3. Encourage students to express their own opinion andgive constructive feedback at the end of the activity.

Total English



The arts

1 Can you write three or more words in each of the categories below?

Fine arts

Performance arts

Literature

Unscramble the following words to help you.

Fine arts:

G N I T N I A P

P L U C S T U E R

T R A T C R A T S B A

Performance arts:

T E L B A L

E C N D A

A P O R E

E T R E A T H

M F L I

Literature:

S V E L O N

S P L Y A

Y R T E O P

2 Can you name a well known film for each of the following?

1 an exciting adventure film

2 a violent horror film

3 a scary thriller

4 a funny cartoon

5 a clever science fiction film

6 a romantic love story


TEACHER’S NOTES:

The arts Aim: to consolidate key vocabulary from unit 9. This worksheet is designed to be used alongside the lead-in page. Time: 40 minutes Materials: photocopies of the worksheet for each student.

1 Ask students to fill in the table by using the unscrambled words. Check students understand ‘unscramble’ by doing the first one with them as an example. To encourage peer correction ask the students to compare their answers at the end, then elicit the correct sentences.

Answers: Fine arts: painting, sculpture, abstract art Performance art: ballet, dance, opera, theatre, film Literature: novels, plays, poetry

2 In pairs, encourage students to come up with a variety of titles. Monitor carefully to see if they are putting the films in the correct category. If they can’t think of the English title ask them to describe their film to their partner. The answers are of course down to subject to the student’s reactions to films.

Suggested answers: 1 The Bourne Identity/The Fugitive/Enemy of the State 2 Dracula 3 Panic Room 4 Shark’s Tale/Finding Nemo 5 Matrix trilogy (subjective…) 6 Pretty Woman/When Harry Met Sally/Sleepless in Seattle

3 After students have completed this activity get them to work with another pair to exchange views. Do they agree with each other’s choices? Which films would they like to see?


The best thing is…

1 Complete the following sentences with the comparative form of the adjectives.

1 Fruit and vegetables/healthy/chips

2 The countryside/quiet/cities

3 Racing cars/fast/normal cars

4 Jeans/casual/suits

5 Jamaica/hot/UK

6 Level 6 Maths/difficult/level 2

7 Play times at school/noisy/lesson times

8 Level 2 spelling/easy/level 4

2 What is the superlative of each of the adjectives below?

1 healthy

2 quiet

3 fast

4 casual

5 hot

6 difficult

7 noisy

8 easy

3 Person to person. Discuss with your partner. What do you think is:

1 the most interesting book to read?

2 the most exciting place to visit?

3 the best food to eat?

4 the funniest person you know?

5 most comfortable way to travel?

6 the worst show on TV?

7 the best song in the charts at the moment?

4 Write your partner's responses to each question using the correct superlative.


TEACHER’S NOTES:

The best thing is… Aim: to consolidate comparison of adjectives and superlative adjectives.

This activity is designed to be used in conjunction with unit 9.1. Time: 40 minutes Materials: photocopies of the worksheet for each student.

1 Check that all students understand how this activity works and if necessary do an example with them. E.g. Alaska/cold/Hawaii becomes Alaska is colder than Hawaii.

Answers: 1 Fruit and vegetables are healthier than chips. 2 The countryside is quieter than cities. 3 Racing cars are faster than normal cars. 4 Jeans are more casual than suits. 5 Jamaica is hotter than the UK. 6 Level 6 Maths is more difficult than level 2. 7 Play times at school are noisier than lesson times. 8 Level 2 spelling is easier than level 4.

2 Ask students to write the superlative forms. Monitor their work, and encourage students to peer correct. Elicit answers from the class.

Answers: 1 the healthiest 2 the quietest 3 the fastest 4 the most casual 5 the hottest 6 the most difficult 7 the noisiest 8 the easiest

3 Encourage students to be as expressive as possible for this oral activity. Monitor to check correct use of the superlative. If you like, students can ask you the questions as a class activity to start off the whole discussion. 4 Students now note down their partner's views writing correct superlative for each sentence. Students can exchange their papers at the end to check each other's work.


What do you prefer?

1 Rewrite the following sentences using prefer.

1 I like comedies more than horror films.

2 They like city life more than country life.

3 I love tennis, but my favourite sport is football.

4 She thinks art galleries are more interesting than museums.

5 He travels by train more than bus.

6 They are more interested in exotic holidays than beach holidays.

7 I like opera more than musicals.

8 She likes pasta more than pizza.

2 Talk to your partner! Find out what your partner prefers using the following information. Ask the question: Do you prefer ...?

1 reading magazines to reading books

2 classical music to modern music

3 watching soap operas to watching documentaries

4 winter clothes to summer clothes

5 relaxing at the weekend to going to the gym

6 communicating by phone or communicating by email

7 vegetarian food to meat

8 walking to places if you're able or going by car

3 Note down your partner's responses. How different were they to yours? When you finish, swap with your partner and underline all the uses of prefer and check that they are correct.


TEACHER’S NOTES:

What do you prefer? Aim: to provide further practice and consolidation of prefer + noun/-ing

form and the can do statement: talk about personal preferences. This worksheet is designed to be used in conjunction with unit 9.2 or 9.3.

Time: 40 minutes Materials: photocopies of the worksheet for each student.

1 Tell students they have to rewrite the sentences using prefer. If necessary do the first one with them as an example.

Answers: 1 I prefer comedies to horror films. 2 They prefer city life to country life. 3 I prefer football to tennis. 4 She prefers art galleries to museums. 5 He prefers the train to the bus. 6 They prefer exotic holidays to beach holidays. 7 I prefer opera to musicals. 8 She prefers pasta to pizza.

2 Revise the do you prefer question from the Students’ Book, page 91. Do you prefer swimming to diving?/Do you prefer white bread to brown bread. Encourage the students to work in pairs or threes. Ask them to take notes to prepare for Ex. 3.

3 In pairs students discuss their answers. Encourage them to peer correct but highlight the best sentences on the board to show they have handled the new language well.


What do you want to do…?

1 Quick quiz! Fill in the gaps.

Making suggestions:

1 Why ______________ we go to the cinema?

2 How __________ a pizza?

3 ________ go to the shops.

Expressing preferences:

4 I _________ listening to music in the evening.

5 I like swimming _______ than tennis.

Making comparisons:

6 The restaurants are _______ expensive there.

Deciding what to do:

7 OK, _________ meet at eight o’clock next to the cinema.

2 Roleplay. Work with your partner. You have a whole weekend free with no studies or work to do. You have an idea that you would like to spend time doing the following:

1 Some type of sport

2 Music - a concert or maybe listening to music

3 a film

4 coffee and cake in a cafe

5 do some shopping

6 walk in a park

Student A suggests three of the above activities to student B - check that student B is happy with these suggestions. Student B then suggests the remaining three to student A. Agree a plan for your weekend and arrange times and places to meet to do each activity.


3 Roleplay out your whole discussion for your teacher to listen to.

TEACHER’S NOTES:

What do you want to do…? Aim: to provide further practice of the can do statement in unit 9 -

discussing and planning activities Time: 40 minutes Materials: photocopies of the worksheet for each student. 1 Quick quiz - Monitor the activity whilst students complete the phrases. Elicit answers

from the class.

Answers: 1 Why don't we go to the cinema? 2 How about a pizza? 3 Let's go to the shops. 4 I prefer listening to music in the evening. 5 I like swimming more than tennis. 6. The restaurants are more expensive there. 7 OK, let's meet at eight o’clock next to the cinema.

2 Encourage students to plan this roleplay carefully step by step. Student A makes three suggestions followed by three by Student B. They decide when to do each activity and where to meet. Monitor to check they are going in the right direction, and help with problem vocabulary if necessary (or direct students to the Students’ Book, page 92 for assistance).

3 Ask students to perform their roleplays. Listen in on the exchanges, and make notes of interesting viewpoints, that you can later put as questions to the class for a general discussion.

Total English



Puzzle it out!

1 Unscramble the words below connected with holidays, travel and hotels, and then fit them into the word puzzle.

R E G N E S S A P

N I G M M O C U T

G E N I S T H E S I G

M T A F R O L P

M O Y C E N O

E A G R A G

T O R P R A I

Y E J R O U N

N O I T A T S

K R P A

E U T I S

T E H O L

C I A F F R T

P S O H S

M Y G

SR A

CL

G S

T Y

PE

R E NM

2 When you have found all the words and correctly placed them in the word puzzle, make a sentence with each word.


TEACHER’S NOTES:

Puzzle it out!

Aim: to consolidate key vocabulary connected with holidays, travel and hotels from unit 10. This worksheet is designed to be used alongside the lead-in page.


1 Ask students to fill in the table by using the unscrambled words. Check students understand ‘unscramble’ by doing the first one with them as an example.

Answers: passenger, commuting, sightseeing, platform, economy, garage, airport,journey, station, park, suite, hotel, traffic, shops, gym

Once the students have got their list of correct words, ask them to fill in the word puzzle using the letters to help.

2 For this activity get students to try to use the present perfect as a quick revision activity - they can be as creative as they like with the words otherwise.

S U I T ER J AA C O M M U T I N G

P L A T F O R M U RA F R PS S I G H T S E E I N G S H O P SS C O T E RE T A Y TN E TG L I PE O G A R A G ER E C O N O M Y R

M K


Have you ever…?

1 Quick past participle check!Write the past participles of the following verbs:

1. be _____________

2. begin _____________

3. drink _____________

4. hear _____________

5. hurt _____________

6. learn _____________

7. sing _____________

8. wear _____________

9. write _____________

10. see _____________

Choose five of the past participles and write a sentence in the positive. Write asentence in the negative for the other five past participles.

2 Write a have you ever question for each of the following.

1. win a competition?

2. spend time working in a foreign country?

3. buy a very expensive item of jewellery?

4. drink a real disgusting drink?

5. fly to Australia?

6. grow your own vegetables?

7. keep a very important secret?

8. read a book you could not stop reading because it was so good?

3 Now read your questions again, and think of an answer for each question. Askyour partner each question and note down the answers. Your partner is going toask you the questions too, so make sure you have decided what to say!


TEACHER’S NOTES:

Have you ever…?

Aim: to consolidate the use of the present perfect question forms, positive andnegative replies and irregular past participles. This activity is designed to beused in conjunction with unit 10.1.


1 Check that all students are clear how this activity works and if necessary do anexample with them.

Answers: 1. been 2. begun 3. drunk 4. heard 5. hurt 6. learnt 7. sung 8.worn 9. written 10. seen.

Ask students to write complete sentences for the past participles. Five of theseneed to be positive and the other five negative. Monitor their work, andencourage students to peer correct. Elicit answers from the class.

2 Let students use their monolingual dictionaries if required/as well as asking youany vocabulary questions. Encourage students to be as imaginative as possiblefor this activity. Monitor to check correct use of the present perfect.

Answers: 1. Have you ever won a competition? 2. Have you ever spent timeworking in a foreign country? 3. Have you ever bought a very expensive itemof jewellery? 4. Have you ever drunk a really disgusting drink? 5. Have youever flown to Australia? 6. Have you ever grown your own vegetables? 7.Have you ever kept a very important secret? 8. Have you ever read a bookyou could not stop reading because it was so good?

3 Students should have some interesting answers to the questions above. As aclass/teacher activity, ask each pair for one or two of their answers to share withthe class. Make sure the present perfect is accurate when they relate theiranswers.


Doing … is fun!

1 Fill in the gaps with one of the -ing forms below.

1. __________ English is great fun!

2. __________ fruit and vegetables in your garden is very healthy.

3. __________ a job that you like and is reasonably paid is difficult.

4. __________ late at night is not good for your digestion.

5. __________ in front of a live audience is sometimes a bit scary.

6. __________ a marathon is a great challenge!

7. __________ coffee in the morning wakes a lot of people up!

8. __________ time relaxing and being peaceful is very important for a healthy

life.

2 Write your own sentences from the following prompts using the -ing form of theverb as the subject, adding an adjective of your choice.

1. Get/birthday cards in the post

2. Ride/a bike

3. Leave/close friend or relative at the airport

4. Talk/good friends

5. Sleep/late at weekends

6. Eat/a balanced diet

7. Go/camping and walking holidays

8. Read/a fantastic book

3 Swap with your partner and check each other's sentences.

spending eating singing drinking

running finding growing learning


TEACHER’S NOTES:

Doing … is fun!

Aim: to highlight the use of the -ing form of verbs as the noun. Thisworksheet is designed to be used in conjunction with unit 10.2.


1 Direct students to the exercise and monitor carefully to make sure the studentsare using the –ing forms. If necessary elicit the first answer as an example.

Answers: 1. Learning 2. Growing 3. Finding 4. Eating 5. Singing6. Running 7. Drinking 8. Spending

2 Students write full sentences saying how they feel about the activity as well asusing the –ing forms. Suggest they use exercise 1 as a model if they need extrahelp.

Suggested answers: 1. Getting birthday cards in the post is lovely.2. Riding a bike is difficult at first, and then ......it's easier! 3. Leaving a closefriend or relative at the airport is sad. 4. Talking to good friends is great. 5.Sleeping late at weekends is good for you!6. Eating a balanced diet is healthy. 7. Going on camping and walking holidays isrelaxing. 8. Reading a fantastic book is exciting!

3 In pairs students discuss their answers. Encourage them to peer correct buthighlight the best sentences on the board to show they have handled the newlanguage well.


Booking holidays

1 Fill in the gaps in the following conversation using the words below.

A: Do you sell train _________(1) for the Eurostar? I'd _______(2) to go to

Paris on 15th August.

B: Yes, we do. Would you like ___(3)-way or _________(4) ?

A: One way please. How _________(5) is that?

B: It's £65.

A: I'd also like to _____(6) to New York on August 19th.

B: OK, we have ________(7) with American Airlines. Do you want a _______(8)

flight?

A: Yes, please, and also _________(9) to London on August 25th. How

________(10) is that?

B: It's £800.

A: OK, and what ________(11) does the flight leave Paris and New York?

B: Both leave at 12 midday.

A: OK, great, I'll take the Eurostar ticket and the two flights please.

2 Roleplay.Student A: You work in a hotel. The hotel has a gym and swimming pool openbetween 8am and 8pm. It also has a beauty treatment room open from 9am to9pm. There are single rooms for £65, twin rooms for £120 and double roomsfor £125 per night. Breakfast is served from 6:30 am to 9am, and dinner isserved from 7pm to 10pm. There are tennis and squash courts available as wellas a fabulous golf course overlooking the sea.Student B: You are booking the hotel for a group of work colleagues. There are6 of you: 4 single people and 1 couple. You all really enjoy sport and the shortbreak is your company's present to you all for working hard last year. You allwant to really relax and enjoy the stay. Book the break talking to student A -find out prices of hotel rooms, double and single as well as details about all thefacilities and eating arrangements.

much tickets like one return fly flights direct a return much time


TEACHER’S NOTES:

Booking holidays

Aim: to provide further practice of the can do statement in unit 10.3 -booking a hotel room and booking a travel ticket


1 Monitor the activity whilst students complete the phrases. Elicit answers from the class.

Answers: 1. tickets 2. like 3. one- 4. return 5. much 6. fly 7. flights8. direct 9. a return 10. much 11. time

2 Revise student book p.102 before this activity as a refresher - ask thestudents questions about the how to box to warm them up ready forthe roleplay. Student B has responsibility for booking a small party ofpeople into the hotel and student A must convey the correctinformation to student B. Monitor the students and make sure theyare using as much as the vocabulary and phrases for p.102 aspossible.

If there’s time, ask students to perform their roleplays. Listen in onthe exchanges, and make notes of interesting viewpoints, that youcan later put as questions to the class for a general discussion.

Total English



Find the hidden phrase

1 Use the clues connected with driving and road signs to complete the puzzle.

1. D2. T3. G4. T5. F6. T7. P8. S

9. G10. S

11. S12. E13. G14. O15. S

1. This official document is necessary for driving on your own in a car.2. When you pass your ___________, you can apply for a (1).3. When you do (14), you increase your speed or another way of saying this is:

______________4. The opposite of turn left. ________________5. If you are caught going too fast you will get a _________(4) AND ____________(7) on

your driving licence.6. These can be red, amber or green!7. See (5).8. Understanding road ______ helps you drive safely.9. If you need fuel for the car you have to _____________________.10. If a traffic light is red, the car must do this.11. Have you ever driven faster than the ______________________?12. If you see a no-entry sign you can’t ____________ the road.13. If you see this sign, you have to let other traffic go first.14. When you want to pass a car on the same side of the road as you, you do this......15. In the UK, you must wear a ______________ when you are driving.

2 Using the phrase in the shaded squares, make a complete sentence.


TEACHER’S NOTES:

Find the hidden phrase

Aim: to consolidate vocabulary associated with driving and road signs from unit 11. This worksheet is designed to be used alongside the lead-in

page or unit 11.1.Time: 40 minutesMaterials: photocopies of the worksheet for each student.

1 Students work in pairs. Give each pair a copy of the activity.

Explain that each sentence can be completed with a word from unit 11(pages105 – 107), but they cannot look at their books while they are doing this!Working together, they decide what the words are, then write them in the grids.

1. D R I V N G L I C E N C E

2. T E S T

3. G O F A S T E R

4. T U R N R I G H T

5. F I N E

6. T R A F F I C L I G H T S

7. P O I N T S

8. S I G N S

9. G E T P E T R O L

10. S T O P

11. S P E E D L I M I T

12. E N T E R

13. G I V E W A Y

14. O V E R T A K E

15. S E A T B E L T

2 If they do this correctly, they will reveal a three-word phrase in the shadedvertical strips.

The first pair to identify this phrase and who form a correct sentence using thephrase is the winner.


Do I have to…?

1 Rewrite the following sentences using a form of have to, don't have to, can orcan't.

1. It isn't possible for children to use this swimming pool before 9am.

Children................

2. It isn't necessary for you to drive over to my house to return the book.

You.......................

3. Everyone wears school uniform to the primary school - there's no choice.

Everyone.................

4. There is some time for you to take a tea break.

You..................

5. It isn't possible for you to visit this month - I'm revising for my exams.

You....................

6. It isn't necessary for you to phone him - I'm seeing him later.

You ..................

7. The show starts at 8pm.

The show...........

8. There's a spare seat next to me.

You....................

2 Are you studying at school or college or do you have a job? Think about your dailyroutine of studying or working. Write four things that you have to do:

1. ______________________

2. ______________________

3. ______________________

4. ______________________

Now write 4 things that you can't do

5. ______________________

6. ______________________

7. ______________________

8. ______________________

3 Swap with your partner and read each other's. Are they the same?


TEACHER’S NOTES:

Do I have to…?

Aim: to consolidate the use of can/can't/have to/don't have to. This activity isdesigned to be used in conjunction with unit 11.1.


1 Check that all students are clear how this activity works and if necessary do anexample with them.

Answers: 1. Children can't use this swimming pool before 9am2. You don't have to drive all the way to my house to return the book 3.Everyone has to wear school uniform to the primary school - there's no choice4. You can take a tea break 5. You can't visit this month - I'm revising for myexams 6. You don't have to phone him - I'm seeing him later 7. The show hasto start at 8pm 8. You can sit next to me

Monitor their work, and encourage students to peer correct. Elicit answers fromthe class.

2 This provides freer practice of the above grammar points whilst allowingstudents to personalise the language into the context of their everyday life.Monitor whilst they work to check they are using correct grammar. When theyhave finished and swapped with their partner, ask each pair to read one or two oftheir sentences out to the class.


The Rileys’ summer holiday

The Riley family is looking forward to their summer holidays. They all work very hard atschool, college and work, so the break will be very relaxing and well needed! The parentsare both teachers at the local secondary school and the two children are teenagers. Theyare travelling to Antarctica for a 3 week cruise and are all really excited. They are leavingthe UK on August 1st and flying to Brazil for a few days in Rio before travelling to Antarctica.They are staying in a 4 star hotel with gym, swimming pool, jacuzzi, tennis courts and a golfcourse. They are planning to relax and enjoy the sun before the colder weather! Thechildren are playing in a tennis tournament at the hotel as they really love tennis.

They are taking a cruise to the Antarctic - this is going to be such good fun as they all lovewildlife and nature. They can't wait to see the penguins and icebergs. Mr Riley is taking avideo camera to record all those special moments. They are stopping at a few populatedareas during the cruise to see Antarctic life and experience the food. They aren't planning todo any swimming on the local beaches though! They are taking a short helicopter flight oversome of the icebergs to get a view from above of the breathtaking scenery. It's a verydifferent holiday, but an exciting one!

1 Read the text above and answer the following questions:

1. Where is the Riley family travelling to on their summer holiday?

2. Where are they flying to first?

3. Describe the hotel they are staying in

4. What are the children doing at the hotel in Rio?

5. How are they getting to Antarctica from Rio?

6. Why is Mr Riley taking a video camera?

7. Are they stopping anywhere during their cruise?

8. How are they planning to see the icebergs from above?

2 Personalise! Look at your diary for next week. Fill in your arrangements forMonday to Friday below:

Monday: _______________

Tuesday: _______________

Wednesday: _______________

Thursday: _______________

Friday: _______________

3 Ask your partner what their arrangements are for next week.


TEACHER’S NOTES:

The Rileys’ summer holiday

Aim: to highlight the use of the present continuous used for the future through a reading text. This worksheet is designed to be used in conjunction with unit 11.2.


1 Ask students to read the passage and answer the questions. Tell them not toworry about problematic vocabulary at this stage.

Encourage students to check their answers with a partner, then elicit answersfrom the class. Deal with the problematic vocabulary at this stage.

Answers: 1. They are travelling to Antarctica 2. They are flying to Brazil first 3.They are staying in a 4 star hotel with great facilities4. They are playing a tennis tournament 5. They are taking a cruise6. Mr Riley is taking a video camera to record special moments of the trip 7. Yes,they are stopping at a few populated areas 8. They are taking a short helicopterflight over the icebergs

2 Freer practice and a chance to review the present continuous for futurequestion form too. Encourage the questions to ask extra questions if a particularanswer is of interest.

Total English



Would you do this?

1 Fill in the word puzzle using the clues to help you.

1. C

2. A

3. N

4. D

5. L

6. E

7. A

8. T

9. I

10. D

1. Europe is one and so is Africa!

2. This is always next to the sea.

3. There is a Grand __________ in USA.

4. This often links one piece of land to another across water.

5. Walking up one of these is often tiring.

6. The Thames in London is one.

7. The Mediterranean is one.

8. These go through the ground or under the ground to get you from one place to another.

9. You can climb one of these. Mount Everest is the highest one.

10. This is a small area of land surrounded by water.

2 Personalise it! In pairs discuss the following questions:

1. Have you ever been horse-riding?

2. Would you like to go mountain biking?

3. White-water rafting: scary or exciting? What do you think?

4. Have you ever climbed a mountain - if so where and how long did it take?

5. Cycling in a town - what are your views?

6. Sailing: relaxing or hard work? What do you think?


TEACHER’S NOTES:

Would you do this?

Aim: to consolidate key vocabulary connected with outdoor pursuits from unit 12.This worksheet is designed to be used alongside the lead-in page.


1 Ask students to complete the puzzle using the clues. If necessary ask studentsto work in pairs and not to consult the course book (ideally).

Answers:1. C O N T I N E N T

2. C O A S T

3. C A N Y O N

4. B R I D G E

5. H I L L

6. R I V E R

7. S E A

8. T U N N E L

9. M O U N T A I N

10. I S L A N D

2 These questions are a chance for students to use the new vocabulary withincontext of an informal chat with their partner - both expressing their views onthe questions. Monitor discreetly to get fluency going, but be on hand for anyvocabulary needed.


Next year, I’m going to…

1 Write sentences with be going to using the prompts.

1. They/build/bridge between Italy and Sicily

2. She/buy/mobile phone/this weekend

3. He/move/to London/in the Autumn

4. We/buy/new house/next year

5. She/stop/gym membership/because she doesn’t go regularly

6. I/change/my job because the commute is too long

2 Write six questions using be going to using each of the time expressionsbelow. Write the questions in the table in Ex.3.

The questions can be what/where/who/how/are you….. questions.

3 Ask two students the six questions and write their answers below.

Questions Student 1 Student 2

1

2

3

4

5

6

4 Write twelve full sentences using be going to for the answers above.

Today this evening next week the week after next Later this year next summer


TEACHER’S NOTES:

Next year, I’m going to…

Aim: to consolidate the use of going to - intentions for the future. Thisactivity is designed to be used in conjunction with unit 12.1.


1 Check that all students are clear how this activity works and ifnecessary do an example with them.

Answers: 1. They are going to build a bridge between Italy and Sicily2. She is going to buy a mobile phone this weekend 3. He is goingto move to London in the Autumn 4. We are going to buy a newhouse next year 5. She is going to stop her gym membershipbecause she doesn’t go regularly 6. I am going to change my jobbecause the commute is too long

2 Let students use their monolingual dictionaries if required/as well asasking you any vocabulary questions. Encourage students to be asimaginative as possible for this activity. Monitor to check correct useof going to. If the students need help to get started, here are somesuggestions.

Suggested questions: What are you going to eat for dinner thisevening? Where are you going to go today after this lesson? How areyou going to travel to work/college next week? Are you going to goon holiday or a short break later this year? Are you going to doanything interesting the week after next? Are you going to fly tosomewhere exotic next summer? Who are you going to meet thisevening? How are you going to get home today?

3 Students should have some interesting answers to the questionsabove. Ask students to write full sentences using the students’answers. Write the best answers on the board as a model.


Tell me why!

1 Put the words in the correct order to make sentences.

1. on holiday we go relax to and eat good food

2. saving up I’m travel to round the world

3. to the gym goes she train to for the marathon

4. working they are Spain in learn to Spanish

5. He going supermarket to the is buy to fresh vegetables

6. wrote I my cousin to to her ask visit her in Australia to

7. went we Silverstone to watch to the Grand Prix

8. going I am pub to the meet to a friend

2 Complete the following sentences in your own words.

1. I’m improving my English to ………………….

2. I usually go on holiday to ……………………

3. I drink coffee in the morning to …………..

4. I drink chamomile tea at night to ………….

5. I meet my friends regularly to ……………

6. I play sport to ……………………………

7. I would like to move to a bigger house to ……..

8. I would like to spend more time by the sea to ………..

3 Compare your answers with your partner - how different are they?


TEACHER’S NOTES:

Tell me why!

Aim: to consolidate infinitives of purpose. This worksheet is designed to be used in conjunction with unit 12.2.


1 Direct students to the exercise and monitor carefully. If you feel the students arestruggling over some of the longer sentences (5 or 6), give them a couple of thefirst words of the sentence if this helps. In addition, to start students off, ifnecessary elicit the first answer as an example.

Ask students to check their answers in pairs. Elicit answers from the wholeclass.

Answers: 1. We go on holiday to relax and eat good food 2. I’m saving up totravel round the world 3. She goes to the gym to train for the marathon 4. Theyare working in Spain to learn Spanish 5. He is going to the supermarket to buyfresh vegetables 6. I wrote to my cousin to ask her to visit her in Australia 7. Wewent to Silverstone to watch the Grand Prix 8. I am going to the pub to meet afriend

2 Encourage students to use their imagination when completing the sentences.Suggest they use exercise 1 as a model if they need help.

Suggested answers: 1. I’m improving my English to be able to communicatesuccessfully and travel widely 2. I usually go on holiday to have time to relax andrest 3. I drink coffee in the morning to wake myself up 4. I drink chamomile tea atnight to get myself to sleep5. I meet my friends regularly to chat and exchange news 6. I play sport to keepfit 7. I would like to move to a bigger house to have more space 8. I would like tospend more time by the sea to go for long beach walks


Views and opinions

1 Use like, love, enjoy, hate, can’t stand, would like to to express your views onthe following. Write down your answers.

1. What leisure activity do you love doing?

2. Do you like getting up early? If yes, why? If no, why not?

3. Which British TV programme do you enjoy watching?

4. Is there an everyday activity that you hate doing?

5. Is there a particular famous person that you can’t stand watching or

listening to?

6. Which country would you like to visit and why?

7. Is there a holiday destination that you wouldn’t like to visit? Explain why

not.

2 Using the seven questions in Ex 1, ask two other students their views.

Questions Student 1 Student 2

1.

2.

3.

4.

5.

6.

7.

3 Look at the two responses to each question. Write the response to eachquestion that interests you most.


TEACHER’S NOTES:

Views and opinions

Aim: to provide further practice of verbs +-ing forms and the can do statements inunit 12.3 - - talking about likes, dislikes and ambitions


1 Monitor the activity whilst students answer the questions. Encourage studentsto use the target language.

Answers: 1. tickets 2. like 3. one- 4. return 5. much 6. fly 7. flights 8. direct9. a return 10. much 11. time

2 This whole worksheet is designed to get students using the verb+-ing forms freely through talking about likes and dislikes - their own, and alsotheir fellow students. Monitor both 1 and 2 and encourage students to talk asfluently as they can. Be at hand to answer any vocabulary questions.

3 Ask students to write down the responses to consolidate the use of the targetlanguage. When students have finished this activity, get the whole classtogether and ask students to read out one or two of their fellow students’responses for general interest. Encourage other students to ask questions ifthey want to.

Total English

Film Bank Key

Elementary

http://www.longman.com/totalenglish/pdfs/downloads/intermediate/int_DVD_answer_key.pdf


DVD Film bank answer key

Unit 1 - Meeting people

1Students’ own answers

2a 4 b 6 c 1 and 7 d 7 e 2 f 5 g 3 and 5

31 2 3 4 5 6 7

Hello.Good morning. ¸ ¸Good afternoon. ¸Good evening. ¸ ¸ ¸How do you do? ¸ ¸May I introduce …? ¸


Unit 2 – Unreal city


21 B 2 C 3 F 4 A 5 D 6 E

3Correct order: b, e, d, i, h, c, a, f, g, j



Unit 3 – Deborah’s day


21 play 2 theatres 3 lines 4 personal stereo

3get up early, do yoga, check emails and diary, send text messages,run in the park, practise her lines


Unit 4 – Two soups


21 c 2 e 3 a 4 b 5 d

3The waitress is very slow and keeps forgetting things so the customershave to repeat their order. Unfortunately because she is deaf she hasto keep walking back to the table to hear the customers which meanseverything takes even longer. When she eventually brings over theirsoup she manages to spills it all so the bowls are empty when she putsthem on the table.

41 twenty-five to 2 four (three customers and the waitress) 3 twice4 four times 5 nothing



Unit 5 – ResidenSea


21 c 2 d 3 a 4 b

31 T 2 F It hasn’t got cars, offices or any of the stresses of modern life.3 F Some people go for a holiday 4 F They aren’t cheap (a three-bedroom apartment costs just over four million US dollars) 5 T 6 T




Unit 6 – Amazing buildings


21 A 2 A–E 3 A and E 4 A, D and E 5 C 6 B and D

3TheFlatironBuilding

TheGuggenheimMuseum

TheEiffelTower

TheGherkin

TheSydneyOperaHouse

1 It opened in 1889. ¸2 It has 19 galleries. ¸3 It opened over 30 years ago. ¸4 It’s made of stone and metal. ¸5 It’s only two metres wide. ¸6 It opened in 2004 ¸7 It’s 300 metres high. ¸8 Its roof comes from Sweden. ¸9 It’s 87 metres high. ¸10 The architect was Danish. ¸



Unit 7 – Great Expectations

1Photo A: A Christmas Carol Photo B: Great ExpectationsPhoto C: Oliver Twist

21 novel 2 wedding dress 3 scared 4 scary 5 broken 6 come along

3The boy (Pip) The girl (Estella) The woman

(Miss Havisham)The house

dark ¸large ¸old ¸ ¸pretty ¸rich ¸scared ¸scary ¸ ¸shy ¸strange ¸ ¸ ¸thin ¸ ¸young ¸ ¸



Unit 8 – The Notting Hill Carnival



3The Notting Hill Carnival is a huge London carnival – about a millionpeople come to be in the carnival or to just watch it. It happens everyAugust. There are about 70 bands with their own music, costumesand carnival queen. The costumes are very important for the carnival.Clary Salandy started designing costumes 15 years ago. Her carnivalqueen is a young woman called Tamiko, who has had lots ofexperience. She puts on her carnival costume – it’s very comfortablebecause it’s not as heavy as it looks. When it comes to the carnivalweekend, the bands parade through the streets – the costumes lookamazing and it’s an unforgettable experience.



Unit 9 – The interview


2A St Paul’s Cathedral B Battersea Power Station C Tower BridgeD The Dome E The London Eye

3photo painting

a ¸b ¸ ¸c ¸ ¸d ¸e ¸



Unit 10 – Wolves


21 e 2 c 3 g 4 h 5 a 6 b 7 d 8 f

3Penelope Jonathan Liz Mike Johnny and

Rachel1 walk to the station ¸2 cycle to the office ¸3 drive along the motorway ¸4 have breakfast on the train ¸5 read a book/newspaper ¸ ¸ ¸ ¸6 listen to the radio ¸7 think public transport is noisy ¸8 like short journeys ¸9 usually on time ¸ ¸10 never late ¸11 sometimes late ¸ ¸



Unit 11 – Rock climbing


21 c 2 f 3 b 4 a 5 d 6 e

3A 4 B 3 C 2 D 1 E 5

41 F They are inexperienced climbers. 2 T 3 F She thought she wouldbe scared but she wasn’t. 4 F Stuart leads 5 T 6 F He says hedefinitely wants to go climbing again.



Unit 12 – Ten great adventures


21 diving 2 dog sledging 3 swimming with dolphins 4 parascending5 whale watching 6 riding the rapids

3Gill’s top ten: 1 d 2 b 3 i 4 a 5 e 6 f 7 j 8 c 9 h 10 ga It’s exciting. b Dolphins are so intelligent and friendly.c Where? In Cape Cod on the east coast of America. d It’s difficult toget there. e It’s a beautiful underwater experience. f Where? In theCanadian Rockies. g Where? Through the forest. h What kind of ship?A big old sailing ship. I It’s the closest thing to flying. j It’s fast,dangerous and a lot of fun!


Total English

DVD Transcript

Elementary


DVD Transcript

Unit 1 - Meeting people

SCENE ONE:

Man 1: Good morning!

Mrs Wilberforce: Good morning.

Man 2: Morning ma’am.

Man 3: Morning Mrs Wilberforce.

Mrs Wilberforce: Good morning Mr Brown.

Man 4: Morning madam.

Mrs Wilberforce: Good morning!

Policeman: Fetch the Superintendent. Tell him it’s Mrs Wilberforce.

SCENE TWO:

Mr Wakefield: Ah, Miss Wheeler. How nice to see you again.

Miss Wheeler: Hello, Mr Wakefield. This is Mr Grigg, child psychiatrist.

Mr Grigg: How d’you do.

Mr Wakefield: Welcome Mr Grigg… Shall we go inside?

SCENE THREE:

Miss Castle: Good evening Captain.

Captain: Hello Miss Castle. Enjoying yourself?

Miss Castle: Yes, thank you.

Captain: Good.

1st officer: Ah… Mr Jenkins, I’d like you to meet Mrs Lewis.

2nd officer: Hello, Miss Castle…


Captain: Good evening Miss Dribble. Enjoying yourself?

Miss Dribble: Very much, thank you.

2nd officer: He’s over there.

Miss Dribble: Thank you.

SCENE FOUR:

Nurse: Good afternoon. Name?

Patient: Good afternoon, um York, Edward York.

Nurse: Address?

Patient: 24 Passiondale Avenue.

Nurse: Age?

Patient: Thirty-five.

Nurse: Occupation?

Patient: Newspaper reporter.

SCENE FIVE:

Captain: Evening

Captain: Miss Maderley…..Good evening

Miss Madereley: Good evening…..

Captain: Good evening Miss er…………

SCENE SIX:

Julius Caesar: A fine way for an emperor to arrive I must say. Slogging through

half a mile of sand.

Cleopatra’s guard: Yes?

Julius Caesar: Good morning. My name is Julius Caesar. I represent the Roman

Empire.

Cleopatra’s guard: No thanks, not today.


Julius Caesar: Well, really! Who does he think he is?

SCENE SEVEN:

Major Corté: Good evening professor! I hope I’m not too early.

Professor: Not at all. Not at all. Mrs Wilberforce, may I present Major Corté?

Major Corté: How do you do Mrs Wilberforce. I’m honoured.

Professor: Come in gentlemen, come in. May I introduce Mr Lawson?

Mrs Wilberforce: How do you do gentlemen,... Mr Lawson.

Professor: And Mr Robinson... Mrs Wilberforce?

Mrs Wilberforce: Mr Robinson?

Unit 2 – Unreal city

This is an animation without dialogue.

Unit 3 – Deborah’s day

Answerphone: Hi, this is Deborah Manning. I can’t take your call at the moment.

Please leave a message after the tone.

Alex: Hi Deborah. This is Alex from the actor’s agency. Please call me as

soon as possible.

Deborah: I’m an actor so I don’t work regular hours. You know, nine to five.

But I have a morning routine. I get up around half past seven, I do

yoga for about an hour, and then I check my diary and emails.

Hi Alex, It’s Deborah. Where? At the Lyric Theatre at two pm

tomorrow. Yes, I know where it is. That’s OK, I’ve got the play. And


all the details are in your email. That’s great. You can get me on my

mobile if I’m out. OK. See you. Bye.

Great. I can practice my lines this morning and then I’m free.

I spend a lot of my free time and working time on the phone. I send

text messages to my friends because they’re often at work or in

meetings. It’s a fun way to keep in touch and it’s cheap too.

I love cycling round town.

I have breakfast in a café near the park. There are also lots of really

good clothes shops nearby.

It’s important for an actor to keep fit and take care of her body.

Fortunately I like sport and doing exercise so it’s no problem.

I like running in the park. There are beautiful views over London. At

the same time I listen to music on my personal stereo. Oh that’s

good, everything’s OK for tonight!

I often have a swim in the pond after running. Or I fly my kite from

the top of Parliament Hill. I love roller blading too. But my favourite

sport is tennis. I’m a member of a tennis club and I often play in the

evenings. But not this evening. It’s my friend’s birthday.


Unit 4 – Two soups

Waitress: Ready to order sir? Madam?

Man: Jane?

Jane: Uh yes. What’s the soup of the day please?

Waitress: I’ll just go and find out.

Man: What time’s your train?

Jane: Twenty-five to.

Man: Oh. Well, that’s not too bad.

Waitress: Ready to order sir? Madam?

Jane: Uh yes. I wanted to know what the soup of the day was?

Waitress: That’s right. I’ll just go and check with the chef.

Jane: Look, let’s just have it, shall we? Whatever it is! We’ll be here all day.

Man: Waitress! We’ll have the soup anyway. We’ll have the two soups anyway.

Waitress: I beg your pardon sir? I didn’t quite catch that.

Man: We’ll have two soups!

Waitress: Two soups! One soup………..and another soup. Right away sir.

Jane: Look, let’s just have a main course shall we? Skip the soup.

Man: Shall we?

Jane: Yes, tell her.

Man: Waitress, I’m sorry we’ve changed our minds.

Waitress: Yes………

Jane: Chicken? Is that the quickest?

Man: It’s no wonder this place is empty.

Waitress: Two soups!

Man: I don’t believe this. These are empty!


Unit 5 - Residensea

Narrator: Wake up in a new place every day. Look out of your window and see

beautiful islands and yellow sands. Visit different countries all over the world.

This is your life on the world of Residensea.

The world of Residensea isn’t a normal holiday ship. It sails round the world

all year, but it also stops for a few days in amazing places, such as Sydney,

Rio de Janeiro and San Francisco. The world of Residensea is one hundred

and ninety-six metres long and over six hundred and fifty people live on it. It

hasn’t got cars or offices or any of the stress of modern life. Some people

come for a holiday but others buy an apartment and live here all year. There

are a hundred and ten luxury apartments with one, two or three bedrooms.

But they aren’t cheap. A three bedroom apartment costs just over four

million American dollars.

There are also eighty-eight rooms for guests. On the world of Residensea

there are four top class restaurants. There’s a gym for keeping fit and there’s

a spa for relaxing. It’s got fast internet connections, so you can send emails

to friends and there’s even a library, a theatre and an art gallery. Back on

deck you can practice your golf, go swimming in the two swimming pools or

play tennis.

But if all this is too energetic, why not simply stand on your terrace and

watch the world go by?


Unit 6 – Amazing buildings

Suzy: I lived in New York for two years. I worked as a waitress. It’s an amazing

place. It’s a city of skyscrapers and my favourite is the first ever New York

skyscraper, the Flatiron building. From the side it looks normal, but from the

front it’s really unusual. It’s only two metres wide but it’s eighty-seven

metres high! It’s just crazy!

John: In nineteen ninety seven, I travelled to Bilbao. I wanted to see the

Guggenheim Museum. It’s fifty metres high. It’s made of stone and metal

and there are nineteen galleries inside. The architect used a computer to

design it and I’m not surprised. It’s fantastic!

Penny: I lived in Paris for a year, but I didn’t visit the Eiffel Tower until my last

month. It’s incredible. It’s three hundred metres tall, so you can see it from

all over the city. It opened in eighteen eighty nine, but it still looks modern

today.

Adam: I work in London and I walk past this building nearly every day. It’s the

Swiss Re Tower, but everyone calls it ‘The Gherkin’. It’s an amazing shape. It

opened in 2004, and it’s already a new London icon. I watched the film ‘Love

Actually’ last week and ‘The Gherkin’ was in it.

Laura: The Sydney Opera House is very, very beautiful. They call it an opera house,

but it’s also got theatres, restaurants and a cinema. It opened over thirty

years ago. The roof was from Sweden, the glass was from France and the

architect was Danish. It’s a great international building. I just love it!


Unit 7 – Great Expectations

Narrator: This is Pip. A rich old lady, Miss Haversham asked him to visit her

for the first time. She wants to see him, but he doesn't know why.

Mr Pumblechook: Ring the bell, boy!

Girl: What name?

Mr Pumblechook: Pumblechook!

Girl: Quite right.

Mr Pumblechook: Can you read the time boy?

Pip: Yes sir, a quarter past three.

Mr Pumblechook: Come till to the minute. Let it be a lesson to you.

This is Pip.

Girl: So this is Pip, is it? Come in Pip.

Oh, do you wish to see Miss Haversham?

Mr Pumblechook: If Miss Haversham wishes to see me.

Girl: Ah, but you see, she doesn't. Come along boy.

Pip: Your clock's stopped miss. It should say a quarter past three.

Girl: Don't loiter boy.

Come along boy. Take your hat off.

This door boy....

Pip: After you miss.

Girl: Don't be silly. I'm not going in.

Miss Haversham: Come in….. Who is it?

Pip: Pip, ma'am.

Miss Haversham: Pip?

Pip: Mr Pumblechook's boy. Come to play.

Miss Haversham: Come nearer, let me look at you.


Unit 8 – The Notting Hill Carnival

Narrator: At the end of August every year, the streets of Notting Hill in London

are full of people, music and colour. The Notting Hill Carnival is a

huge street carnival like the famous one in Rio de Janeiro. About a

million people come here to take part or simply to watch.

At the heart of the carnival is a spectacular parade. Seventy bands

take part with their own music, carnival costumes and carnival

queen. This is fun, but it's also competitive. Only one band can be

the best.

Clary Salandy: I started designing for the carnival about fifteen years ago. I look

young but I'm not. The queen of my band is a very special young

lady called Tamiko who has had lots of experience of wearing

costumes since she was very young. She's an excellent performer

and when she puts the costume on, she really does come alive.

Narrator: Costumes can take months to design and make. Now the carnival is

only days away and Clary's team are working quickly. They're trying

to make the best costumes for their band. The carnival queen is very

important and a lot of time and energy goes into her costume.

Tamiko: It's very comfortable to wear. It's not as heavy as it looks.

Narrator: It's carnival day at last. The band is getting ready. They're getting

dressed, putting on make up and painting faces.

Boys: We're getting ready for carnival! .....Peace!

Narrator: The bands parade through the streets of Notting Hill. Their costumes


look just amazing. Win or lose, it's an unforgettable experience.

Unit 9 – Spirit of the city

Narrator: London is a huge city. It stretches for over forty kilometres along the

River Thames. With a population of nearly eight million, it's the

largest city in Europe. There are many famous landmarks here -

some old and some new. There's Tower Bridge, St Paul's Cathedral,

and the most popular new attraction, the London Eye.

Millions of people come here everyday to work in offices. Other

people come here for inspiration like the artist, Richard Tate.

Richard Tate was born in nineteen seventy-two in Scunthorpe in the

east of England. It's a small, quiet town. London is bigger, busier and

a lot noisier.

Richard Tate: My Dad brought me down to London when I was ten. It was a buzz

just being here. I was impressed by the huge buildings and the

variety of architecture. It fascinates me.

Narrator: After university, Richard came down to London to live. To make

money, he worked as a security guard. During his lunch breaks he

usually went up to the roof, studied the buildings and took

photographs, but he dreamed of painting. Richard still works from

photographs today.

He uses oil paints and spends a long time on each painting. They can

take up to five months to finish. He also enjoys drawing portraits, but


London is his favourite subject. Its landscape is changing all the time

and there are always new views to paint.

Richard also loves the River Thames. It's the second longest river in

Britain and flows through the centre of London.

The river is like a symbol of the city - always changing but always the

same.

And the last great change happens at night. The buildings become

towers of light….. a magical world.

Unit 10 - Commuting

DESCRIBE YOUR JOURNEY TO WORK:

Penelope: My journey usually takes about an hour from door to door. I have a

short walk first thing in the morning from my house to the railway

station. Then about forty-five minutes on the train.

Jonathan: I take the train to work in the mornings and I take my bike with me

on the train. It takes about forty-five minutes and when I get off the

train at the other end I cycle to the office.

Liz: Well, this morning I took, errm, a bus to the tube station and then I

took one tube, and then I took another tube, and then I had to take

the train.

Mike: My journey into work takes an hour and a half. First I catch a

mainline train into the centre of Tokyo, and from there I take the

underground to the office.


Johnny: I leave my house at about seven forty-five… and I go and pick up

Rachel from her house. Then we drive along the motorway and it

takes about thirty or thirty five minutes to reach the office.

WHAT DO YOU DO WHILE YOU’RE TRAVELLING TO WORK?

Penelope: I usually get a cup of coffee at the station and tend to have my

breakfast on the train in the morning. Ummm. I also use the time to

prepare for work because it's a good.., good window of time. And

also I like to read, read in the mornings.

Jonathan: While I'm travelling on the train, I tend to read a book. Humm, if

there's a newspaper, I'll pick it up and read it, but I never buy the

newspaper.

Liz: While I'm travelling I pick up a newspaper and I read that or I read a

book.

Mike: While I'm on the train, I always get a seat, so I'm able to read or I

prepare for meetings that day. When I'm on the tube, there is no

space to do anything. You just have to stand there.

Rachel: When we're driving, we listen to music, we listen to the radio. I

sing... we chat.

WHAT ARE THE GOOD POINTS AND THE BAD POINTS?

Penelope: I don't like it when the trains get too crowded, when there's lots of

people fighting for seats. On the other hand, what I really do like

about the journey is that it's a good chance to read novels, and I

always pop a novel in my bag to take a read on the journey.


Jonathan: The only thing I really like about my journey is that it's quite short.

Liz: I don't really like public transport. Err, it's smelly, and it's a bit noisy,

especially the tube. Umm, but at least I get time to read the paper,

read my book, and hopefully, you know, normally I've got a good

book with me that I can read.

Mike: I like the time on the train to, which is personal time, so you have

the chance to read and catch up with work.

Johnny: What I like about the journey is that I've got a bit of company in the

car, so um, it's nice to chat to Rachel before we get to the office.

Sometimes we talk about work and sometimes we talk about what

we did...umm in the evening. Um but what I don't like is when

there's lots of traffic on the motorway, so sometimes it takes a long

time. Sometimes we're stuck in the traffic.

ARE YOU EVER LATE FOR WORK?

Penelope: It's quite a simple journey to work so I'm usually on time.

Jonathan: I'm late for work about twice a week on average. Umm I blame the

trains, but to be honest it's because I oversleep.

Liz: Sometimes I'm late for work if the train has been cancelled, or if

there's a signal failure on the train.

Mike: I'm never late for work. That's the beauty of living in Japan because

the transport always runs on time.

Rachel: We are hardly ever late for work. But if we are, it's usually because

the traffic is very bad.


Unit 11 – Rock Climbing

[Faded] Stuart: Start big, finish small. Just like that. It’s quite clear……

Narrator: Are you ready for a challenge? Then why not take up rock climbing?

It's a really exciting sport, but you have to learn the rules and

techniques. That's why students come here to the National Mountain

Centre in Wales.

Stuart MacAlise is one of the team of instructors. He's taught here for

more than ten years. Marian and Andy are two inexperienced

climbers. Tomorrow morning they're climbing on a real mountain. So

today they're practising on an indoor climbing wall. Climbing is a

serious business: they have to learn where to put their hands and

feet. Climbers don't have to use a lot of equipment.

Stuart: The equipment can be very simple. Er, a helmet, a harness, rock

boots, ropes and also a sense of adventure is important.

Narrator: And now for the real thing. Their first lesson on the rock face. Stuart

shows the students where they're going to climb.

Stuart: Anybody can go climbing. People with a spirit for adventure, but also

someone who enjoys being out here in the mountains with friends

climbing.

Narrator: Stuart leads the way attaching the safety rope to the rock face. Then

it's the students turn.

Marian: I thought I'd be really scared at first, but I wasn't.

Narrator: Still, it's a long way up, and a long way down. You can't make


mistakes, you have to do things the right way. The lesson continues

half way up the mountain. Stuart shows the students how to attach

and remove the ropes. He teaches them how to tie knots and to

make sure they're secure. Now it's time for the final climb to the top.

Stuart leads. Andy's next. Then it's Marian's turn. It's exciting and a

bit scary because the rock face is very steep. But it's always thrilling

to get to the top.

Marian: I really enjoyed today. It was lots of fun.

Andy: I definitely want to come and try climbing again.

Marian: I'd advise anyone to take up climbing.

Unit 12 – 10 great adventures

Gill William: Are you tired of your usual holidays? Do you want to try something

new? Well here's my top ten holiday adventures.

At number ten is dog sledging through the forest. These dogs are

Siberian huskies and they love running. It's a fast ride.

Do you love the sea? Then why not join the crew of a big old sailing

ship? Spend your holiday learning to set the sails and tie the ropes. I

hope you don't get sea sick.

Whales are amazing creatures and there's nothing more exciting than

watching them in the wild. I went whale watching in Cape Cod on the

east coast of America. It was a fantastic experience.


Do you like living life in the fast lane? Then riding down the rapids in a

power boat is for you. It's fast, dangerous and a lot of fun.

At number six is another fast trip. Skiiing is a thrilling sport and it's

popular all over the world. My favourite place to ski is in the Canadian

Rockies.

Perhaps you prefer seeing wildlife beneath the waves? Then why not

learn to dive? You can experience a beautiful underwater world.

This is one of the most exciting activities. Bungee jumping. I hope you

like heights.

At number three is parascending. It's one of the closest anybody gets to

flying. But it's only for people who love taking risks.

Number two is swimming with dolphins. They're so intelligent and

friendly. And the more you splash, the more they play.

And at number one why not join an expedition to Antarctica? It's difficult

to get there but this icy wilderness is so beautiful, it's my favourite place

on earth.

So these are my ten best holidays. Which one are you going to choose?

Total English


Pre-intermediate

Total English

Supplementary Materials Pre-intermediate

Unit 1


Word Puzzles

1 Unscramble the following words/phrases.

1 PU KWAE

2 PELES

3 A AEVH PAN

4 OD XECRESIE

5 VT AWCTH

6 OD OTNHIGN

2 Can you write a sentence with each of the words?

3 Use the clues connected to daily routines to complete the puzzle.

1 to eat a meal outside, e.g. on the beach or at the park

2 to get up later than usual

3 people that come into a shop to buy things

4 to go out to a disco

5 to talk to someone on the phone informally

6 to go somewhere outside on foot

7 to relax on the beach

8 to go on-line to see who’s written to you

9 to eat something small between meals

4 Write as many sentences as possible using the phrase in the grey boxfrom Ex. 3. You can change the order of the words.

1 P2 H3 S4 B5 N6 F7 H8 C9 S


Word Puzzles

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; daily routines/activities.This warmer is designed to be used in conjunction with unit 1.

Time: 40 minutes maximumMaterials: photocopies of the worksheet for each student.

1 Ask students to unscramble the words/phrases 1-6. Then check answers.

Answers: 1 wake up 2 sleep 3 have a nap 4 do exercise 5 watch TV6 do nothing

2 Ask students to write six complete sentences using the words/phrases inEx. 1. Elicit answers from the students and encourage peer correction.

Example answers: 1 I usually wake up at 7.30am. 2 I fall asleep between11pm and 12pm. 3 I sometimes have a nap at the weekend. 4 I do exercisewhen I have time. 5 I never watch TV in the morning. 6 Sometimes it’s greatto sit down and do nothing!

3 Students work in pairs. Give each pair a copy of the activity. Explain thateach line can be completed with a phrase from the Students’ Book unit 1page 5, however this must be done without the aid of their books.Working together, they decide what the phrases are, then write them inthe grid. If they do this correctly, they will reveal a three-word phrase inthe shaded vertical strip. The first pair to identify this is the winner.

1 H A V E A P I C N I C2 H A V E A L I E I N3 C U S T O M E R S4 G O C L U B B I N G5 C H A T O N T H E P H O N E6 G O F O R A W A L K7 L I E O N T H E B E A C H8 C H E C K Y O U R E M A I L S9 H A V E A S N A C K

4 Students’ own answers. Check answers by asking the pair with the mostsentences to read theirs out.


Really like / can’t stand…

1 Complete the sentences 1-8 with your own likes or dislikes using someof the words in the box below.

really likedon’t mindquite like

quite keen on(don’t like)not very keen on

really hateabsolutely lovecan’t stand

1 going shopping for clothes

2 celebrity gossip in magazines

3 doing nothing at weekends

4 going to a football match

5 running long distances

6 reality TV

7 getting up early on holiday

8 modern art

2 Correct the following sentences.

1 She really like meeting her new friends.

2 I can’t stand to wait for a bus in the rain.

3 I no very keen on watching football on TV.

4 We quiet like spending time working in the garden.

5 He can’t standing listening to pop music.

6 They’re quite keen horse riding.

7 She absolutely love travelling.

8 He don’t mind driving to the restaurant.


Really like / can’t stand…

TEACHER’S NOTES:

Aim: to consolidate the use of like/dislike as well as expressing preferences.This worksheet is designed to be used in conjunction with unit 1.1.


1 Ask students to complete the sentences using as many of thedifferent phrases as possible – there is one extra phrase dependingon their preferences. Monitor carefully to check that they are usinga variety but emphasise that they don’t have to use all the phrasesif there really is one phrase that they aren’t able to use.

Ask students to swap with their partner to compare answers.Encourage students to discuss their similarities and differences.Get feedback from various pairs.

2 Ask students to correct the mistakes in each sentence. They canwork in pairs or alone. Check answers with the class.

Answers: 1 She really likes meeting her new friends. 2 I can’t standwaiting for a bus in the rain. 3 I’m not very keen on watching footballon TV. 4 We quite like spending time decorating the house.5 He can’t stand listening to pop music. 6 They’re quite keen on horseriding. 7 She absolutely loves travelling. 8 He doesn’t mind driving tothe restaurant.


How often do you?

1 Complete the story using the correct tense of one of the verbs in the box.One verb is used twice.

fall be meet finish help eat go open work leave have get up

Gina usually ________(1) around 7.30 am during the week. She

________(2) a small breakfast before her shower. She ________(3) the

house around 8:15am to get to work for 8.45am. She ________(4) in

a clothes shop, which ________(5) at 9am. The morning ________(6)

always busy, so at lunchtime, she ________(7) for a walk in the local

park, and ________(8) her lunch outside if the weather is good. After

lunch, she ________(9) her manager restock the clothes. At 5pm, she

________(10) work, and then ________(11) to the gym for a workout.

After that, she sometimes ________(12) friends or goes home. After a

very busy day, she usually ________(13) asleep reading her book!

2 Ask your partner how often they do the following activities. Make surethey use one of the adverbs of frequency below.

sometimes usually hardly ever never always often

1 check your emails

2 go clubbing

3 have a lie-in

4 have a picnic

5 have a snack between meals

6 go to art galleries

7 lie on the beach on holiday

8 listen to the radio


How often do you?

TEACHER’S NOTES:

Aim: to consolidate the use of the Present Simple and adverbs offrequency. This worksheet is designed to be used in conjunctionwith either unit 1.1 or unit 1.2.


1 Ask students to complete the story. Check answers with the class.

Answers: 1 gets up 2 has 3 leaves 4 works 5 opens 6 is 7 goes8 eats 9 helps 10 finishes 11 goes 12 meets 13 falls

2 Ask students to work in pairs to talk about their routines/activities.Monitor to check that students are using a variety of the adverbs offrequency and correct errors. Get feedback from various students.


Present Simple or Continuous?

1 Choose the correct alternative(s) in the sentences 1-8 below.

1 Today she ’s spending/spends time with her grandmother.

2 They usually are going/go to the gym on Sundays.

3 We ’re having/have a barbecue later on. Do you want to come?

4 No, she can’t answer the phone, she has/is having a shower.

5 I always have/am having a coffee before I ’m leaving/leave for work in

the morning.

6 They sometimes fly/are flying to Sweden, but usually they are

going/go by boat.

7 Where are you? I ’m sitting/sit outside in the sunshine!

8 He always brings/is bringing a monolingual dictionary to his English

class.

2 Look at everyone and everything in your English class. Write foursentences to describe anything that is happening now using the presentcontinuous. The sentences can be about the students/their personalities/the activities you’re doing/what someone is wearing, saying or doing.

1 ____________________

2 ____________________

3 ____________________

4 ____________________

3 Write four sentences to describe anything that usually or sometimeshappens in the class using the present simple.

1 ____________________

2 ____________________

3 ____________________

4 ____________________


Present Simple or Continuous?

TEACHER’S NOTES:

Aim: to consolidate the use of Present Simple and Present Continuous. Thisworksheet is designed to be used in conjunction with unit 1.3.


1 Tell students they have to choose the correct option. If necessary do the first onewith them as an example.

Answers: 1 she’s spending 2 go 3 We’re having 4 she’s having5 have 6 fly/go 7 I’m sitting 8 brings

2 Encourage students to observe what is happening around them by askingthem to describe what people are doing etc. Go around the classmonitoring carefully to make sure students are writing full sentences andcorrect if necessary. Elicit answers from various students and use theseto help students think about now, what is happening and maybe whatusually happens and the related tenses.

Sample answers: Mina is using her dictionary. Jane is writing in herbook. Our teacher is helping us. Some of the students are talking inEnglish. Tom is wearing a pullover because it’s cold.

3 This is a continuation of Ex. 2 - getting students to think about now, whatis happening and maybe what usually happens. Ask students to comparetheir sentences and to correct each others if necessary. Get feedback fromvarious students.

Sample answers: Our teacher always speaks in English. We usuallydo a speaking and a listening activity. We usually use the course book.Sometime we use the computers.

Total English


Unit 2


Music, sweet music!

1 Unscramble the following words to put them in the crossword.

Across: DNBA, IONATLPIMOC, ZAJZ, CUMIS, SLEBU

Down: KORC, PPO, NITAL, SEUOH, LICASASLC

1 2

3 4

5

6 7

8

9

10

2 Music questions! Answer questions 1-8.

1 Name two classical composers

2 Do you like Latin dancing? Can you dance salsa or rumba?

3 Have you ever been to a rock concert? Who did you see?

4 Do you like the sound of house music - if yes, why, and if no, why not?

5 Do you follow the top 20 pop hits? Which band do you think is the most

successful?

6 Who is your favourite jazz musician?

7 Have you ever bought a compilation CD/cassette - if yes, which one?

8 Which country is the home of The Blues?

3 Compare your answers in groups of three or four. Discuss your results.


Music, sweet music!

TEACHER’S NOTES:

Aim: to practise and consolidate key music vocabulary. This warmer isdesigned to be used in conjunction with unit 2.


1 Tell students to unscramble the words. Then explain that they needto put the words into the puzzle. If necessary, do number one withthe class as an example. Give students time to compare theirpuzzle with a partner before checking the answers with the class.

Answers: 1 (Down) pop 2 (Down) classical 3 (Down) house4 (Down) rock 5 (Across) compilation 6 (Across) Blues 7 (Down) Latin8 (Across) music 9 (Across) Jazz 10 (Across) band

2 The purpose of this exercise is to get students talking aboutdifferent areas of music and their preferences. Some classicalcomposers are Mozart, Beethoven, Bach, Brahms or Mendelssohn.Ask students to answers the questions 1-8. Go around the class,monitoring and giving assistance where necessary.

3 Place students in groups of three or four and ask them to discusstheir answers to Ex. 2. Get feedback from each group at the end.


It happened some time ago …

1 Complete the sentences using a verb in the Past Simple from the box.

act win make marry sing be grow have

1 Kylie Minogue ______________up in Australia.

2 The Spice Girls ________________ a popular girl band.

3 Robbie Williams _________________ at the Live 8 Concert.

4 Madonna _______________ a British film director called Guy Ritchie

a few years ago.

5 Oasis _____________ an album called Definitely Maybe.

6 Will Young ____________ a reality TV pop competition.

7 Kylie Minogue _____________ in Neighbours.

8 Abba ______________ lots of number one hits.

2 Write questions in the past simple for each of the sentences 1-8 in Ex. 1.

3 Write past simple negative sentences using the cues 1-8 below.

1 The Spice Girls/sing/Live 8

2 Beethoven/be/pop artist

3 Nat King Cole/be/British

4 Freddie Mercury/study /Science

5 I/play/musical instrument at school

6 We/get/tickets for Coldplay concert

7 Jennifer Lopez/marry/Ben Affleck

8 There/be/jazz music at the café


It happened some time ago …

TEACHER’S NOTES:

Aim: to practise and consolidate the Past Simple. This warmer isdesigned to be used in conjunction with unit 2.1.


1 Ask students to complete the sentences using the verbs in the box.Remind them that they need to use the Past Simple. Give studentstime to compare answers before checking them with the class.

Answers: 1 grew 2 were 3 sang 4 married 5 made 6 won 7 acted8 had

2 In pairs, students need to write the questions to the sentences inEx. 1. Monitor carefully to check that they are using the PastSimple and encourage students to peer correct before givingassistance. Get feedback from various pairs.

Answers: 1 Where did Kylie Minogue grow up? 2 What kind of bandwere the Spice Girls? 3 Who sang at the Live 8 concert? 4 Who didMadonna marry a few years ago? 5 What was the name of one ofOasis’s albums? 6 What kind of competition did Will Young win?7 Which TV show did Kylie Minogue act in? 8 Which group had lots ofnumber one hits?

3 Ask students to write complete sentences using the cues 1-8. Theycan either work in pairs or alone. Give students time to comparetheir answers in pairs before checking them with the whole class.

Answers: 1 The Spice Girls didn’t sing at Live 8. 2 Beethoven wasn’ta pop musician. 3 Nat King Cole wasn’t British. 4 Freddie Mercurydidn’t study Science. 5 I didn’t play a musical instrument at school.6 We didn’t get tickets for the Coldplay concert. 7 Jennifer Lopez didn’tmarry Ben Affleck. 8 There wasn’t any jazz music at the café.


So or neither?

1 Add a response to the statements 1-8 using so or neither according to the +(agreeing) or – (disagreeing) symbol.

1 I love using my imagination to tell a story! +

2 I can’t play the saxophone. -

3 I’m not in the mood to study at the moment. -

4 I went to the jazz evening last night. +

5 We didn’t make the pub last night. -

6 I had a great night’s sleep. I feel really energetic! +

7 We couldn’t see the stage properly from our seats. -

8 I really enjoy seeing live music! +

2 Correct the mistakes in the sentences/dialogues 1-8 below.

1 A: I’ve got so much energetic - I want to go jogging!

B: Neither do I!

2 She’s very intelligence - I think she’ll get good marks in her exams.

3 Relaxed is so important - you need to find time for it.

4 A: We don’t feel tired at all after the run.

B: So do we!

5 She used lots of imaginative to decorate this room - it’s beautiful.

6 A: He’s such an energy person!

B: Neither is Helen!

7 Intelligent is needed to work out these types of problems.

8 Tired is always a problem when driving late at night.


So or neither?

TEACHER’S NOTES:

Aim: to practise and consolidate to provide further practice of so/neither andalso noun/adjective word families. This worksheet is designed to be usedin conjunction with unit 2.2.


1 Ask students to complete the sentences using either so or neither depending onwhich symbol is being used. Do the following examples on the board with thestudents to check they understand what to do.

E.g. I couldn’t go to the party last week. - Neither could I.I really dislike anchovies! + So do I!

Give students time to compare their answers before checking them with the wholeclass.

Answers: 1 So do I! 2 Neither can I. 3 Neither am I. 4 So did I.5 Neither did we. 6 So do I! 7 Neither could we. 8 So do I.

2 Tell students to correct the mistakes in each sentence/dialogue. They canwork in pairs or alone. Check answers with the class.

Answers: 1 A: I’ve got so much energy - I want to go jogging! B: So do I!2 She’s very intelligent - I think she’ll get good marks in her exams. 3 Relaxationis so important - you need to find time for it. 4 A: We don’t feel tired at all afterthe run. B: Neither do we! 5 She used lots of imagination to decorate this room -it’s beautiful. 6 A: He’s such an energetic person! B: So is Helen! 7 Intelligence isneeded to work out these types of problems. 8 Tiredness is always a problemwhen driving late at night.


Experiences

1 Complete the sentences with the Present Perfect Simple or Past Simple.

1 When I was a child, I ____________ (go) lots of theme parks. I ____________

(not/go) to any since!

2 We ____________ (go) to every Madonna concert in London since 1995.

3 She ____________ (see) Elton John shopping in Camden last year.

4 He ____________ (play) the piano since last summer.

5 That new pop group ____________ (get) a contract with a big recording

company last week.

6 Her parents really ____________ (push) her to be a concert pianist when she

was at school.

7 I ____________ (go) to a fantastic opera twice already this week.

8 The Rock concert ____________ (raise) money for charity.

2 Discuss in pairs. Ask your partner questions 1-6. Ask extra questions if you wouldlike to know about their achievements and experiences.

1 Have you ever helped someone in need?

2 Have you ever overcome a fear? (E.g. fear of spiders/heights etc)

3 Have you ever made a speech or talked in public?

4 Have you ever passed a test you didn’t expect to?

5 Have you ever been really into a certain type of music?

6 Have you ever received a really beautiful present?

3 Write five facts of interest about your partner’s achievements and experiences.


Experiences

TEACHER’S NOTES:

Aim: to practise and consolidate the Present Perfect Simple for experiences. Thisworksheet is designed to be used in conjunction with unit 2.3.


1 Tell students they have to use the correct form of the verb, whether it is thePresent Perfect Simple or Past Simple. If necessary do the first one with them as anexample. Check answers with the class.

Answers: 1 went/haven’t been 2 have been 3 saw 4 has played 5 got6 pushed 7 have been 8 raised

2 This is a free speaking activity and designed to get students using the question formof the Present Perfect Simple fluently as well as listening to responses and notingdown important points. Monitor the activity and note down interesting factsyourself, so you can do a teacher/class activity at the end where you ask certainstudents to relate one of their partner’s answers if appropriate/fitting.

3 Encourage students to use their notes from Ex. 2 to write five interesting factsabout their partner’s achievements and experiences. This exercise can be done forhomework so either collect the written work for marking at the end of the class orat the start of the next one.

Total English


Unit 3


Vocabulary quiz

1 Discuss questions 1-5 in pairs.

1 Name four foods that you both agree are delicious.

2 Name three foods that you both agree are tasteless.

3 Which food smells really good when it’s cooking?

4 Name a food that looks disgusting but tastes delicious!

5 Decide on two vegetarian dishes that you both like.

2 Compare your answers from Ex. 1 with the pair next to you. How similar or differentare you?

3 Look at the clues 1-8 below. Guess which foods these sentences are describing?

1 It’s a vegetable which sometimes makes you cry!

2 We often drink this drink at breakfast time.

3 This is a red meat which is often eaten with mintsauce.

4 This is a long, thin pasta.

5 This is a very healthy type of water.

6 It’s a dairy product which is made from milk andsometimes fruit too.

7 This is a type of food which the doctor will tellyou to eat lots of!

8 There are lots of delicious flavours of this coldsweet dessert.


Vocabulary quiz

TEACHER’S NOTES:

Aim: to consolidate and practise key food vocabulary through a speakingactivity and a deduction activity. This worksheet is designed to be used inconjunction with unit 3.


1 This is to get students actually putting the key adjectives from unit 3 intoa context by discussing with their partner which foods can be accuratelydescribed from their point of view using the specified adjectives. Divide theclass into pairs and ask students to discuss the questions 1-5.Go around the class monitoring and give help with vocabulary ifnecessary.

2 Group the students so two pairs are working together. Studentscompare their answers and discuss the similarities/differences. Getfeedback from the various groups.

3 Students can work in pairs or alone. Tell students to read the cluesand guess what food they are describing. Give students time tocompare their answers before checking them with the whole class.

Answers: 1 onion 2 orange juice 3 lamb 4 spaghetti 5 mineral water6 yoghurt 7 vegetable 8 ice cream

If there’s time at the end, you could get students to think of three foodseach and describe them using a defining relative clause to their partner, whotries to guess what the food is.


Future plans

1 Write complete sentences with going to using the prompts 1-8.

1 He/cook for himself/tonight

2 They/not/give up/idea of being vegetarian

3 We/eat out/on Friday night

4 She/be/top-class chef when she’s older

5 They/taste/different types of food at the food and drink festival

6 He/cook/spaghetti followed by home-made ice cream

7 Marie/make/delicious cake for my birthday

8 This room/look/fantastic when it’s finished

2 Correct the following sentences 1-8.

1 He going to give up ice cream next month. _________________

2 This lovely food’s going taste delicious. _________________

3 They going to have a dinner party. _________________

4 I going to take up tennis in the summer. _________________

5 Where he going to? _________________

6 Maria not going to fly to New York today. _________________

7 We’s going to Australia next month. _________________

8 It’s going rain – just look at the clouds! _________________


Future plans

TEACHER’S NOTES:

Aim: to consolidate going to for future plan and food vocabulary. Thisworksheet is designed to be used in conjunction with unit 3.1.


1 Tell students they have to construct complete sentences using thecues 1-8. If necessary do the first one with them as an example.Check answers with the class.

Answers: 1 He’s going to cook for himself tonight. 2 They’re notgoing to give up the idea of being vegetarian. 3 We’re going to eat outon Friday night. 4 She’s going to be a top-class chef when she’s older.5 They’re going to taste different types of food at the food and drinkfestival. 6 He’s going to cook spaghetti followed by home-made icecream. 7 Maria is going to make a delicious cake for my birthday.8 This room is going to look fantastic when it’s finished.

2 Tell students to imagine they are a teacher who has to correct thesentences. Give students time to compare their answers andcorrect each other’s work if necessary before checking the answerswith the class.

Answers: 1 He’s going to give up ice cream next month. 2 This lovelyfood’s going to taste delicious. 3 They’re going to have a dinner party.4 I’m going to take up tennis in the summer. 5 Where’s he going to?6 Maria’s not going to fly to New York today. 7 We’re going to Australianext month. 8 It’s going to rain – just look at the clouds!


Who? Which? Where?

1 Complete the following sentences 1-8 with who, which or where.

1 She's the person ________ sings Material Girl.

2 It's the vegetable ________ is orange and crunchy.

3 It's a sweet treat ________ is brown, white or dark brown.

4 He's the celebrity chef ________ manages a restaurant in London called

Fifteen.

5 It's a place ________ you go to eat out.

6 It's the place ________ food is usually cooked.

7 This is the person ________ teaches you English.

8 This is the course ________ follows the main course in a meal.

2 In pairs decide who/what sentences 1-8 in Ex. 1 is describing.

3 Describe each of the following people, places or things using who, which or where.

4 In pairs compare your descriptions from Ex. 3 and then check with your teacherthat your own are correct.

London Tiredness

Chillies Los Angeles

Money Bob Gedolf

A celebrity chef Charlotte Church


Who? Which? Where?

TEACHER’S NOTES:

Aim: to provide further practice of defining relative clauses. Thisworksheet is designed to be used in conjunction with unit 3.2.


1 Tell students they complete the sentences using who, which or where.Check answers with the class.

Answers: 1 who 2 which 3 which 4 who 5 where 6 where 7 who8 which

2 Ask students to decide who or what the sentences in Ex. 1 are describing.Students work in pairs. Check answers with the class.

Answers: 1 Madonna 2 carrot 3 chocolate 4 Jamie Oliver5 restaurant 6 kitchen 7 teacher 8 dessert, pudding or sweet

3 Ask students to describe the eight items using who, which or where.Monitor carefully to check they are using the relative clauses correctly.

4 Give students time to compare their answers and correct each other’swork if necessary before checking the answers with the class.

Suggested answers: London: This is a city where there are lotsof cinemas, theatres, restaurants and a tall clock! (Big Ben)Chillies: These are fruit which are often used to make savoury foodvery hot. Money: This is something which you need to buy things.A celebrity chef: This is someone who is famous for good cooking.Tiredness: This is feeling which you get because of lack of sleep ordoing too much. Los Angeles: This is an American city where lots ofcelebrities live. Bob Geldolf: He's a man who has raised lots of moneyfor starving people in Africa. Charlotte Church: She is a Welsh younglady who became famous for singing at a very young age.


Making arrangements

1 Answer the following questions 1-6 using the Present Continuous.

1 What are you eating for your dinner this evening?

2 What are you doing tomorrow morning?

3 Where are you going after this English lesson?

4 Are you travelling to any interesting holiday locations this year?

5 What are you doing this weekend?

6 Are you meeting any friends later on today?

2 In pairs, take turns to ask and answer the questions 1-6 from Ex. 1. Ask extraquestions to find out more information.

3 Fill in the gaps of the dialogue below using the words/phrases in the box.

would be I can great why don't we why about busy meeting what doing

Tom: ______ (1) are you ______ (2) on Friday night Hannah?

Hannah: I'm ______ (3), I'm afraid. I'm ______ (4) Janey.

Tom: OK, how ______ (5) Saturday night?

Hannah: Nothing. ______ (6)?

Tom: ______ (7) try the new Italian restaurant?

Hannah: ______ (8) idea!

Tom: I ______ (9) you at the restaurant at 7.30pm.

Hannah: 8pm ______ (10) better for me.

Tom: OK, see you there at 8pm.

4 In pairs, make arrangements to do two activities at the weekend.


Making arrangements

TEACHER’S NOTES:

Aim: to consolidate the use of the Present Continuous (for futurearrangements) and can do statement: making arrangementswith friends. This worksheet is designed to be used inconjunction with unit 3.3.


1 Tell students to answer the questions using the Present Continuous. Monitorcarefully to ensure students are using the tense correctly.

2 This is a personalised activity to give students the opportunity to use thePresent Continuous more freely. Students work in pairs and take turns to askand answer the questions. Encourage students to ask more questions if thedialogue is going well. Get feedback from various pairs.

3 Ask students to complete the dialogue using the words/phrases in the box.Give students time to compare their answers before checking them with thewhole class.

Answers: 1 What 2 doing 3 busy 4 meeting 5 about 6 Why?7 Why don't we? 8 Great 9 I can 10 would be

4 In pairs, students should use the dialogue from Ex. 3 as a framework forrevising/practising making arrangements with friends to do things. Getfeedback from the class.

Total English


Unit 4


Kriss Crossing

1 Fill in the crossword below using the clues 1-8.

1 not afraid of doing things, and has no fear2 thinks quickly and clearly and understands things well3 very good at something such as singing, acting, music or sport4 wants to get a good job, and get a better one some time after that5 controlling your fear to do something new, exciting or difficult to do6 always arrives on time, gets work done punctually and is there to listen to friends

if needed7 having a strong desire to do something, and not letting anything stop this8 happy to give money, time or gifts to other people to make them feel happy

1 2 3 4

5

6

7

8

2 Discuss questions 1-5 in small groups.

1 Which of the above adjectives to describe people in the crossword best describesyou? Why?

2 How do you cope with new situations - do you enjoy them or do you feelanxious at first?

3 Which area of your life do you push yourself the most in?4 What do you think of people that go on treks and survive for a time in the

wilderness? Is this something you would like to do?5 The diver in unit 4.1 of your Students’ Book sang her national anthem to control

her fear - what would you think about in a similar situation?


Kriss Crossing

TEACHER’S NOTES:

Aim: to consolidate and contextualise survival and descriptive vocabulary. Thisworksheet is designed to be used in conjunction with unit 4.


1 Ask students to complete the crossword using the clues 1-8. Check answerswith the class.

Answers: 1 (Across) confident 2 (Down) intelligent3 (Down) talented 4 (Down) ambitious 5 (Across) brave6 (Down) reliable 7 (Across) determined 8 (Across) generous

2 This exercise is to get students thinking about how to use the newvocabulary when applied to themselves, i.e. personalization. Group thestudents into threes or fours and ask them to discuss questions 1-5. Getfeedback from the various groups.


Comparisons

1 Read the following sentences that describe two people, places or things. Rewriteeach sentence changing the adjective given to a comparative.

1 Carla is an intermediate diver. Gina is an advanced diver and has three medalsfrom diving competitions. (good)

2 Charlie was a great footballer, and scored at least two goals every match.Jamie was a good footballer and scored a lot of goals, but not every match.(talented)

3 Robert really wants to go to university to study medicine to be a hospitaldoctor. Rosie wants to travel round Europe and then see what happens.(ambitious)

4 It rained heavily today, but only for a few hours. The rain yesterday was so badthat it caused floods. (bad)

5 Euan is always smiling and having fun. Bobbie often looks sad and lonely.(happy)

6 The lecture this week was fantastic - so full of information. Last week’s lecturewas quite dull. (interesting)

7 It’s so quiet living in the country. The city is a very noisy place to live. (noisy)8 I couldn’t carry on up the mountain - it was too scary looking down. Jemma

carried on and felt absolutely fine (brave)

2 Rewrite the sentences you wrote in Ex. 1 using (not) as…….as.

3 Choose six well known people using the information below.

Write three sentences for each person comparing them with the other person fromthat world you have chosen. Use comparatives, modifiers(a bit/much) ….than and (not) as……..as.

4 In pairs take turns to describe your people to each other. Can your partner guesswho you are describing?

• two people from the world of music• two people from the world of films and theatre• two people from the world of sport


Comparisons

TEACHER’S NOTES:

Aim: to consolidate comparatives and also the can do statement -comparing people. This worksheet is designed to be used inconjunction with unit 4.1.


1 Tell students to write sentences using the information provided in 1-8. Explain thatthey have to use comparisons based on the adjective next to the sentences. Ifnecessary do number 1 with the class as an example. Give students time tocompare their answers with a partner before checking them with the class.

Answers: 1 Gina is a better diver than Carla. 2 Charlie was moretalented than Jamie. 3 Robert is more ambitious than Rosie.4 The rain yesterday was worse than today. 5 Euan is happier thanBobbie. 6 This week’s lecture was more interesting than last week’s.7 The city is noisier than the country. 8 Jemma was braver than me.

2 Ask students to rewrite their sentences from Ex. 1 using (not) as…..as. Checkanswers with the whole class.

Answers: 1 Carla is not as good at diving as Gina. 2 Jamie is not astalented as Charlie. 3 Rosie is not as ambitious as Robert. 4 The raintoday is not as bad as yesterday. 5 Bobbie is not as happy as Euan.6 Last week’s lecture was not as interesting as this week’s. 7 Thecountry is not as noisy as the town. 8 I was not as brave as Jemma.

3 This is a freer activity where students think of their own well known figures andthen describe them. Monitor their work to check that they have used comparativesand modifiers to make sure they are really putting into practice the language learnt.

4 Students work in pairs and take turns to read out their descriptions and guess whois being described. Monitor and make a note of any difficult but guessablecomparisons to read out to the whole class at the end.


Superlative questionnaire

1 Write sentences using the superlative form of the adjectives.

1 This/brave thing/ I ever do

2 That/big shark/ he ever see

3 What/good fish restaurant/in London?

4 She/ambitious student/in the class

5 He/generous boyfriend/ she ever have

6 This/deep lake/ in this area

7 She/confident dancer/ in the company

8 That/big Rock concert/we ever go

2 Read the following questions in the table below. Answer them for yourself and thenask two other students.

3 Use the information in the table to write complete sentences to describe student 1and student 2’s answers.

Questions You Student 1 Student 2What is thefunniest book youhave read?Where is the bestplace you have beenon holiday? Why?What is the bravestthing you have everdone?Where is thecoldest place youhave been to?


Superlative questionnaire

TEACHER’S NOTES:

Aim: to consolidate the use of superlatives. This worksheet isdesigned to be used in conjunction with unit 4.2.


1 Tell students to write complete sentences using the superlatives andthe cues 1-8. Give students time to compare their answers and theopportunity to peer correct before eliciting the answers from the class.

Answers: 1 This is the bravest thing I have ever done. 2 That was the biggestshark he had ever seen. 3 What is the best fish restaurant in London? 4 She isthe most ambitious student in the class. 5 He is the most generous boyfriend shehas ever had. 6 This is the deepest lake in this area. 7 She is the most confidentdancer in the company. 8 That is the biggest Rock concert we have ever been to.

2 This is a free speaking activity and designed to get students usingsuperlatives in questions fluently as well as listening to responses andnoting down important points. Monitor discreetly - you can note downany common errors to report back on the board at the end of the activity.Write the errors on the board and encourage students to correct thembefore giving the answers yourself.

3 Encourage students to use their notes from Ex. 2 to write shortparagraphs about their partners. This exercise can be done for homeworkso either collect the written work for marking at the end of the class or atthe start of the next one.


Make that question!

1 Make the following questions indirect using the words in brackets.

1 How much is that mobile phone? (Can/tell?)

2 What time does the plane depart? (Do/know?)

3 Where is the nearest bank? (Can/tell?)

4 Is our English teacher in school today? (Do/know?)

5 How is Eve feeling today? (Do/know?)

6 Which is the quickest way to the post office? (Can/tell?)

7 Is the café on the beach open today? (Do/know?)

8 Where is the town hall? (Can/tell?)

2 Fill in the following dialogue which takes place in the street using words andphrases provided.

can excuse me do say can do me you

Josie: _______ (1), could I ask you a few questions?Mrs Greenly: Of course!Josie: _______ (2) you tell me how you travel to work?Mrs Greenly: Yes, I drive to the station and then take the train from Cambridge

to London.Josie: _______ (3) you know how far the station is from your house?Mrs Greenly: _______ (4) you _______ (5) that again please?Josie: _______ (6) you know how far the station is from your house?Mrs Greenly: Ah yes, it's five miles and takes twenty minutes in the rush hour.Josie: Can _______ (7) tell _______ (8) how long your journey takes in

total?Mrs Greenly: Yes, one and a half hours door to door.Josie: Great, thanks very much.

3 In pairs, imagine you are doing a street survey for a charity of your choice and youwould like to raise interest in this charity. Decide on four indirect questions to askpasser-bys. Then roleplay the conversation.


Make that question!

TEACHER’S NOTES:

Aim: to provide practice of indirect questions and polite questions. Thisworksheet is designed to be used in conjunction with unit 4.3.


1 Tell students to write the indirect questions using the cues provided. Monitorcarefully to ensure students are using the form correctly. Give students timeto compare their answerers before checking them with the whole class.

Answers: 1 Can you tell me how much that mobile phone is?2 Do you know what time the plane departs? 3 Can you tell me wherethe nearest bank is? 4 Do you know if our English teacher is in schooltoday? 5 Do you know how Eve is feeling today? 6 Can you tell methe quickest way to the post office? 7 Do you know if the café on thebeach is open today? 8 Can you tell me where the town hall is?

2 Ask students to complete the dialogue using the words/phrases in the box.Students can work in pairs or alone. Check answers by asking one pair toread their dialogue to the rest of the class. Encourage the other students tomake corrections if necessary.

Answers: 1 Excuse me 2 Can 3 Do 4 Can 5 say 6 do 7 you 8 me

3 In pairs, students should use the dialogue from Ex. 2 as a framework forrevising/practising using indirect questions. Students are free to make uptheir own questions here related to a charity of their choice. Monitor to checkthat the questions are indirect - otherwise, leave the students to have funwith their roleplay. If there is time, ask more confident/willing pairs toperform their dialogues to the rest of the class.

Total English


Unit 5


Bumper vocabulary quiz

1 Fill in the gaps below by unscrambling the words/phrases in brackets.

1 I used to _____ ___ _________ with Harry, but since he went to college, we

always seem to argue (etg no llew).

2 She left a message on her sister’s answerphone asking her to ______ ____

_______ with her to arrange a night out (gte ni houtc).

3 He used to be a very _______ __________, but now he’s given up, he’s much

healthier (yvaeh rekmos).

4 My parents tell me I should always ________ _______________ if I’m worried

about exams or friendships (khint ylevitisop).

5 She’ll _____ _ ________ at a law firm as soon as she leaves college (teg a

boj).

6 When he was a little ____________ (ddotrel), he was full of energy, and he still

is as an ___________ (dalut).

7 When they ____________ (eritre), they are going to go on lots of lovely long

holidays.

8 When we moved from the country to London, we _____ ________ (ostl htcou)

with lots of our old school friends.

9 All our family tries to _____ _____________ (tae ylihtlaeh), and avoid eating

______ _________ (kunj dofo) if we can.

10 She often ______ ______ (soeg tou) with her ___________ (seugealloc) after

work on a Friday.

11 When he ____________ (setuadrag), he wants to _______ _ _______ (teg a

ecapl) of his own.

12 They _____ ___________ (tog dierram) and ______ _________ (dah

nerdlihc) in their twenties.


Bumper vocabulary quiz

TEACHER’S NOTES:

Aim: to consolidate the unit’s key vocabulary. This worksheet isdesigned to be used in conjunction with unit 5.


1 Explain students need to unscramble the words/phrases in the brackets first.They then have to use these words/phrases to complete the sentences 1-12.If necessary do the following example with the students.

I had so much fun last weekend when I met up with an ____ _________________ (dlo olsohc derinf). We laughed a lot because we rememberedstories from our days at school.(Answer: old school friend)

Allow students time to compare their answers with a partner before checkingthem with the class.

Answers: 1 get on well 2 get in touch 3 heavy smoker4 think positively 5 get a job 6 toddler/adult 7 retire8 lost touch 9 eat healthily/junk food 10 goes out/colleagues11 graduates/get a place 12 got married/had children

If you have time, ask students to look at the key vocabulary box in theStudents’ Book page 53 and choose four other words/phrases. Using theirchosen words/phrases students write sentences using Ex. 1 as a model.Then pair students so that they can test each other using their sentences. Goaround the class monitoring and give assistance where necessary. Getfeedback from the class.


What do you think?

1 Write questions with should, have to or can using the following prompts.

1 go barefoot?/have to/she (NO)

2 offer to drive them to the party?/should/we (YES)

3 come to the party on Friday?/can/you (NO)

4 take a lunch hour between one and two?/have to/he (YES)

5 allow more time to finish the project?/should/I (NO)

6 watch TV after 9pm?/can/we (YES)

7 drink soft drinks instead of fizzy drinks?/shouldn’t/the children (YES)

8 take the dog on holiday?/can’t/he (NO)

2 Write short answers to the questions 1-8 in Ex. 1 using the yes/no cues.

3 Discuss questions 1-6 in groups, using the words/phrases in the box below.

I think I don’t think in my opinion because… What do you think?

Don’t you think so? I mean… I don’t know I’m not so sure…

1 Work: Do you think employees should have to work in the office every day

from 9am-5pm, or is it a good idea to work at home sometimes?

2 Holidays: Do you think that families should go on holiday in their own countries

so their children get to know their own countries well, or are foreign holidays

more exciting?

3 Children: Do you think there is a good age to start a family? Why this age?

4 Retirement: What do you think all people should enjoy in their retirement?

5 Getting a place of your own: When do you think is a good age to get a place

of your own? Why?

6 Positive thinking: Do you think that this is a very important way of staying

healthy? Why?


What do you think?

TEACHER’S NOTES:

Aim: to consolidate use of should/can and have to as well as can do:exchange opinions with a friend. This worksheet is designed tobe used in conjunction with unit 5.1.


1 Tell students they have to construct complete sentences using should, haveto or can and the cues 1-8. If necessary do the first one with them as anexample. Check answers with the class.

Answers: 1 Does she have to go barefoot? 2 Should we offer todrive them to the party? 3 Can you come to the party on Friday?4 Does he have to take a lunch hour between one and two?5 Should I allow more time to finish the project? 6 Can we watch TVafter 9pm? 7 Shouldn’t the children drink soft drinks instead of fizzydrinks? 8 Can’t he take the dog on holiday?

2 Ask students to write short answers to the questions in Ex. 1 using theyes/no cues. Give students time to compare their answers and correct eachother’s work if necessary before checking the answers with the class.

Answers: 1 No, she doesn’t. 2 Yes, you should. 3 No, I can’t.4 Yes, he does. 5 No, you shouldn’t. 6 Yes, you can. 7 Yes, theyshould. 8 No, he can’t.

3 All the questions for discussion are related to unit 5, so the students willhave some ideas to put forth. Monitor to check they are using the languagefor giving opinions, and at the end ask the class if any pairs would like to callout an interesting opinion expressed by one of them.


Guess who?

1 Correct the mistakes in the following sentences.

1 He been in the class since September.

2 We’ve got on very well since three years.

3 I’ve loved reading books for I was a child.

4 They’ve been heavy smokers for last summer.

5 He’s lose touch with lots of his colleagues since he left college.

6 For he got engaged, he’s been so happy.

7 I’ve been eating healthily for I started training for the marathon.

8 She earned a good salary since she started her new job.

2 Write a personal profile of a well-known person and then see if your partner canguess who it is. This person can be from the world of music, sport, acting oranything you can think of.

Use the present perfect with for/since to describe as many of the areas below asyou can. Write two sentences if you know enough information for each area.

Now can your partner guess who it is? If not, go around the class asking otherstudents until someone guesses correctly.

ÿ childhood – home? friends? school? interests?

ÿ teenage – relationships? college? ambitions?

ÿ adult - family? married? children?

ÿ career - notable points of career?


Guess who?

TEACHER’S NOTES:

Aim: to provide further practice of the Present Perfect with for/sinceand the can do statement: writing a personal profile. Thisworksheet is designed to be used in conjunction with unit 5.2.


1 Tell students to imagine they are a teacher who has to correct the eightsentences. Give students time to compare their answers and correct eachother’s work if necessary before checking the answers with the class.

Answers: 1 He’s been in the class since September. 2 We’ve got onwell for three years. 3 I’ve loved reading books since I was a child.4 They’ve been heavy smokers since last summer. 5 He’s lost touchwith lots of his colleagues since he left college. 6 Since he gotengaged, he’s been so happy. 7 I’ve been eating healthily since Istarted training for the marathon. 8 She’s earned a good salary sinceshe started her new job.

2 This should be a fun activity for the students. Emphasise that ifthey don’t know much about a certain period of their chosenperson’s life, it doesn’t matter, they can add more to one of theother sections. Get students to read each others and check for anymistakes with for/since and the present perfect as well as trying toguess the identity. Monitor to check that they are writing a profilealong the right lines that will be clear to whoever is reading it. Forany which are particularly good, ask the students to read these outto the rest of the class at the end for them to guess who it is.


I used to …

1 Complete the following sentences with used to or didn't use to.

1 I/be/heavy smoker/but now I stop

2 He/be/such a shy child

3 She/do/lots of physical exercise/at college

4 They/eat/lots of junk food/but now/they be really healthy

5 I/go bed very late/but not anymore

6 He/not/get on well with her/but now they both change

7 They/not/like this town/but now they love it

8 She/be/vegetarian/but now eat meat

2 Complete the questions below with used to or didn't use to if possible.One question uses the Present Perfect. All questions are in the you form.

1 What/enjoy most/at primary school?

2 Which/TV programme/watch most/when you were little?

3 Be ever/naughty? What/do you do?

4 Which/sport/play most at school?

5 What/like doing/in your free time?

6 Be anything/school/not enjoy? Why?

3 Answer questions 1-6 in Ex. 2 yourself using at least two sentencesfor each reply.

4 Ask your partner the same questions. When you have finished yourquestions and answers, read each others to check for any mistakes.


I used to …

TEACHER’S NOTES:

Aim: to consolidate the use of used to and the can do statement:describe yourself when you were younger. This worksheet isdesigned to be used in conjunction with unit 5.3.


1 Tell students they have to construct complete sentences with used to ordidn't use to and the cues 1-8. If necessary do the first one with them asan example. Check answers with the class.

Answers: 1 I used to be a heavy smoker, but now I've stopped. 2 He usedto be such a shy child. 3 She used to do lots of physical exercise at college.4 They used to eat lots of junk food, but now they are really healthy. 5 I usedto go to bed very late but not anymore! 6 He didn’t use to get on really wellwith her, but now they have both changed. 7 They didn't use to like this town,but now they love it! 8 She used to be vegetarian but now she eats meat.

2 In this exercise students have to construct complete questions with usedto or didn't use to and the cues 1-6 if possible. Check students’ answers.

Answers: 1 What did you use to enjoy most at primary school? 2 Which TVprogramme did you use to watch most when you were little? 3 Were you evernaughty? What did you use to do? 4 Which sport did you use to enjoy most atschool? 5 What did you use to like doing in your free time? 6 Was thereanything at school that you didn't use to enjoy? Why?

3 This relates to the can do statement because these questions promptstudents to describe themselves when they were younger. If appropriateadapt the questions so they relate to first jobs, college, university, livingaway from home etc if you have more mature students in the class.

4 In pairs students take turns to ask and answers the questions. At the endof the activity the student corrections activity gets students to check foraccurate use of used to/didn't use to. Get feedback from the class.

Total English


Unit 6


How much do you know?

1 Complete the quiz.

2 Look at the key vocabulary box in the Students’ Book page 63. Find fourwords that have not been included in this quiz and use them to write quizquestions for your partner.

1 What is the nationality of someone from Poland?2 Which of the following is the correct spelling of someone from Portugal?

a Portgueseb Portuguesec Portugese

3 What is the name given to the area of sand next to the sea?4 The Pacific and Atlantic are these.5 How do you spell the word which refers to a big area of sand where it is

always very hot and dry? Is it a …a dessert?b desert?c deset?

6 What is the nationality of someone from Japan?7 Which country's capital city is Cairo?8 A beautiful place in nature can be described as an area of _______

_________. LARUTAN YTUAEB (unscramble this anagram.)9 What is the name of the machine which takes messages when somebody

phones and you're out?10 You keep ice cream in this machine in the kitchen.11 This machine makes sure that all your clothes are nice and clean.12 We use these to make sure the carpets are clean.13 Spain is a popular _________ ____________. TSIRUOT NOITANITESD

(unscramble this anagram.)14 The nationality of someone from France is …

a Franchb Francianc French

15 You can listen to this - not watch it.


How much do you know?

TEACHER’S NOTES:

Aim: to consolidate the unit’s key vocabulary through a quiz. Thisworksheet is designed to be as a warmer for unit 6.


1 This quiz is based on the key vocabulary from the Students’ Bookunit 6, page 63. Students can work in pairs or alone but shouldn’trefer to their books. Encourage them instead to work together toanswer the questions if they are finding it difficult. Check answerswith the whole class.

Answers: 1 Polish 2 b, Portuguese 3 beach 4 oceans 5 b, desert6 Japanese 7 Egypt 8 natural beauty 9 answerphone 10 freezer11 washing machine 12 vacuum cleaner 13 tourist destination14 c, French 15 radio

2 Students have a bit of fun at the end deciding on four extraquestions for their partner. Monitor and give assistance wherenecessary. Get feedback from the students at the end.


Will or won’t?

1 Read the following scenarios and for each one write two sentences using will andtwo using won't to predict what you think will happen.

1 _______________________2 _______________________

3 ________________________4 ________________________

5 _______________________6 _______________________

7 ________________________8 ________________________

9 _______________________10 _______________________

11 ________________________12 ________________________

2 Write your own scenario using the three above as a model. This can be aboutthe weather at a certain time, a city or place in the world, a well known person,a music concert, a film or anything of your choice. Exchange papers with apartner and ask them to write four predictions for your scenario.

The Lord of the Rings trilogy is showing at a big London cinema tonight. There are 400seats in the cinema and at least 100 would like to see the films going through the night.There are some problems with the deliveries of chocolate and drinks; the cinemadoesn't have enough food snacks to sell to the cinema goers.

We like going on holiday in the Highlands of Scotland. There is so much fresh air and openspace to relax and unwind. It usually rains when we are out walking, but that's themountains for you. This year we have decided not to camp, but to stay in a small cottage.The cottage has a TV and an outdoor hot tub which will be great when we come back froma walk. We can eat local home-cooked food in the restaurant close to the cottage.

Our office building is being sold so we have to move to a smaller office nearer toBirmingham. There is no worry about people losing jobs as they can work from home ifthey want to, and share desks - one person in the office, one person at home! The newoffice building has great facilities including a kitchen with a fridge, freezer and DVD player,a gym and a swimming pool! There is even a café next door. The managers want us torelax at lunchtime, cook our own food and watch a DVD if we want!


Will or won’t?

TEACHER’S NOTES:

Aim: to practise making predictions about the future using will, in anexercise where the students actually write their own predictionsafter reading about three situations. This worksheet is designedto be used in conjunction with unit 6.1.


1 This exercise is designed to get students make predictions using realisticscenarios. Students can work in pairs or alone but shouldn’t refer to theirbooks. Encourage them instead to work together to write theirpredictions if they are finding it difficult. Elicit predictions from the classand ask students to explain their answers. There are no right or wronganswers because students are free to read whatever they like into thesituation as long as the sentences make grammatical and general sense.

Suggested answers: 1 Some people won't get a ticket. 2 There won'tbe enough food for all the cinema goers. 3 400 people will be able toget tickets. 4 At least 100 people will sit for over eight hours watchingthe trilogy. 5 They won't do much sunbathing! 6 They'll enjoy eating atthe local restaurant at the end of the day. 7 They'll sit outside in thehot tub. 8 They probably won't go to a nightclub. 9 Some members ofstaff will work at home. 10 They won't all work in the office at the sametime. 11 Some people will cook their lunch in the kitchen. 12 Theywon't be able to watch a whole DVD in their one-hour lunch break!

2 This is a chance for students to further use their creativity, by making upa short scenario just like the ones in Ex. 1 and swapping with theirpartner to write will and won't sentences. Monitor this in case studentsneed help with vocabulary in their scenario - you could suggest they linkit to one of the unit themes so far in their Students’ Book; music, tasteand food, places, stages, survival and 24 hours as there is vocabularylisted for each of these in the unit summaries. Get feedback from thestudents at the end.


Too much or too many?

1 The sentences 1-8 all have one of the following words/phrases missing.

too too much too many enough

Rewrite each sentence correctly and include one of the words/phrases.

1 It’s very crowded on this beach. There are people.2 I am still feeling hungry, and I’ve had my lunch. I didn’t eat food.3 Which ice cream shall we have? There are flavours to choose from!4 I did exercise at the gym yesterday. My muscles are really aching.5 This suitcase isn’t big. I can’t fit all my clothes in it.6 I’m really tired. I got up early this morning!7 Yuck! This tea is too sweet. There’s sugar in it!8 I can’t come to the meeting today. Sorry, I’m busy.

2 Write sentences with too, too much, too many and enough.

late early cold hot toonoise cheese tea pasta too muchcars mountains tables shops too manybig play time chocolate enough

Write a sentence below for each of the four words listed above using too,too much, too many and enough.

1 _______________________

2 _______________________

3 _______________________

4 _______________________

5 _______________________

6 _______________________

7 _______________________

8 _______________________

9 _______________________

10 _______________________

11 _______________________

12 _______________________

13 _______________________

14 _______________________

15 _______________________

16 _______________________

Swap with your partner and check each other’s work.


Too much or too many?

TEACHER’S NOTES:

Aim: to consolidate too, too much, many and enough. This worksheetis designed to be used in conjunction with unit 6.2.


1 Tell students they have to rewrite the sentences using too, too much,many and enough in the correct place. If necessary do the first one withthem as an example. Check answers with the class.

Answers: 1 There are too many people. 2 I didn’t eat enough food.3 There are too many flavours to choose from! 4 I did too muchexercise at the gym yesterday. 5 This suitcase isn’t big enough.6 I got up too early this morning! 7 There’s too much sugar in it!8 Sorry, I’m too busy.

2 This is a freestyle exercise where students create their own sentencesgiving them not only practice of too, too much etc, but also sentencebuilding practice. Ask students to exchange their papers to encouragepeer correction. Get feedback from the various pairs.

Suggested answers: 1 I arrived too late to see the film. 2 It was toocold to play outside for long. 3 The sun was too hot for us to walkaround in. 4 Our first party guests arrived too early. 5 There’s toomuch noise in this room for me to work. 6 There’s too much cheese inthis omelette. 7 I’ve drunk too much tea today! 8 There’s too muchpasta in this dish and not enough sauce! 9 There are too many carsparked around here. 10 I think there are too many shops in this town.11 This café has too many tables and not enough chairs! 12 I don’t likethis landscape much, there are too many mountains. 13 I don’t haveenough chocolate to share round everyone. 14 This taxi’s not bigenough to fit us all in. 15 Do you have enough time to walk to thestation to catch the train? 16 That football player didn’t play wellenough to get into the first team this week.


I like it! I like it!

1 Personalise it! Answer questions 1-6 and write down your answers.

1 What type of sport do you like doing?2 What kind of music do you like listening to?3 Which world city would you most like to visit? Why?4 What is your best friend like? Describe them.5 What does your favourite film star look like? Describe them!6 Do you have a favourite holiday destination? What is it like?

2 In pairs, take turns to ask and answer the questions from Ex.1. You canask any extra questions if you want to.

3 Read the following diary entry of a student on holiday with her friends.There are eight mistakes connected with like. Underline the mistakes,then make the necessary corrections.

Me and a group of friends started our holiday together today - we all get on welltogether and like to spend time with each other. So far it's been absolutely brilliant.We got a really early flight from London to Ibiza, and arrived in Ibiza around 9am thismorning. The sun was shining and the sky was blue - it seemed a perfect way to startour holiday after lots of end of term exams and stress. Sam passed her driving testlast year, and said she would liked to drive our hired car. It's a great car - a smalljeep with an open top roof. I phoned my brother (because he loves cars!) to tell himwhat the jeep look liked. The drive to our resort took us along a beautiful coastal roadwith lots of orange and lemon groves next to the road. I thought to myself that this isexactly liked I imagined it to be. We could see the boats bobbing around in the seaand people lying on the beach. We all liking sunbathing!When we arrived in our resort, we were shown to our self-catering apartment which isright next to the beach, and has a swimming pool! Sam was very hungry and said shelike to go to the supermarket for some food. Our Spanish is OK, so we went to thesupermarket and bought lots of fresh fruit, vegetables, drinks and bread. We decidedto eat out this evening and enjoyed a lovely meal at a Spanish restaurant - we all hadfresh fish and salad followed by wonderful ice creams. The restaurant look like a verytraditional type of restaurant and had!a great atmosphere. Everyone felt quite tired,and said they like to go back to the apartment.Tomorrow night, we're going to go to a cool looking night club that we saw…

1234567891011121314151617181920


I like it! I like it!

TEACHER’S NOTES:

Aim: to consolidate the uses of like. This worksheet is designed to beused in conjunction with unit 6.3.


1 This is a personalised activity to give students the chance to put the newwords in their own context. Go around the class monitoring and giveassistance where necessary.

2 Pair the students and explain that they have to take turns asking andanswering the questions from Ex. 1. Encourage the students to usefollow-up questions so that the exercise is more meaningful and relatesto the real world. Monitor to check accuracy but just note down anycommon errors and highlight them on the board at the end.

3 Tell students to imagine they are a teacher who has to correct the diary entry. Givestudents time to compare their answers and correct each other’s work if necessarybefore checking the answers with the class.

Answers: Line 2 like spending time with each other Line 6 would liketo drive our hired car Line 8 to tell him what the jeep looked likeLine 10 this is exactly like I imagined it to be Line 11 we all likesunbathing Line 14 and said she'd like to go to the supermarket forsome food Line 17 The restaurant looked like a very traditional...Line 19 and said they'd like to go back to the apartment....

Total English


Unit 7


Character descriptions 1 Unscramble the words/phrases 1-20 first. Then find the words/phrases

in the word searcher below. The words go up and down in these directions: ,,,,,

1 chamots 2 yee 3 btuhm 4 tsiwa 5 ram

6 kbca 7 eenk 8 refign 9 dnah 10 riha

11 ecaf 12 sipl 13 tofo 14 eto 15 daeh

16 aer 17 osrot 18 eson 19 elg 20 bewol

2 Think of six friends or family that you know really well. Describe each of your chosen friends or relatives using one of the adjectives in the box below. Use a different adjective for each person and give a reason why you chose the adjective using because.

chatty organized reserved open sensitive hard-working

1 _______________________ 2 _______________________ 3 _______________________

4 _______________________ 5 _______________________ 6 _______________________

F T O R S O A E I O U G A P O N K N E E C A K P C S T A V X B L N C P S E L R L H V I O A E T H U M B D K P S B A O D F H A I R S E F Z M Y E P A D V N M N F A F L I U N B L E E H C T B S G O D L S B A H G O W C I B E X V K R S W E A U D G A G D D E I P O I K I F D A Y P T U P G S P O U E Y K I Y O U U T O S H I F I N G E R O T


3 Tell your partner about the six people you described in Ex. 2.

Character descriptions

TEACHER’S NOTES:

Aim: to consolidate parts of the body and adjectives describing personality vocabulary. This worksheet is designed to be used in conjunction with unit 7.

Time: 40 minutes maximum Materials: photocopies of the worksheet for each student.

1 Explain students need to unscramble the words/phrases 1-20 first. They then have to find these words/phrases in the word searcher below. Allow students time to compare their answers with a partner before checking them with the class.

Answers: 1 stomach 2 eye 3 thumb 4 waist 5 arm 6 back 7 knee 8 finger 9 hand 10 hair 11 face 12 lips 13 foot 14 toe 15 head 16 ear 17 torso 18 nose 19 leg 20 elbow

F T O R S O A E I O U G A P O N K N E E C A K P C S T A V X B L N C P S E L R L H V I O A E T H U M B D K P S B A O D F H A I R S E F Z M Y E P A D V N M N F A F L I U N B L E E H C T B S G O D L S B A H G O W C I B E X V K R S W E A U D G A G D D E I P O I K I F D A Y P T U P G S P O U E Y K I Y O U U T O S H I F I N G E R O T

2 There are two language purposes to this exercise. Firstly the students consolidate adjectives describing personality in a personal context, and secondly they do this giving a reason, thus consolidating use of because from unit 7. Monitor the students’ work to check that they are applying the vocabulary correctly.


3 Ask students to swap with their partner to compare answers. Encourage students to discuss the people they have described. Get feedback from various pairs.


First Conditionals 1 Fill in the gaps in the following sentences using the First Conditional.

1 If you ________ (not/exercise) and eat healthily, you ________ (put) on weight.

2 If we ________ (go) to the cinema, we ________ (buy) some popcorn.

3 If he ________ (go) to the gym, he ________ (get) quite muscular.

4 If you ________ (not/dress) warmly, you ________ (catch) a cold.

5 She ________ (feel) sick if she ________ (eat) too much chocolate.

6 If you ________ (stretch) your arms and legs after exercise, you ________ (feel) much better!

7 You ________ (get) stomachache if you ________ (eat) too much fruit.

8 If we ________ (walk) there, it ________ (take) us about twenty minutes.

2 Complete the sentences below in the First Conditional using the prompts to help you. Use the 2nd person singular.

1 � do Tai Chi/be more relaxed

2 � drive slower/passengers feel safer

3 � suck cough sweet/sore throat get better

4 � eat too late/not sleep

5 � not lift heavy items properly/hurt back

6 � drink milk/stomachache go

7 � take vitamins/have more energy

8 � drink eight glasses of water a day/ skin be sparkling!

3 Now swap with your partner and read through each other’s answers. Are they the same? Now underline any mistakes and give the work back to


your partner to correct if necessary!

First Conditionals

TEACHER’S NOTES: Aim: to provide further practice of First Conditionals as well as

describing physical appearances. This worksheet is designed to be used in conjunction with unit 7.1.


1 Tell students they have to construct complete sentences using the First

Conditional and the cues in brackets. If necessary do the first one with them as an example. Check answers with the class.

Answers: 1 don’t exercise/you’ll put in weight 2 go/we’ll buy 3 goes/he’ll get 4 don’t dress/you’ll catch 5 She’ll feel/eats 6 stretch/you’ll feel 7 you’ll get/you eat 8 walk/it’ll take

2 Tell students they have to construct complete sentences using the prompts 1-8. Make sure they use the 2nd person singular so if necessary do the first one with them as an example.

Answers: 1 If you do Tai Chi, you’ll be more relaxed. 2 If you drive slower, the passengers will feel safer. 3 If you suck a cough sweet, your sore throat will get better. 4 If you eat too late, you won’t sleep. 5 If you don’t lift heavy items properly, you’ll hurt your back. 6 If you drink milk, your stomachache will go. 7 If you take vitamins, you’ll have more energy. 8 If you drink eight glasses of water a day, your skin will be sparkling!

3 This exercise gives some freedom to the students because they

can swap and study each other’s work for correct use of the First Conditional as well as any vocabulary spelling errors. Get feedback from the class.



Gerunds or infinitives?

1 Write questions using the following prompts. Be careful to use the correct gerund or infinitive after the verb!

1 Do (Past Simple) he/offer/pay for you? 2 Have (Present Perfect) you/decide (not)/go out later on? 3 You/want/go to the park? 4 Can you/avoid/go on roads on your bike? 5 What you/hope/do after college? 6 Do (Past Simple) you/promise (not)/tell anyone? 7 Are you/consider/buy this car? 8 Can you afford/rent/this house?

2 Read the following questions in the table below. Add another two questions using a gerund or infinitive. Then answer them for yourself and two other students. Make notes of the answers in the table below.

Questions You Student 1 Student 2 Do you ever avoid watching anything on TV? Why?

Do you enjoy learning English? Why?

How do you hope to use your English in the future?

Do you enjoy working hard to get what you want?

What do you miss doing when you’re away from home?

___________________________________________?

___________________________________________?


Gerunds or infinitives?

TEACHER’S NOTES: Aim: to provide further practice of gerunds and infinitives. This

worksheet is designed to be used in conjunction with unit 7.2. Time: 40 minutes maximum Materials: photocopies of the worksheet for each student.

1 Tell students to write complete questions using either gerunds or

infinitives with the cues 1-8. Give students time to compare their answers and the opportunity to peer correct before eliciting the answers from the class.

Answers: 1 Did he offer to pay for you? 2 Have you decided not to go out later on? 3 Do you want to go to the park? 4 Can you avoid going on the roads on your bike? 5 What do you hope to do after college? 6 Did you promise not to tell anyone? 7 Are you considering buying this car? 8 Can you afford to rent this house?

2 This is a free speaking activity for students giving them the chance to use as many of the gerunds/infinitives as they can through the questions they are asking. If they enjoy the activity, get them to add questions of their own using verb + gerund/infinitive. Monitor discreetly - you can note down any common errors to report back on the board at the end of the activity. Ask the students to report their findings to the rest of the class. Write the errors on the board and encourage students to correct them before giving the answers.


Why do that? 1 Correct the mistakes in sentences 1-8 below. The mistakes are connected

to in order to/to explain/so that…/because/so + subject + verb.

1 She decided to see a homeopath becase she had felt so sick for so long.

2 The doctor wrote to the consultant in order find out more about his patient’s condition.

3 He had a deliberately relaxing day because he felt good for his date in the evening.

4 She took a warm coat in order to she didn’t get too cold. 5 They told the teacher they were late to explain they’d missed the bus. 6 The teacher told the students all the rules because they were clear on

good behaviour. 7 I think he got food poisoning in order to of something he ate last night. 8 His mother took Jo to the dentist because how bad the toothache was.

2 Read the following scenarios and give advice using because, so, in order to and so that wherever possible.

1 I’m not very good at sports at school. I often seem to get an aching arm or leg, so

sometimes I can’t actually take part in the lesson.

Your advice: ____________________________________________ 2 I’ve just been offered a fantastic job, but it’s a long way from my home. I think I’ll have to

move nearer to the office. I also need to speak basic French. I’m not sure what to do.

Your advice: ____________________________________________ 3 I feel very tired a lot of the time. I drink a lot of coffee and often can’t get to sleep. I don’t

always eat breakfast and sometimes just have a chocolate bar around 11am with a cup of coffee. What should I do to feel better?

Your advice: ____________________________________________ 4 I am a very chatty and sociable person. I have lots of great friends, but one of them is quite

unreliable. I like her a lot, but often she doesn’t turn up to a café or the cinema, or she forgets to lend me something I’ve asked for. What should I do?

Your advice: ____________________________________________


Why do that?

TEACHER’S NOTES: Aim: to provide further practice of purpose, reason and results as well

as consolidating illness vocabulary. This worksheet is designed to be used in conjunction with unit 7.3.


1 Tell students to imagine they are a teacher who has to correct the

sentences. Give students time to compare their answers and correct each other’s work if necessary before checking the answers with the class.

Answers: 1 She decided to see a homeopath because she had felt so sick for so long. 2 The doctor wrote to the consultant in order to find out more about his patient’s condition. 3 He had a deliberately relaxing day so that he felt good for his date in the evening. 4 She took a warm coat so that/so she didn’t get too cold. 5 They told the teacher they were late because they had missed the bus. 6 The teacher told the students all the rules so that they were clear on good behaviour. 7 I think he got food poisoning because of something he ate last night. 8 His mother took Jo to the dentist to explain how bad the toothache was.

2 Ask students to read the scenarios and decide how they would

advise the four people. Monitor carefully to check that they are using because, so, in order to and so that and give help where necessary. Ask students to swap with their partner to compare answers. Encourage students to discuss their similarities and differences. Get feedback from various pairs.

Total English


Unit 8


Figure it out!

1 Vocabulary Quiz! Answer the questions 1-12 below.

1 What is a speed camera?

2 If someone comes to your house at an arranged time, we say that they have a

_ _ _ _ _ _ _ o _ t _ _ _.

3 Which of the following verbs mean to increase?

a go up/rise b go down/fall c rise/fall d fall/go up

4 If a situation doesn't get better, in fact the opposite, we say it d _ _ _ _ _ _ _ _ _ _.

5 If a car has a maximum speed of 125mph, we can also say it has …

a a fast speed of b a top speed of

c a rush speed of d an able speed of

6 If you need to get somewhere quickly, and have no time to stop, you are _ _ a _ _ _ _ _.

7 Unscramble this verb which means to go faster DEEPS PU.

8 If you want someone to go on a date with you, the verb is …

a ask anyone out b ask someone in

c ask anyone in d ask someone out

9 When two people have decided to date each other, we say they are …

a going in b going out c being in d being out

10 If two people find they no longer have much in common, they have

_ _ _ _ _ _ _ _ _ _.

11 After a relationship has split everyone hopes that the people involved will …

a get over each other b feel over each other

c be over each other d go over each other

12 When two people finish a relationship, they …

a split in b split over c split up d split down

2 Choose six of the answers above and write a sentence for each in the


Past Simple or Past Continuous. Then compare your answers in pairs.

Figure it out!

TEACHER’S NOTES: Aim: to consolidate all key vocabulary from the unit. This worksheet is

designed to be used in conjunction with unit 8. Time: 40 minutes maximum Materials: photocopies of the worksheet for each student.

1 This quiz is based on the key vocabulary from the Students’ Book unit 8, page 63. Students can work in pairs or alone but shouldn’t refer to their books. Encourage them instead to work together to answer the questions if they are finding it difficult. Check answers with the whole class.

Answers: 1 A camera located next to the road to take pictures of drivers who are over the speed limit. 2 arrived on time 3 a go up and rise 4 deteriorates 5 b a top speed of 6 in a hurry 7 speed up 8 a ask someone out 9 b going out 10 grown apart 11 a get over each other 12 c split up

2 This exercise is a chance for students to put the new words into their own sentences, and at same time a brief revision of Past Simple and Past Continuous. Monitor and give assistance where necessary. Encourage students to peer correct each other’s work. Get feedback from the students at the end.


Playing with Passives 1 Correct the mistakes in the following sentences 1-8.

1 In England cold milk is serve with tea.

2 Fast food are often ate by people in a hurry.

3 Sandwiches are make using bread or rolls and a filling.

4 Employees in offices is require to do more and more nowadays.

5 Clay court tennis is play in countries such as Spain, France, Italy and South America.

6 Organic food is produce in more and more countries around the world.

7 Wine are often drank with an evening meal.

8 The cakes were make by the head chef.

2 Make questions in the Passive using the following prompts 1-8.

1 Where/the Eiffel Tower/situate?

2 Who/Lord of the Rings film trilogy/direct by?

3 Who/Harry Potter series/write by?

4 What/add/to bread to make it rise?

5 How many pieces/use/in a game of chess?

6 Where/Spanish Steps/situate?

7 How many minutes/play/one half of a football match?

8 How much/coffee/use approximately/make one cup of coffee? When you have written the questions, work with your partner to answer the questions. If there are any you can't answer, ask another student.

3 Write four quiz questions using the Passive to ask your partner. __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________


Playing with Passives

TEACHER’S NOTES: Aim: to provide further practice of the Passive. This worksheet is

designed to be used in conjunction with unit 8.1. Time: 40 minutes maximum Materials: photocopies of the worksheet for each student. 1 Tell students to imagine they are a teacher who has to correct the


Answers: 1 In England cold milk is served with tea. 2 Fast food is often eaten by people in a hurry. 3 Sandwiches are made using bread or rolls and a filling. 4 Employees in offices are required to do more and more nowadays. 5 Clay court tennis is played in countries such as Spain, France, Italy and South America. 6 Organic food is produced in more and more countries around the world. 7 Wine is often drunk with an evening meal. 8 The cakes were made by the head chef.

2 Tell students they have to construct complete sentences using the Passive and the cues 1-8. If necessary do the first one with them as an example. Check answers with the class.

Answers: 1 Where is the Eiffel Tower situated? (Paris) 2 Who is the Lord of the Rings film trilogy directed by? (Peter Jackson) 3 Who is the Harry Potter series written by? (J K Rowling) 4 What is added to bread to make it rise? (yeast) 5 How many pieces are used in a game of chess? (32) 6 Where are the Spanish steps situated? (Rome) 7 How many minutes are played in one half of a football match? (45) 8 How much coffee is used approximately to make one cup of coffee? (1 x teaspoon)

3 Monitor this last activity to check that students have used the passive correctly/or they may need a few pointers from you. Tell them to base their questions on the structure of those that they have already written in Ex. 2, but just to change the actual people, places or things used.


Ask away! 1 Look at the following mixed up questions. Unscramble them and write

them out in full.

1 World music you do like? 2 you ever been live music concert to a have? 3 last thing what was the that made laugh you really? 4 like you do having lie-in a weekend at the? 5 cook good are you? 6 kind of what books you do like reading? 7 favourite what's film your? 8 ambition what your is?

2 In pairs take turns to ask and answer the questions in Ex. 1.

3 Work in a new pair. Tell your partner what you found out in Ex. 2.

4 Read the questions below and add two of your own. Then ask two other students each of the questions. Make notes of their answers.


Ask away!

TEACHER’S NOTES: Aim: to provide practice of question forms in the context of asking for

personal information. This worksheet is designed to be used in conjunction with unit 8.2.


1 Ask students to unscramble the words order first, before writing the questions out in full. Elicit answers from the students and encourage peer correction.

Answers: 1 Do you like World music? 2 Have you ever been to a live rock concert? 3 What was the last thing that really made you laugh? 4 Do you like having a lie-in at the weekend? 5 Are you a good cook?

1 What do you think of speed-dating? Would you try it? Have you tried it? 2 Are you a very busy person? Does each day go past very quickly? 3 Do you like big group holidays with organised activities or do you prefer to

travel independently and organise your own holiday time? 4 Would you say that you're a numbers person or a words person; or both? 5 What is the best way for you to learn English? Is it practising speaking ,

listening to native speakers, studying grammar/vocabulary, something else? 6 What is the best way of relaxing for you? 7 _______________________________________________________? 8 _______________________________________________________?


6 What kind of books do you like reading? 7 What's your favourite film? 8 What is your ambition?

2 Encourage students to find a different student from normal to work with as they may well know the information from their regular partner. Monitor and give assistance where necessary.

3 Ask students to relay the information they found out in Ex. 2 and

encourage students to ask follow up questions if possible. Get feedback from various pairs.

4 This exercise is designed to be oral question practice so students

can just enjoy finding out personal information from their fellow students. Monitor to check if any vocabulary is needed. Get feedback from the class at the end.


Simple or Continuous? 1 Complete sentences 1-8 using the Past Continuous or the Past Simple.

1 He was driving very fast when ...

2 He heard the good news while he ...

3 They were travelling to the airport when ...

4 She was relaxing in a yoga class when ...

5 While they were having lunch, ...

6 She injured her back while ...

7 I was doing some shopping when ...

8 When we last talked to him, he ...

2 Personalise it! Answer the following questions:

3 Now ask your partner the same questions. Ask each other extra

questions if you want to find out more!

1 Where were you on New Year's Eve 1999? What were you doing?

2 What were you doing at the beginning of this lesson when the teacher walked in?

3 Where were you in 1997 when you heard the news that Princess Diana had died?

4 Where were you when you received your last set of exam results? What were you doing?

5 What were you doing in this lesson before you started this activity?

6 What were you doing last night when it was time for dinner?


Simple or Continuous?

TEACHER’S NOTES: Aim: to provide further practice of the Past Continuous and Past

Simple. This worksheet is designed to be used in conjunction with unit 8.3.


1 Tell students they have to complete the sentences using Past

Continuous and Past Simple and the cues 1-8. If necessary do the first one with them as an example. Check answers with the class.

Suggested answers: 1 He was driving very fast when he saw a speed camera! 2 He heard the good news while he was driving to work. 3 They were travelling to the airport when he decided to propose to her! 4 She was relaxing in a yoga class when her contractions started. 5 While they were having lunch she told him the fantastic news. 6 She injured her back while she was playing tennis. 7 I was doing some shopping when I started to feel faint. 8 When we last talked to him, he was feeling much happier.

2 These are situations give students some freedom to combine the

Past Continuous and Past Simple in one reply. Ask students to answer the questions 1-6 themselves and to make notes of their answers. Monitor carefully to check that students are using the Past Continuous and Past Simple correctly.

3 This exercise gives students a chance to practise their fluency.

Monitor discreetly and make a note of any errors. During feedback at the end, write the errors on the board and encourage students to correct them.

Total English


Unit 9


Crossword time! 1 Read the following clues and then fill in the crossword.

Across: 1 this person helps to prevent crime 3 most job applications require you to send them one of these 4 when you formally notify your manager you are leaving your job, you do this 6 this job involves a person travelling around trying to sell their company’s product 8 this person often works for a senior person in a company and organises their

meetings, paperwork and prepares work for them 11 this one person sits in the court and when (14 across) deliver a verdict, this person

decides on the sentence if applicable 12 if a person has not committed a crime, they are ………… 13 this verb describes the action of taking something from someone else without their

permission 14 this group of people sit in a court trial and listen to all the evidence. They then take all

the information to decide whether a person is guilty or not guilty

Down: 2 this person works in the legal profession 5 this person puts out fires 7 this person is on the front desk when you walk into a business establishment 9 you often receive this kind of penalty for a petty crime 10 at the end of a trial a person is declared _ _ _ _ _ _/not _ _ _ _ _ _

1 2 3 4

5 6

7 8

9

10

11 12

13

14

2 In pairs, make up sentences using the words from the crossword.


Crossword time!

TEACHER’S NOTES: Aim: to practice key vocabulary from the unit. This worksheet is

designed to be used in conjunction with unit 9. Time: 30 minutes maximum Materials: photocopies of the worksheet for each student.

1 Ask students to complete the crossword using the clues 1-14. Check answers with the class.

Answers: 1 (Across) police officer 2 (Down) lawyer 3 (Across) CV 4 (Down) resign 5 (Down) firefighter 6 (Across) sales rep 7 (Across) receptionist 8 (Down) secretary 9 (Down) fine 10 (Down) guilty 11 (Across) judge 12 (Across) innocent 13 (Across) steal 14 (Across) jury

2 Ask students to make up sentences as many sentences as

possible within a given time limit, using the words from the crossword in Ex. 1. Go around the class monitoring and ask the students with the most/best sentences to read them out to the rest of the class.


How well can/could you …? 1 Write complete sentences using the cues 1-8 and can/could/be able to.

1 He/not able to/attend meeting on Thursday 2 She not can/play tennis very well 3 Their children/can speak/Spanish and French/by age of ten 4 You/be able to/run marathon in July if you train regularly 5 You/be able to/earn good salary/when pass your exams 6 He/not can/swim butterfly stroke at all 7 She/can/play clarinet quite well 8 I/no can/finish the report at work today. I/be/so tired

2 Read the questions in the table below. Then answer them for yourself and two other students, using not at all, not very well, quite well, very well in your answers. Make sure you describe how well you could do it in the past, can do it now and hope you will be able to do it in the future.

Questions You Student 1 Student 2 How well can you have a conversation in English?

How well can you remember your vocabulary in English? Do you use any specific strategies to remember?

Can you do simple DIY jobs in your house?

Can you concentrate on just the present when you try to relax?

Can you run or walk 10K?

Can you cook a starter, main course and dessert for six people?


How well can/could you …?

TEACHER’S NOTES: Aim: to examine and consolidate students’ current knowledge of can,

could and be able to. This worksheet is designed to be used after unit 9.1 to make the link between interviews and talking about abilities.


1 Tell students they have to construct complete sentences using can, could and be able to and the cues 1-8. If necessary do the first one with them as an example. Check answers with the class.

Answers: 1 He won’t be able to attend the meeting on Thursday. 2 She can’t play tennis very well. 3 Their children could speak Spanish and French by the age of ten. 4 You’ll be able to run the marathon in July if you train regularly. 5 You’ll be able to earn a good salary when you pass your exams. 6 He can’t swim butterfly stroke at all. 7 She can play the clarinet quite well. 8 I couldn’t finish the report at work today. I was so tired.

2 This is a free speaking activity for students giving them the chance

to use the grammar from unit 9.2 through answering personalised questions and asking other students too. If they enjoy the activity, get them to add questions of their own using the target language. Monitor discreetly - you can note down any common errors to report back on the board at the end of the activity. Ask the students to report their findings to the rest of the class. Write the errors on the board and encourage students to correct them before giving the answers.


Make or do? 1 Fill in the gaps in the sentences 1-8 with make or do in the correct tense.

1 She wrote out her CV very quickly, and she thinks she ________ some mistakes.

2 His employer wanted to know if he could ________ business with the media industry.

3 They found it very difficult ________ a decision on which candidate to offer a job to.

4 She was an excellent pupil and always ________ her homework on time.

5 The sales rep asked his colleague to ________ him a favour. 6 You can only ________ your best in an interview. 7 Her employee knew he had to ________ more money to get a bonus. 8 The receptionist ________ an appointment for Mr Greenwood to see

the doctor.

2 Read the following questions 1-6.

Work in pairs. Take turns to ask and answer the questions. Ask follow up questions to find out more information if you want to.

1 When was the last time you did someone a favour?

2 Would you like to do research in a certain subject? Which subject?

3 Do you always do your English homework on time?

4 When was the last time you had to make a complaint? What was it about?

5 Do you think it's important to make money? Why or why not?

6 Do you find it hard to make a decision or are you very quick to make decisions?


Make or do?

TEACHER’S NOTES: Aim: to consolidate key vocabulary make/do. This worksheet is

designed to be used in conjunction with unit 9.2. Time: 40 minutes maximum Materials: photocopies of the worksheet for each student.

1 Tell students they have to use the correct form of the verb, as well

as deciding whether to use make or do. If necessary do the first one with them as an example. Give students time to compare their answers and the opportunity to peer correct before eliciting the answers from the class.

Answers: 1 made 2 do 3 to make 4 did 5 do 6 do 7 make 8 made

2 This is a free speaking activity and designed to get students using make or do in context as well as listening to responses and noting down important points. Monitor the activity and note down interesting facts yourself, so you can do a teacher/class activity at the end where you ask certain students to relate one of their partner’s answers if appropriate/fitting.


Past Passives 1 Complete sentences 1-8 with a verb from the box below in the Past

Simple Passive.

offer make catch make do award run pay

1 The thief __________ by a police officer.

2 The job __________ to the last candidate they interviewed.

3 This evening dress __________ by a famous fashion designer.

4 I think the appointment __________ by your husband.

5 Extensive research __________ to find out if there was a cure for the disease.

6 The company __________ by my father until last year.

7 The firefighter __________ a medal for his bravery.

8 All the staff were so pleased that they __________ a bonus for all their hard work.

2 Correct the mistakes in the following Past Simple Passive sentences.

1 Her secretary is promoted last week.

2 The lawyer was gave a very difficult case to defend in court.

3 The managing director was impress by the excellent CVs he received for the job.

4 Our sales reps was given a salary rise for working such long hours.

5 The interviews were hold at our head office.

6 The factory was ran by a fantastic manager.

7 Luckily no money was stole from the till during the attempted robbery.

8 Nothing was did to help us at the airport.


Past Passives

TEACHER’S NOTES: Aim: to provide further practice of the Past Simple Passive using key

vocabulary from the unit. This worksheet is designed to be used in conjunction with unit 9.3.


1 Ask students to complete the sentences using the verbs in the box.

Remind them that they need to use the Past Simple Passive. Give students time to compare answers, then check them with the class.

Answers: 1 The thief was caught by a police officer. 2 The job was offered to the last candidate they interviewed. 3 This evening dress was designed by a famous fashion designer. 4 I think the appointment was made by your husband. 5 Extensive research was done to find out if there was a cure for the disease. 6 The company was run by my father until last year. 7 The firefighter was awarded a medal for his bravery. 8 All the staff were so pleased that they were offered a bonus for all their hard work.

2 Tell students to imagine they are a teacher who has to correct the sentences. Give students time to compare their answers and correct each other’s work if necessary before checking the answers with the class.

Answers: 1 Her secretary was promoted last week. 2 The lawyer was given a very difficult case to defend in court. 3 The managing director was impressed by the excellent CVs he received for the job. 4 Our sales reps were given a salary rise for working such long hours. 5 The interviews were held at our head office. 6 The factory was run by a fantastic manager. 7 Luckily no money was stolen from the till during the attempted robbery. 8 Nothing was done to help us at the airport.

Total English


Unit 10


Name that animal!

1 Answer the following quiz questions.

1 What is the name of this eight-legged insect? Are you afraid of them? 2 If you are moving very silently, we say you are as quiet as a _ _ _ _ _. 3 You might see this black and white animal if you go on a safari? 4 There is a film about this reptile and it’s called Anaconda. What is the

name of the reptile? 5 When you are really hungry and are eating lots and lots, we can say you

are eating like a _ _ _ _ _. 6 This black and white animal gives us milk. 7 This jungle animal has a very loud roar! 8 If you are able to do two things that need to be done at the same time,

you can say you have killed two _ _ _ _ _ with one stone. 9 Oh dear, she’s told them the secret … she let the _ _ _ out of the bag. 10 Lyn: I’m so upset that it’s all finished with my boyfriend…

Lyn’s mum: Never mind, darling. There are plenty more _ _ _ _ in the sea. 11 It’s just, non-stop: you get up early, go to work, come home, go to bed,

get up, go to work with no real break. I really am part of the _ _ _ race…. 12 Lots of people like to keep these animals as pets - they often bark and

they like going for walks! 13 These animals are often bred to race. They are big with four legs and

beautiful eyes. 14 These household pets love milk, fish and sleeping in their baskets. 15 They are very large mammals, and they live in the sea.

2 Compare your answers with your partner.

3 Discuss the questions 1-3 below in pairs.

1 Which of the above animals is your favourite? Which characteristics do you like of your chosen animal?

2 Which of the animal idioms do you like best? Why? 3 Are any of the animal idioms similar to ones in your own language?

Which ones?


Name that animal!

TEACHER’S NOTES: Aim: to use have fun consolidating animal vocabulary. This worksheet

is designed to be used in conjunction with unit 10. Time: 30-40 minutes Materials: photocopies of the worksheet for each student.

1 This quiz is based on the key vocabulary from the Students’ Book

unit 10, page 103. Students should work alone because they will have a chance to compare their answers at the end. Emphasise that they shouldn’t refer to their books at this stage.

2 Ask students to compare their answers in pairs. Encourage them to

work together to answer the questions if they are finding it difficult, before consulting their Students’ Books. This will also give them the opportunity here for students to have a quick chat about whether these insects scare them. Check answers with the class.

Answers: 1 a spider 2 mouse 3 a zebra 4 a snake 5 horse 6 a cow 7 a lion 8 birds 9 cat 10 fish 11 rat 12 dogs 13 horses 14 cats 15 whales

3 Encourage students to discuss the questions in as much detail as possible, particularly with the first one (which is their favourite animal?) to make the exercise as challenging as possible. Go around the class monitoring to give help with any difficult vocabulary. If there are any idioms in their own language that they would like to know the equivalent of in English, try to answer these questions if possible. Get feedback from the various pairs.


Sort out those phrasal verbs! 1 The following sentences all contain phrasal verbs, but there is a mistake

in each one with the phrasal verb. Find the mistakes.

1 I loved going to stay at my grandmother’s when we were children. She always looked on us really well.

2 My parents set me a really good example of how to live my life. I have always looked down to them.

3 I couldn’t believe it this afternoon - we were out shopping and my daughter picked to a £20 note on the pavement!

4 When she grows across, she wants to be a doctor. 5 They both really took up swimming - they loved it immediately. 6 She was brought to by her grandparents. 7 I don’t get with her at all. She’s too confident. 8 We came to a beautiful old church while we were walking through the

fields.

2 Now fill in the gaps in the following story.

I have always ________ (1) up to an old friend of mine. She is three years older than me, and has always given me good advice on any problems I’ve had. My sister ________ (2) on with her very well, and we all often go to the cinema together. My friend who is called Maria, is now twenty-five years old, married and has a small baby. She has ________ (3) to motherhood brilliantly and loves spending time with her little boy. Maria and her husband want the little boy to ________ (4) up in the country where there are lots of things to do outside. Last week, they ________ (5) across a perfect cottage for them situated in a small country village. They are going to buy it as Maria’s brother lives nearby, and Maria ________ (6) after her nephew once a week. The whole family ________ (7) on with each other very well, so they are pleased that Maria and her brother will be living so close to each other. It’s so lucky that Maria ________ (8) up a brochure about cottages in the country recently!

3 Look at the eight phrasal verbs below. Check you know what they mean. look up to get on pick up take to bring up grow up look after come across

Work with your partner to make up a short story of your own using all the phrasal verbs in the box.


Sort out those phrasal verbs!

TEACHER’S NOTES: Aim: to consolidate new phrasal verbs from the unit. This worksheet is




Answers: 1 a) She always looked after us really well. 2 I have always looked up to them. 3 we were out shopping and my daughter picked up a £20 note on the pavement! 4 When she grows up, she wants to be a doctor. 5 They both really took to swimming - they loved it immediately. 6 She was brought up by her grandparents. 7 I don’t get on with her at all. She’s too confident. 8 We came across a beautiful old church while we were walking through the fields.

2 Ask students to complete the story. Check answers with the class.

Answers: 1 looked 2 gets 3 taken 4 grow 5 came 6 looks 7 get 8 picked

3 After a lot of controlled practice, this exercise aims to get the students choosing how they want to use the phrasal verbs. Ask students to complete their stories using all eight phrasal verbs. If anyone has problems starting, write some possible themes for their short story and tell them at the least, they only need to write approximately eight sentences (around eighty words). Possible themes: a day out at the zoo, a big city, the seaside, holidays, food, an outing to a restaurant, relationships, growing up, friendships…. Go around the class monitoring and give assistance if necessary. Get feedback from various pairs.


Countables and uncountables 1 Read the following sentences and fill in the gaps using the words/phrases

in the box below.

a few any bit any bit many a lot of much any

1 I need ________ old newspapers to put on the floor when I'm decorating.

2 Can you give me a ________ of advice about this job application please?

3 Have you got ________ cheques? I haven't got ________ money.

4 I haven't heard from James for ages. I'd like to have a ________ of news from him at some point!

5 You're lucky: most of the jobs in the garden have been done! There aren't ________ jobs left for you to do - only one or two!

6 I'm really pleased. I've got ________ money to spend on holiday.

7 I'm afraid I haven't got ________ information about this situation.

8 Are there ________ animals in the book you're reading?


1 I didn't find many information on that website.

2 Have you much money in your purse?

3 She didn't do many work at the office today.

4 I need few sweets for the children.

5 I don't have much cheques left in my cheque book.

6 She needs a lot flowers to fill that vase.

7 I need bit of information about this person.

8 Can you give me some advices about travelling to that area please?


Countables and uncountables

TEACHER’S NOTES: Aim: to consolidate countable/uncountable nouns. This worksheet is


1 Ask students to complete the sentences using the words/phrases in

the box. Check answers with the class.

Answers: 1 a few/a lot of 2 bit 3 any/any 4 bit 5 many 6 a lot of 7 much/any 8 any


Answers: 1 I didn't find any/much information on that website. 2 Have you any money in your purse? 3 She didn't do any/much work at the office today. 4 I need a few sweets for the children. 5 I don't have many cheques left in my cheque book. 6 She needs a lot of flowers to fill that vase. 7 I need a bit of information about this person. 8 Can you give me some advice about travelling to that area please?


‘The’ is the name of the game 1 Read the following sentences and mark them (C) if they are correct and

(I) if they are incorrect.

1 I met Jo's two sisters last night. The youngest one is very funny! ___ 2 English people often drink the tea with cold milk. ___ 3 Are you having the lunch at midday today? ___ 4 We stayed at a wonderful resort on the south of the island. ___ 5 Flight to Australia from the UK will be very long and quite tiring. ___ 6 Eiffel Tower is one of the tallest buildings in Paris. ___ 7 The house next to that one is for sale. ___ 8 There are the elephants and zebras in the safari park. ___

2 Write four sentences of your own using the definite article incorrectly.

_________________________

_________________________

_________________________

_________________________

3 Exchange papers with your partner and correct each other’s mistakes.

4 Can you add the where it needs to be added in the following extract? The is missing twelve times.

We all had a great day at safari park. There were lots of beautiful animals, and we liked sea lions in particular - they were really funny! My little sister liked bears, but we told her that these bears are very different to her teddy bears at home. At lunchtime we had a picnic next to a lake in middle of the safari park. There were lots of flowers and trees all around picnic spot. After lunch, we went along to dolphin pool as they were doing a display at 2pm. Display was very entertaining, and dolphins seemed very friendly. Around 4 o'clock we started to think about going home. We had to find car park first. At last, we found a sign, which directed us to car park. When we got to car, everyone felt very tired, but we'd all had a great time. I'm looking forward to going to safari park again!

1 2 3 4 5 6 7 8 9 10


‘The’ is the name of the game

TEACHER’S NOTES:

Aim: to consolidate and provide further practice of the definite article. This worksheet is designed to be used in conjunction with unit 10.3.

Time: 40 minutes maximum Materials: photocopies of the worksheet for each student. 1 Tell students they have to discover which sentences contain the

mistakes. Ask them to mark the correct sentences (C) and the incorrect ones (I). Give students time to compare their answers and correct each other’s work if necessary before checking the answers with the class.

Answers: 1 C 2 I English people often drink tea with cold milk. 3 I Are you having lunch at midday today? 4 C 5 I The flight to Australia from the UK will be very long and quite tiring. 6 I The Eiffel Tower is one of the tallest buildings in Paris. 7 C 8 I There are elephants and zebras in the safari park.

2 This exercise gives students the chance to study the correct use of the definite article again. Suggest they use the sentences from Ex. 1 as a model. Contrary to popular belief this should sharpen up their accuracy on the definite article.

3 Ask students to exchange their papers and correct each other’s sentences. Monitor carefully to ensure the definite article is being used appropriately. Get feedback from various pairs.

4 Tell students to imagine they are a teacher who has to correct the sentences. Give students time to compare their answers and make corrections if necessary, before checking the answers with the class.

Answers: line 1 the safari park line 2 the sea lions, the bears line 3 in the middle of line 5 the picnic spot, the dolphin pool line 6 the display, the dolphins line 8 the car park, the car park line 9 the car line 10 the safari park


Total English


Unit 11


Name that word! 1 Answer the following quiz questions.

1 This type of holiday is in a tent.

2 This holiday is by the sea.

3 If you go to another country, you go _ _ _ _ _ _.

4 When you decide to go on holiday tomorrow or a day soon after that, you get a _ _ _ _ _ _ _ _ _ _ deal.

5 This is the verb that describes what you do when you take everything out of your suitcase.

6 If you don’t stay in a hotel, but choose an apartment/villa, you go _ _ _ _ -_ _ _ _ _ _ _ _.

7 This active holiday is usually in the winter and it’s snowing.

8 If you do the opposite of number 4, you OOKB YLARE. Unscramble the anagram.

9 If you need a car on holiday, you TENR A RAC. Unscramble the anagram.

10 Do you like looking at all the local places of interest? Then you like this holiday pursuit beginning with an ‘s’.

11 What is the verb that describes enjoying the sun on the beach?

12 When I go on holiday I like to use the _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ to get around because it is more interesting.

2 Unscramble the following anagrams. They are all connected with greetings and presents. Then write a sentence using each word.

1 OBW _____ ____________________________________

2 SIKS _________________________________________

3 EVAW _____ ____________________________________

4 SDNAH EKAHS _____ ____________________________________

5 EKAHSDNAH _____ ____________________________________


3 Compare your answers for Ex. 1 and 2 in pairs and correct the mistakes.

Name that word!

TEACHER’S NOTES: Aim: to consolidate the unit’s key vocabulary. This worksheet is

designed to be used in conjunction with unit 11. Time: 40 minutes maximum Materials: photocopies of the worksheet for each student. 1 This quiz is based on the key vocabulary from the Students’ Book

unit 11, page 113. Students should work alone and shouldn’t refer to their books.

Answers: 1 camping 2 beach 3 abroad 4 last minute 5 unpack 6 self-catering 7 skiing 8 book early 9 rent a car 10 sightseeing 11 sunbathe 12 local transport

2 Explain students need to unscramble the words/phrases first. They then have to use these words/phrases to write five complete sentences. Tell students that they can change the verb tense if necessary. Go around monitoring to check students are using the words/phrases correctly.

Suggested answers: 1 You need to bow if you meet a business colleague in Asia. 2 When I see my mother we kiss each other on both cheeks. 3 I had to wave my friend goodbye when she left on the bus. 4 Do you shake hands when you meet people? 5 They say a handshake can tell you a lot about the person.

3 Ask students to compare their answers for EX. 1 and 2 in pairs and

tell them to correct any mistakes. Suggest that they use the Students’ Book unit 11, page 113 for help if they are finding it difficult. Check answers with the whole class.


Just, yet or already? 1 Unscramble sentences 1-8 by putting the words in the correct order.

1 work he’s to go to just left

2 started making she’s already cake the

3 found they haven’t house a buy to yet

4 our lunch just we’ve eaten

5 have the children been already swimming pool in the

6 tried I haven’t new the Spanish restaurant yet

7 deal last-minute a he’s got just

8 holiday her for packed already she’s

2 Look at the following list of things to do.

brush teeth have breakfast use my mobile phone

buy something have dinner watch TV

use public transport have a cup of tea/coffee

Now think about your day so far. For each of the ‘to dos’ above write down whether or not you have done them using the present perfect simple with just, yet or already.


Just, yet or already?

TEACHER’S NOTES: Aim: to provide further practice of Present Perfect Simple with just,

yet and already. This worksheet is designed to be used in conjunction with unit 11.1.


1 Explain students need to unscramble the sentences by putting the

words in the correct order. If necessary do the first one with the class as an example. Give students time to compare their answers and correct each other’s work if necessary before checking the answers with the class.

Answers: 1 He’s just left to go to work. 2 She’s already started making the cake. 3 They haven’t found a house to buy yet. 4 We’ve just eaten our lunch. 5 The children have already been in the swimming pool. 6 I haven’t tried the new Spanish restaurant yet. 7 He’s just got a last-minute deal. 8 She’s already packed for her holidays.

My ‘to do’ list: 1 __________________________________________________________ 2 __________________________________________________________ 3 __________________________________________________________ 4 __________________________________________________________ 5 __________________________________________________________ 6 __________________________________________________________ 7 __________________________________________________________ 8 __________________________________________________________


2 This is aimed at getting students to write their own sentences in the Present Perfect Simple relating to their day so far. Hopefully most things on the list are everyday occurrences, so students shouldn’t have any trouble using either yet, already or just in their replies. Monitor to check students are using the target language and give assistance if necessary. At the end, ask students to compare their answers in pairs. Get feedback from the class.


Verbs plus an object or two 1 Fill in the gaps in sentences 1-8 using the verbs in the box below.

give owe lend write bring promise teach send

1 He __________ her a lot of money.

2 They __________ me some delicious chocolates when I left my job.

3 She __________ me some gorgeous flowers for my birthday.

4 We __________ the children a day out at the zoo today didn’t we?

5 I ____________ a long letter to my friend in Australia this morning.

6 He ___________ us English.

7 Have you _________ me a cup of coffee??

8 I _________ her the book to read because she hadn’t read it.

2 Write your own sentences using the prompts below and a verb with two objects. Try to use the Present Perfect Simple if you can.

1 write/letter to someone

_______________________________________________________

2 tell/someone something

_______________________________________________________

3 buy/someone something

_______________________________________________________

4 show/someone something

_______________________________________________________

5 bring/someone something

_______________________________________________________

6 teach/someone something _______________________________________________________


Verbs plus an object or two

TEACHER’S NOTES: Aim: to consolidate verbs with 2 objects. This worksheet is designed

to be used in conjunction with unit 11.2. Time: 30 minutes maximum Materials: photocopies of the worksheet for each student.

1 Ask students to complete the eight sentences using the verbs in

the box. Check answers with the class.

Answers: 1 owed 2 gave 3 sent 4 promised 5 wrote 6 taught 7 brought 8 lent

2 This is aimed at getting students to think about how the verb + two objects work in practice by writing their own sentences. You could suggest that all the sentences revolve around the unit theme of travel so that the sentences link up. Allow students time to compare their answers with a partner before checking them with the class.

Suggested answers: 1 We’ve just written a letter to the travel company to ask to rent a car on holiday. 2 I’ve already told Martha the price of the last-minute deal. 3 I haven’t bought Johnny a sunhat for our beach holiday yet. 4 We’ve just shown the children a picture of the self-catering apartment we’re staying in. 5 She’s already brought me the bottle of water, thanks. 6 They’ve taught the same people Italian for years.


Places 1 Use the Past Perfect Simple and the cues in brackets to complete the

following sentences.

1 By the time we got into the car, it _________ (stop) raining.

2 As soon as she unpacked her suitcase, she realised she _________ (forget) to pack her pyjamas.

3 We told him we _________ (go/already) to the supermarket.

4 When I _________ (finish) my English homework, I switched the TV on.

5 _________ you _________ (go) to that restaurant before yesterday?

6 As soon as I started sunbathing, I realised I _________ (not/bring) my suncream.

7 By the time, we arrived at the party, some people _________ (already/left).

8 I told my friends I _________ (shake hands) with a famous person at the film premiere.

2 Think of a place you have travelled to within the last five years. It could be a city, countryside, a beach, a historical site or a mountain/lake area. Use the categories in the box below to plan your description.

food transport weather

people shopping city/countryside

your lasting impression cultural things to do

Choose five or more that are appropriate for describing your chosen place. Write a descriptive paragraph using the categories you have chosen giving as much information as possible about your chosen place. Use the Past Perfect Simple if you can.

3 Read your description to your partner. Can they guess where your place is? Have they ever been there? Would they like to go?


Places

TEACHER’S NOTES: Aim: to provide further practice of the Past Perfect Simple and the can

do: write about a place you have travelled to. This worksheet is designed to be used in conjunction with unit 11.3.


1 Tell students they have to construct complete sentences using the

Past Perfect Simple and the cues 1-8. If necessary do the first one with them as an example. Check answers with the class.

Answers: 1 had stopped raining 2 had forgotten 3 had already been 4 had finished 5 had/been 6 hadn't brought 7 had already left 8 had shaken

2 This is a creative writing exercise for the students - they have the

framework of a plan by using the themed categories to structure their piece of writing. Encourage them to think of the words they want to use for each category before they start writing. Monitor to check use of Past Perfect Simple. They don't have to overuse it, but at least three uses would be ideal.

3 Ask students to work in pairs and to take turns to read their

descriptions to each other. Encourage them to peer correct if necessary and to ask follow up questions. Give them time to discuss the places before getting feedback from the various pairs.

Total English


Unit 12


Money and education

1 Read the following clues and then fill in the crossword.

Across: 1 You do this on money that you have borrowed if you can't pay it all back at once 3 This is the name given to a child studying at primary school. 5 I've opened a bank account, so that I can _ _ _ _ some money. 6 If you take money out of an account, you do this. 7 This is the name given to a person who is studying. 9 You are in an English one of these at the moment. 11 I didn't do at all well in my exam. I can’t believe I got a _ _ _ _! 13 This verb describes how much money you get from your work each month; how much

money you _ _ _ _. 15 If you don't have enough money, and ask someone to (12 down) you some, you _ _ _ _

_ _ money.

Down: 2 This person is helping you to learn English. 4 If you get a good mark in an exam, you _ _ _ _. 6 You can _ _ _ a race/you could _ _ _ the lotto/you can _ _ _ a prize. 8 If you would like to follow a further education degree you can apply to one of these. 10 When you go out shopping and buy lots of things you _ _ _ _ _ money. 12 I need some money. Can you _ _ _ _ me some please? 14 How much does this _ _ _ _ ?

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

2 In pairs, make up sentences using the words from the crossword.


Money and education

TEACHER’S NOTES: Aim: to consolidate money and education key vocabulary from the

unit. This worksheet is designed to be used in conjunction with unit 12.


1 Ask students to complete the crossword using the clues 1-15.

Check answers with the class.

Answers: 1 (Across) pay interest 2 (Down) teacher 3 (Across) pupil 4 (Down) pass 5 (Down) save 6 (Down) win 7 (Across) student 8 (Down) university 9 (Across) lesson 10 (Down) spend 11 (Across) fail 12 (Down) lend 13 (Across) earn 14 (Down) cost 15 (Across) borrow

2 Ask students to make up sentences as many sentences as possible

within a given time limit, using the words from the crossword in Ex. 1. Go around the class monitoring and ask the students with the most/best sentences to read them out to the rest of the class.


If I could, I would 1 Correct the mistakes in the following sentences.

1 If I go to college when I'm older, I'd study medicine.

2 If I failed my English exam, I study harder next time.

3 If I be a teacher, I'd teach English.

4 If he waits for her, she'd come back.

5 If they argue more often, they wouldn't have so many big rows!

6 If that dog belonged to me, I really look after it.

7 If that brilliant new footballer played for our team, it be fantastic!

8 If I earn a better salary, I'd like to travel to more places.

2 Complete the following sentences using the Second Conditional.

1 If I got a well paid job in the financial market, …

2 If I was a university professor, …

3 If I failed an important exam, …

4 If I argued with a close friend or family member, …

5 If I had £500 to spend by the end of today, …

6 If I saw a famous person who I really admire in the street, …

7 If I only worked 10 hours a week, …

8 If I was given a free day at a health spa, …

3 Read your sentences again to check they are correct and you have said everything you'd like to. Now ask your partner questions about their sentences in Ex. 2 using Second Conditional questions for each one. E.g.

What would you do if you got a well paid job in the financial market?

Find out as much information as you can by asking follow up questions.


If I could, I would

TEACHER’S NOTES: Aim: to consolidate and provide further practice of the Second

Conditional. This worksheet is designed to be used in conjunction with unit 12.1.




Answers: 1 If I went to college when I'm older, I'd study medicine. 2 If I failed my English exam, I'd study harder next time. 3 If I was a teacher, I'd teach English. 4 If he waited for her, she'd come back. 5 If they argued more often, they wouldn't have so many big rows! 6 If that dog belonged to me, I'd really look after it. 7 If that brilliant new footballer played for our team, it'd be fantastic! 8 If I earned a better salary, I'd like to travel to more places.

2 This is a freer writing activity and designed to give students more practice using the Second Conditional. Go around monitoring to ensure students are using the target language correctly.

3 Give students time to read through their work and make any necessary corrections before putting them in pairs. Students then take turns to listen to each other’s sentences. Encourage them to ask follow up questions. Get feedback from the various pairs at the end of the activity.


What did they say? 1 Put the following sentences into reported speech using the verbs in

brackets.

1 Ariane: I apologise for my bad behaviour earlier on today. (tell) 2 Pete: Anna is earning a really good salary in her new job. (tell) 3 Lily: Dad's gone home. (say) 4 Michael: I think he's finished his English lesson now. (tell) 5 Jemma: I'll borrow some money from my sister for the concert. (say) 6 Tim: I've never argued much with my brother. (say) 7 Rose: I don't like borrowing money from people. (tell) 8 Sue: Kim is working at the university until December. (say)

2 Change the following reported speech sentences into direct speech. Try to think about what the person actually said.

1 He told me that he really wanted to study French at university. 2 She said that he had worked in the bank since last summer. 3 They told me that he was studying to retake some exams. 4 I said that I was going to the gym. 5 You told me you didn't like horror movies! 6 She said she would contact him. 7 They said they didn't argue with each other at all. 8 She told me that she'd played for the Blues tennis club for six years.


1 How do you think that we perceive people who have lots of money in our society?

2 If you could choose, which three professions would earn the most money? Why?

3 How important is it to you to save money? Or do you prefer to spend the money you have?

4 If you had some extra money to buy something special for two of your friends, what would you buy them? Why?

4 Report back to the class in brief on your partner's responses using reported speech for each of the questions from Ex. 3.


What did they say?

TEACHER’S NOTES: Aim: to consolidate reported speech. This worksheet is designed to be

used in conjunction with unit 12.2. Time: 40 minutes maximum Materials: photocopies of the worksheet for each student. 1 Tell students they have to convert the sentences into reported

speech. If necessary do the first one with them as an example. Check answers with the class.

Answers: 1 She told me that she apologised for her bad behaviour earlier on today. 2 He told me that Anna was earning a really good salary in her new job. 3 She said that her Dad had gone home. 4 He told me that he thought he'd finished his English lesson now. 5 She said that she would borrow some money from her sister for the concert. 6 He said that he'd never argued much with his brother. 7 She told me that she didn't like borrowing money from people. 8 She said that Kim was working at the university until December.

2 In this exercise, students have to convert the reported speech into direct speech. Encourage them to make it sound as natural as possible. If necessary do the first one with them as an example. Check answers with the class.

Answers: I really want to study French at university. 2 He has worked in the bank since last summer. 3 He's studying to retake some exams. 4 I'm going to the gym. 5 I don't like horror movies. 6 I'll contact him. 7 We don't argue with each other at all. 8 I've played for the Blues tennis club for six years.

3 In pairs students discuss the four questions.

4 Ask the students to report back to the class what their partner said using reported speech. Give error correction and feedback to round


up the activity at the end.


Both, neither or either? 1 Complete the following sentences with both, neither or either.

1 __________ cars are very expensive.

2 __________ of us wanted to go to the restaurant.

3 Would __________ of you like to come out in the car?

4 She's __________ sociable and sensitive.

5 He plays __________ tennis nor squash.

6 I haven't seen __________ of those pots for ages.

7 __________ of my brothers work in the city.

8 __________ of them want to go bowling.


1 I haven't seen neither of them since last week.

2 She speaks either Spanish nor French.

3 I like either of them.

4 She's either intelligent and witty.

5 Both of them is married.

6 I don't like both jackets.

7 Either of them came to our party.

8 I want to buy either bags! 3 Write five sentences with both, neither or either of your own. Then

exchange your sentences with your partner’s and correct each other’s.

1 _______________________________________________________

2 _______________________________________________________

3 _______________________________________________________

4 _______________________________________________________

5 _______________________________________________________


Both, neither or either?

TEACHER’S NOTES: Aim: to provide further practice of both, neither or either. This

worksheet is designed to be used in conjunction with unit 12.3. Time: 40 minutes maximum Materials: photocopies of the worksheet for each student.

1 Ask students to complete the sentences using both, neither or either.

Check answers with the class.

Answers: 1 both 2 neither 3 either 4 both 5 neither 6 either 7 both 8 neither


Answers: 1 I haven't seen either of them since last week. 2 She speaks neither Spanish nor French. 3 I like neither/both of them. 4 She's both intelligent and witty. 5 Neither of them is married. 6 I don't like either jackets. 7 Neither of them came to our party. 8 I want to buy both bags!

3 Ask students to write five original sentences using both, neither or either. Then ask them to exchange their papers with their partner’s to make any necessary corrections. Get feedback from the class.

Pre-intermediate

This photocopiable has been downloaded from www.longman.com/totalenglish© Pearson Education 2006

DVD Transcript

Unit 1 - London

Narrator:Most Londoners are still asleep when work begins in the city’s ancientmarkets. The streets are empty in the early morning, so it’s the best time tomake deliveries.

It’s an hour or two later and office workers are arriving from the suburbs. Morethan three million people travel into London everyday. Tourists soon appear,keen to take a ride on the London Eye or visit museums and famous sites likeThe Tower of London before they become too busy.

You always know what time it is if you’re near Westminster. The clock towerbell called Big Ben chimes every quarter hour.

By ten o’clock in the morning the shops along Oxford Street are open forbusiness. You can find some of London’s most famous shops along thisstreet. Nearby is Covent Garden, a lively neighbourhood with trendyboutiques and market stalls.

It’s now eleven thirty in the morning and crowds are waiting outsideBuckingham Palace for the changing of the guard. It’s a tradition that goesback hundreds of years.

Londoners stop for lunch at about one o’clock. You might want to sit down toa traditional roast beef dinner at London’s oldest restaurant.

The river is like a highway. Tourist boats run up and down the Thamespassing landmarks like the Houses of Parliament and St Paul’s Cathedral. Itcan rain any day of the year in London, so be prepared for wet weather. Ifyou’re lucky, you might see Tower Bridge opening to let a large boat passthrough.

People visit London’s green parks in the afternoon to walk or just sit for awhile and relax.

The famous Swiss clock on Leicester Square tells you that it’s five o’clock.This is the time that London’s evening rush hour begins.

Theatres open in the West End at about seven thirty. Many of the world’s bestloved plays and musicals were first staged here. Restaurants are busy at thistime of night and so are the cinemas. Londoners don’t stop having fun when

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the pubs and restaurants close. From about eleven o’clock people startqueuing outside the clubs. London is a city that never sleeps.

Unit 2 - Summer holiday

Don: We’re going where the sun shines brightlyWe’re going where the sea is blueWe’ve seen it in the moviesNow let’s see if it’s true…..oo..Everybody has a summer holidayDoing things they always wanted toSo we’re going on a summer holiday

To make our dreams come true ..oo..ooFor me and you….

Don: I’ve got it!Steve: Got what?Don: This bus………London Transport said OKCyril: OK?Edwin: OK to what?Don: OK to use this bus for transport on a holiday! …They’re with it!Cyril: With what?Don: With the plan I outlined to them today!Edwin: What plan?Cyril: Yes, that’s right. What plan?Don: If we can do it once, they’ll back us all the way!Steve: Look can you explain in words of one syllable exactly what you’re

talking about?

Don: Listen you nut. I persuaded London Transport to lend us this old bus.We’ll fix it up like a mobile hotel. This year we live in it, take it to thesouth of France. Then next year we’ll be ready to take payingpassengers! The sky’s the limit.

S, C & E: Great.Don: We’re all going on a summer holiday

No more working for a week or twoFun and laughter on our summer holidayNo more worries for me or youFor a week or twoWe’re going where the sun shines brightlyWe’re going where the sea is blueWe’ve seen it in the moviesNow let’s see if it’s trueEverybody has a summer holidayDoing things they always wanted toSo we’re going on a summer holidayTo make our dreams come true

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For me and you

Unit 3 - Jamie Oliver

Narrator:Jamie Oliver is one of the most popular chefs on British Television. He’sfamous for his recipes, his restaurants and his informal style. In thisprogramme he drives down to the south west of England with friends from hisrestaurant. And while they’re having fun on the beach, he cooks a salmon withfresh herbs.

Jamie:I’ve got this beautiful big salmon. Look at that. It’s a really fantastic way ofcooking fish - fish in general really, but salmon’s ideal because it’s slightly oily.You wrap it up in paper and cook it on the Barbie and you get that slightlysmoked flavour going through it, which is just like, ideal. So what I’m gonna dois put a bit of salt and pepper inside and outside the fish.Right. And I got some fennel seeds, and they’re great with fish and makethem taste fantastic. Um... good with chicken as well. You just sprinkle themover the whole thing. So once you done that… I got some nice herbs, and Itell you what, I got a serious amount of herbs. And… what’s …is you get anice bit of everything everywhere. And you wanna stuff that right inside thesalmon, it’s gonna steam straight through the inside of the fish. And I’m gonnaput a layer of herbs on the bottom and I’m gonna plonk the fish on top of that.

I’m going to put the herbs along the top like this. So, basically, it’s not sittingon paper, it’s sitting on herbs. I’ve got some lemons here. Just slice up yourlemons… flick them over the top. Get some, put them in the middle. Just copywhat you’ve done with the herbs really. And then put some underneath it aswell.And then, what you’ve got to do is wrap it up like, literally like, a Christmaspresent. So what I’ve got to do now is wet it to stop it burning too quick. Sojust get it really wet…

Friend:How you going mate? Lookin’ good.

Jamie:Nice one Danny boy. ‘Ere listen. Take that!………. Nah, that didn’t get ‘imwet…. Haha…..

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Unit 4 - Surviving in the Sahara

Ray:Desert covers a fifth of the earth’s surface, and of all the deserts, the Saharais by far the biggest. You could fit the whole of Europe in and still have roomto spare. And it’s a tough place to survive with temperatures hitting fiftydegrees centigrade and some parts that haven’t seen rain for years.

Such a difficult place. You might well ask the question, why come here in thefirst instance? Well, the answer to that is quite simple. The desert is one of themost beautiful and stunning places on earth and the solitude here, well, that’spoetic.

The first rule of desert survival is always stay with your vehicle. The secondrule? Get in the shade.

I always carry a parachute with me because they’re ideal for creating shelter.And that’s another reason why you should always stay with your vehicle. It’snot just the most visible thing you’ve got, it’s a huge emergency kit.

Right, that’s the shade arranged. What I’ve done is, I’ve taken the parachuteand I’ve doubled it to create this air space here. That helps make veryeffective insulation from the sun’s rays. But of course, the sand is incrediblyhot, so what I need to arrange now, is something to sit on.

The great thing about land rovers is that you can easily lift out the seats. Justwhat I need.Well, that’s great. Now I’m comfortable. And the important thing about havingshade is that it enables you to think clearly.

If you try to make important decisions about survival under the baking heat ofthe sun, it’s very difficult to make the right one.

So, stay calm, keep your mouth shut and roll your sleeves down. You’ve gotto do everything to conserve moisture.

When it comes to water, you have to be sensible. You don’t want to overration it, because it’s no good in here, it’s got to be inside you if it’s going tohelp you. So don’t waste it, but do drink it.

Stuck in the desert with your water running out, you need to make sure you’redoing everything you can to help people searching for you. Now the sun’sgoing down I can start to make a sign that can be seen from the air. This Vshape is internationally recognised as a distress signal, but you want to beseen day and night.

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You’ve got to be careful doing this. Keep my eyes open for scorpions. Lastthing I want now is to be stung.

No rubbing stick together now. Use what you’ve got. And the vehicle’s fuel willsave a lot of effort in my attempt to attract rescue.

Now all I’ve got to do is wait for nightfall.

It gets real cold in the desert at night. That’s when one of these Arab jelbabscomes in really useful.

A bit like Obi-Wan Kenobi.

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Unit 5 - On golden pond

Daughter: Heh….oh Mummy!Mother: Oh darling! What a treat. Let me look at you. Oh you’re….Daughter: Where is he?Mother: He’s inside. He’s waiting for you.Daughter: Hello Norman.Norman: Huh?Daughter: Happy Birthday!Norman: Look at you! Look at this little fat girl!Mother: Oh, Norman. You’re as thin as a rake. Isn’t she?Norman: Sure.Mother: Oh….darling, I’m so glad you’re home.Daughter: I didn’t think we were gonna make it. We rented a car that

explodes every forty miles.Norman: Rented a car?Daughter: In Boston.Norman: What sort of car is it?Daughter: I don’t know. Green I think.Mother: Oh, a green car….Norman: What sort of make is it?Daughter: I don’t know.Mother: She doesn’t know Norman. It doesn’t matter.Norman: Of course it doesn’t matter. Just curious.Daughter: Well, I guess I should have looked. Let’s see, it’s er.. Very ugly

and it breaks down a lot.Norman: Ugly and breaks down. Sounds like a nash.Daughter: Yes, well….Mother: Where’s ….your, your friend? You did bring your friend didn’t

you?Daughter: I knew there was something I was forgetting.Norman: That’s still on eh?Daughter: Well, as far as I know…. Come on in, no one’s going to hurt you.Mummy, Norman, this is Billy Ray.Mother: Oh…Billy Ray: How you doin’?Norman: You seem awfully young to be a dentist?Daughter: This is Billy Ray Junior.Norman: Oh… I’m Norman Sayers Junior . Where’s ….?Daughter: His father is trying to park the car.Mother: Well, this is a great surprise. You can call me Ethelbelly and you

can call Norman, Norman.Daughter: Huh, I like your logic Mummy! I’m gonna see if Bill has driven

into the lake.Mother: ….put away some of these things.Billy Ray: I hear you turned eighty today.

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Norman: That what you heard?Billy Ray: Yeah… Man, that’s really old.Norman: Huh, you should meet my father.Billy Ray: Your father’s still alive?Norman: Nah, but you should meet him.

Mother: Isn’t this fun? Norman, why don’t we put Billy in Chelsea’s oldroom and then he can look out at the lake in the morning?

Norman: Why don’t we put him out on a float and he can look at the lakeall night long?

Billy Ray: I’d like that.Mother: I’m afraid you’d be eaten alive by all the bugs!Norman: So?Mother: Norman, take him up. Show him where everything is.Norman: Come on boy.Billy Ray: I just had a birthday too. I turned thirteen two weeks ago.Norman: Huh, we’re practically twins.

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Unit 6 - Around the world

Alison: I lived in Belfast until nineteen ninety-four. Er....so for eighteenyears, until I moved to Scotland to go to university. The peoplein Belfast are very warm and friendly, and they like to laugh a lotand they enjoy telling jokes. In Belfast, I recommend people tovisit the place where the Titanic was built and to learn about itshistory. We also have a famous clock tower in Belfast called theAlbert Clock but it's falling over. I'd like to go back to live thereone day but at the moment it's very easy for me to travel homeand I go home about once a month to visit my family andfriends.

Jennifer: I was born in Erie and I lived there for seventeen years. Myfavourite thing about living in Erie was my friends. Um.. I had agreat circle of friends. Erm.. the weather is very warm in thesummer time.......it can be …er…. incredibly hot and sunny. Andthen in the winter time it can be very cold and usually it snowsbetween October and March, so it's quite a..... change. I don’tthink that I’ll go back and live there – it doesn’t feel like home tome. My parents live there so chances are I’ll be visiting them butI don’t think I’ll be living there.

Kathleen: I lived in Trinidad from the age of three. And I spent all of mychildhood and my teen years there. The weather is.........prettyhot throughout the year... I think there are lots of things that youcan do particularly if you love being in the outdoors. You can goswimming on the beaches or scuba diving or snorkelling. Maybeone day I would like to go back to live there but I can't say at themoment.

Astrid: I lived in Perth all my life until two thousand and two. I loved thesunshine and the beaches, being able to walk along the coast isjust lovely. Sometimes the weather is too hot. That would be themain thing that I didn't like. I would love to go back to Australia.To Perth in particular. It's my favourite place in the whole world.

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Unit 7 - Carry on Doctor

Man: While my assistant passes amongst you with the collection box...., I willdeliver my final message. Look at me, I don't need doctors, I don't needmedicine. And nor will you, if you just think. Nothing, nothing canhappen to me! And believe me, nothing will!AAAGGHH! .......Oh no……..

[In the ambulance…]Man: Oh...., oohhh, aghhh, oh...

AmbulanceMan: Blimey, he's in a hurry!

[In the hospital…]Man: Ah..uh… Who?Nurse: Good morning.Man: Oh, good morning. I'm afraid I must have overslept. What time is it?Nurse: Six o'clock.Man: Six o'clock.........in the morning?Nurse: Yes, that's right. Did you have a good night?Man: I'll let you know when it's over.Nurse: Under the tongue.

Orderly 1: Tea up! Tea!Man: Er! That's not what I would call it!

Orderly 2: Washy time!Man: I don't want washy time! Er....uh.....

Man: Why don’t you just…….. Cow!

Doctor: Thank you nurse. Sorry sister..........Fine, now this isn't going to hurt.Man: AAAAGGHHH! Ahhh oh.............

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Unit 8 - Speed-dating

Darren: I'm Darren Govindasami. I'm twenty seven years old. I'm adentist and during the week, I live in Docklands and I'm backhome in Purley with my family on the weekends.

Kavita: My name is Kavita Sedov. I'm a twenty-four year old ITconsultant and I live in Osterley in West London.

Narrator: Darren and Kavita are both young and single. They don't have agirlfriend or a boyfriend but tonight they're trying a new way tomeet someone special. Speed dating........

Kavita: I'm up for new things........Erm......And I've had failedintroductions in the past. I mean the last few months I've hadquite a lot going on, Errmm and they've not been verysuccessful at all.

Darren: It's the first time I'm doing it, so you can just speak to them for,apparently you can speak to them for about three minutes andthen you get a good idea of whether they interest you or not.

Kavita: And it's a great way of meeting new people cos I'm bored ofmeeting the same people and I think it's quite exciting to meetdifferent people, y'know in the space of one night.

Darren: You're not under any presssure. Apart from the time. You're notunder any pressure. My ideal girl? Should be down to earth,pretty, good sense of humour and in a similar professionalbackground.

Kavita: I'm looking for a guy with immense intellect. I'd like to....er…someone I can have a stimulating conversation with, asapposed to the boring guys that I've been meeting. Someonewith.........someone who can make me laugh.

Narrator: The rules are simple. People can chat for three minutes. Thenthey can complete a card with the other person's name, and tickyes or no.

Compere: Please move on to your next date.Narrator: If two people tick yes, then the organisers exchange their email

addresses.

Kavita: Hello.Darren: Which university did you go to?Kavita: I was at UCL.Darren: Oh, so you know my friends from UCL then.Kavita: Yeah. Oh, one of my favourite restaurants is SSS in Chiswick. I

love Chiswick.Darren: What, what sort of religion are you? Are you..?

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Kavita: I'm Hindu. I'm Hindu Punjabi.Darren: I'm Hindu as well.Kavita: I love chilling at bars, I love eating out, I love my walks in the

park.

Narrator: And the result? They both ticked yes. Success.

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Unit 9 - The interview

Camera: Ahh.. Hi Steve. I said, Hi Steve. I'm up here. Higher. Thesecurity camera Steve. Yes, that's right. The security camera.And I'm talking to you. It's OK. No one else can hear me. Justrelax. Relax. I'm here to help you.

Steve. ......I know you're going to an interview and I know you'renervous about it. Are you properly prepared?

Steve: Look, I don't know what sort of joke this is, but I'm not going totalk to a security camera.

Camera: You can call me Jim. That might be easier for you.Steve: I don't care what your name is. I'm not talking to a security

camera in the street. Who d'you think I am?Camera: You're Steve Morgan. You're a salesman. A good dynamic

salesman. You're going to an interview for a new job and you'rea bit nervous. Because the job description asked for advancedIT skills.

Steve: H-how do you know that? I'm not talking to you.Camera: Steve. I know you're worried about your IT skills. Admit it. You're

wondering if you're good enough for the job.Steve: It's true. IT is my weakest area. It's a real problem. What am I

doing? I'm more nervous than I realised.Camera: I can help with that.Steve: I don't need help.Camera: That's what they all say. Shop assistants, taxi drivers, school

teachers. They don't want to talk to me either.Steve: I don't want help. OK?Camera: OK. So what do you know about the job? How much profit did

the company make last year? How big is their market share?Steve: I don't know what share of the market they have, or how much

profit they made.Camera: So, what do you know about their main competitors? What

about their after sales policy? Their customer care programme?Steve: I don't know anything about that. But........you're right. I'll ask

them about their policy on after sales support and customercare.

Camera: And by the way. You know they deal in retail technology? Well,exactly what sort of products do they sell?

Steve: What are their products? I don't know what they sell. I can'tbelieve it. I don't actually know what products they sell.Ah.....how stupid!

Camera: You're so busy thinking about bonuses and promotion, youhaven't even checked out their product line. You're taking a bigrisk. Walking into an interview as a salesman without actuallyknowing what it is you'll be selling.

Steve: Look, I'm grateful for your help. Now will you please just leave

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me alone. I have to think.........Camera: Are you thinking?Steve: Yes.Camera: What about?Steve: The interview. Interview!

Camera: What is the most important part of an interview? Go on. Tell me.Steve: When they ask you about your relevant work experience, and

academic qualifications.Camera: Wrong! The most important part of an interview is the moment

you enter the room. First impressions are more important thananything else.

Steve: I knew that.Camera: So, you feel positive? Did you practise answering questions out

loud on your own? Just be confident, Steve. Believe in yourself.Be charming. Encourage people to relax when they're with you.Be dynamic. Full of energy and ideas.

Steve: Yes, I am charming. I believe in myself and in what I'm selling.I'm enthusiastic and........huhoh.......dear.

Camera: Come on now. You're the ideal candidate. You've got years ofexperience. You're excellent at closing deals. You can motivatea sales team. You are constantly improving your computerskills......Yes.......and your appointment's in three minutes..........Well, hello again........

Steve: Hi....Camera: By the way, they sell security cameras.

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Unit 10 - Wolves

Narrator: Wolves have got a bad reputation. In fairy tales and children’sstories, they're frightening dangerous animals. They're also veryintelligent. They can even dress up as humans.

Voice: These nasty old wolves dressed one of their kind to look likeLittle Bo Peep. Out he did go with one thought in mind. Tocapture the poor little sheep.

Narrator: There are a lot of horror films about werewolves.

Female voice: Help us! These men have promised not to harm you.Male voice: I just don't understand. There's a curse upon me... I change into

a wolf

Narrator: The world werewolf means man wolf. Normal people during theday become werewolves at night. They have the appetite of awolf and eat people. They're also very difficult to kill.

But why are wolves so terrifying to man?

Although wolves were once common in North America, Europeand Asia, most wolves are now found in only the most northernareas. They're intelligent animals and communicate with bodylanguage and sound. They can talk with other wolves tenkilometres away.

They live and hunt in groups called packs, but they rarely ornever attack humans. Perhaps man's fear of wolves lies in thepast. In the long, cold winters people and wolves competed forthe same food. However, today humans control the planet.While we have all the food we need, wolves are nearly extinct.

Of course, we're still a little frightened of them.

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Unit 11 - Gill's wild world

Gill: I'm a travel writer and TV programme maker. I spend much of the yeartravelling, visiting countries and writing about them.

I work with film crews to make programmes in amazing places. In fact,I've just got back from Antarctica. I'd like to travel most of the year, but Ineed to spend time here at my desk writing stories for newspapers andscripts for television programmes.

Many journalists today use laptop computers, but I prefer travellinglight.

I'm the travel editor of a British newspaper called The Sunday Mirror.Sometimes I have eight pages to write every week and sometimes wehave two million readers.

I think I've been to about seventy countries from Antarctica to the Arcticand lots of places in between. However there are still many places tosee. I haven't been to Russia or Mongolia yet and they'd be veryinteresting places to visit.

The most amazing place I've ever been to is Canada. I like openspaces and the scenery is stunning.

Fiji is also fun and has some of the friendliest people I've ever met.

Ladies: Ni Sa Bula! (Greetings)

Gill: Some of the jobs can be quite scary like the time I was nearly eaten byan angry shark in Thailand.

The best thing about the job is the excitement of going to new places. Idon't mind where - it might be trekking in the Himalayas or just visitinga museum in a town nearby.

Some of the TV programmes are filmed in wild places like Canada orNew Zealand. Others are in big cities like New York. Here's one I'mworking on today.

This is Antarctica. It's the coldest, it's the driest, and it's the windiestcontinent on earth. But that doesn't worry the animals.

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Unit 12 - The Ladykillers

Mrs Wilberforce: Ah, professor. Ah, good afternoon gentlemen. Your lastparcel? Ah professor, I must give you back your tenshillings.

Professor: Thank you.Mrs Wilberforce: You see the cabman wouldn't keep any money ‘cause he

said he was going into some other business.Lee: How about that? Heh? How about that?Harry: Got it?Mrs Wilberforce: You know I was even hoping you'd be able to play for

them? Oh yes...Barker, really… Do you know if only youcould have stayed just a few minutes longer? They will beso disappointed to have missed you and......And as forme, well I'm sad to see you go.

Lee: Gotta get my 'cello. Upstairs.Mrs Wilberforce: I only hope you enjoyed it as much as I have.Major Courtney: Indeed we have, Madam. Thank you, thank you.Mrs Wilberforce: Goodbye Major Courtney, and I do wish you good

fortune......Major Courtney: Thank you, thank you...Mrs Wilberforce: .....in your travels. Oh indeed I do. Oh, oh. I'm so sorry.

Goodbye Professor Marcus. Goodbye gentlemen,goodbye.

Major Courtney: Tootle-lou!Mrs Wilberforce: Yes…Lee: Bye, bye Mrs Luck…er.. Bye, bye Mrs Wilberforce.

Thanks for a nice tea and everything.Mrs Wilberforce: Goodbye.Lee: Goodbye.Major Courtney: What is that moron playing at?Lee: It's stuck in the door..........The case is.............Harry: Well, ring the bell, brains, don't just stand there..... Thank

you!Professor Marcus: It's all right Mrs Wilberforce. Everything's under control.

Goodbye!............ GOODBYE!Men: .........over in the car then................get out...................it's my money

Louis: Wait a minute. Stop and thinkMajor Courtney: Drive on, drive on......Professor Marcus: I said wait a minute! What are we going to do about her?Louis: Make your mind up!Professor Marcus: .....I tell you, we must do something....Louis: All right!Professor Marcus: She knows. She saw the money. She'll talk. And my

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picture's on file. And so is Harry's. And yours! If they takeher down to the gallery, she'll shop us. They've got ourfingers and thumbs.


DVD Film bank answer key

Unit 1 - London


21 A 2 B 3 A 4 B (5.7 million visitors per year) 5 B (built 1705) 6 B

3Correct order: D, H, F, A, G, B, C, E


Unit 2 – Summer holiday


21 holiday 2 two 3 laughter 4 worries 5 brightly 6 blue 7 true 8 dream

4Things in the extract:musicians on a beach, London double-decker buses, people sitting ondeck chairs, waves crashing onto the beach



Unit 3 – Jamie Oliver


25 a)8 b)3 c)7 d)6 e)1 f)2 g)4 h)


Unit 4 – Surviving in the Sahara


21 one-fifth 2 Sahara 3 50ºC 4 stay with 5 get in the shade6 drink your water 7 ‘V’ 8 scorpions




Unit 5 – On Golden Pond


2• is warm and welcoming M• kisses someone on the cheek D• is reserved and distant F• takes his/her coat off D• points at someone D• introduces someone to someone else D• shakes hands with someone B and F• walks upstairs F and B



Unit 6 – Around the world

11 English 2 Belfast and Port of Spain 3 Erie 4 Belfast 5 Port of Spainand Perth 6 Port of Spain (1.2 million) and Perth (1.3 million) (Erie102,000; Belfast 280,000) 7 Port of Spain and Perth 8 Erie 9 Belfast,Port of Spain and Perth

2How long didshe live there?

What did shelike about it?

What can youdo there?

Would she liketo go back andlive there?

Alison fromBelfast

18 years the warm,friendlypeople

visit place theTitanic wasbuilt and theAlbert clock

yes

Jennifer fromErie

17 years friends - no

Kathleen fromTrinidad

all childhoodand teen years

- swimming,scuba diving,snorkelling

yes

Astrid fromPerth

all my life until2002

sunshine andbeaches

go to thebeach

yes



Unit 7 – Carry on Doctor


21 c) have an accident 2 h) go to hospital in an ambulance3 b) do the hoovering 4 d) take a sip of tea 5 a) open the blinds6 e) prepare a syringe 7 f) put a thermometer under someone’stongue 8 g) wash someone’s face

4Correct order: 1, 2, 5, 7, 4, 8, 3, 6


Unit 8 – Speed-dating


21 slots 2 humour 3 addresses 4 earth 5 conversation 6 background7 other

31 a the man b neither c the woman 2 a the woman b the manc neither 3 a neither b the woman c the man 4 a the man b neitherc the woman



Unit 9 – The interview




4 a find out about the company you are applying to/make a good firstimpression/be enthusiastic and self-confident b a conversationbetween the candidate (Steve) and a security camera as he makes hisway to the interview


Unit 10 – Wolves


21 T 2 T 3 F This was true in the past but now wolves are found onlyin the most northern areas. 4 T 5 F They tend to move in groups.6 T 7 T



Unit 11 – Gill’s wild world


21 travelling 2 writing about them 3 film crews 4 at my desk5 scripts 6 laptop computers 7 travel editor 8 two million readers

4A Russia or Mongolia B Canada C Fiji D Thailand E Antarctica


Unit 12 – The Ladykillers



31 A group of musicians 2 Robbers 3 The cello case comes openand some of the stolen money falls out 4 To do something aboutMrs Wilberforce



Total English


Intermediate

Total English

Supplementary Materials Intermediate

Unit 1


Friends and relationships

1 Unscramble the following words/phrases in the box below.

sobs tseb dneifr

eugealloc etam-meat

regnarts ecnatnaiuqca

xe-dneirflrig dol dnefir

Match each of the words/phrases above to the definitions 1-8 below.

1 someone you work with

2 someone you play a sport with in a group

3 someone you do not know at all

4 someone who you know casually but not well

5 your manager

6 the friend who you favour most

7 the girl you used to be romantically involved with

8 the friend you have known the longest

2 Read the following sentences and correct the mistake in each one.

1 I hope I keep on touch with all my friends from my English class.

2 We have such a laugh: we have exactly the same sense in humour.

3 He has a lot in comon with her.

4 I never want to lose touches with my oldest friend.

5 Once I got too know him, he was a really friendly person.

6 They really enjoyed his companies.

7 I don't want to fall in over money, so let's divide all our bills equally.

8 They got under so well, I was surprised they broke up.

Compare your corrections with your partner.


Friends and relationships

TEACHER’S NOTES: Aim: to practise and consolidate key vocabulary; relationships. This

warmer is designed to be used in conjunction with unit 1. Time: 40 minutes Materials: photocopies of the worksheet for each student

1 Ask students to unscramble the words/phrases in the box. Allow

students to briefly scan through the lead-in page of the Students’ Book, page 5 to look at the vocabulary. Then suggest that students can also use the definitions in the second part of the exercise to help them. Monitor to check they are going in the right direction and give help if necessary. Elicit answers from students.

Answers: 1 colleague 2 team-mate 3 stranger 4 acquaintance 5 boss 6 best friend 7 ex-girlfriend 8 old friend

2 Students read the sentences and correct the mistake in each sentence. Elicit students’ answers and encourage peer correction.

Answers: 1 keep in touch 2 same sense of humour 3 a lot in common with her 4 lose touch with 5 I got to know him 6 enjoyed his company 7 want to fall out over money 8 They got on so well


Auxiliaries

1 Read the following prompts and write full questions using the correct auxiliary form and you.

1 film star/like best?

2 book holidays on the internet?

3 worry about money?

4 interested in conservation?

5 pop artist/not like

6 your best friend look like?

7 like reading gossip or sport in the newspapers?

8 ever talk about politics with your friends?

2 Ask your partner the questions 1-8 from Ex. 1. Make sure he/she answers using the auxiliary and gives a reason for their answer. Make notes of their responses.

3 Look at your partner’s answers. Write down each answer below using the 3rd person auxiliary form.

1 _______________________________________________

2 _______________________________________________

3 _______________________________________________

4 _______________________________________________

5 _______________________________________________

6 _______________________________________________

7 _______________________________________________

8 _______________________________________________

4 Return the answers to your partner. Ask them to correct any mistakes.


Auxiliaries

TEACHER’S NOTES: Aim: to provide further practice of auxiliary forms. This worksheet is

designed to be used in conjunction with unit 1.1. Time: 40 minutes Materials: photocopies of the worksheet for each student

1 Students read the question prompts and then expand these to form

full questions. Monitor the activity whilst students complete the questions. Elicit the questions from the class.

Answers: 1 Which film star do you like best? 2 Do you (ever) book holidays on the internet? 3 When do you worry about money?/Do you ever worry about money? 4 Are you interested in conservation? 5 Is there are pop artist you don’t like?/Which pop artist don’t you like? 6 What does your best friend look like? 7 Do you like reading gossip or sport in the newspapers? 8 Do you ever talk about politics with your friends?

2 Students ask each other the questions responding with a short answer form using the auxiliary form of the verb and then give a reason for each answer. Go around the class to monitor, making sure that students are taking notes of their partner’s answers.

3 Students get practice of the third person auxiliary by writing down

all their partner’s responses using complete sentences. 4 Students swap their work at the end to correct each others.

Monitor to check that all corrections are correct. Ask any interesting answers to be read out to the class.


I do or I am doing?

1 Be creative! Write four sentences about your life at the moment using the Present Simple.

1 _______________________________________________

2 _______________________________________________

3 _______________________________________________

4 _______________________________________________

Now write four sentences about your life at the moment using the present continuous.

5 _______________________________________________

6 _______________________________________________

7 _______________________________________________

8 _______________________________________________

What is the difference between when we use the Present Simple and when we use the Present Continuous?

2 Work with your partner to write a joint email to your friends at home telling them how you are spending your time at the moment. Use the sentences above. Write at least ten sentences.


I do or I am doing?

TEACHER’S NOTES: Aim: to provide freer practice of the Present Simple and Present

Continuous. This worksheet is designed to be used in conjunction with unit 1.2.

Time: 40 minutes Materials: photocopies of the worksheet for each student

1 Ask students to note down what is going on in their life at the

moment. Students then write four sentences using the Present Simple and four using the Present Continuous. Monitor carefully to check they have used the tenses correctly. To check understanding of how to use the tenses ask students to differentiate between the two tenses. Elicit answers from students.

Answers: The Present Simple is used for the following: a) habits, routine b) things that are always true or permanent c) describing a state. The Present Continuous is used for the following: a) things that are happening now at this precise moment b) temporary situations that are happening around now.

2 Students work together to consolidate their activities. They can

write more than ten sentences as long as there is an equal balance between both tenses. Monitor to check that they are on the right lines. At the end ask students to exchange their email with another pair, so they can correct each others. Monitor and give assistance where necessary. Get feedback from the students at the end.


Did or have done?

1 Read the following sentences and fill in either the Present Perfect or Past Simple form of the verb.

1 My oldest friend and I ________ (have) a lot in common until she started mixing with a different crowd of people.

2 I ________ (enjoyed) spending time with you this weekend. Thanks for inviting me over.

3 We ________ (not keep in touch) because we ________ (live) a long way away from each other.

4 We ________ (not talk about) that subject this evening because Ela is very sensitive to that type of thing.

5 She ________ (not surf) the internet since last week!

6 He ________ (look up to) his history teacher at school.

7 I ________ (spend) lots of money on clothes this month.

8 They ________ (forward) the email message to their teacher.

2 Read the following question prompts for Present Perfect questions, and then write the questions in full. Write two questions of your own.

1 you ever argue with a good friend?

2 you ever lose touch with someone you wish you hadn’t?

3 you ever spend too much money on an item of clothing?

4 you ever be interested in working overseas?

5 you ever fall out with a member of your family?

6 you ever start talking to a stranger and this person became a friend?

7 ______________________________________________________?

8 ______________________________________________________?

3 In pairs, take turns to ask each other the questions. Respond using the Present Perfect and the Past Simple.


Did or have done?

TEACHER’S NOTES: Aim: to provide further practice of the Present Perfect versus the

Present Simple. This worksheet is designed to be used in conjunction with unit 1.3.


1 Students read the sentences and then fill in the gaps with either the Present Perfect or the Past Simple. Monitor carefully to check they have used the tenses correctly. Elicit answers from the class.

Answers: 1 had 2 ’ve enjoyed 3 didn’t keep in touch/lived 4 haven’t talked about 5 hasn’t surfed 6 looked up to 7 ’ve spent 8 forwarded

2 Students expand the question prompts into Have you ever …? questions in the Present Perfect. Tell students to write two of their own questions to make the exercise more personal. Elicit questions from class.

Answers: 1 Have you ever argued with a good friend? 2 Have you ever lost touch with someone you wish you hadn’t? 3 Have you ever spent too much money on an item of clothing? 4 Have you ever been interested in working overseas? 5 Have you ever fallen out with a member of your family? 6 Have you ever started talking to a stranger and this person became a friend? 7 and 8 Students’ own answers

3 Students work in pairs asking each other the questions. Students respond firstly using the Present Perfect and then expand their answer using the Past Simple. Monitor to check that both tenses are being used correctly. As class feedback, choose random pairs to read out a question and their answer.


Getting on with people

1 Read the following questions 1-8 and discuss them with your partner.

1 Which person in your group of friends do you get on with best? 2 What qualities does a person have to make you look up to them? 3 When you were very small what did you want to be when you grew

up? Do you still think the same?! 4 What do you think are important qualities to help you to get on with

your boss? 5 How long will you carry on learning English? 6 What do you think is the most fulfilling thing for a parent in bringing

up a child? 7 Have you ever been told off by your teacher or boss? Why?

2 Write a short paragraph describing your relationship with one of your family members. Try to use all of the phrasal verbs from Ex. 1.

3 Choose five phrasal verbs from Ex.1. Write a question for each one using the table below. Ask two students the questions and add their answers to the table.

4 Report back to the class the answers you receive.

Question Answer 1

2

3

4

5


Getting on with people

TEACHER’S NOTES: Aim: to provide further practice of the vocabulary; phrasal verbs and

communication sections from unit 1. Time: 40 minutes Materials: photocopies of the worksheet for students

1 Students discuss the questions with their partner giving full

answers to each question. Monitor students as they talk and respond to any questions. Get class feedback at the end.

2 Students write a similar account to the one they wrote about a

friend in the Students’ Book page 16, The tree of friends, but this time they write about their relationship with a family member. Monitor students as they work, and ask students to swap at the end to correct each other's work. Monitor this part too to check that corrections are correct.

3 Students use the phrasal verbs freely to create their own questions

which they write in the box. Monitor their question writing to check everything is correct. Encourage students to get up and ask at least two other students their questions. Students note down the answers and report back to their partner

4 Ask students to report their findings to the class and give feedback.

Total English


Unit 2


Media quiz

1 Answer the following questions all connected with the media.

1 What is the name of the person who controls the contents of the newspaper? 2 Who actually finds out the information and writes the stories in the newspapers? 3 Which day of the week paper contains the most sections in the UK? 4 What is the name of the section that often has interviews with celebrities and film

stars etc? 5 Where do you look to find out information about money matters? 6 The main news stories appear in short on the front of the paper. What are they

called? 7 There is one area of the media in the UK which is the fastest growing - what is it? 8 The name of a person who takes part in a quiz show is a c_ _ _ _ _ _ _ _ t. 9 A television or radio story about the daily lives of the same group of people is

called: a a chat show b a soap c a quiz show

10 What is the name of the people who watch a live show in a studio? 11 A film or TV programme that gives facts and information about something is

called: a the news b a live performance c a documentary

12 What is the name of the female equivalent of an actor? 13 What is the name of the papers published every day of the week? 14 Who is the person who physically films live TV? 15 What is the name of the person who is responsible for the making of a show or

programme?

2 Now compare your answers with your partner. Are they all the same? Decide which one is right or wrong if any are different.


Media quiz

TEACHER’S NOTES: Aim: to introduce media vocabulary. This warmer is designed to be

used in conjunction with unit 2. Time: 40 minutes Materials: photocopies of the worksheet for each student


unit 2, page 31. Students can work in pairs or alone but shouldn’t refer to their books. Encourage them instead to work together to answer the questions if they are finding it difficult.

2 Ask students to compare and discuss their answers in pairs. If they worked with a partner encourage them to compare and discuss their answers with another pair. Elicit answers from the class.

Answers: 1 an editor 2 a journalist 3 The Sunday papers 4 the review section 5 the financial section 6 the headlines 7 online news 8 contestant 9 a soap 10 the audience 11 a documentary 12 an actress 13 the daily papers 14 a cameraman 15 a producer


Media opinions

1 Read the following dialogue between two friends exchanging views on the media. Underline any mistakes. There are nine mistakes.

Chris: Yes, I thought that reality TV is just cheap and dull TV. It costs hardly anything to make and relies on the people in it for entertainment…

Liz: I’m not sure on that… I mean, celebrities have to be paid and some of the people in the shows are quite funny.

Chris: I don’t think so. They don’t have much to say and are just looking for fame. I prefer documentaries - they give you so much more to learn about…

Liz: It depend on what they’re about. Some are great, but others can be a bit heavy going. What you think?

Chris: On my opinion they’re all about learning, but I do see your point that some can be quite heavy going. What’s your opinion in quiz shows?

Liz: It depends under the show - some are entertaining and you learn something, but others are a bit silly.

Chris: Definately! Some are a bit stupid, but others are good value I think.

Liz: So, what shall we watch tonight on TV?

Chris: There’s a great documentry on one channel…

2 In pairs, compare what you have underlined in Ex. 1 and correct the mistakes together.

3 Discuss the following types of programmes in groups of three or four giving clear reasons for your opinion.

1 Reality TV

2 Documentaries

3 Quiz Show


Media opinions

TEACHER’S NOTES: Aim: to provide further practice of the can do statement; give

opinions and agree/disagree. This worksheet is designed to be used in conjunction with unit 2.1.

Time: 40 minutes Materials: photocopies of worksheet for each student.

1 Students read the dialogue and underline any mistakes. Monitor to

check if any students are having problems locating final mistakes, so you can point them in the right direction.

2 Students compare underlined mistakes with their partner, and

correct them. Elicit mistakes with corrections from the class.

Answers: 1 change thought to think 2 change I’m not sure on that to I’m not sure about that 3 change It depend on to It depends on 4 change What you think? to What do you think? 5 change On my opinion to In my opinion 6 change What’s your opinion in..? to What’s your opinion on…? 7 change It depends under … to It depends on … 8 change Definitely! to Definitely! 9 change documentary to documentary

3 Students use their input language on giving opinions and (dis)agreeing from unit 2.1 to ask and respond to questions on TV programmes. Monitor activity to check correct use of input language and note down any general mistakes to remind class of on the board at end of lesson. Ask for class feedback on activity- was there one type of TV that everyone thought similarly on for example? Any notable views expressed?


Defining things…

1 Correct the relative pronouns in the sentences 1-8 below.

1 The camera what the producer broke was very expensive.

2 He became a famous actor which won a lot of Oscars.

3 The ‘It’ girl who extravagant clothes always got her noticed.

4 We loved the atmosphere of the studio which we worked.

5 Where I heard the headlines that night, I couldn’t believe it!

6 I loved the documentaries who that producer made.

7 The reality show was filmed in the house of a millionaire what family continued to live upstairs during the show!

8 I finally realised what a great mystery story it was where someone explained the twist in the story.

2 In pairs, look at the following words and write a defining relative clause using who, when, which, where or whose in each sentence.

1 Catherine Zeta Jones

2 Television

3 Theatre

4 Newspapers

5 A journalist

6 A live performance

7 TV Studios

8 An advertisement


Defining things…

TEACHER’S NOTES: Aim: to provide further practice of defining relative clauses. This

worksheet is designed to be used in conjunction with unit 2.2. Time: 40 minutes Materials: photocopies of worksheet for each student

1 Students read the sentences which all contain an incorrect relative

pronoun. Students correct each relative pronoun and compare with their partner. Elicit answers from the class.

Answers: 1 that 2 who 3 whose 4 where 5 when 6 that/which 7 whose 8 when

2 Students have a freer practice opportunity here. They read through the list of words and write their own defining relative clause complete with relative pronoun. Allow students to work together to make the activity fun. Monitor as they work to correct any mistakes. Elicit sentences from the class at the end of the activity.

Suggested answers: 1 Catherine Zeta Jones is an actress who married another actor called Michael Douglas/CZJ is an actress whose husband comes from a famous acting family. 2 Television is something that/which we watch when we want to relax. 3 Theatre is a place where we can watch live drama with actors and actresses. 4 Newspapers are publications that/which we read to find out information about the world. 5 A journalist is someone who writes stories for newspapers. 6 A live performance is something that takes place at the same time as it actually happens. 7 TV Studios are places where show are produced and recorded for TV. 8 An advertisement is something which/that promotes a particular product.


Describing meaningful events

1 Read the following passage and complete the gaps using the correct tense of the verb in brackets.

I remember very clearly the day that my youngest brother was born. I (1) ________

(be) eight at the time and I (2) ________ (look) forward to helping my mum with the

new baby. It (3) ________ (snow) very heavily when my mum (4) ________ (leave)

for the hospital. We (5) ________ (stay) at home with our grandmother, and had

great fun playing in the snow outside. We (6) ________ (make) a snowman, and

(7) ________(call) it baby! Our grandmother (8) _______ (cook) us some homemade

soup while we (9) ________ (tidy) the house ready for the new baby.

We (10) ________ (have) a bath when the phone (11) ________ (ring) with the news

of the baby. He (12) ________ (be) a beautiful baby boy called Cameron, and he

(13) ________(cry) loudly at that moment! Whilst my grandmother (14) ________

(read) us our bedtime story, I (15) ______ (keep) interrupting her to ask questions

about the new baby!

2 Ask your partner the following questions. Make sure the Past Simple and Past Continuous is used in the replies.

1 What is the funniest thing you remember happening to you at school or work?

2 What has been your best sporting moment?

3 What was the best result you got at school? How did you feel? Did you celebrate?

4 Has there been a moment when you were very proud of a family member?

5 What’s the best holiday you’ve been on? Why, what happened?

6 What was your first job? Do you have good or bad memories?


Describing meaningful events

TEACHER’S NOTES: Aim: to provide further practice of Past Simple and Past Continuous

tenses as well as describing important events from your life. This worksheet is designed to be used in conjunction with unit 2.3.

Time: 40 minutes Materials: photocopies of the worksheets for each student

1 Students read the passage which records an important event in the

writer’s life. They then fill in the appropriate tense, using either the Past Simple or the Past Continuous and compare answers with their partner. Elicit answers from the class.

Answers: 1 was 2 was looking 3 was snowing 4 left 5 stayed 6 made 7 called 8 cooked 9 tidied 10 were having 11 rang 12 was 13 was crying 14 was reading 15 kept

2 Give students time to read through the questions and make notes as to what their own answers will be. Encourage them to choose verbs they’ll use and the correct tense too. This is a freer speaking activity giving students a chance to utilise the past simple and past continuous tenses. Monitor the activity to check everyone is on the right lines and then ask for feedback on any interesting answers at the end of the activity. As an optional extra, students can write up their answers to the questions for homework.



What’s in a headline?

1 Read the following headlines. Work with your partner to decide on three headlines to go on the front page of your newspaper. Note down a reason for each choice and why you think the combination works.

2 Re-group with another pair. Compare your choices for your front pages

and give your opinions clearly as to why you have chosen these.

3 In pairs, decide on what will feature in the following sections of your newspaper. Write notes only.

1 Sports section: which sports will be covered? Who will be

interviewed?

2 Financial section: what event or person will you feature here?

3 Review section: is there a film, play, book or TV programme at the moment which you’ll have an article about? Who will you interview?

Major UK airports threatened by freak high winds

Fashion world rocked by super model revelations

Finance world in chaos after collapse of major corporation

Political scandal hits election campaign again!

Fear of contamination make supermarkets withdraw tins of fish

Pop princess and pop prince tie the knot in wedding of the year!


What’s in a headline?

TEACHER’S NOTES: Aim: to provide further practice of the vocabulary; in the news and

the communication section: the front page from unit 2. Time: 40 minutes Materials: photocopies of the worksheets for each student

1 Students read through each headline carefully. Check that they are

clear on the meaning of all the vocabulary. Students work in pairs to decide which three headlines will go on their fictitious newspaper front page. Students have clear reasons for their choice of each headline.

2 Students work with another pair, each pair explaining their choice of headline to the other pair. Encourage students to ask further questions about each others choices if they want to.

3 Students return to working in their original pairs and decide the content of their sports, financial and review section. The aim of this is communication rather than producing a finished product. Monitor to check that students are discussing what or who to include and that is enough. Monitor and give assistance where necessary. Get feedback from the students at the end.

Total English


Unit 3


The lifestyle crossword

1 Read the clues and then fill in the crossword.

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

Across: 2 adjective describing a room which has lots of space 5 a house in the country or by the sea 6 another word for a flat 8 not interesting or exciting 10 an area joined onto the outside of a flat often with a table and chairs 11 a house that is not joined to any other houses 13 adjective describing where furniture and other things are all too close together 15 In American English it is an elevator 16 you open this and go through it to enter a garden

Down: 1 the opposite of he_ _ _ _y 2 the areas on the edge of cities - People often to commute to the cities from these areas 3 somewhere very warm - often the centre of the living room 4- the opposite of old-fashioned 7 a house which is joined to the house on either side 9 opposite of noisy 12 another word for busy 14 an area in front of a house that a car can park on or drive up to the house on

2 In pairs, write a sentence using each of the words in the crossword.


The lifestyle crossword

TEACHER’S NOTES: Aim: to provide further practice of the vocabulary from the unit’s

Lead-in page. This warmer is designed to be used in conjunction with unit 3.

Time: 40 minutes Materials: photocopies of the worksheets for the students 1 This quiz is based on the key vocabulary from the Students’ Book

unit 3, page 45. Explain to students that all the words in the crossword are connected with lifestyles, and vocabulary that they have recently been introduced to. Students read the clues. Check to see if there are any questions. Students then work on each clue filling in the crossword. Monitor to check they are on the right lines. When students finish, they compare their answers and spellings with their partner. Elicit answers from students.

Answers: 1 (Down) unhealthy 2 (Across) spacious/(Down) suburbs 3 (Down) fireplace 4 (Down) modern 5 (Across) cottage 6 (Across) apartment 7 (Down) terraced 8 (Across) boring 9 (Down) quiet 10 (Across) balcony 11 (Across) detached 12 (Down) hectic 13 (Across) cramped 14 (Down) drive 15 (Across) lift 16 (Down) gate

2 Ask students to work with their partner and write a sentence using each of the words in the crossword. Elicit sentences from the class.


Future forms

1 Complete the gaps using will, going to or the Present Continuous and the cues in brackets in the following sentences 1-8.

1 I ________ (go) to the theatre tonight after work. I ________ (have) a big lunch now to save eating later!

2 I ________ (buy) the wool coat in this shop because it’s great value, but I ________ (go) shopping tomorrow for everything else I need for the trip.

3 ________ you come with me to the cinema? 4 Is she ________ (take) the job? 5 He doesn’t think she ________ (like) that neighbourhood. It’s very

noisy. 6 I’m sure you ________ (love) the cottage, it’s really pretty! 7 They’re ________ (move) into a lovely terraced house with a balcony

next to the sea. 8 A new complex ________ (open) in our neighbourhood with shops,

restaurants, cinemas and theatres.

2 Read the following letter of complaint and complete the missing information. In pairs, decide what happened at the holiday cottage: was it the interior, the view, the neighbourhood, etc. that the customer was not happy with and write two or three sentences for each section.

Dear Sir/Madam,

I am writing to complain about a cottage I rented in the English Cotswolds recently. I stayed there with my family for the first week of June.

a) According to the information I received …

b) Unfortunately there were other problems …

c) I tried to phone your office in Oxford but …

d) I am very disappointed …

I look forward to receiving a satisfactory reply.

Yours faithfully,

Chris Roberts


Future forms

TEACHER’S NOTES: Aim: to provide further practice of talking about the future and the

can do statement; write a letter of complaint. This worksheet is designed to be used in conjunction with unit 3.1.


1 Tell students they have to construct complete sentences using

should, have to or can and the cues 1-8. If necessary do the first one with them as an example. Check answers with the class.

Answers: 1 am going/’ll have 2 ’ll buy/’m going 3 will 4 going to take 5 ’ll like 6 ’ll love 7 going to move 8 is opening

2 Students read the partial letter of complaint which has a similar structure to the one they have completed in the Students’ Book page 36. Students work in pairs to complete each paragraph. They use their imagination to decide what was wrong with the cottage. Refer them also to their Students’ Book page 33 for useful extra vocabulary. Monitor as they work to answer any questions or correct any mistakes. At the end of the activity ask students to exchange their letter with another pair’s and to read each other’s letters. They can make any corrections if necessary. Ask the class if anyone is willing to read out their letter at the end of the activity.


The best and the worst…

1 Read the following sentences and correct the mistake with the comparative or superlative.

1 That building over there is moderner than our office isn’t it?

2 I think that was the baddest journey I’ve ever had.

3 This town is peacefuller than the town we visited yesterday.

4 This park isn’t as picturesque the park we usually go to.

5 He’s the most tiny dog I’ve ever seen.

6 The weather is more dull than it was yesterday.

7 It was the most noisiest pub we’ve ever been to!

8 She was definitely gooder than the last tour guide.

2 Listed below are six items/activities. Read each one and make a note of the best of each and the worst of each in your own experience. You can use the words in the box below to explain your feelings.

Unspoilt modern ugly tiny clean noisy peaceful dull enormous touristy picturesque lively historical polluted exciting delicious unappetizing fantastic disgusting

1 Food

2 Film

3 Holidays

4 City

5 Music concert

6 Sporting activity

3 In pairs, take turns to talk about the six items/activities from Ex. 2. Use superlatives and comparatives when you can.


The best and the worst….

TEACHER’S NOTES: Aim: to provide further practice of comparatives and superlatives. This worksheet is

designed to be used in conjunction with unit 3.2. Time: 40 minutes Materials: photocopies of the worksheet for each student 1 Students read the sentences and correct the incorrect comparative or

superlative. Students compare their corrected version. Elicit answers from the students.

Answers: 1 more modern 2 worst 3 more peaceful 4 as picturesque as 5 the tiniest 6 duller 7 the noisiest 8 better

2 Students read the prompts and then make brief notes for their best and worst of each activity using one of the adjectives in the list.

OPTIONAL ACTIVITY You could go through the adjectives in the list as a quick quiz, and ask class for superlative and comparative of each.

Monitor the students and tell them not to worry if they don’t have a response for all of the activities - getting good, accurate practice for what they do have is important.

For example: The best food I’ve ever had was at an Indian Restaurant. It was tastier than my own cooking … The worst food I’ve ever had was a takeaway hamburger … It was the most disgusting burger ever!

At the end of the activity students compare their answers with each other. Allow plenty of time for this part and monitor to check all students are using comparative/superlative adjectives correctly. Ask students to write up their own preferences using as many comparatives and superlatives as they can for homework.


Who knows?

1 Complete the sentences 1-8 below using the prompts in brackets and will, won’t, will probably, probably won’t, may, might or could.

1 They/buy/house with solar panels (certain) 2 I/drive/car with automatic gears (not certain) 3 He/not change/record player to CD player (certain) 4 We/stay/in this neighbourhood for a few more years (quite certain) 5 The sports centre/not open/at this time (not certain) 6 They/not move/to that town as it’s too noisy (quite certain) 7 He/play/for first team next season. (certain) 8 I/do a course in psychology next year (not certain)

2 Which modal verb; may/might/could can’t you use in the negative form?

3 Interview three students about their possible plans for the future. Ask each student each of the three questions and write down how possible each one is for them using the future possibility.

Go on a round the world trip?

Learn another language?

Learn to cook 5 different dishes

Student 1

Student 2

Student 3

4 Write a summary of each student’s answers using complete sentences.


Who knows?

TEACHER’S NOTES: Aim: to provide further practice of future possibility. This worksheet is

designed to be used in conjunction with unit 3.3. Time: 40 minutes Materials: photocopies of the worksheets for students

1 Tell students they have to construct complete sentences using will,

won’t, will probably, probably won’t, may, might or could and the cues 1-8. If necessary do the first one with them as an example. Check answers with the class.

Answers: 1 They will definitely buy the house with solar panels. 2 I may/might/could drive the car with automatic gears. 3 He certainly won’t change his record player to a CD player. 4 We’ll probably stay in this neighbourhood for a few more years. 5 The sports centre may/might not be open at this time. 6 They probably won’t move to that town as it’s too noisy. 7 He’ll definitely play for the first team next season. 8 I might/may/could do a course in psychology next year.

2 Check students can answer the question. If necessary refer them to the Students’ Book page 45. (Answer: could)

3 Students have some freer practice of the future possibility through

this questionnaire. They ask three students the questions and record their answers. Monitor to check that everyone is using the correct tenses. Encourage students to ask extra questions if they are confident. Students compare their answers in pairs at the end.

4 Either as a class activity or homework activity, tell students to

write up the answers from the students using future possibility tense. Collect them at the end of class/next lesson for marking.


Suffix or prefix?

1 Read the sentences 1-8 below and decide on the correct prefix or suffix for the words in italics.

1 There was a lot of cheating. The match was fair.

2 We decided to visit the house, because we hadn’t looked at everything the first time.

3 My new washing machine is completely use. It doesn’t work properly!

4 Please be care. The steps down to the cellar are very steep.

5 He couldn’t take his eyes off her. She was incredibly attract.

6 It was a wonderfully quiet part of the world. Everything felt so peace.

7 I must have heard you, because I thought you called out my name!

8 She really liked him, because he was too full of himself.

2 Using the prefixes and suffixes in the box below form two new words per prefix/suffix.

Prefixes: un, re, ex, mis, dis

Suffixes: ive, (l)y, ful, less, able/ible

___________ ___________ ___________ ___________ ___________

___________ ___________ ___________ ___________ ___________

___________ ___________ ___________ ___________ ___________

___________ ___________ ___________ ___________ ___________

3 In pairs work together to write sentences for each of the words you have chosen. Can you create sentences that are all linked to the theme of lifestyle in unit 3?

4 Exchange your sentences with the pair next to you, read each other’s and underline any mistakes. Make the corrections if necessary.


Suffix or prefix?

TEACHER’S NOTES: Aim: to provide further practice of prefixes and suffixes. This

worksheet is designed to be used in conjunction with the vocabulary page in unit 3.

Time: 40 minutes Materials: copies of the worksheets for students

1 Students read the sentences noting the words in italics. Students

then decide on the correct prefix or suffix to make the sentence correct. Monitor students whilst they work and answer any questions. Elicit answers from the class.

Answers: 1 unfair 2 revisit 3 useless 4 careful 5 attractive 6 peaceful 7 misheard 8 disliked

2 This activity gives student freer use of language. First of all they make a list of words with the prefixes and suffixes listed. Allow students to either use their Students’ Book page 43/45 or a monolingual dictionary to check that all their words are correct. Go around the class giving assistance/corrections where necessary.

3 Working in pairs, students create sentences using each of the words. They are getting good practice of the word by deciding on a context for it, and emphasise that the fun part is fitting the sentences into the lifestyle theme. Tell students they can be very imaginative and of course fictitious. Monitor to check they are all working along the right lines.

4 Students finally swap sentences and read each others. Encourage peer correction where students underline mistakes they spot. Collect the work at the end if you haven’t managed to help all students with their corrections.

Total English


Unit 4


What’s in your pocket?


1 What’s the correct definition for having nothing of a specific item left?

a run out on b run in of c run out of

2 What is the verb for giving someone something that you expect to be returned?

3 If you still need more of something, you can say,

a not be enough b not have enough c not do enough?

4 Unscramble the following anagram to reveal the word for unwanted material. Etsaw _______

5 If you are particularly pleased with what you have got for the money you spent, you say,

a good value on b good value in c good value for

6 Unscramble the following anagram to reveal the verb which describes the action of getting money from someone who dies. Itrehni ______

7 If a situation is just going to be too much trouble, we describe it as,

a not value the b not got the c not worth the

8 What is the verb to describe the money we get from working?

9 If you put your money in a bank account for the future you are,

A making b saving c spending

10 Unscramble the anagram to reveal the verb which describes the action of coming by money by not working for it (legally!) Amek ____

2 Think of five other words connected with wealth and write them below.

1 ___________

2 ___________

3 ___________

4 ___________

5 ____________

3 Describe each word to your partner without actually saying the word to see if they can guess the word.



TEACHER’S NOTES: Aim: to provide further practice of the verbs and phrases from the

lead-in page. This warmer is designed to be used in conjunction with unit 4.



unit 4, page 59. Students can work in pairs or alone but shouldn’t refer to their books. Encourage them instead to work together to answer the questions if they are finding it difficult. Check answers with the whole class.

Answers: 1 c run out of 2 lend 3 b not have enough 4 waste 5 c good value for 6 inherit 7 c not worth the 8 earn 9 b saving 10 make

2 Students have a freer activity where they choose their own words connected with wealth and write them down. They then decide how to describe this word without actually revealing it! Monitor to check that their descriptions are clear enough.

3 Ask students to take turns describing their words to their partner

without using the actual word they are describing. Go around the class to check how many words the students are guessing correctly. Ask students who have chosen challenging words to read their description to the class to see if anyone can guess it! Get feedback and encourage peer correction at the end.


Small talk

1 Read the following dialogue which takes place at a party. The question tags in italics are all incorrect. Correct each one.

Rob: Hi there, I’ve met you before, (1) hasn’t I? Sue: No, I don’t think so. Rob: But your name’s Sarah, (2) aren’t it? Sue: No, it’s Sue! Anyway, this is a really lively party. There’s a great

atmosphere, (3) doesn’t there? Rob: Yes, definitely. The hosts know how to host a party, (4) doesn’t they? Sue: Oh yes. Pete and Anna have always loved having parties, (5) hasn’t they? Rob: Yes, and at this dull time of year, it’s great to have a party ,(6) hasn’t it? Sue: Yes… Mind you, you should be able to have a good party at any time of

the year, (7) should you? Rob: As long as you invite the right people. It wouldn’t work with the wrong

people, (8) wouldn’t it?

2 Work with a partner. Imagine you are at a work social function. You are talking to a colleague. Write a small talk dialogue using question tags and the cues in the box below.

Food weather venue of the party people at the party

Speaker 1: ______________________________________________

Speaker 2: ______________________________________________

Speaker 1: ______________________________________________

Speaker 2: ______________________________________________

Speaker 1: ______________________________________________

Speaker 2: ______________________________________________

Speaker 1: ______________________________________________

Speaker 2: ______________________________________________


Small talk

TEACHER’S NOTES: Aim: to provide further practice of question tags and the can do

statement; making small talk at parties. This worksheet is designed to be used in conjunction with unit 4.1.

Time: 40 minutes Materials: copies of worksheets for the students


question tags. Give students time to compare their answers and correct each other’s work if necessary before checking the answers with the class.

Answers: 1 haven’t I? 2 isn’t it? 3 isn’t there? 4 don’t they? 5 haven’t they? 6 isn’t it? 7 shouldn’t you? 8 would it?

2 Students have freer practice of both question tags and making small talk. They decide on a couple of topics to base their dialogue around (they can use the ideas provided if they want to), and write the dialogue in the space provided using question tags. Monitor as they work to check that question tags are correct.

Ask students to perform their dialogues to the rest of the class and encourage the students to give feedback.


Do we have to?!

1 Read the statements 1-8 and decide whether or not you agree with them. When you do not agree with a statement, change the modal verb to one of the alternatives below that more accurately reflects your opinion.

Have to must mustn’t don’t have to should shouldn’t

1 You have to have a good sense of humour in life. 2 You don’t have to be good with figures to be a successful accountant. 3 People should work long hours if they want to be promoted. 4 You must be very flexible to be a successful entrepreneur. 5 We should recycle paper and glass to help our world’s environment. 6 We must save all the money we earn. 7 Leaders of companies don’t have to be very confident. 8 You must always try to get to work early.

2 In pairs, discuss each statement from Ex. 1. Then write three sentences of your own similar to the ones above using modal verbs.

1 _______________________________________________________ 2 _______________________________________________________ 3 _______________________________________________________

3 Make and respond to invites.

1 Write a formal invite to a customer to a company party that will have a guest speaker, live classical ensemble and a buffet.

Invite:__________________________________________________

2 The customer is unable to come and replies to you formally.

Response:_______________________________________________

3 Now write an informal email inviting your friend to the cinema.

Invite: _________________________________________________

4 Your friend emails back and would like to come.

Response: ______________________________________________


Do we have to?!

TEACHER’S NOTES: Aim: to provide further practice of modal verbs of obligation and

prohibition as well as the can do statement; making and responding to invites. This worksheet is designed to be used in conjunction with unit 4.2.

Time: 40 minutes Materials: copies of the worksheets for each student

1 Students read the statements and decide to what degree they

agree or disagree with each statement. The statements are written to encourage disagreement in some form. Students change the modal to one of the choices given when they do disagree. Go around the class monitoring and give assistance where necessary. Ensure students have clear arguments to support their views for when they discuss with their partners.

2 Students discuss each statement with their partner and offer their

particular view using a modal of obligation or prohibition. Monitor and note down any interesting views for students to share with the class at the end of the activity.

Students then write their own statements which can be connected to wealth or any other subject using a modal in each. Monitor to check their statements make sense.

3 This exercise is designed to provide further writing practice. Students write a formal and informal invite and reply. Ask students to check their writing against the model sentences in the Students’ Book, page 53. Get feedback from the class.


if/when/unless/as soon as…

1 Complete the missing half of the following sentences using the Present Simple or will + verb.

1 If you shop regularly in supermarkets, ________________________.

2 ________________________________________, he’ll get really fit.

3 As soon as I have some money, _____________________________.

4 Unless __________________,we’ll cook a lovely meal for her tonight.

5 When I finish reading this book about advertising, ______________.

6 If my son passes his driving test, ____________________________.

7 Unless a product _____________________________, I won’t buy it.

8 As soon as I know for certain, ______________________________.

2 Interview four students using the questions below and note their replies.

Add your own question!

What will you do this weekend if it rains?

If you do your homework at school, what will you do later on?

If you go to the cinema this weekend, what will you see?

Student 1

Student 2

Student 3

Student 4


if/when/unless/as soon as…

TEACHER’S NOTES: Aim: to provide further practice of the First Conditional with if, when,

unless, as soon as. This worksheet is designed to be used in conjunction with unit 4.3

Time: 40 minutes Materials: copies of the worksheets for all students

1 Tell students they have to complete the sentences in their own

words using with if, when, unless, or as soon as. If necessary do the first one with them as an example. There is no real right or wrong as long as they use the correct tense as specified. Monitor students as they work. Students read each others sentences. Encourage peer correction by underlining any possible mistakes. Ask for class feedback at end of activity.

Suggested answers: 1 If you shop regularly in supermarkets, you’ll save time. 2 If he runs 10k each day, he’ll get really fit. 3 As soon as I have some money, I’ll pay you back! 4 Unless she decides to go out for a meal, we’ll cook a lovely meal for her tonight. 5 When I finish reading this book about advertising, I’ll never look at an advertisement in the same way again! 6 If my son passes his driving test, I’ll reward him with a new CD/MP3 player. 7 Unless a product is reasonably priced and has some positive testimonials, I won’t buy it. 8 As soon as I know for certain, I’ll call you to let you know.

2 This is a free speaking activity for students. They can practice using the First Conditional by asking questions to their fellow students. Go around the class monitoring and give assistance where necessary. Encourage students to give as full answers as possible to the questions. Get feedback from the class.


Words can be confusing…

1 Read the following conversation between two friends on a bus and fill in the gaps using the words from the box below. Use the verbs in the correct tense.

work job tell remember say steal trip lend funny borrow miss fun

Alex: I saw a really (1) _______ film on TV last night. It was hilarious! I can’t (2)

_______ the last time I laughed so much. Beth: (sighs…) That sounds like a good evening. I don’t seem to have much (3)

_______ in my spare time at the moment. I’m always thinking about (4) _______. I find my (5) _______ stressful at the moment, and that means it’s difficult to relax totally in the evenings…

Alex: I’m sorry Beth. You really should (6) _______ me these things and talk about your problems. That’s what friends are for!

Beth: I did mean to (7) _______ something to you, but somehow I haven’t really wanted to talk about it at all. It seems lots of things are going wrong. Someone even (8) _______ my purse at the cinema last week.

Alex: I’ve got a great idea… something to take your mind off things. Let’s arrange a (9) _______ to the coast this weekend. The fresh sea air will do you good!

Beth: Oh, that would be marvellous! I’d love it. The only problem is that I’m short of money. Can you (10) _______ me some until I get paid?

Alex: Of course, how much do you want to (11) _______? Beth: Only about £20. Now, we better hurry up, or we’ll (12) _______ our early

morning meeting!

2 In pairs, discuss questions 1-8.

1 Have you ever lost something very precious? What and when? 2 Do you mind lending friends money? 3 Would you say that travel is one of your hobbies? 4 What kind of films do you think are good fun? 5 Explain the difference between rob and steal. 6 Do you have to write lists to remind yourself to do things? 7 Have you ever missed a flight or train? 8 Can you explain the difference between say and tell?


Words can be confusing…

TEACHER’S NOTES: Aim: to provide further practice of the confusing words from the

vocabulary page. This worksheet is designed to be used at the end of unit 4.


1 Students read the dialogue and the words that will fill the gaps.

Tell students they have to use the correct form of the verbs. Students fill in the gaps and compare their answers with their partner. Elicit answers from the class.

Answers: 1 funny 2 remember 3 fun 4 work 5 job 6 tell 7 say 8 stole 9 trip 10 lend 11 borrow 12 miss

2 Students use the confusing words in context to ask each other questions. Make sure that students do not simply answer yes or no, but back up their answers with explanations. Check students understanding of 5 and 8 by asking students to think of example sentences. Ask students to come and write the sentences on the board. Get feedback and peer correction from various pairs.

Total English


Unit 5


Puzzleword


Across 3 You need a camera for this activity 4 Hopefully you’ll make something good to eat during this activity 5 An exhilarating snowy winter sport 6 Not running, but moving faster than walking 7 A water activity requiring a boat 8 Interpreting people, places and objects on paper using pencils

Down 1 Moving in time to the music, for example, at a disco 2 A board game played on a black and white squared board 3 Creating a picture using colours 4 Outdoor sport on a vehicle with two wheels 5 Moving your arms and legs to get through the water

1 2 3 4 5 6 7 8

2 Unscramble the following anagrams 1-6.

1 esicrexe 2 sctielhta

3 gindear 4 llabootf

5 semag comterpu 6 lacisum tnemtrusni

3 Write a sentence using each unscrambled word from Ex. 2.


Puzzleword

TEACHER’S NOTES: Aim: to provide further practice of the vocabulary of spare time from

the lead-in page. This warmer is designed to be used in conjunction with unit 5.

Time: 40 minutes Materials: photocopies of worksheets for each student

1 Ask students to complete the crossword using the clues. Check answers

with the class.

Answers: 1 (down) dancing 2 (down) chess 3 (Across) photography/(Down) painting 4 (Across) cooking/(Down) cycling 5 (Across) skiing/(Down) swimming 6 (Across) jogging 7 (Across) sailing 8 (Across) drawing

2 Ask students to unscramble the words/phrases 1-6. Give students time to compare their answers before checking them with the class.

Answers: 1 exercise 2 athletics 3 reading 4 football 5 computer games 6 musical instrument

3 Ask students to write six complete sentences using the words/phrases in Ex. 2. Elicit answers from the students and encourage peer correction.


What’s been happening lately?

1 Complete the gaps in the following mini dialogues with either the Present Perfect or the Present Perfect Continuous and the cue in brackets.

1 A: How long ____________ (live) here? B: I ____________ (live) here since the houses were built in 2001.

2 A: You look worn out! B: Yes, ____________ (jog). I’m practising for a ten kilometre race.

3 A: Have you ____________ (find) your glasses? B: No, I ____________ (look) for them all afternoon!

4 A: Have you ever ____________ (try) salsa dancing. B: Not till recently. I ____________ (take) classes for two months now.

5 A: How long _______ you ____________ (learn) to ski? B: I ____________ (learn) for three years.

6 A: Has he ____________ (speak) to Claire yet? B: No, he ____________ (try) to find her all day!

7 A: I ____________ (try) to set up my own business for a year. B: Have you ____________ (have) any luck?

2 Read the following scenarios and write a sentence for each using the Present Perfect Continuous to explain why the situation has arisen/person feels like that. Use your imagination. 1 Rosa is exhausted. She has a very stressful job.

2 Mike is feeling great, and has a very healthy lifestyle.

3 The house is looking really clean after the children spent a whole day

at home.

4 The cupboard is full of freshly baked cakes and bread.

5 The painting is finished.

6 There is some fresh fish in the fridge.

7 The garden looks great!

8 She is now really skilled at chess.


What’s been happening lately?

TEACHER’S NOTES: Aim: to provide further practice of the Present Perfect or the Present

Perfect Continuous. This worksheet is designed to be used in conjunction with unit 5.1.

Time: 40 minutes Materials: copies of the worksheet for all students

1 Students read the mini dialogues and then fill in the gaps. Monitor

and point out any mistakes to the students without actually correcting them. Elicit answers from the class.

Answers: have you been living/ ’ve been living 2 I've been jogging 3 found/’ve been looking 4 tried/'ve been taking 5 have you been learning/’ve been learning 6 spoken/’s been trying 7 ’ve been trying/had

2 Students read through the scenarios which depict a situation. They write a sentence using the Present Perfect Continuous to explain how the situation has arisen/ person feels like that. Monitor to check students are working along the right lines. There is no one right answer for each scenario - there are naturally lots of possibilities. Give students time to compare their answers before eliciting sentences from the class.

Suggested answers: 1 Rosa has been working very hard. 2 Mike has been eating really well and exercising regularly. 3 The children have been busy cleaning the house. 4 He's been baking today. 5 She's been working on the finishing touches all day. 6 Dad's been fishing. 7 Mum's been busy gardening all day. 8 She's been having lessons for a month or two.


Listening or listen?

1 In pairs, make questions using the information in the cues 1-4. Take turns to ask and answer the questions. In your answers use one of the verbs in the box below followed by an infinitive or –ing.

can’t stand like love enjoy don’t mind

1 Listen to classical music 2 Watch a horror film 3 Read about how a film is made 4 Read science fiction

2 Imagine you are looking at ‘what’s on’ at the cinema with a friend. There are lots of films which look interesting, and you spend some time deciding which one to see as you cannot agree. Use the verbs below to write five sentences describing how you make your choice!

agree promise want choose decide

1 ______________________________________________________ 2 ______________________________________________________ 3 ______________________________________________________ 4 ______________________________________________________ 5 ______________________________________________________

3 Complete the gaps in the sentences 1-6 using the verbs in the box below.

allow advise invite remind tell would like

1 I was pleased she ________ me to help her with the book review.

2 Can you ________ me to pick up the parcel at the post office please?

3 He ________ her to concentrate on writing rather than acting.

4 We ________ them to come to the party as they’d been brilliant neighbours.

5 She ________ me to make sure I found time to relax.

6 I ________ her to move nearer to us.


Listening or listen?

TEACHER’S NOTES: Aim: to provide further practice of verb patterns with infinitives or

-ing. This worksheet is designed to be used in conjunction with unit 5.2.

Time: 40 minutes Materials: photocopies of the worksheet for students

1 Students make full questions from the prompts 1-4, for example,

Do you like listening to classical music? They ask each of these questions to their partner who replies using one of the listed verbs, and giving a reason for their answer. Monitor to check that students are using the verb patterns correctly.

If you have time, then re-pair the students so that they can further practise using the verb patterns. Ask for class feedback at the end.

2 Students imagine they are looking at cinema listings with a friend. They cannot agree on what to see but finally decide. They write five sentences using each of the verbs listed to describe how they came to a decision. Go around the class monitoring to check students are using the correct verb patterns.

Suggested answers: 1 The problem was we didn’t want to see the same film! 2 In the end we chose to go and see an action film. 3 We decided not to see the three-hour documentary film. 4 My friend promised to buy the popcorn as a compromise! 5 I agreed to drive.

3 Students fill in the gaps using the verbs provided correctly. Give students time to compare answers in pairs then elicit answers from the class.

Answers: 1 allowed 2 remind 3 advised 4 invited 5 told 6 ’d like


Recommend that restaurant!

1 Correct the mistakes connected with countable and uncountable nouns.

1 Please can you give me some informations about cycling holidays?

2 I try to eat as many rice as possible because it’s very good for you.

3 Can you pour me a few more coffee please?

4 She tries to play game of squash every weekend.

5 I’d like some advices on how to improve my karate.

6 He’s going shopping to try and buy a jeans.

7 I love eating some apples.

8 Please don’t put so many sugar in my tea!

9 Have you got a little napkins I can borrow please?

10 I need to borrow a money from my parents.

2 Complete the table below with useful phrases for recommending a restaurant.

Location Atmosphere Menu Service Prices Recommendation

3 A friend has asked you to recommend two restaurants;

1 A restaurant for a group of lively friends for a birthday celebration, and it has to be fairly cheap.

2 A more sophisticated restaurant for your friend to take a business client to.

Work with your partner to choose two restaurants that fit the above criteria and write a recommendation using the words from Ex. 2 to structure your recommendation.


Recommend that restaurant!

TEACHER’S NOTES: Aim: to provide further practice of countable/uncountable nouns with

quantifiers and the can do statement; recommend a restaurant. This worksheet is designed to be used alongside unit 5.3.

Time: 40 minutes Materials: photocopies of the worksheets for each student.



Answers: 1 some information 2 as much rice 3 a little more coffee 4 play a game of squash 5 some advice 6 some jeans/a pair of jeans 7 eating apples 8 so much sugar 9 a few/a couple of napkins 10 borrow some money

2 Students work together to brainstorm all the phrases they learnt for recommending a restaurant in their Students’ Book page 70, the How to … box. Students note each phrase next to the appropriate heading. Monitor whilst they work and elicit any extra phrases you can from students who may have missed out some of the phrases.

3 Students continue to work together to write two restaurant recommendations using the phrases they have revised from Ex. 2. Go around the class monitoring to check their writing and to give assistance if necessary. Ask students to read out their recommendations to the class at the end of the activity.


Simple explanations

1 Put the following words in order to make sentences.

1 played with a it’s a small racket and small ball type of sport

2 a kind you get it’s in Spanish mainly consisting of rice of meal restaurants

3 wake to the lots of people stuff that drink up it’s

4 it’s you for your use teeth something cleaning

5 they usually made metal of and climb children on them are

6 it’s a involves a type which of activity book

7 on pizzas it’s a kind of often goes cheese that

8 It’s thing unlock the door you use to a

2 Work out what the things/objects are in Ex. 1.

3 Choose two objects/things for each of the following ways to explain what you mean. Write your choice in each box. Explain your objects/things to your partner using the phrases provided and more sentences if necessary to see if they can guess what it is.

Object/thing 1 Object/thing 2

It’s a type of …

It’s a kind of …

It’s the stuff you find …

It’s something you use for … -ing

It’s made of …


Simple explanations

TEACHER’S NOTES: Aim: to provide further practice of the vocabulary section; explaining

what you mean. This worksheet is designed to be used at the end of unit 5.

Time: 40 minutes Materials: photocopies of the worksheets for students

1 Students unscramble the words to make complete sentences.

Monitor whilst they work to help students arrive at the right sentence if they’re having trouble. Elicit answers from class.

Answers: 1 It’s a type of sport played with a small racket and small ball. 2 It’s a kind of meal you get in Spanish restaurants mainly consisting of rice. 3 It’s the stuff that lots of people drink to wake up! 4 It’s something you use for cleaning your teeth. 5 They are usually made of metal and children climb on them. 6 It’s a type of activity which involves a book! 7 It’s a kind of cheese that often goes on pizzas. 8 It’s a thing you use to unlock the door.

2 Ask students to work out what thing/object each sentence from Ex. 1 is describing.

Answers: 1 Squash 2 Paella 3 Coffee 4 Toothbrush or toothpaste 5 Climbing frames 6 Reading 7 Mozzarella 8 Key

3 Students have a freer vocabulary activity where they choose two objects/things for each of the given ways to explain what you mean. They plan how they’re going to explain their objects/things, writing notes in the box if possible. Students explain each object to their partner and see how many their partner can guess. Monitor the activity to check on clarity of explanations. Note down any good explanations that prove challenging and ask students to read these out to the class at the end to see if class can guess.

Total English


Unit 6


Holidays


Across 3 you find lots of sand on this 5 there’s lots of exciting things going on, on this type of holiday 6 you need a tent for this holiday 7 Lots of people simply go on holiday to rest and r_ _ _ _

Down 1 you go on a boat on the sea or river on this holiday 2 hopefully you’ll see lots of wild animals on this holiday 4 this type of holiday includes more or less everything needed

1

2

3

4

5

6

7

2 Write the answer to 5 across, 6 across, 1 down and 4 down in the table below. Add as many words connected with each holiday as you can.

5 across

6 across

1 down

4 down

3 In pairs, compare your words. Add any extra vocabulary to your table.


Holidays

TEACHER’S NOTES:

Aim: to provide further practice of the vocabulary of holidays from the lead-in page. This warmer is designed to be used in conjunction with unit 6.

Time: 40 minutes Materials: photocopies of worksheets for each student

1 Ask students to complete the crossword using the clues. Check answers

with the class.

Answers: 1 (Down) cruise 2 (Down) safari 3 (Across) beach 4 (Down) package 5 (Across) adventure 6 (Across) camping 7 (Across) relax

2 Ask students to fill in the answers to 5 across, 6 across, 1 down and 4 down in the table. Students then brainstorm as many words connected with each type of holiday from unit 6 or from their own knowledge as possible. They can use the Students’ Book page 87 or a monolingual dictionary if necessary.

Suggested answers: Adventure Have fun, Tropical rainforests, barren deserts,

Independent travel, unforgettable journey, dangerous Camping Tent, independent travel, relaxing, romantic?, green

valley, park/garden Cruise River, sea, relax, sightseeing, food, expensive, romantic?,

Cultural and historical capitals Package Sightseeing, go abroad, sandy beaches, sunbathe,

Convenient, pub/café, shop/market, airport

3 In pairs, students compare their tables and add any extra words/phrases their partner has thought of. Draw the table on the board. Elicit the words from the students and write them in the table. Encourage students to make notes so that they have a comprehensive bank of vocabulary for each type of holiday.


Fond memories

1 Reorder the following words to make sentences using the Past Simple and the Past Perfect Simple.

1 remembered she she that had very been sunburnt in that photo holiday

2 because he he felt trekked had to tired the top of the back and mountain

3 had eaten they something of ill because were they

4 before safari been a on had you?

5 situation misunderstood the had I realised I

6 had always I camp to wanted in the desert

7 like this one beach seen a never had we

8 independent travel always enjoyed had he

2 The following sentences describe a romantic short break in Venice. Expand the sentence prompts to make full sentences using the Past Simple and the Past Perfect Simple.

1 I be about to propose/when I realise/forget the ring

2 We be about board plane/when we realise/not lock the front door

3 My girlfriend really enjoy flight/because she buy book by favourite author

4 We celebrate arrival right away/because I pack bottle of champagne

5 We enjoy a relaxed and unhurried aperitif in hotel/because I book already an excellent restaurant

6 My girlfriend love all the vegetarian selection of food/because she be vegetarian for ten years

7 We order our meal in Italian/as we have lessons at a school in the UK

8 We both feel fantastic/as we realise our dream by visiting Venice


Fond memories

TEACHER’S NOTES: Aim: to provide further practice of the Past Perfect Simple through sentence

building activities. This worksheet is designed to be used in conjunction with unit 6.1.

Time: 40 minutes Materials: photocopies of the worksheet for students 1 Students reorder the jumbled sentences to form complete sentences

using the Past Simple and the Past Perfect Simple. Go around the class to monitor and give assistance where necessary. Elicit students’ answers.

Answers: 1 She remembered that she had been very sunburnt in that holiday photo. 2 He felt tired because he had trekked to the top of the mountain and back. 3 They were ill because of something they had eaten. 4 Had you been on a safari before? 5 I realised I had misunderstood the situation. 6 I had always wanted to camp in the desert. 7 We had never seen a beach like this one. 8 He had always enjoyed independent travel.

2 Students read the sentence prompts describing a short break in Venice. They then work in pairs to complete the sentences using the Past Simple and the Past Perfect Simple. Monitor whilst they work to check they are getting the tenses the right way round. Elicit answers from the class.

Answers: 1 I was about to propose when I realised (that) I had forgotten the ring! 2 We were about to board the plane when we realised (that) we hadn’t locked the front door. 3 My girlfriend really enjoyed the flight because she had bought a book by her favourite author. 4 We celebrated our arrival right away because I had packed a bottle of champagne. 5 We enjoyed a relaxed and unhurried aperitif in our hotel because I had already booked an excellent restaurant. 6 My girlfriend loved all the vegetarian selection of food because she had been vegetarian for 10 years. 7 We ordered our meals in Italian as we had had lessons at a school in the UK. 8 We both felt fantastic as we had realised our dream by visiting Venice!


The many meanings of like

1 Use the following prompts 1-8 to make complete sentences using like.

1 not/would like/go on a safari 2 church/look like/castle 3 house/smell like/apples 4 what/hotel/like 5 not like/package holidays 6 would like/go/cruise 7 feel like/royalty at hotel 8 looks like/might get/pay rise

2 Write questions/answers for the sentences in Ex. 1 using like if possible.

3 Interview two students using the questions below.

Student 1 Student 2 What is your favourite city in the world like?

What does your favourite movie star look like? (Describe them without saying their name so I can guess)

What do you feel like when you find a great place to have your holiday?

Where would you have a holiday home if you had the choice?

What do you dislike about your least favourite city in the world?


The many meanings of like

TEACHER’S NOTES: Aim: to further practise uses of like. This worksheet is designed to be used in

conjunction with unit 6.2. Time: 40 minutes Materials: photocopies of the worksheet for students

1 Students use the prompts to complete the sentences using like correctly.

Give students time to compare their answers and correct each other’s work if necessary before checking the answers with the class.

Suggested answers: 1 He wouldn’t like to go on a safari. 2 The church looks like a castle. 3 This house smells like apples. 4 What’s the hotel like? 5 We don’t like package holidays. 6 She would like to go on a cruise. 7 They felt like royalty staying at that hotel. 8 It looks like we might get a pay rise.

2 Ask students to follow up the activity in Ex. 1 by writing questions/answers with like. Go around the class monitoring and give help if necessary. Elicit students’ answers and encourage peer correction.

Suggested answers: 1 Would he like to go on a safari? 2 What does the church look like? 3 What does this house smell like? 4 It’s beautiful – it’s like a palace! 5 Do you like package holidays? 6 Would she like to go on a cruise? 7 What did they feel like at that hotel? 8 What do you think? Are we going to get a pay rise this year?

3 Students interview two students using questions which all include one of the uses of like from unit 6.2. This is a free speaking activity so when monitoring, encourage students to expand as much as possible in their answers. Get feedback from various students.

As a class or homework activity, ask students to write out in full the answers they got from the two students, as this consolidate like as well as the theme of holidays and destinations from unit 6.


Interest and surprise

1 In pairs, complete the box below with expressions of interest/surprise.

Use echo questions

Use short expressions

Use expressions with that’s/how + adjective

Ask a follow up question

2 Read the following sentences and write an expression of surprise plus a follow up question for each one.

1 I’ve just been on an adventure holiday to Peru.

2 Carla is getting married.

3 I can’t wait to get home.

4 He got an email from his ex-girlfriend yesterday.

5 I want to go camping on a desert island.

6 The weather is getting worse.

7 He’s desperate for new experiences and sensations.

8 In the end, they didn’t do any sightseeing on holiday at all.

3 In pairs, use the sentences from Ex. 2 to write eight mini dialogues.

E.g. A: I’ve just been on an adventure holiday to Peru. B: Really? How interesting. What was it like? A: Well, it was fantastic - beautiful scenery and lots of open space and fresh air….


Interest and surprise

TEACHER’S NOTES:

Aim: to further practise of the can do statement: show interest and surprise. This worksheet is designed to be used in conjunction with unit 6.3.


1 Students revise expressions of interest and surprise by filling in a few

expressions for each of the categories in the box. Students work in pairs. Monitor as students work to elicit any further expressions from them if necessary. Ask for class feedback. Make sure all students have at least all the expressions below.

Answers: Use echo questions: Does he? Did she? Were you? Have they? Use short expressions: Really?! Oh no! Use expressions with that’s/how + adjective: That’s amazing! That’s a shame/pity! How interesting! How awful! How incredible! Ask a follow up question: When? Where? How? Why? What was it like?

2 Students read each sentence and write an expression of interest followed by a follow up question for each sentence. Monitor whilst they work. Elicit answers from the class.

Suggested answers: 1 I’ve just been on an adventure holiday to Peru. How interesting! What was it like? 2 Carla is getting married. Is she? When? 3 I can’t wait to get home. Can’t you? Why? 4 He got an email from his ex-girlfriend yesterday. Did he? What did it say? 5 I want to go camping on a desert island. Do you? Where/why? 6 The weather is getting worse. Is it? What’s it like? 7 He’s desperate for new experiences and sensations. Really? Why? 8 In the end, they didn’t do any sightseeing on holiday at all. Oh no! Why?/What happened?

3 Students work in pairs to expand each of the sentences in Ex. 2 into a mini dialogue where they respond to the follow up question. Students


take it in turns to ask and answer. Monitor whilst the students work and ask some pairs to read out their dialogues to the class at the end.


Your city in a day

1 Work in pairs. Choose a city anywhere in the world that you both agree is great to visit. Complete the table below recommending something for each category. This is your city in a day!

How to get from the airport to the city centre

When you get hungry for a mid-morning snack, where is a good café?

If it rains and you get wet, where can you go and spend a few hours without having to pay?

If you get lost, where is a central landmark to aim for?

Recommend a colourful market with a great atmosphere

Name two museums (one free, the other not free) of interest

A local restaurant which serves authentic local food, and is reasonably priced

A hotel which is easy to get to and reasonably price should you want to stay overnight

2 Work in groups. Take turns to read your guide to the group and guess each other’s city.

3 Imagine you have just toured the city in Ex. 1. Write a short story using the expressions with get in the box below to tell the story.

get to the airport late get lost get directions

get someone a drink get on (with) get wet


Your city in a day

TEACHER’S NOTES: Aim: to provide further practice of the vocabulary; expressions with

get and the communication section: London in a day from unit 6. Time: 40 minutes Materials: copies of the worksheet for each student

1 Students decide on a city they both know relatively well for this

activity. Ask the students to fill in the information for each category to complete a day out in their ideal city. Monitor whilst they work and assist where necessary.

2 Arrange the class into groups and ask students to take turns to

read their ‘day out guide’ to the rest of the group who then try to guess where it is.

3 Students can work in pairs or alone. Ask students to use the

information from Ex. 1 as a framework for this short story. Tell students to write an imaginative account of their day in the city using the expressions with get provided. Go around the class monitoring and correct any errors. Ask students to read out their stories to the class at the end.

Total English


Unit 7


Education, education… 1 Complete the sentences 1-10 below using the words in the box and the

appropriate verbs.

progress university(x2) marks exam(x3) mistake lecture notes subject course

1 Rick _ _ _ _ a bad _ _ _ _ _ _ _ in his Maths test.

2 He was so pleased that he _ _ _ good _ _ _ _ _ in his _ _ _ _.

3 I’m really worried. I haven’t had enough time to _ _ _ _ _ _ for my _ _ _ _.

4 How often do you _ _ to _ _ _ _ _ _ _ _ at the university?

5 Did you _ _ _ _ any _ _ _ _ _ at the history lecture?

6 Which _ _ _ _ _ _ _ are you going to _ _ _ _ at university?

7 My parents will be so annoyed if I _ _ _ _ that _ _ _ _ again!

8 Which _ _ _ _ _ _ _ _ _ _ did Millie _ _ _ _ _ _ _ _ from?

9 Have you _ _ _ _ any _ _ _ _ _ _ _ _ with your research into the lives of those film icons?

10 I’m going to _ _ _ _ a creative _ _ _ _ _ _ next term.

2 Discuss questions 1-5 with your partner.

1 What kind of degree is the best one to do - an academic or a vocational one?

2 Do you believe that exams are a fair way of assessing people’s abilities?

3 What other things are important about being at university other than the actual degree?

4 What sort of learning situation do you prefer: a classroom, a lecture, a small tutorial or independent learning on the computer or at home? Why? Or do you like a mixture?

5 When do you think you really know/decide what job you want to do?

3 Compare your answers from Ex. 2 in groups.


Education, education…

TEACHER’S NOTES: Aim: to provide further practice of the language of education from the

lead-in page. This worksheet is designed to be used in conjunction with unit 7.


1 Tell students they have to complete the sentences using use the

correct form of an appropriate verb and the words in the box. If necessary do the first one with them as an example. Elicit students’ answers and encourage peer correction.

Answers: 1 Rick made a bad mistake in his Maths test. 2 He was so pleased that he got good marks in his exam. 3 I’m really worried. I haven’t had enough time to revise for my exam. 4 How often do you go to lectures at the university? 5 Did you make any notes at the history lecture? 6 Which subject are you going to take at university? 7 My parents will be so annoyed if I fail that exam again! 8 Which university did Millie graduate from? 9 Have you made any progress with your research into the lives of those film icons? 10 I’m going to take a creative course next term.

2 Students have a chance to have a free discussion about education. Some of the questions should be thought provoking for students. Go around the class monitoring to check that students have the language they need to express their views and assist if necessary.

3 Give students time to compare and discuss their answers with

another pair. Get feedback from the students at the end.


Getting the question right 1 Correct the mistakes in the following subject/object questions.

1 Why the teacher lose his temper in the lesson last week?

2 Who did the open-minded student in that tutorial?

3 Who fail their exam last week?

4 What you learnt on that course?

5 Who did get good marks in the exam?

6 What did happen when he made a wild guess?

7 Who did be the most patient student?

8 When did was the exam?

2 Write complete subject/object questions in the 2nd person singular using

the prompts 1-8 below.

1 most strict teacher at your school?

2 subject like most at school?

3 favourite teacher?

4 like eating when you were a small child?

5 the person that asks you the most difficult questions?

6 you lose your temper?

7 the most frightening experience you’ve had?

8 you respect and why? 3 Compare your answers from Ex. 2 with your partner and then discuss the

questions together.


Getting the question right

TEACHER’S NOTES: Aim: to provide further practice of subject and object questions. This

worksheet is designed to be used in conjunction with unit 7.1. Time: 40 minutes Materials: photocopies of the worksheet for students

1 Students read the sentences and correct the mistake in each

sentence. Elicit students’ answers and encourage peer correction.

Answers: 1 Why did the teacher lose his temper in the lesson last week? 2 Who was the open-minded student in that tutorial? 3 Who failed their exam last week? 4 What did you learn on that course? 5 Who got good marks in the exam? 6 What happened when he made a wild guess? 7 Who was the most patient student? 8 When was the exam?

2 Students expand the prompts to make subject or object questions. Monitor to check they are getting the questions right and give assistance where necessary.

3 Students compare their questions with each other and then discuss the questions. Elicit the correct questions from the class and then ask for feedback on the questions.

Answers: 1 Who is/was the most strict teacher at your school? 2 Which subject do/did you like most at school? 3 Who is/was your favourite teacher? 4 What did you like eating when you were a small child? 5 Who is the person that asks you the most difficult questions? 6 When/How do you lose your temper? 7 What is the most frightening experience you’ve had? 8 Who do you respect and why?


Those teachers… !

1 Read the following passage which describes a teacher. Underline and correct the eight mistakes.

My old geography teacher was a real character; always ready to smile and with a story that would to somehow connect up to the theme of the lesson. He use to come into the classroom and ask a challenging question right away to get the lesson started. He wouldn’t never pick on someone he knew couldn’t answer the question, and he would always challenge the bright students as much as possible. Every year we used go on a field trip to somewhere interesting. A lot of people didn’t used to like this as we had to work very hard, but I thought it was great fun! Some students would to pretend to be ill when we had to get up early in the morning, but their stories were normally found out, and our teacher would ask them to come along. He didn’t wouldn’t lose his temper with these students, but just patiently smile at them and tell them they had to get up half an hour earlier the next day! Looking back, those trips were great fun, and I use to have fun telling my family about them when we got back.

2 Look at the words and phrases in the box below.

patient boring understanding inspiring open-minded frightening knowledgeable lose his/her temper smile

shout punish students give clear answers to questions ask difficult questions used to didn’t use to would/wouldn’t

Work with your partner to write a short story similar to the one above describing an imaginary teacher from your past. Use as many of the words and phrases in the box as you can and used to, didn’t use to, would and wouldn’t at least once each. Write ten sentences or more.

1 2 3 4 5 6 7 8 9 10 11 12 13 14


Those teachers… !

TEACHER’S NOTES: Aim: to provide further practice of used to/would and the can do

statement: describe a teacher from your past. This worksheet is designed to be used in conjunction with unit 7.2.


1 Students read the passage which describes a teacher from the

writer’s past. Students find and underline the eight mistakes. They then correct the mistakes. Students compare their corrections with their partner. Elicit answers from the class.

Answers: Line 2: would to = would Line 3: use to = used to Line 4: wouldn’t never = wouldn’t ever/would never Line 6: used go = used to go Line 7: didn’t used to = didn’t use to Line 8: would to = used to/would Line 9: didn’t/wouldn’t = didn’t or wouldn’t (but not together!) Line 13: use to = used to

2 Students read the words and phrases in the box. These are all from unit 7.2, but check that everyone remembers the meaning of the vocabulary. Tell students they are going to write a short story about an imaginary teacher from their past with their partner. The vocabulary is there to help them write their story. Students should use as much of the vocabulary as they can to write their ten sentences. Monitor as they work and answer any questions they have. At the end of the activity pairs can swap with the pair next to them to read through their story.


Have they got the ability …?

1 Complete sentence 1-8 using the correct modal of ability and a verb from the box below.

managed to swim find couldn’t weren’t able to was able to pass save manage to book fit didn’t manage to lose can’t could understand

1 At school Peter ____________ very well. He loved the water.

2 Alexia found Maths really difficult, but she ____________ her final exams!

3 Peter was really pleased that he ____________ up some money to buy a car for university.

4 At the moment, I can just about ____________ time to revise for the exams.

5 We ____________ the tickets for the cruise.

6 She ____________ her temper if she tried!

7 They ____________ in everything they wanted on their holiday.

8 I still ____________ his reasons for going away.

2 Talk in pairs! Find out the following information from your partner.

1 Can he/she ski or snowboard?

2 Could he/she ride a bike at the age of four?

3 Was he/she able to walk to all their schools as a child?

4 Does he/she manage to leave the house on time in the morning and go to bed at a healthy time too?

5 Was he/she able to save any money last month?

6 Can he/she run ten kilometres without stopping?

7 Was he/she able to hold a position of responsibility at school?

8 Does he/she manage to find time to do relaxing things in his/her spare time?


Have they got the ability …?

TEACHER’S NOTES: Aim: to provide practice of modals of ability, past and present. This

worksheet is designed to be used in conjunction with unit 7.3. Time: 40 minutes Materials: photocopies of the worksheet for each student

1 Ask students to read the sentences and then use the words from

the box to fill in the gaps. Monitor as they work to answer any questions. Students compare their answers with their partner. Elicit answers from the class.

Answers: 1 could swim 2 managed to pass 3 was able to save 4 manage to find 5 didn’t manage to book 6 couldn’t lose 7 weren’t able to fit 8 can’t understand

2 Students read the question prompts and then formulate the questions using the 2nd person singular to ask their partner the eight questions. Encourage students to ask follow up questions to find out as much information as possible. Monitor to prompt follow up questions where appropriate. At the end of the activity ask for class feedback from students.

OPTIONAL EXTENSION

If there’s time in class, students write up their partner’s responses. If not, they do this for homework.


Very useful idioms

1 Interview two students using the questions below. Make notes of their answers and write them in the table.

Student 1 Student 2 Are you a bookworm? If yes, what books do you read a lot?

When do you find that you pick up the most new words in English?

Can you describe a typical teacher’s pet?

Which subject is your best one? What could you give someone a hand with?

Which area of English do you need to brush up on?

How do you learn things by heart?

If you went on a quiz show, what would be your chosen subject, one you know inside out?

When you don’t have a clue about something, do you make a wild guess?

2 Write a paragraph for each of the students you interviewed using your notes from Ex.1.


Very useful idioms

TEACHER’S NOTES: Aim: to provide further practice of idioms of learning from the

vocabulary page. This worksheet is designed to be used in conjunction with unit 7.

Time: 40 minutes Materials: photocopies of the worksheet for all the students

1 This is a whole class activity. Ask students to get up and find two

other students to ask their questions to. The questions are all set for the students to ask and the aim is to practise the idioms in a context. Monitor while the students work and encourage them at all times to expand their answers. Ask for class feedback at the end of the activity.

2 Encourage students to use their notes from Ex. 1 to write two short paragraphs about their partner’s learning. This exercise can be done for homework so either collect the written work for marking at the end of the class or at the start of the next one.

OPTIONAL VARIATION

Ask students to use their notes from Ex. 1 to write two short paragraphs about their partner’s learning. Then ask them to swap their work with a partner and to check each other’s work as a peer correction activity. Go around the class monitoring and give assistance if necessary. Ask some students to read their paragraphs to the rest of the class at the end and get feedback.

Total English


Unit 8


A crossword of changes

1 Fill in the gaps in the sentences below and then complete the crossword.

Across 1 She’ll have to change those _ _ _ _ _ _ _. They’re filthy after that walk! 3 She had a change of _ _ _ _ _ , and decided to let them go on the holiday. 4 I wish he hadn’t changed the _ _ _ _ _ _ _ _ _ _ _ _. It’s going to be too early for me. 8 I can’t stand my hair. I’m going to change my _ _ _ _ _ _ _ _ _. 9 It’s really nice to go out for dinner tonight. Not cooking _ _ _ _ _ such a nice change!

Down 1 He decided to have a complete change of _ _ _ _ _ _ , and trained to be a plumber. 2 I’ve had enough of driving. Let’s walk for a _ _ _ _ _ _. 5 I’ll need to change this _ _ _ _ _ into euros before next week. 6 Can you change the _ _ _ _ _ _ _ please? There’s not much more to say about it. 7 The DIY stores do well at this time of year because everyone decides it’s _ _ _ _ _ for a change and starts decorating.

1 2 3 4 5 6 7 8 9


1 Have you ever changed your hairstyle and regretted it? 2 If you could, what job would you do for a change? 3 Have you ever made a big decision and then had a change of heart? 4 Are you the sort of person that often has to change arrangements or

do you generally always stick to the plan? 5 Do you pay attention to each season’s trends and fashions so you can

change the way you dress, or do you normally wear the same type of clothes?


A crossword of changes

TEACHER’S NOTES: Aim: to provide further practice of the change collocations from the

lead-in page. This worksheet is designed to be used in conjunction with unit 8.


1 Ask students to complete the crossword using the clues. Give

students time to compare their answers before checking them with the whole class.

Answers: 1 (Across) clothes 1 (Down) career 2 (Down) change 3 (Across) heart 4 (Across) arrangements 5 (Down) money 6 (Down) subject 7 (Down) time 8 (Across) hairstyle 9 (Across) makes

2 Students work in pairs and discuss the five questions. Monitor to check they are being as expressive as possible. Ask students to work with the pair next to them when they have finished. Each student reports back to the group on how their partner answered the questions. They can compare and contrast answers. Get feedback from the various groups at the end.


Would you change it? 1 Write questions in the second conditional using the prompts below.

1 live on an exotic desert island?

2 eat only fish, fruit and vegetables?

3 change your job?

4 choose any type of holiday?

5 change one thing about your life?

6 go to university (again)

7 go out with a celebrity for an evening? Why?

8 provide substantial aid to a charity?

Now ask and answer the questions with your partner.

2 Complete the following sentences.

1 Smoking is now not allowed in a lot of public places. Therefore, …

2 More and more people are deciding to retire earlier, which means …

3 People choose to go to university, so …

4 Lots of women decide to have a baby later in life. As a result …

5 Houses/flats are becoming more expensive to buy. This leads to …

6 Traffic congestion and slow journey times are caused by …

7 Many people enjoy managing their own business because …

8 As a result of …, New York has become a very clean city.

Compare your answers with your partner.


Would you change it?

TEACHER’S NOTES: Aim: to provide further practice of the Second Conditional and the

can do statement; talking about cause and result. This worksheet is designed to be used in conjunction with unit 8.1.


1 Tell students they have to construct complete sentences using the

Second Conditional and the cues 1-8. If necessary do the first one with them as an example. Go around the class monitoring to check students’ questions. There may be several possible questions for each prompt. Once students have written the questions, they then ask them to their partners and answer in full. Get feedback from the class.

Suggested answers: 1 If you lived on a desert island, where would it be/what would you eat? 2 If you ate only fish, fruit and vegetables, how would you feel? 3 If you could change your job, what would you do? 4 If you could choose any kind of holiday, what would it be/where would you go? 5 If you could change one thing about your life, what would it be? 6 If you went to university, what would you study? 7 If you could go out with a celebrity for an evening, who would it be/where would you go? 8 If you were able to provide substantial aid to a charity, which charity would it be?

2 Students continue the can do: talking about cause and effect in this exercise. They complete the sentences however they wish and then discuss with their partner. Monitor as they work and encourage discussion at the end of the activity. Get feedback from various pairs.


Activate that adverb!

1 Complete sentences 1-10 using the adverbs in the box below.

well quietly quickly sadly unfortunately usually rarely quite absolutely hard

1 She didn’t feel ________, so she didn’t go to the party. 2 I ________ adore those children - they’re fantastically well behaved! 3 He’s ________ a noisy person at work when he’s on the phone! 4 We ________ find time to visit them now we live so far away. 5 You ________ cycle to work, don’t you? 6 They worked ________ all day, so had a meal out in the evening. 7 I came into the room ________ so as not to disturb the class. 8 ________, we had to miss the party. 9 ________, there wasn’t enough room in the car for everyone to go to

the beach. 10 He spoke ________ and I couldn’t understand him at all.

2 In pairs, choose eight adverbs from the box. Use the adverbs to write eight sentences.

3 Complete the table with phrases about change.

phrases to talk about change

phrases to talk about lack of change

express your attitude towards the change

Discuss the changes 1-6 using the phrases in the table above.

1 changes in fashion and the way people think is good to look. 2 changes in our attitude towards eating and diet. 3 changes in the game of football. 4 changes in the types of films we watch. 5 changes in places we choose to go on holiday. 6 changes in TV programmes.


Activate that adverb!

TEACHER’S NOTES:

Aim: to provide further practice of adverbs and the can do statement: talk about change/lack of change. This worksheet is designed to be used in conjunction with unit 8.2.


1 Ask students to complete the sentences using the appropriate adverb

from the box. Give students time to compare their answers before checking them with the while class.

Answers: 1 well 2 absolutely 3 quite 4 rarely 5 usually 6 hard 7 quietly 8 sadly 9 unfortunately 10 quickly

2 Ask the students to work together to write eight sentences using eight adverbs from the box. Encourage them to be as imaginative as possible. Go around the class monitoring to check they are using the adverbs correctly. Ask students to read out their best sentences to the class at the end of the activity.

3 Ask students to complete the table using the phrases they learnt in unit 8.2, page 107. Encourage peer work by telling students to ask each other for help before looking in their Students’ Books. Monitor and correct if necessary. Students then work in pairs or groups of three. Ask students to discuss each of the changes listed using as many of the phrases as possible. Get feedback from the various groups at the end.

Answers:

phrases to talk about change

It has got better/worse The situation (in …) has deteriorated/improved (Laws) have become more/less

phrases to talk about lack of change

…is/are still… …is/are the same… The situation … hasn’t changed


express your attitude towards the change

luckily/unfortunately/(not) surprisingly/ interestingly, …


Making the right decision

1 Use the following prompts 1-8 to make complete sentences using the Third Conditional.

1 If I not/work at that company for so long, I pursue so many other options.

2 If she leave her job, maybe she be happier. 3 If we not/buy that flat, we have more exotic holidays. 4 If I not/go to university, I get a job. 5 If you take up running, you be fitter! 6 If they retire earlier, they not/have enough money to live on. 7 If I stay in France, I speak good French by now. 8 If you do an art course, you be brilliant and selling lots of paintings by

now!

2 Ask two students to complete the sentences in the box below using The Third Conditional.

Student 1 Student 2 If I had run a half marathon at the weekend, I …

If I had won £100 last night, I ….

If I had been given money to start my own business, I …

If I had been given a return ticket to ?, I …


Making the right decision

TEACHER’S NOTES: Aim: to provide further practice of the Third Conditional. This

worksheet is designed to be used in conjunction with unit 8.3. Time: 40 minutes Materials: photocopies of the worksheets for each student

1 Tell students they have to rewrite the sentences using the Third

Conditional and the prompts provided. Emphasise that the students need to pout the verbs in italics into the correct tense. If necessary do the first one with them as an example. Elicit answers from the students.

Answers: 1 If I hadn’t worked at that company for so long, I’d have pursued so many other options. 2 If she’d left her job, maybe she’d have been happier. 3 If we hadn’t bought that flat, we’d have had more exotic holidays. 4 If I hadn’t gone to university, I’d have got a job. 5 If you’d taken up running, you’d have been fitter! 6 If they’d retired earlier, they wouldn’t have had enough money to live on. 7 If I’d stayed in France, I’d have spoken good French by now. 8 If you’d done an art course, you’d have been brilliant and selling lots of paintings by now!

2 Students have some free talking time to use the Third Conditional. They have four halves of sentences in the Third Conditional, which they must ask two other students to complete. Ask students to record their answers. Monitor to check that everyone is using the correct tenses. Encourage students to ask follow-up questions if they are confident. Give students time to compare and discuss their answers.

Either as a class activity or homework activity, tell students to write up the answers from the students using future possibility tense. Collect them at the end of class/next lesson for marking.


Time for a change?

1 Read the following passage about Rob’s life, and his need for a change. First of all add a prefix or a suffix to all the words in italics.

Rob is feeling quite down about his life. He (1) likes his job as his boss (2) works him and Rob feels that he gets (3) paid. He (4) agrees with a lot of the company’s new ideas and thinks that maybe it’s just time to move on. After all there is plenty of (5) move in the job market that Rob is in. He would actually love to move in a different (6) direct. All his friends have told him that his (7) happy is the most important thing. His friends are so important to him and offer him (8) inspire. He also has problems with his rented (9) accommodate. The landlord has just put the rent up, and it’s just too expensive to stay there. He would love to be (10) dependent of rented accommodation and have his own house very soon.

2 Quick quiz! Look back at your Students’ Book, page 113, and choose three prefixes and three suffixes. Write them below and ask your partner to tell you a word with each of these prefixes and suffixes.

1 ______________ 2 ______________

3 ______________ 4 _____________

5 _____________ 6 _____________

3 Time for a change? Work in pairs to write a short guide to change. You are going to decide together on six things in one’s life that it is good to change fairly regularly to keep healthy and well. Give reasons why.

Time for a change?


Time for a change?

TEACHER’S NOTES: Aim: to provide further practice of word building and discussing

change. This worksheet is designed to be used in conjunction with unit 8.


1 Students read the passage and add a prefix or suffix to each of the

words in italics. Elicit answers from the class.

Answers: 1 dislikes 2 overworks 3 underpays 4 disagrees 5 movement 6 direction 7 happiness 8 inspiration 9 accommodation 10 independent

2 This is a further refresher for students on prefixes and suffixes. Ask students to choose three prefixes and three suffixes from the vocabulary page of the Students’ Book, 113. Students work in pairs and take turns to say a word using each of the prefixes/suffixes. Go around the class to monitor correcting errors if necessary.

3 Students have the chance to be creative by writing a short guide to change. The idea is that they agree on six areas of a person’s life that it is useful to reassess periodically and perhaps alter or change slightly, to keep a healthy lifestyle and outlook on life. Provide examples if necessary to encourage students’ ideas such as: what you read, what you watch on TV, what you talk about, places you visit at weekends, food you eat, how you communicate with people – text/letters/cards/emails, things about your own personality. Monitor to see what is being written and ask students to present their ideas to the rest of the class at the end. Encourage feedback.

Total English


Unit 9


Can you remember the word?

1 Read the clues below and then fill in the crossword.

1 2

3

4

5 6

7

8

9

10

Across: 4 If you are without a job, you can be described as this. 5 Most people would love to have a pay _ _ _ _. 7 To make a formal, usually written request for something e.g. a job/place at university. 9 A system where you work set hours but you can change when you work. 10 Money added to your basic salary for selling a given amount of a product.

Down: 1 Someone who works for themselves. 2 Extra hours worked! 3 Exams or experience which make you suitable for a certain job. 6 Knowledge or skills gained whilst doing a job. 8 Additional things that come with a job e.g. meals/a car.

2 Use the answers from the crossword to write ten sentences using each of the words.


Can you remember the word?

TEACHER’S NOTES: Aim: to consolidate language of work from the lead-in page. This

worksheet is designed to be used in conjunction with unit 9. Time: 40 minutes Materials: photocopies of the worksheets for each student

1 Ask students to complete the crossword using the clues 1-10. Check

answers with the class.

Answers: 1 (Down) self-employed 2 (Down) overtime 3 (Down) qualifications 4 (Across) unemployed 5 (Across) rise 6 (Down) experience 7 (Across) apply 8 (Down) perks 9 (Across) flexitime 10 (Across) commission

2 Ask students to write their own sentences for each of the

crossword answers. Monitor whilst they work to encourage them to write full sentences that are neither too long nor too short! Give students time to compare sentences before asking some students to read their sentences out to the class.


Fun with make, let and do 1 Reorder the sentences 1-8.

1 boss my finish me made presentation the I before went home .

2 allow we staff our have to tea break one day every .

3 Friday every jeans wear us lets teacher our .

4 redo the she him made design it because terrible was .

5 staff the only are allowed smoke to our office outside .

6 think do you she’d me let next take week holiday as ?

7 company make us our sales our present results team to the week every .

8 we’re to use not company allowed cars for use social .

2 Problem solving! At the moment your company has a very unappetizing

canteen and also employees are experiencing lots of transport problems getting to work. In pairs, work out two new ideas for inspiring the employees. Use the headings in the box to plan your presentation.

Welcome Introduce the topic Emphasise certain points Conclusion Final comments

3 Work in groups. Take turns to present your ideas to your group and to

ask some follow-up questions.


Fun with make, let and do

TEACHER’S NOTES: Aim: to provide further practice of make, let and allow and the can do

statement: present ideas to a group. This worksheet is designed to be used in conjunction with unit 9.1.


1 Ask students to reorder the words to form complete and correct

sentences. If necessary do the following example with the students. Give students time to compare their answers with a partner before checking them with the class.

Answers: 1 My boss made me finish the presentation before I went home. 2 We allow our staff to have one tea break every day. 3 Our teacher lets us wear jeans every Friday. 4 She made him redo the design because it was terrible. 5 The staff are only allowed to smoke outside our office. 6 Do you think she’d let me take next week as holiday? 7 Our company make us present our sales results to the team every week. 8 We’re not allowed to use company cars for social use.

2 Get students to read the instructions in pairs and firstly decide on what their new ideas will be for the new look canteen and change in working location for employees. Suggest they refer to the how to box in their Students’ Book, page 120 to revise structures to use in their presentation.

Students write their ideas within the suggested presentation structure. Monitor as they work to check they are keeping roughly to this structure.

Place the students in groups and ask them to take turns to present their ideas. Encourage the listening students to take notes so they can ask follow-up questions.


Reporting back

1 Read the following sentences in direct speech and rewrite them in reported speech. Use the pronoun and the verb in brackets.

1 My boss is great most of the time, but when she’s tired she loses her

temper easily. (she/say) 2 I left my last job because I was bored. (he/tell) 3 When will he stop talking? I’m so confused! (she/ask) 4 Do you find that reading the papers at the moment is depressing?

(he/ask) 5 You are a very wise person. (she/tell) 6 I’ve been working at this company for five years. (he/say) 7 Would you move to London for a better job? (she/ask) 8 Please don’t smoke in the office (she/tell)

2 Question time! Read the following questions and then find three other students to ask the questions to. Make notes of their answers.

1 What would be your ideal job?

2 What do you think makes a good boss?

3 Have you ever managed anyone? What was it like?

4 Do you think everyone has the potential to be a manager? Why/why not?

5 Do you think everyone should be allowed to work flexitime? Why/why not?

6 What sort of performance deserves a pay rise do you think?

3 Use reported speech to write down your favourite answer to each of the questions in Ex. 2.


Reporting back

TEACHER’S NOTES:

Aim: to provide further practice of reported speech and the can do statement: report information. This worksheet is designed to be used in conjunction with unit 9.2.

Time: 40 minutes Materials: photocopies of the worksheet for each student 1 Tell students to read the direct speech statements, Ask them to

use the cues in brackets to transform these sentences into reported speech. Go around the class to monitor and make notes of any errors. Write the errors on the board and encourage peer correction. Then elicit answers from the class.

Answers: 1 She said (that) her boss was great most of the time, but when she was tired she lost her temper easily. 2 He told me (that) he’d left his last job because he’d been bored. 3 She asked me when he’d stop talking because she was so confused. 4 He asked me if I found (that) reading the papers at that time was depressing. 5 She told me (that) I was a very wise person. 6 He said (that) he’d been working at that company for five years. 7 She asked me if I’d move to London for a better job. 8 She told me not to smoke in the office.

2 Check that all students are clear on the meaning of each question. Tell students to find three students to interview. Ask them to note down key points of each answer. Monitor while they work to see if anyone needs help and encourage students to ask follow-up questions to enrichen the answers.

3 Ask students to read through all the notes they made and decide which is their favourite answer to each question. Tell them to report this information back by writing down each of their favourite responses using reported speech. Monitor while they work to check for accuracy. Students complete the activity by swapping with their partner and reading through each other’s favourite responses. Ask for some class feedback on particular favourites if there’s time.


Requirements for the job…

1 Complete the following sentence using a modal in the Simple Past and the prompts.

1 In my old job we ________ send emails to friends. (not permitted) 2 In that particular type of job everyone ________ be on the trading

floor by 6:30am. (was necessary) 3 My manager ________ accompany our team on all our foreign trips.

(not necessary) 4 We were ________ take time out from our jobs to do courses that

would help us gain more knowledge in our field. (OK/were permitted) 5 One of the job requirements was that you ________ speak French,

German and English. (was necessary) 6 We were ________ speak about company figures outside the

company. (not permitted) 7 In my old job we ________ attend every Monday morning meeting.

(wasn’t necessary) 8 We ________ take one half-day off each month in the summer.

(OK/permitted)

2 In pairs choose three of the jobs in the box and write a list of four job requirements for each job.

Air Hostess Author Childminder/Nanny Doctor Lawyer Market Trader Politician Tennis Coach

Job 1: Job 2: Job 3:

3 Compare your three jobs with the pair next to you. Choose which job is most suitable for you!


Requirements for the job…

TEACHER’S NOTES: Aim: to provide further practice of past obligation/permission and the

can do statement: state routine job requirements. This worksheet is designed to be used in conjunction with unit 9.3.

Time: 40 minutes Materials: photocopies of the worksheet for students.

1 Tell students they have to complete the sentences using the

correct form of an appropriate modal verb. If necessary do the first one with them as an example. Elicit answers from the students.

Answers: 1 weren’t allowed/couldn’t 2 had to 3 didn’t have to 4 allowed to/could 5 had to 6 not allowed to 7 didn’t have to 8 were allowed to/could

2 Check that students understand the meaning of all the jobs in the box. Students then work in pairs and choose three of the jobs from the box. They then write a list of job requirements for each of these jobs using the Students’ Book, page 126 for reference if necessary. Monitor as they work to check if anyone has any questions, and they are writing accurately.

3 Ask students to swap their job descriptions with the pair next to them and decide which looks the most attractive job to them. Get class feedback by asking which job students have chosen and why.


UK or US English?


1 How do you spell colour in US English?

2 In England, we say toilet, in the US they say ______?

3 What is the US English word for shopping centre?

4 We have holidays, and in the US this is called a ______?

5 If we buy a return ticket, in the US it’s a ______?

6 How do you spell organise in US English?

7 What is the US English word for a flat?

8 In the UK, we have a mobile phone, and in the US this is called a ______?

9 In US English, is it chips or fries?

10 In the UK, we say the underground, and in the US it’s ______. 2 In pairs write a story centred around one of themes in the box below. Try

to use all ten of the US English words from Ex. 1 and be as imaginative as possible.

a bad day at the office a brilliant day on holiday a successful shopping outing

a fantastic party a day out in the fresh air a day out in your favourite city


UK or US English?

TEACHER’S NOTES: Aim: to provide further practice of US English words from the

vocabulary page. This worksheet is designed to be used in conjunction with unit 9.

Time: 40 minutes Materials: photocopies of the worksheet for each student 1 This quiz is based on the key vocabulary from the Students’ Book


Answers: 1 color 2 restroom 3 mall 4 vacation 5 round trip 6 organize 7 apartment 8 cell phone 9 fries 10 the subway

2 Group the students in pairs. Tell them they have to work creatively to use the US English words to write a short story based around one of the themes in the box. Monitor as they work to check if they have any questions. Encourage them to use as much US English as they can. Ask students to swap at the end and compare stories.

Total English


Unit 10


Remembering things

1 Complete sentences 1-6 using the verbs in the box in the correct tense.

lose remind us to remind me of forget remind remember

1 I think I might have __________ my purse when I was on the train. 2 He __________ her that she had to phone Jo about the tennis match. 3 That hat __________ the time you did a charity fashion show. 4 Oh dear! I __________ to lock the front door. 5 Can you __________ where we agreed to meet Sue and Mike? 6 Can someone __________ to send out the party invites tomorrow?

2 Write five questions using the verbs in Ex. 1. Write them down and then ask your partner the questions.

1 _______________________________________________________ 2 _______________________________________________________ 3 _______________________________________________________ 4 _______________________________________________________ 5 _______________________________________________________

3 Memories associated with different things! Ask two students if they have a special memory connected with any of the themes/ideas in each box and make notes of their answers.

Student 1 Student 2

A fantastic meal - great company and great food

A particular site in a city

A funny moment - you couldn’t stop laughing …

A sporting moment?


Remembering things

TEACHER’S NOTES: Aim: to practice the language and theme of memories from the lead-

in page. This worksheet is designed to be used in conjunction with unit 10.


1 Ask students to complete the sentences using the words in the box.

Make sure that students use the verbs in the correct tense. Elicit answers from the students.

Answers: 1 lost 2 reminded 3 reminds me of 4 forgot 5 remember 6 remind us to

2 Ask students to write five complete sentences/questions using the words/phrases in Ex. 1. Use the example sentences if necessary to get students started. Students then take turns to ask their partner the questions. Encourage peer correction during the questioning. Get feedback at the end.

Example answers: 1 Have you ever lost something valuable like jewellery, your purse or a passport? 2 Can you remember the last time you stayed up all night? 3 Does anyone have to remind you to do certain things? 4 Are you good at remembering birthdays or do you sometimes forget them? 5 Does freshly brewed coffee and freshly baked bread remind you of anything?

3 Students further explore the theme of memory by asking each other if they have memories connected with certain events/places/ things. Monitor whilst they talk to check they are on the right lines. Ask for class feedback at the end of the activity.


I wish …

1 Write eight sentences using your own words and I wish/If only in response to the scenarios 1-8.

1 I can’t believe that I’ve missed the bus to work again!

______________________________________________________ 2 That new camera looks brilliant.

______________________________________________________ 3 I love watching tennis on TV.

______________________________________________________ 4 I’m exhausted after last night’s late night film.

______________________________________________________ 5 She’s so good at art.

______________________________________________________ 6 The water in the swimming pool was freezing!

______________________________________________________ 7 You are such a talented cook!

______________________________________________________ 8 We’ve forgotten our passports.

______________________________________________________

2 Read the three different scenarios below. In pairs write I wish/If only sentences for each scenario.

a) It’s a very hot day and the local swimming pool is closed. Everyone is very thirsty but the local shop only has water as a cold drink.

b) You need to go shopping for 3 birthday presents. The birthdays are all in the next few days. There is a huge queue for the car park at the shopping centre. The shops are absolutely packed. Some of the things you wanted to buy are out of stock.

c) You are out with a group of friends at a restaurant. There is a live band and everyone is having a great time. One of your group gets up and sings with the band. One of the band members hands you the microphone to sing …


I wish …

TEACHER’S NOTES: Aim: to provide further practice of I wish/If only and the can do

statement: talk about wishes. This worksheet is designed to be used in conjunction with unit 10.1.


1 Tell students to read the sentences. Then ask them to create their

own follow-up sentences using either I wish/If only. Monitor as they work to check they are writing accurately. If anyone has any problems, read out one of the possible answers below as a model answer. Ask students to swap with their partner so they can read each others. Ask for class feedback.

Possible answers: 1 If only I’d got up earlier./If only I could run faster. 2 I wish I could buy it./If only I had enough money to buy it. 3 I wish I could play tennis./If only I could go to a live match. 4 If only I’d gone to the earlier film./I wish I’d hadn’t stayed up watching TV when I got home! 5 I wish I was more creative./If only I was good at art. 6 I wish I hadn’t stayed in the pool so long./I wish I’d gone to the gym instead. 7 I wish I could cook./If only I could make good meals. 8 I wish we hadn’t been in a rush when we left./If only we’d rechecked our baggage before we left.

2 Get students to work together in this free writing activity to write three I wish/If only sentences connected with each scenario. Encourage them to be as creative as possible and monitor as they work. Use the possible answers below to prompt students if necessary. Get students to swap with the pair next to them at the end of the activity to compare sentences. Ask for class feedback.


Thinking about the past

1 Read the following sentences and underline the correct tense in each one.

1 David Beckham had not played /didn’t play for a Spanish team before he joined Real Madrid.

2 Ellen MacArthur had sailed/sailed round the world and had completed /completed the voyage successfully.

3 She was missing/missed her family when she was going/went to university.

4 My father was reminding/had reminded us of how determined Jen was, just as she was winning/won the race.

5 He travelled/was travelling in New Zealand when he had met/met Millie. He had never felt/never felt like this before!

6 She didn’t intend/hadn’t intended to work at the pub, but she needed/had needed to earn extra cash for her course.

7 He inspired/was inspiring many people during his short life. 8 We talked/were talking about how inspiring our coach was, when he

was walking/walked into the changing room.

2 In pairs discuss the six questions. Use a variety of past tenses: Past Simple, Past Perfect and the Past Continuous while you are speaking.

1 Which famous person (or not) has inspired you in your life and why? 2 Which skill have you been encouraged to develop most in your life? 3 What is the bravest thing you have ever done? Describe it. 4 Have you ever been involved in any sort of large project? What was

involved? 5 What was your favourite time of year as a child and why? 6 Which century would you have liked to live in apart from this one?

3 Choose four of the questions your partner answered. Write down their answer in as much detail as possible using the Past Simple, Past Perfect and the Past Continuous. Return your work to your partner so they can check the facts and make any corrections if necessary.


Thinking about the past

TEACHER’S NOTES: Aim: to provide further practice of the review of past tenses and

different types of numbers. This worksheet is designed to be used in conjunction with unit 10.2.


1 Students read sentences and underline the correct tense. Give

students time to compare their answers, then elicit answers from the students.

Answers: 1 had not played 2 sailed/completed 3 missed/went 4 was reminding/won 5 was travelling/met/had never 6 hadn’t intended/had needed 7 inspired 8 were talking/walked

2 Students read the questions that they are going to ask their partner. All the questions are designed to elicit information that will need to be explained in past tenses. Get students to take turns to ask their partner the questions. Monitor as they work and prompt where necessary.

3 Either as a class activity or homework activity, tell students to write a summary of their partner’s answers to the questions in Ex. 2 using the Past Simple, Past Perfect and the Past Continuous. Collect them at the end of class/next lesson for marking.


Putting up with phrasal verbs!

1 Reorder the sentences 1-8.

1 didn’t find I she leaving was yesterday until . 2 some with up came she ideas fantastic the for holiday . 3 think you do can on go you in that atmosphere working ? 4 up late turned he the for goodbye party . 5 was match the off called of because bad weather . 6 around play don’t those with gadgets . 7 to had I let go her the to party . 8 time what you did up wake ?

2 In pairs discuss questions 1-5.

1 Why do you think pop groups often split up after only a few years? 2 Have you ever had to put up with noisy neighbours, a bad job or an

annoying person? Did you complain? 3 Why do you think that people generally let other people down? 4 Could you carry on doing something you didn’t like just to help

someone else out? 5 When do you find is your best time to come up with really good ideas

and plans?

3 In pairs down all the phrasal verbs you can remember from unit 10.3. Take it in turns to read out each verb and then make a sentence using it.


Putting up with phrasal verbs!

TEACHER’S NOTES: Aim: to provide further practice of phrasal verbs. This worksheet is

designed to be used in conjunction with unit 10.3. Time: 40 minutes Materials: photocopies of the worksheet for each student

1 Ask students to reorder the words to form complete and correct

sentences. If necessary do the following example with the students. Give students time to compare their answers with a partner before checking them with the class.

Answers: 1 I didn’t find out she was leaving until yesterday. 2 She came up with some fantastic ideas for the holiday. 3 Do you think you can go on working in that atmosphere? 4 He turned up late for the goodbye party. 5 The match was called off because of bad weather. 6 Don’t play around with those gadgets. 7 I had to let her go to the party. 8 What time did you wake up?

2 Ask students to discuss these questions sand encourage students to ask follow p questions. Get feedback by asking some pairs to share their answers with the class.

3 Students quickly recap on phrasal verbs by brainstorming all the phrasal verbs they can remember from unit 10.3. Tell them there are fourteen in total and let them check with the Students’ Book page 143 if they have just a few to remember. They then take it in turns to make up a sentence (spoken) for each phrasal verb.


Understanding the senses

1 Complete sentences 1-7 using a verb from the box in the correct tense.

see look at watch listen to hear touch hold

1 Every time I _______ that song, it reminds me of our Greek holiday. 2 Did you _______ that noise? It sounded like a songbird. 3 When she _______ the baby for the first time, she felt so very happy. 4 I _______ the most wonderful sunset last night. 5 It says that we shouldn’t _______ anything in this exhibition. 6 I _______ a brilliant film on TV last night. 7 When I _______ her she always reminds me of her mother.

2 Senses test! Write descriptions of five things using looks/feels/sounds/ smells/tastes using either of the structures in the box below without saying what it is.

It looks/feels/sounds/smells/tastes + adjective It looks/feels/sounds/smells/tastes + like + noun phrase

1

2

3

4

5

3 In pairs take turns to read your descriptions out to your partner and see if they can guess what it is!


Understanding the senses

TEACHER’S NOTES: Aim: to provide further practice of the language of the senses from

the vocabulary page. This worksheet is designed to be used in conjunction with unit 10.


1 Ask students to read the sentences and fill in the correct verb.

Elicit the answers from the class.

Answers: 1 listen to 2 hear 3 held 4 saw 5 touch 6 watch 7 look at

2 Students read the phrases in the box which present two ways of describing things which appeal to the senses. Tell students to decide on five things - one for each sense and use one of the structures to describe each thing. Monitor as they work to check they are on the right lines and give assistance if necessary.

3 Students then read out their descriptions to their partner to try and

guess the objects. Ask for students who chose more difficult things to read out their description to the rest of the class to see if anyone can guess.

Total English

DVD Transcript

Intermediate


Total English Intermediate DVD Transcripts

Unit 1 - Best friends

SCENE ONE:

Ollie: Oh that’s fine.

Ollie: Here you are.Waiter: Thank you….Stan: Gee, that’s swell photography. Well, we better get back to the hotel

and get our things packed. ’Cos the boat sails at twelve o’clocktonight.

Ollie: Not for me it doesn’t.Stan: What do you mean?Ollie: I’ve decided to stay a while. In fact, if my plans work out right, I

may never go back.Stan: Well, you’ve got to go back….we’ll lose our job at the fish market in

Des Moines.Ollie: So what? There are plenty of fish markets here in Paris …

Er, garçon!Waiter: Dites-moi?Ollie: Another glass of milk and two fresh straws. Huhh!Stan: You know what? … I think you’re hiding something from me.Ollie: Hee, hee …

Girl: Oh, roses are red, candy is sweet, this is something I sent you toeat. Ollie.

[laughter]

SCENE TWO:

Boy 1: I want me ball back!Terry: Look! I’ll give you the money. You can get yourself a new one

tomorrow! Loan us a quid, Bob.Bob: What?Boy 1: I don’t want another ball, I want that ball!Bob: Well, it’s a bit difficult now, isn’t it?Bob: Oh look, one of us will have to go and fetch it…Terry: Up that drainpipe?!


Bob: We did it often enough at their age.Terry: Let one of them go then.Boy 2: I’ll tell me brother.Terry: Shut up!Boy 3: His brother’s bigger than you!Terry: I’ll tell you what … fair’s fair. Which hand’s it in?Bob: That one … rats…!

[phone rings]

Wife: Hello? …oh, hi Terry! … What? … Sorry? … Why? … What roof?

[sirens from fire engine]

Man: Suicide, was it?Terry: Might be later when he gets home to the wife.


Unit 2 - Breaking news

SCENE ONE: The fall of the Berlin Wall

Narrator: Berliners from both east and west linked hands and dancedround their liberated territory. Behind them, others clamberedplayfully up and down on the Berlin Wall itself.

Woman: East Berliners can come to West Berlin and West Berliners cango to East Berlin without visas. It’s great!

Narrator: And with nobody to stop them, it wasn’t long before the firstattempts were made to destroy the structure itself.

Journalist: I’m standing on top of the Berlin Wall which for years has beenthe most potent symbol of the division of Europe, and there canbe few better illustrations of the changes which are sweepingacross this Continent than the party which is taking place hereon top of it tonight.

Man: I wanna be … an astronaut.

SCENE TWO: The election of Nelson Mandela

Narrator: The last few hundred steps of South Africa’s long march tofreedom were taken at shuffling pace. South Africans queued tovote in their first democratic election.

Woman 1: Some people have waited all their lives to put their cross, but itdoesn’t matter how long it takes, they are gonna make theirmark.

Woman 2: We’re going to have everything that we were deprived of.

Narrator: We come to South Africa expecting a Civil War. Nelson Mandelaput on a festival of reconciliation instead. Down below theywaited and turned the lawns of the Union Buildings into apeople’s park.


Man: It’s a great day in our lives. It means freedom for us. Freedomat last.

Mandela: I, Nelson Rolihlahla Mandela, do hereby swear to be faithful tothe Republic of South Africa.

Clerk: Will you please raise your right hand and say ‘So help me God’?

Mandela: So, help me God.

Narrator: They released doves of peace. It was time to celebrate and tohope. After so much, and so many years, the people of SouthAfrica have spoken. It was a generous and a happy day. Theystarted dancing as soon as their new State President did. Hoursafter he left the stage, they look as if they’ll keep going all night.

SCENE THREE: The total eclipse of the sun

Narrator: At eleven minutes past eleven on the eleventh day of the monthover Falmouth, the airborne cameras show the moment the lastrays of light disappear as the moon covers the face of the sun.The eclipse is total.

Journalist: It’s thirteen minutes past eleven now, and the moment oftotality has just reached us here in Plymouth. Now, of course wecan’t see it, but you can certainly feel it and sense it. The lightwent very quickly and the temperature has dropped.

Narrator: It had been a day when the heavens had promised much, butdelivered rather less thanks to the weather. A day when peoplein Britain had a once in a lifetime encounter with the star whichgives this planet life and its people a shared sense of our place inthe universe.


Unit 3 - City or country

SPEAKER ONE:

Ajay: I live in a house in Leeds. Er, Leeds is where I’m at universityright now. I’m studying English. The house I live in is in a placecalled Hyde Park which is about a ten minute drive fromHeadingley Stadium and it’s about a ten minute drive from theuniversity as well, and also from the city centre. So, it’s in areally good location. I’m really happy with the people I’m livingwith.

The main thing I like about living in Leeds is easy access to a lotof things such as cinemas, restaurants, bars, clubs, musicvenues. Everything that would appeal to a student is there inLeeds. Like there’s lots of everything. And it’s … it can be quiteoverwhelming at first, but when you adjust to living in the city,then you realise that everything’s at your fingertips and it can bea lot of fun and you can go on big nights out wherever you want.Yeah, it’s a very, very good place to live, very exciting.

I don’t think I’m always going to live in Leeds because it’s thekind of city that really appeals to students, so when I graduate Ican’t see myself enjoying it as much as I do right now.

That’s why I think I’ll possibly move somewhere like Londonwhich has a much more diverse population, or maybe even go tothe country where I’d enjoy a quieter life and it’d be a nicecontrast to the life I’m living right now.

SPEAKER TWO:

Emlyn: I live in a small, rural village in a sixteenth century thatchedcottage - that’s er … a cottage with a straw roof, that overlooksthe village cricket green, so it’s er … a very idyllic setting. Thebest thing about living in the country is the wildlife. It’s …er…great looking out the window and seeing all these wonderfulbirds and mammals trotting round the place, or flying by … it’s …


er… lovely.

I think the main disadvantage is that you have to driveeverywhere …um… because we are quite rural. If you want to goto the cinema for instance, the nearest cinema’s about five or sixmiles away. So you have to plan everything. It’s not one of thosethings that you can do on the spur of the moment so much.

I hope I would always live in the country….umm I can’t seemyself living in the city again having lived in the country for anumber of years. I’ve got used to the, the pace of life if you like,and when I now go to cities everything seems very fast, and Iprefer it a bit slower now.

SPEAKER THREE:

Jennifer: I live in a small flat in the outside of the city, and it’s the lowerhalf of a house that’s been converted into two flats. Umm… I livewith my cat and I have a small garden that she goes into andthere are trains that run by …umm… nearby my flat, so theymake a lot of noise during the day and also at nightunfortunately.

The best thing about living in the city is that there is so much todo and there’s access to so many things because there’s somany people there are …um …lots of things for those people todo. There are …y’know …lots of um movie theatres and lots of…um… cafes, and places where people can get together. There’sjust lots of nice things to do and to see. And you don’t find thatout, out in the country.

I don’t really take advantage of the museums and the theatresas much as I used to when I was younger, and even as I getolder I think that I’ll be more interested in, y’know … living outfrom the city. I think that I’ll always want to go into a city andhave access to a city but I think that I won’t live there forever…no.


SPEAKER FOUR:

Sarah: I live on top of a hill at the edge of a village just outside a towncalled Saffron Walden. And surrounded by lots of fields, andhorses …it’s lovely. I love the freedom and fresh air and nonoise. There’s not very many roads around where we are - mainroads. And we … sort of quite a way off …err… from the village,so you don’t hear anything, it’s lovely, really lovely. I think thebest thing about living in the country is probably …umm… therelaxation of it all, and driving home from work, and stress free,being able to walk where you like …umm… and just generally thefreedom.

I’m always going to live in the country, it’s very relaxing and Ican’t see myself going back to a town.


Unit 4 - From rags to riches

Manager: James?Waiter: Por Senor Ingles!Manager: Ah!

Waiter: Senor?James: Obrigado.Waiter: Muito obrigado Senor.James: This your first visit to South America?Inspector: Yes … I wish I could stay longer.James: It’s a pleasant place.Senora: Senor, Congratulations! A wonderful party!James: Thank you Senora.Senora: The President himself told my husband it was the occasion of the

year.James: Oh Senora, I was going to send you this for your subscription

list. The victims in the revolution. Perhaps I may be allowed togive it to you now.

Senora: Thank you Senor. Always so generous.James: Wife of Martin Gallado, the frozen meat king … very decent

couple. Excuse me …Manuel! Pity you can’t stay till Sunday. I’vegot a horse in the Jockey Club stakes. You rode a very goodrace.

Manuel: O cavelo é bon!James: A very good race. Racing’s not quite straight out here. Still I do

believe I’ve helped to raise the standards a little… Ah, chiquita,chiquita…I hoped I’d see you. You run along and get yourself alittle birthday present.

Chiquita: Oh, but how sweet darling … thank you.

Inspector: You seem to have accomplished quite a lot in one year.James: One superb year. Just when I was beginning to believe I’d never

achieve it. For twenty years, I’ve dreamed of a life like this. Fornineteen of those years, fate denied me the one contactessential to the success of all my plans. Still, I never quite lostsight of the goal …inaccessible as it often seemed to me when Iwas merely a… merely a nonentity among all those thousandswho flock every morning into the city. Most men who long to berich know inwardly that they will never achieve their ambition,but I was in the unique position of having a fortune literally


within my grasp. For it was my job to supervise the deliveries ofbullion from the gold refinery to the bank.


Unit 5 - Favourite films

PART ONE:

Jeanette: It’s set in World War 2 and there’s lots of er… political goings on.Sean: It’s set in the 1940s in a bar in Morocco.Rachel: It has elements of thriller, elements of comedy, it’s a bit of

everything really.Nick: It’s a romantic drama.Rachel: The main actor is Humphrey Bogart, and he plays the owner of a

nightclub. And the main actress, I think is Ingrid Bergman andshe’s his long lost love.

Sean: I think probably the most famous lines are: ‘Here’s looking atyou kid’ and ‘Play it again Sam’. I think they’re the most famouslines.

Rachel: My favourite line is in a flashback sequence to Paris when thetwo lovers are about to be separated. And there’s the Germans,are invading Paris. And the woman says to the man: ’Is thatcanon fire or is it my heart pounding?’

Nick: There is a wonderful time when a girl comes to meet with theHumphrey Bogart character and she says to him, erm… she is anex girlfriend of his, and she says to him, erm… ‘Where were youlast night?’, and he says: ‘That was so long ago I can’tremember‘, and …er… then she says: ‘Where are you going to betonight?’, and he says: ‘That’s so far in the future, I never makeplans.’

Rachel: My favourite film of all time, and it’s an absolute classic, has gotto be Casablanca.

PART TWO:

Narrator: Set in French Morocco at the beginning of the second world war,Casablanca is the story of those desperate to escape the NaziRegime.

Ugarte: Rick, help me!Rick: Don’t be a fool, you can’t get away.Ugarte: Rick …hide me… Do something, you must help me, Rick!Rick: I stick my neck out for nobody.


Narrator: Humphrey Bogart is Rick, cynical expatriate.

Major: What is your nationality?Rick: I’m a drunkard.Major: And that makes Rick a citizen of the world.Victor: I reserved a table. Victor Laslow.Major: There is a man arrived in Casablanca on his way to America. He

will offer a fortune to anyone who will furnish him with an exitvisa….. I should say two.

Rick: Why two?Major: He’s travelling with a lady.Rick: He’ll take one.Major: I think not. I’ve seen the lady.

Narrator: Ingrid Bergman is Ilsa, the last woman he ever expected to see.The only woman he ever loved.

Rick: Of all the Gin joints and all the towns in all the world. She walksinto mine.

Ilsa: I thought I would never see you again, and you were out of mylife.

Victor: I know it would mean more about you than you suspect. I knowthat you’re in love with a woman.

Rick: It’s perhaps a strange circumstance, that we both should be inlove with the same woman.

Ilsa: If you knew how much I loved you. How much I still love you.

Narrator: The Academy Award winning masterpiece of its time.

Renault: I suspect that under that cynical shell, you’re at heart asentimentalist.

Narrator: Still one of the greatest motion pictures of all time.

Rick: Are you ready, Ilsa?


Ilsa: I don’t know what’s right any longer. You have to think for bothof us, for all of us.

Narrator: Dooley Wilson, Sidney Greenstreet, Peter Lawry, Claude Reins.

Rick: This gun is pointed right at your heart.Renault: That is my least vulnerable spot.

Narrator: Paul Henreid.

Victor: I love you very much, my dear.

Narrator: Ingrid Bergman and Humphrey Bogart. Isn’t it about time weplay it again?

Rick: Here’s looking at you kid.


Unit 6 - Dream holidays

PART ONE: Diving in the Maldives

Not everyone wants to spend their holidays lazing in the sun. These days,holidaymakers are more active. They want to use their weeks away fromhome to learn a skill, discover more about the world and make the most ofthe outdoors. And one of the fastest growing holiday activities is diving. Thewarm, tropical Maldive Islands in the Indian Ocean are one of the best placesto learn. In less than a week, you can train to be scuba diver. The reefssurrounding these islands are full of marine life. In a single dive you mightsee fish in every colour of the rainbow.

PART TWO: Hiking in New Zealand

Equally beautiful but with a very different sort of landscape is New Zealand inthe south west Pacific. Every year, thousands of holidaymakers arrive herewith walking boots and backpacks to see the magnificent scenery of NewZealand’s national parks. In most parts of the world, going for long walks inthe countryside is called hiking. However, in New Zealand, this is calledtramping and it’s great fun. You can follow trails across the magnificentSouthern Alps or beneath the volcanoes of the north island’s TongareiroNational Park. Paths lead through ancient forests and around deep blue lakes.You can take short walks by yourself enjoying an afternoon’s peace and quiet.Or join a guided tramping trek if you want to chat on the way.

PART THREE: Sightseeing in Egypt

Alternatively, join the three million visitors who arrive in the Egyptian capitalof Cairo every single day to visit the mighty pyramids of Giza. Travellingsouth down the River Nile, it’s like sailing back in time. The scenery along theriver bank has changed surprisingly little in thousands of years. Small boatscalled falukas sail down river carrying silks, spices and tourists to Egyptianmarkets known as Suks. Ancient temples are still standing thousands of yearsafter they were built. And anyone with a sense of adventure should try themost ancient form of desert transport, a camel trek. And while you’re thereyou can watch the sun go down across the Sahara.


Unit 7 - Cambridge

Narrator: Cambridge is one of the best known universities in theworld. The university is made up of thirty-one differentcolleges spread across Cambridge in some of the city’smost distinctive buildings. Several date back to thethirteenth and fourteenth centuries. One of the oldestbeing Corpus Christi.

Kate Williams: This is the oldest …er… medieval enclosed court inCambridge. We’re not the oldest college. We were foundedin 1352, but all the other older colleges, their courts havebeen demolished and rebuilt in the current style. This onehas remained as it would have been in 1352. Er… it wascompleted in 1370. All the fellows and students wouldhave lived here including Christopher Marlowe who was aplaywright and a contemporary of William Shakespeare.

Narrator: In the middle ages, Cambridge University used to bestrictly for male students and it was only in 1980 thatCorpus Christi decided to admit women undergraduates.Today there are as many women studying in Cambridge asmen.

Students wear traditional black scholar’s gowns on specialoccasions. The most important being graduation day.

Student 1: Cambridge has a very good international reputation .It’s..I believe one of the best universities in the world and soit’s natural that I should want to study here. Good careerprospects afterwards as well, and it’s a very nice place.

Student 2: Basically, it’s like the best …um …er… university in Britain,I think, basically, And for medicine especially… It’s very,very good for medicine.

Student 3: I chose Cambridge because I like the college structure,because the college is quite small and you can get to knoweveryone within it, and also they organise your tuitions foryou which is quite nice.


Student 4: I’m studying management studies at the Judges Instituteof Management and my college is Hugh’s Hall which is agraduate college. It’s a one year course. It’s a veryintense course, but there’s lots of holidays as well, so, allin all, it’s a very fun year.

Narrator: Not everybody in Cambridge is a student or collegelecturer. The university community live side by side withthe town’s people.

Market trader: There’s an expression which applies to this town, andthat’s ‘town and gown’. They are the gown and we are thetown. I think that says it all really. Stepping backwards intime is how living in Cambridge is. Quite fascinating really.

Narrator: There are new colleges as well as old, teaching hi-techsubjects such as molecular biology, physics andcomputing. And it’s not all hard work. Hiring boats on theRiver Cam is just one of the many fun things to do.

Student 1: There is a huge amount of stuff you can do in Cambridge,lots of things with the university societies and sports clubsand things to be involved in. Also lots of other pubs andsocial life around. Umm, it’s quite a community with thecollege based system. So, umm, you get to know peoplevery well. Lots you can do.

Student 3: There’s lots of things here that you can do in your sparetime. Sport, drama. Lots of people have the idea thatCambridge is all work, but it’s not at all, the social life’svery, very active.

Narrator: Many things have changed since Cambridge University wasfounded all those centuries ago. But its purpose remainsthe same - to provide the best possible education to someof the world’s finest scholars.


Unit 8 - From cradle to grave

This is Charlotte. During her lifetime she’ll achieve some incredible things.She’ll eat for nearly three and a half years consuming 7,300 eggs and 160kilos of chocolate. She’ll crawl one hundred and fifty kilometres before she’stwo.

From then on, she’ll learn a new word every two hours for the next ten years.By the time she’s ten, her heart will have beaten 368 million times. She’llspend a little over twelve years watching TV and two and a half years on thetelephone. She’ll grow twenty-eight metres of fingernails and nine hundredand fifty kilometres of hair on her head and more than two metres up hernose.

By the age of twenty-one, she’ll have breathed over three and a half millionballoons of air. She’ll work for a total of just over eight years and she’llproduce 200 billion new red blood cells each and every day. She’ll be able toput a name to 2,000 people. A hundred and fifty of them, she’ll call herfriends.

She’ll fall in love twice. If she gets married, she’ll spend £6,809 on herwedding day and there’s a sixty percent chance she’ll stay married to thesame person for the rest of her life. She’ll have two children and four grandchildren and when they grow up, only two of her eight great grand childrenwill remember what her name was.

In Britain, she’s likely to live for seventy-nine years, in France… eighty-two,in North America… eighty and in Africa only fifty-five. By that time she willhave walked over 22,000 kilometres and talked for twelve years. It’s anamazing list.


Unit 9 - The ideal workplace

Narrator: In Brazil, in the city that’s grown to be the third largest onearth, Ricardo Semler has created what’s been called theworld’s most unusual workplace.

Ricardo: Today’s a good example - Friday afternoon - maybe half theoffice is empty. We’re not buying time from these people,we’re buying talent.

Narrator: His workers set their own schedules and decide amongthemselves who does what.

Employee 1: They are treated like grown up people. They react like grownup people.

Narrator: He lets them come to work when they like and then go tosleep on the job.

Expert 1: What he’s really doing is getting you to broaden your way ofthinking.

Narrator: He wants them to choose their own bosses and set their ownpay.

Employee 2: We never get what we want though!

Narrator: He says that we should all turn our working lives into sevenday weekends.

Employee 3: I think he’s a great man but I guess everybody does!

Expert 2: Nothing that he’s doing is revolutionary. It’s very old stuffactually. But what is revolutionary is that he’s actually doingit.

Narrator: These days Semco turns over a 100 million pounds a year,but when Ricardo Semler took it over from his father, it wasa small traditional manufacturing company making marinepumps and a stern top down control. What made all the


difference was when Semla reorganised the workforce intosmall autonomous teams of a dozen, and gave them theresponsibility to run everything in their area as they sawbest.

Ricardo: We went into things like, y’know how can we possibly tellpeople that we trust them completely and then search themwhen they leave? So we started going from the very simpleissues of, for example, getting people to choose whatuniforms they wanted to use if at all, and what colour.

We went from there and I think we started with all the verysmall things as symbols but then people started saying, well,if we can choose our own this and that, why can’t we choosewhat time we work, and slowly we started going through aprocess which said that we, we applied a tool, let’s say amental tool to everything which was really what we calledthe three whys. Which was to ask three whys in a row abouteverything, and almost nothing stands up after that. You saywhy are we wearing suits and ties and people say, so we’lllook more like each other, and then why do we want to looklike each other?… and these things suddenly started goingaway….


Unit 10 - Icons

PART ONE: Frida Kahlo

She is the subject of a major Hollywood film. Her works are collected byMadonna. Her face appears on posters and T-shirts. Frida Kahlo is now thebest known woman artist of the 20th century. She had to overcome manyproblems during her short life. She was crippled in her right leg when she wasonly six, then terribly injured in a road accident twelve years later. But Fridahad incredible courage. She became an artist, married the great Mexicanpainter, Diego Rivera, was very involved in politics and had a closerelationship with Trotsky. Frida produced unforgettable paintings - many ofthem self portraits and continued to work until her death.

PART TWO: Rosa Parks

Rosa Parks lived in Montgomery - a town in the American south. On the 1stof December 1955, she was riding home on a public bus after a day’s workwhen the bus driver told her to give up her seat for a white man. Rosarefused and was fined fourteen dollars. This started a boycott of the buscompanies by African Americans. The black population of Montgomeryrefused to use the buses and walked to work. Martin Luther King helpedorganise the protests and both he and Rosa became national heroes. Afterthirteen months, the policy of segregation on buses was defeated and RosaParks became known as the mother of the Civil Rights Movement.

PART THREE: Marilyn Monroe

Marilyn Monroe was worried that because she was beautiful nobody wouldtake her acting seriously. But during her lifetime she became the world’sbiggest movie star and is now possibly the most famous twentieth centuryicon. Born Norma Jeane Mortenson, she changed her name in 1946 and thenappeared in thirty films including ‘How to marry a millionaire’ and ‘Some likeit hot’. But her life wasn’t easy… her mother had mental problems and Marilynwas brought up in foster homes. She was married three times. Her husbandsincluded the baseball star, Jo DiMaggio and the playwright Arthur Miller. Butall three marriages ended in failure and all the attention, the journalists andphotographers, made her life more difficult. She was only thirty-six when shedied in 1962, but the fame of Marilyn Monroe will last forever.

Total English

Film Bank Key

Intermediate


DVD Answer Key


Unit 1 - Best friends

11 Students’ own answers 2 The photos are of: Mr Bean (Rowan Atkinson),Jim Carrey (Ace Ventura Pet Detective), Stan Laurel and Oliver Hardy, EddyMurphy (Doctor Doolittle)


31 They are best friends in both extracts. 2 They have generally goodrelationships. In both cases one person likes to get the better of his friend(by tricking him - extract two, or keeping secrets - extract one).3 Students’ own answers

41 Extract one 2 Extract one 3 Extract two 4 Extract two 5 Extract two6 Extract one 7 Extract two 8 Extract one 9 Extract one 10 Extract two


DVD Answer Key


Unit 2 - Breaking news


2Berlin Wall: division, destroy the structure, symbol, liberated territoryElections in South Africa: election, democratically elected, reconciliationThe eclipse: eclipse, rays of light, temperature, the universe

31 linked hands and danced 2 were made to destroy the structure itself3 on top of the Berlin Wall 4 all their lives to put their cross 5 a civil war6 their new state President did 7 disappear (as the moon covers the face ofthe sun) 8 has dropped 9 the star which gives this planet life


DVD Answer Key


Unit 3 - City or country


2Description of theproperty / area

Good / bad things aboutwhere they live

Where theyplan to live inthe future

Speaker 1 House in Leeds, tenminutes fromHeadingly Stadium,the university andthe city centre.Good location.

Good: Lots to do. Easyaccess to cinemas,restaurants, bars etc.It’s very exciting – agood place for students.Bad: It’s overwhelmingat first.

Not Leeds.PerhapsLondon, orthe country.

Speaker 2 16th Centurythatched cottage, insmall rural village.House overlooks thevillage cricket green.

Good: Wildlife.Bad: Need to driveeverywhere.

In thecountry.

Speaker 3 Small flat on theoutskirts of a city(‘on the outside ofthe city’). Houseconverted into twoflats. Small garden.Near trains.

Good: Access totheatres, cafes etc. Lotsto see and do.Bad: Noisy trains bothduring the day, and atnight.

Outside thecity.

Speaker 4 On top of a hill, atthe edge of a village.Outside a town calledSaffron Walden.Surrounded by fieldsand horses.

Good: freedom, fresh air,no noise, no main roads.Relaxation, stress-freeenvironment, drivinghome, walking etcBad: ---

In thecountry.



DVD Answer Key


Unit 4 - From rags to riches


21 A 2 C 3 B 4 B 5 A 6 A 7 C 8 A 9 A 10 A

41 e 2 c 3 a 4 d 5 b

5suggested answers:1 crime story 2 picture A 3 a restaurant in Brazil 4 he gives away a lot ofmoney 5 He stole the money/he won the money 6 a policeman 7 h will getcaught/go to prison/be taken back to London

DVD Answer Key


Unit 5 - Favourite films

1Students’ own answers (Films: Gone With The Wind – Romance, SavingPrivate Ryan – War film, For a Few Dollars more – Western, The Shining –Horror)

21 In the 1940s, in a bar in Morocco. 2 Romantic drama (with some comedy,thriller elements etc) 3 Humphrey Bogart, Ingrid Bergman 4 ‘Here’s lookingat you, kid.’ and ‘Play it again, Sam.’ 5 Casablanca 6 The story is set inFrench Morocco at the beginning of the Second World War. It is about peopledesperate to escape the Nazi regime. Rick owns a bar, and meets his old loveIlsa, who needs a visa to exit the country with another man. The story isabout the decisions they have to make. 7 Rick and Ilsa.

3Students check their answers to Ex. 2.



DVD Answer Key


Unit 6 - Dream holidays


2Learning about theworld

Practising a skill/activity relaxation

visiting museumsvisiting historical sitesgoing on day-trips

divinghikingsailingwindsurfingskiing

reading long novelssleeping a lotlazing in the sunpeople-watching

3Activities/things to do What does he say about

nature/animals?Maldives scuba diving (you can

learn in less than aweek)

the reefs are full ofmarine life

New Zealand hiking or "tramping" magnificent scenery,mountains, volcanoes,parks, ancient forests,lakes

Egypt see the Pyramids, godown the River Nile,visit, souks and temples,watch the sun go downwhile on a camel trek

The scenery haschanged little inthousands of years. Acamel trek is the oldestdesert transport


DVD Answer Key


Unit 7 - Cambridge


21 famous 2 colleges 3 style 4 writer 5 men 6 study 7 gowns8 graduation 9 best 10 career 11 sports 12 river

3Students check their answers to Ex. 2.

41 Students’ own answers 2 The students enjoy ‘the international reputation’,it’s a ‘nice place to study’, the ‘college structure’, with small colleges so youcan ‘get to know everybody’. It’s ‘fun’ and ‘intense’ studying at CambridgeUniversity. 3 Students’ own answers 4 Students’ own answers

DVD Answer Key


Unit 8 - From cradle to grave

1Students’ own answers (from cradle to grave means ‘from when you are ababy until you die’)

21 d 2 c 3 a 4 j 5 b 6 i 7 f 8 e 9 h 10 g

2b(a) special moments: 2c, 8e, 9h(b) things we do all the time: 3a, 4j, 5b, 6i, 7f(c) a time period: 1d, 10g

31 three and a half 2 two hours 3 over twelve 4 two and a half 5 ninehundred and fifty 6 eight 7 two thousand 8 one hundred and fifty 9 twice10 £6,809 11 sixty percent 12 two 13 seventy-nine

DVD Answer Key


Unit 9 - The ideal workplace


21 trust 2 simple 3 uniforms 4 colour 5 symbols 6 choose 7 time 8process 9 everything 10 suits 11 other 12 away


DVD Answer Key


Unit 10 - Icons


21 g 2 f 3 c 4 e 5 a 6 b

31 T 2 T 3 F She married Diego Rivera 4 T 5 T 6 F thirteen months 7 F Itwas Norma Jeane Mortenson 8 T 9 F thirty-six

Total English


Upper-Intermediate

Total English

Supplementary Materials Upper-Intermediate


Connecting across and down

1 Read the clues and fill in the crossword.

1

2

3 4 5

6

7

8

9 10

Across:3 someone you know, but not very well6 a woman that a man is married to7 a _ _ _ _ sister is a girl/woman whose father/mother has married your

father/mother9 someone you work with

Down:1 someone you are very close to because you share the same emotions and

interests2 if you’re on the same _ _ _ _ _ _ _ _ _ _ as someone, you both see things in a

similar way4 Do you like to make a good first _ _ _ _ _ _ _ _ _ _ when you first meet people?5 when you like someone as soon as you meet them, you _ _ _ _ _8 when we share a similar view, we see _ _ _ to eye10 to have a _ _ _ in common?

2 Look back at your answers to each of the clues above. Write a sentenceusing each answer which relates to a person in your life. Then read yoursentences to your partner. Ask each other follow-up questions.


Connecting across and down

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; family/relationships.This warmer is designed to be used in conjunction with unit 1.

Time: 40 minutesMaterials: photocopies of the worksheet for each student

1 This quiz is based on the key vocabulary from the Students’ Bookunit 1, page 17. Explain to students that all the words in thecrossword are connected with family/relationships, and vocabularythat they have recently been introduced to. Students read theclues. Check to see if there are any questions. Students then workon each clue filling in the crossword. Monitor to check they are onthe right lines. When students finish, they compare their answersand spellings with their partner. Elicit answers from students.

Answers: 1 (Down) soulmate 2 (Down) wavelength 3 (Across)acquaintance 4 (Down) impression 5 (Down) click 6 (Across) wife7 (Across) step 8 (Down) eye 9 (Across) colleague 10 (Down) lot

2 Students use each of the words/phrases from the crossword torelate to a relationship in their own life. If they ask about whether‘wife’ or ‘soul mate’ is relevant to them, ask them to think aboutsomeone they know/in their family who has a wife/has met theirsoul mate etc - as long as it relates to their world to personalisethe activity. Monitor as students work, and encourage them to quizeach other about their sentences. Get feedback from the studentsat the end.


The right question tag

1 Complete the sentences below with the correct question tag.

1 He made a good impression, ____________?2 She’s his half-sister, ____________?3 They don’t really see eye to eye, ____________?4 I’m a responsible person, ____________?5 Let’s try and get on with him, ____________?6 Nobody in that group had much in common, ____________?7 You just can’t get on with your step-brother, ____________?8 Have a cup of tea, ____________?

2 Write a dialogue using the instructions in the box below.

• Decide on what two people are having a conversation• Decide on the subject of the dialogue. It has to be about relationships

that people have - at work, home, school, college. Use yourimagination!

• Use six question tags.• Refer to your Student’s book, page 17 for a quick review of possible

question tags, and also useful vocabulary.

A: ___________________________________________________________

B: ___________________________________________________________

A: ___________________________________________________________

B: ___________________________________________________________

A: ___________________________________________________________

B: ___________________________________________________________

A: ___________________________________________________________

B: ___________________________________________________________

A: ___________________________________________________________

B: ___________________________________________________________


The right question tag

TEACHER’S NOTES:

Aim: to provide further practice of question tags. This worksheet isdesigned to be used in conjunction with unit 1.1.


1 Ask students to read the sentences and then fill in the correctquestion tag. Monitor to check they are going in the right directionand give help if necessary. Give students time to compare theiranswers before eliciting answers from the class.

Answers: 1 didn’t he 2 isn’t she 3 do they 4 aren’t I 5 shall we6 did they 7 can you 8 won’t you

2 Students have a freer activity here where they decide on an ideafor a short dialogue. The theme is that of the unit - connectionsbetween people, so tell students their dialogue is basically aboutany relationships that occur between people. For example, it couldbe two people sitting on a bus talking about people they know,friends in a café talking about how everyone got on at a party. Theonly criteria is that they use six question tags, and if they wantsome vocabulary from the unit.

Monitor whilst they work to check that they are using question tagscorrectly.

At the end get students to swap dialogues and read their partner’sdialogues. Encourage them to make corrections if necessary. Thenask students to take a role in each one and read them out aloud.Get feedback from the class at the end.


Does everyone agree?

1 Complete the sentences 1-6 using the words from the box below.

any every everyone any nothing some

1 I think ______ will be pleased to know that he now has responsibilityfor the junior team.

2 Do you have ______ skills that would be useful for this job?3 I think _____ person in the room realised the importance of their visit.4 ______ seemed to worry her at all about her family situation.5 Do you have ______thing that would help a bad cold?6 Would you like ______ more of this delicious chocolate?

2 Complete the box below with as many of the phrases for expressingagreement and disagreement as you can remember from unit 1.2.

Expressing agreement

Expressing disagreement

3 Read the statements 1-5 to two students and find out whether theyagree/disagree with them.

1 It is much better to live really close to as many members of your family aspossible.

2 It’s a good idea for parents to look after our children if we return to work.3 Children should leave the family home by the time they are twenty to find their

independence.4 It is better for children not to tell their parents everything about their life.5 Our parents’ education can affect the career direction we decide to take.

4 Now think back to how to report agreement/disagreement and note downas many phrases as possible in pairs. Then write down the opinions theother two students expressed using these phrases.


Does everyone agree?

TEACHER’S NOTES:

Aim: to provide further practice of any/every/no/some and expressingagreement/disagreement. This worksheet is designed to be usedin conjunction with unit 1.2.


1 Tell students they have to construct complete sentences using thewords in the box. If necessary do the first one with them as anexample. Check answers with the class.

Answers: 1 everyone 2 any 3 every 4 nothing 5 any 6 some

2 Ask students to work together to brainstorm as many phrases asthey can from unit 1.2 for expressing agreement anddisagreement. If they are finding this difficult suggest that theylook at the How to box in their Student’s Book, page 11 for a fewseconds then close their books and continue the exercise.

Answers:

Expressingagreement

That’s absolutely right./I completely agree with that.I couldn’t agree more./That’s probably true.I think there’s some truth in that.

Expressingdisagreement

I’m not sure if I agree with that./I don’t think that’scompletely true./That’s not true at all./I totallydisagree.

3 Tell students to discuss the statements with two students. Monitorto check that students use the agreement/disagreement phrases.

4 Ask students to report back the results of each statementdiscussed in groups of two or three. Make sure students use we allfelt pretty much the same about this question/There were anumber of differences of opinion…/X had quite strong views aboutthis. Get feedback from each group for each statement.


Speculating!

1 Choose one of the words from the box below to fill each gap below.

could might may can must can’t

1 You’ve been playing tennis in this hot sun for almost four hours. You_______ be thirsty!

2 Does anyone know where Sophie works? I’m not sure, I think it_______ be West London.

3 It _______ get quite noisy in this classroom when everyone arrives inthe mornings.

4 Surely she _______ know about the secret holiday we’ve planned.We’ve told nobody!

5 I feel very tired. I think I _______ be getting a cold.6 Do you think you _______ go to the summer camp if you save up

enough money?

2 Things that go bump in the night!Read each sentence below and then expand it to explain what you thinkthe noise is using must, could, might, may, can and can’t.

1 There’s a loud bang on a window downstairs, and it’s very windy outside.

2 There’s a crashing noise in the kitchen.

3 In the hall, there’s a loud thud.

4 A snoring noise is coming from the bedroom.

5 There’s a scream from a TV programme.

6 There’s a creaking noise outside in the garden.


Speculating!

TEACHER’S NOTES:

Aim: to provide further practice of present/future modals of possibilityand making speculations. This worksheet is designed to be usedin conjunction with unit 1.3.


1 Tell students to complete the sentences using the modals in the box. Givestudents time to compare answers, and then check them with the class.

Answers: 1 must 2 could/might/may 3 can 4 can’t5 could/might/may 6 might/could/may

2 Students revise vocabulary to describe noise through thisspeculation exercise. Get students to read each sentence and thenspeculate using may/might/can/can’t/could/must to speculate as towhat each noise could be. Monitor whilst they work to check theyare on the right lines. Encourage students to be creative or funny -the main thing is to get the language flowing. Elicit students’answers and encourage peer correction.

Possible answers: 1 It might be something from the garden thrownagainst the window in the rain. 2 It could be a plate or a cup that hasfallen off the cupboard. 3 That must be the cat jumping into the housethrough the window. 4 That can’t be mum. She sleeps so quietly!5 That might be a scary movie. 6 It may be a tree moving in the wind.


Sorting out phrasal verbs!

1 Reorder sentences 1-10. They all contain phrasal verbs.

1 after she definitely grandmother her takes2 always I up looked my to brother oldest I when little was3 up loved he growing the in country4 always she off was because me annoyed she showing5 up they were brought with sound very values6 other with each on we got away right7 went they out for years five together8 know I don’t they suddenly why up split9 hate I out with falling friends my10 up row quickly other each they made with after their

2 Interview three students using questions 1-5.

Question AnswersWhere do you think is an ideal placeto grow up? Why?Why do you think that some peopleshow off?What sort of qualities in a personmake you look up to them?What is the best way to make it upwith someone after a row?Do you think there are any commonreasons that couples split up? Whatare they?

3 Summarise the answers you received in Ex. 2 and write a shortparagraph for each question.


Sorting out phrasal verbs!

TEACHER’S NOTES:

Aim: to practise and consolidate the key phrasal verbs from thevocabulary page. This worksheet is designed to be used inconjunction with unit 1.


1 Tell students to reorder the sentences making sure they have aphrasal verb in each sentence. Monitor as they work to guide themin right direction if necessary. Elicit answers from the class.

Answers: 1 She definitely takes after her grandmother. 2 I alwayslooked up to my oldest brother when I was little. 3 He loved growingup in the country. 4 She annoyed me because she was always showingoff. 5 They were brought up with very sound values. 6 We got on witheach other right away. 7 They went out together for five years.8 I don’t know why they suddenly split up. 9 I hate falling out with myfriends. 10 They made up with each other quickly after their row.

2 Students have some freer practice of the phrasal verbs throughthis questionnaire. They ask three students the questions andrecord their answers. Monitor to check that everyone is using theappropriate vocabulary. Encourage students to ask extra questionsif they are confident. Allow students to mpare their answers inpairs at the end.

3 Either as a class activity or homework activity, tell students towrite up the answers from the students using the target language.Collect them at the end of class/next lesson for marking.

Total English



The working quiz

1 Work with your partner to answer the following questions.

1 What is the name of the person who writes for a newspaper?

2 Does a social worker:

(a) organise people’s social lives(b) help people with particular social problems or conditions(c) help people decorate their houses?

3 What is the name of the person who performs operations in an operatingtheatre?

4 If a person does a job basically because they love it we call it a _______ of love

(a) effort (b) labour (c) call

5 Do we call the direction we take in our career, a career:

(a) road (b) lane (c) path?

6 What is the term used to describe when a person is totally happy with their job?

7 If you are very good working under pressure, we say you are very good atmeeting tight _________.

8 If someone never loses their temper when under pressure, they are:

(a) quiet under pressure(b) calm under pressure(c) relaxed under pressure?

9 What part of the body is used to describe if someone is great at spotting details:

(a) nose (b) ear (c) eye

10 If you’re very good at working on your own, getting inspiration and motivatingyourself, we say you are good at using your own _ _ _ _ _ _ _ _ _ _

11 What is the term used to describe a person who gets on with most people andis well liked?

12 How do we describe the attitude of someone at work who will try anything andexpect it to work?

2 In pairs write a sentence using each of the answers to the quiz questionsin Ex. 1.


The working quiz

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; work. This warmer isdesigned to be used in conjunction with unit 2.


1 Get students to work in pairs to answer the quiz questions. If necessary, ifstudents are finding the quiz difficult allow them to briefly scanthrough the lead-in page of the Students’ Book, page 19 to look atthe vocabulary. Monitor to check they are going in the rightdirection and give help if necessary. Elicit answers from students.

Answers: 1 journalist 2 b 3 surgeon 4 b 5 c 6 job satisfaction7 deadlines 8 b 9 a 10 initiative 11 a people person12 a ‘can do’ attitude

2 Students put the vocabulary into their own context by writing asentence using each piece of vocabulary. Monitor as they work andcheck their sentences are correct. Elicit students’ answers andencourage peer correction.


Future plans

1 Complete sentences 1-8 using the correct form of the verbs in brackets.

1 I don’t think I __________ (take up) my company’s offer of workingfrom home three days a week.

2 I __________ (definitely/change) my working hours at some point inthe next few months, but I’m not sure when.

3 I ___________ (meet) Sandy after work to talk about doing voluntarywork at the weekends.

4 I think Anya __________ (enjoy) working flexitime. It __________(suit) her lifestyle.

5 Bea, slow down, you __________ (get ill) if you carry on working suchlong hours without a break.

6 He doesn’t think he __________ (resign) from his job after a lot ofthinking things through.

7 She’s not sure where and when, but she __________ (set up) her ownclothing company.

8 __________ (you/work) from home all this week?

2 In pairs, use the prompts 1-6 and the phrases in the box to discuss yourfuture plans.

I’m thinking about … I’m probably going to …I’m not sure yet, but … One idea is to … It depends on …

1 Learning to drive or buying a new car.

2 Investing in a holiday home to escape to whenever you like.

3 Improving your English.

4 Getting better at one of your current hobbies.

5 Planning a break to somewhere you’ve never visited.

6 Decorating or improving where you live at the moment.

3 In groups, take turns to report back your partner’s plans.


Future plans

TEACHER’S NOTES:

Aim: to provide further practice of talking about future plans andmaking predictions. This worksheet is designed to be used inconjunction with unit 2.1.


1 Tell students they have to use the correct future form of the verb.If necessary do the first one with them as an example. Go aroundthe class monitoring the activity and give help if necessary. Elicitanswers from students.

Answers: 1 ’ll take up 2 ’m definitely going to change 3 ’m meeting4 will enjoy/will suit 5 ’re going to get ill 6 ’ll resign 7 ’s going to setup 8 Are you working

2 Students consolidate on asking and talking about the future bydiscussing these quite specific future plans. Monitor whilst theywork to check that they actually use the phrases in the box.Encourage them to be as expressive as possible with each other.

3 Place students in groups of four and get each student to describetheir partner’s future plans. Encourage students to give as muchdetail as possible. Ask for class feedback at the end of the activity.


‘After work’ activities

1 Complete sentences 1-6 using the prompts in brackets and the FutureContinuous/Future Perfect tense.

1 Will you ____________ (work late) tonight?2 Could you text me later on please? I ____________ (finish) my

evening class by then.3 By the end of the summer holidays, we ____________ (decorate)

Eva’s bedroom.4 I ____________ (spend quality time with) my kids this weekend - I’ve

been working far too much recently.5 I think we ____________ (learn) some new steps in our salsa class

tonight.6 If I leave work early I ____________ (not keep up to date with) all

my recent emails.


1 How will you be spending your time this evening?2 How many mobile phone texts or phone calls do you think you’ll have

made by this time tomorrow?3 Will you be spending much time studying English this weekend?4 Are there any countries you definitely want to have visited by the time

you’re sixty?

3 Survey time! In pairs write six questions for a survey on the subjects inthe box below.

• sport on TV• safety of chat rooms• socialising with friends• texting and emailing people• meeting new people at evening classes

Ask your questions to as many other students as you can and make anote of their answers.

4 Write the results of your survey questions with your partner. Use theHow to … box on page 25 of your Student’s book to help you.


‘After work’ activities

TEACHER’S NOTES:

Aim: to provide further practice of the Future Continuous and Future Perfectas well as the can do statement; do a survey and report the results.This worksheet is designed to be used in conjunction with unit 2.2.


1 Tell students they have to use the correct form of the verb, whether it isthe Future Continuous or the Future Perfect. Go around the classmonitoring the activity and give help if necessary. Give students time tocompare their answers before eliciting them from the class.

Answers: 1 be working late 2 ’ll have finished 3 ’ll have decorated4 ’ll be spending 5 ’ll be learning 6 won’t have kept up to date with

2 Students ask each other the four questions using the Future Continuousor the Future Perfect tenses. Monitor to make sure they answer usingthese tenses as well. Encourage them to be as expressive as possible.Get feedback from the various pairs.

3 Students work in pairs to write six survey questions based on thesubjects provided. If students need prompts, use the questions below asexample questions. Monitor as students work to check that theirquestions make sense.

Possible questions: 1 Do you think there is too much sport on TV?Why yes or no? 2 How safe do you think chat rooms are?3 How regularly should we find time to spend quality time socialisingwith friends? 4 Do you think people need to send texts as often assome people do? 5 How true is it that we might meet people we geton with at evening classes?

Students then ask their questions to as many students as they can. Goaround the class monitoring to make sure they note down the answers.

4 Before students write down their results, refer them to the Student’sBook, page 25 to revise phrases to use for reporting results. Ask for classfeedback on survey reports.


Just in case!

1 Imagine you are preparing for a two-centre holiday. The first part of the holidayis an expedition up a mountain and the second part of the holiday is seven dayson a tropical island. Make a list of four things you will take on each holiday andwrite a sentence explaining why using in case or just in case.

Expedition up a mountain: 7 days on a tropical island:_____________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ _____________________________

In pairs compare your preparations for the holiday.

2 Construct complete sentences using the prompts 1-8 below. Add extra wordsand make verb tense changes where necessary.

1 I/not apply/job/we decide/move/America.

________________________________________________________

2 I/give you lift/tonight/it rain.

________________________________________________________

3 She/take/book/interview/they run late.

________________________________________________________

4 I/go/cinema as well/tonight/Sally’s date not turn up.

________________________________________________________

5 They/go back/they leave/light on.

________________________________________________________

6 Can you/buy milk/there’s none/fridge?

________________________________________________________

7 I pack/sun lotion/I get sunburnt/on holiday.

________________________________________________________

8 Shall we take/lots snacks/we hungry later on?

________________________________________________________


Just in case!

TEACHER’S NOTES:

Aim: to provide further practice of in case. This worksheet is designedto be used in conjunction with unit 2.3.


1 Tell students to make a list of things that they’d need for the twostages of their holiday. They need to write sentences to explainwhy these things are needed using in case or just in case. Monitorto check that they are on the right lines and give help if necessary.Give students time to compare their preparations with theirpartners and encourage them to justify their choices. Get feedbackfrom the various pairs.

2 Tell students they have to construct complete sentences using incase or just in case, the cues 1-8 and their own words. Ifnecessary do the first one with them as an example. Elicit students’answers and encourage peer correction.

Answers: 1 I didn’t apply for the job in case we decided to move toAmerica. 2 I’ll give you a lift tonight in case it’s raining. 3 She tooka/her book to the interview in case they were running late. 4 I’m goingto go to the cinema as well tonight in case Sally’s date doesn’t turn up.5 They went back just in case they’d left the light on. 6 Can you buysome milk in case there’s none in the fridge? 7 I packed some sunlotion in case I got sunburnt on holiday. 8 Shall we take lots of snacksin case we’re hungry later on?


Collocating correctly!

1 Correct the prepositions in the following sentences 1-8.

1 I’ve always been really interested on people who start up their ownbusinesses.

2 I believe he paid at the holiday as a surprise.

3 Do you know that she resigned to her job?

4 I can’t believe they succeeded on persuading him to do it!

5 They said it’s quite a similar villa from the one they hired last year.

6 It took them ages to prepare of the cup final.

7 Did you apply in that job in the end?

8 Do you believe to that kind of working system?

2 Fill in the missing preposition in each of the questions 1-8 below.

1 Is there any animal or insect that you’re afraid _____?

2 Is there anything that you insist _____ when people come into yourhouse?

3 What kind of fiction are you interested _____ at the moment?

4 How do you usually prepare _____ an interview or major exam?

5 Do you prefer your holidays to be different _____ each other orbasically the same type of holiday?

6 Which movie stars (if any!) are you keen _____ at the moment?

7 If I asked your parents, what would they tell me you are good _____?

8 Do you ever find that you worry _____ something and then afterwardsit doesn’t seem to have been worth worrying _____? Any examples?

3 In pairs take turns to ask each other the questions from Ex. 2. Ask asmany follow-up questions as you can.


Collocating correctly!

TEACHER’S NOTES:

Aim: to provide further practice of collocations with prepositions. Thisworksheet is designed to be used in conjunction with thevocabulary page, unit 2.



Answers: 1 interested in 2 paid for 3 resigned from 4 succeeded in5 similar villa to 6 prepare for 7 apply for 8 believe in

2 Students read the sentences and correct the mistake in eachsentence. Elicit students’ answers and encourage peer correction.

Answers: 1 of 2 on 3 in 4 for 5 from 6 on 7 at 8 about

3 Group students into pairs and ask them to take turns to ask eachother the questions from Ex. 2. Monitor to check that they use thecorrect prepositions in their questions and answers. Get feedbackfrom the various pairs.

Total English



Old or new?

1 Complete the crossword using the clues below.

1

2

3 4

5

6

7

8

9

Across:

1 adjective used to describe a very old building3 adjective used to describe things or clothes that are in keeping with

ideas that have existed for a long time6 we say that something which has already had one owner is

second-_ _ _ _7 something that has existed for a long time8 the opposite of 7 across9 very up-to-date

Down:

1 old and often very valuable - adjective used to describe things2 popular, especially for a short period of time4 not modern and considered not to be 2 down anymore5 _ _ _ _ _ _ clothes are influenced by the most fashionable styles/ideas

2 Write a sentence for each of the answers in Ex.1 connected with yourown country, family, favourite things or clothes.


Old or new?

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; adjectives todescribe old and new. This warmer is designed to be used inconjunction with unit 3


1 This quiz is based on the key vocabulary from the Students’ Bookunit 3, page 45. Explain to students that all the words in thecrossword are connected with adjectives to describe age, andvocabulary that they have recently been introduced to. Studentsread the clues. Check to see if there are any questions. Tellstudents to work on each clue filling in the crossword. Monitor tocheck they are on the right lines. When students finish, theycompare their answers and spellings with their partner. Elicitanswers from students.

Answers: 1 (Across) ancient 1 (Down) antique 2 (Down) fashionable3 (Across) traditional 4 (Down) old-fashioned 5 (Down) trendy6 (Across) hand 7 (Across) old 8 (Down) new 9 (Across) modern

2 Ask students to write a sentence for each of the answers in Ex. 1related to their own experience. Tell them it can be about a placethey like to visit, a style they admire, something they haveheard/read about and are interested in, something on a TVprogramme, as long as they put the word in the correct context.Monitor as they work to check they are working along the rightlines. Get students to exchange their sentences with a partner andencourage peer correction. Tell students to also ask follow-upquestions. At the end of the activity call out a few of the answersfrom Ex. 1 and ask students to read out their sentences to the restof the class.


Looking back

1 Complete sentences 1-6 using the verb in brackets in the correctnarrative tense.

1 While they ___________ (sleep), the children crept out of the house.

2 After that, the children ___________ (always/stay) in the house.

3 Before moving to the town, they ___________ (always/leave) thefront door unlocked.

4 It was funny that she mentioned that topic, as we ___________ (talk)about it for a long time.

5 At that time, he ___________ (not/want) to join in the campaign.

6 For the previous few years, they ____________ (never/believe) theycould have found such a wonderful place to live.

2 In pairs, plan a short story using the instructions below.

Instructions:

• Decide on a story based around a trip to a place in the world where there is amixture of old and new things to look at and visit.

• Make brief notes about where the characters went and what they saw and did.

• Then divide the notes into three paragraphs to a) introduce the story, b) narratethe main events and c) describe the ending.

• Alongside the notes, write down useful vocabulary from page 33 of yourStudent’s book.

• Use the four narrative tenses from unit 3.1 along with five time expressions fromthe box below.

at that time from that point on since then up until that pointduring throughout for the previous few after that while in

3 In pairs use your plan from Ex. 2 to write the story.


Looking back

TEACHER’S NOTES:

Aim: to provide further practice of narrative tenses and writing shortstories. This worksheet is designed to be used in conjunctionwith unit 3.1.


1 Tell students they have to complete the sentences using thecorrect form of the verb. If necessary do the first one with them asan example. Monitor to check they are going in the right directionand give help if necessary. Elicit students’ answers and encouragepeer correction.

Answers: 1 they were sleeping 2 always stayed 3 had always left4 had been talking 5 didn’t want 6 had never believed

2 After briefly revising all the narrative tenses from unit 3.1 in Ex. 1,students now put these into practice by writing a short story. Therequired format is similar to what they have already done in theStudent’s Book, so this is further consolidation of detailed planningand then writing a narrative story. In pairs get students to plantheir stories carefully using the instructions ion the box. Monitor tomake sure that students work through each of the planning pointscarefully. Answer any questions they have.

3 Keep the same pairs together and ask students to write theirstories. Give them a time limit so they have a goal to worktowards. Go around the class monitoring carefully to check correctuse of tenses and give help if necessary. When students havefinished encourage them to exchange their story with another pairand give them time to read each other’s through. Get students tocomment on each other stories and make corrections if necessary.Get feedback by asking for more confident pairs to read theirstories out to the class.


Articles and things

1 Fill in the missing article/delete an unnecessary one in each sentence.

1 Be careful! Road outside is icy and really slippery.

2 This is itchy jumper! It’s really irritating my skin!

3 The Oxford Street in London is full of very tempting shops.

4 I’ve just read a book by the Amy Tan - it was brilliant book.

5 This is really soft pillow - I’ll sleep well tonight.

6 Surface of that table looks very shiny.

7 I love a jeans which are stretchy because they’re much morecomfortable to wear.

8 We adore living in country… it’s so quiet and tranquil most of the time.

2 Look at the words in the box below. They are all inventions.

Running machine mobile phone vacuum cleaner kettleportable CD player umbrella central heating alarm clock

In pairs, answer the following questions.

1 Describe each of the inventions in one sentence using some of theadjectives from page 37 of the Student’s book if they’re relevant.

2 Which two inventions could you not do without? Why?3 What do you think people did before each of these things were

invented?

3 Compare your answers with the pair next to you.


Articles and things

TEACHER’S NOTES:

Aim: to provide further practice of articles and talking aboutmaterials, possessions and inventions. This worksheet isdesigned to be used in conjunction with unit 3.2.


1 Tell students to read the sentences and fill in the correct article ordelete the extra article. Give students time to compare answersbefore eliciting them from the class.

Answers: 1 The road outside … 2 This is an itchy jumper! 3 OxfordStreet (delete ‘The’) 4 delete ‘The’ in front of Amy Tan, and add: itwas a brilliant book 5 a really soft pillow 6 The surface of that table …7 delete ‘a’ before jeans 8 add ‘the’ before country

2 Get students to read the inventions in the box and then answer thequestions below in pairs. Monitor as they work to check that theyare confident describing the inventions and discussing them. Thereshould be as much discussion as possible. Direct students to theirStudent’s book, page 37 and encourage them to use thoseadjectives where appropriate.

3 Regroup students to that two pairs are working together. Get thepairs to take turns to discuss their answers and encourage thelistening pair to ask follow up questions. Get feedback from thevarious groups at the end.


Using adjectives and adverbs

1 Each of the following sentences has a word or phrase missing. Choose aword from the box and rewrite the sentence putting a word from the boxbelow in the correct place.

rudely stupidly friendly beautiful nearlytomorrow probably last year quickly hard

1 He went to Australia and had a fabulous time. I think he’ll go againthis year.

2 She fell off her bike, but luckily she got her balance back just in time.3 They ignored my advice and didn’t take umbrellas, so they got

soaked!4 I left when I realised it was a private moment for them!5 They both worked really to pass their law exams.6 She’s such a girl - always says hello and asks how you are.7 They live in a really city - it’s so lovely to visit and look at all the

buildings.8 I’m going to the hairdressers - my hair is in desperate need of a cut!9 We’ll go I think - it really does depend on whether the car gets fixed

or not.10 I thought he spoke to her very. There was no need to speak like that.

2 Plan a short presentation about a fabulous holiday destination you knowof/have visited. Make some notes about the topics in the box.

• any historical information• the scenery• main positive features of

the place

• main tourist attractions• type of food and restaurants

available• is it lively or very quiet?

3 In pairs take turns to give your presentations to each other. Listen toyour partner’s presentation carefully and give them advice on thefollowing points.

1 How clear is the information given?2 Is the speaking clear and easy to understand without being too fast,

slow, loud or quiet?3 Is it a persuasive presentation? Would you visit the place? Why/why

not?


Using adjectives and adverbs

TEACHER’S NOTES:

Aim: to provide practice of adjectives and adverbs as well as the cando statement; giving presentations about a place. Thisworksheet is designed to be used in conjunction with unit 3.3.


1 Get students to rewrite the sentences by filling in the correctadjective or adverb. Give students time to compare their answersbefore eliciting them from the class. Encourage peer correction.

Answers: 1 Last year he went to Australia and had a fabulous time.I think he’ll go again this year. 2 She nearly fell off her bike, but luckilyshe got her balance back just in time. 3 They stupidly ignored myadvice and didn’t take umbrellas, so they got soaked! 4 I quickly leftwhen I realised it was a private moment for them! 5 They both workedreally hard to pass their law exams. 6 She’s such a friendly girl -always says hello and asks how you are. 7 They live in a reallybeautiful city - it’s so lovely to visit and look at all the buildings.8 Tomorrow I’m going to the hairdressers - my hair is in desperateneed of a cut! 9 We’ll probably go I think - it really does depend onwhether the car gets fixed or not. 10 I thought he spoke to her veryrudely. There was no need to speak like that.

2 Students extend the can do statement from unit 3.3 by giving apresentation on a wonderful holiday destination instead of a citythey know. Students can follow more or less the same rules as inthe Student’s Book, pages 40-42. Recap with students and makesure they plan their presentation carefully in order to make it clear,interesting and audible. Monitor whilst they plan and giveassistance where necessary.

3 In pairs students take turns to give their presentations to eachother. Get them to offer each other advice according to theguidelines given. If time at the end, ask students to give theirpresentations to the class.


Going back to school…

1 Read the following extract from the writer’s memory of school andanswer the following questions.

I actually really enjoyed my school days. Most of my teachers were brilliant and veryinspiring - if they didn’t seem that enthusiastic towards their subject then that affected me.I wasn’t that interested. But that didn’t happen very often. My favourite subjects wereEnglish, drama and French. Looking back, I think that my passion for these subjects hashelped me in my life. I continue to enjoy reading and seek out different types of books toread as well as learning a lot about life from books. It is a form of relaxation and stressrelief for me. Drama was great fun at school, but also in real life situations it has helped tobe able to stand up and speak confidently in my job and with all people in general. It sort ofhelps you assume different roles required of you in life! Despite enjoying French, I wasalways a bit shy, I guess, and didn’t speak up enough in class, so my spoken French couldbe better, but I’ve enjoyed so many holidays to France and been able to carry out whatevertask needed in French, which for me and my family has been a great bonus.

Now I’m older and wiser, I realise that school really may be the only time in your life youget to study exclusively and improve your knowledge in so many areas. With the busy liveswe lead now, there are times when we want to undertake a new course, but have to considertime availability - when will we fit in the study? It’s important that new courses don’tbecome a stress when they are meant to be a learning opportunity!

I would always advise my children to really make the most of school and the learningoptions available. I would like to think that I could trust their instinct also - if they want todo science to become a doctor - fine, and if they want to study mechanics, art or cookery tofollow a career in that line, then fine too!

1 What does the writer mean when his teacher’s are described as ‘inspiring’?2 How did the writer react to teachers who seemed disinterested in their subject?3 Have the writer’s favourite school subjects had a long-term effect?4 What do you think the writer means when he describes reading as a form of

relaxation?5 The reader says that drama has ‘helped him assume different roles required in

life’. What does that mean?6 Why is the writer’s spoken French perhaps not as good as it could be?7 What does the reader realise about school later in life?8 What does ‘instinct’ mean in the last paragraph?

2 Discuss in pairs. The writer above names three subjects which havebenefited him throughout his life. Can you name three subjects that youstudied at school which have benefited you? Explain why to your partner.


Going back to school…

TEACHER’S NOTES:

Aim: to provide further practice of the communication page; Lessonsfrom history. This worksheet is designed to be used inconjunction with unit 3.


1 Get students to read the passage and then answer the questions.Monitor as they work and answer any questions related tolanguage in the passage. Give students time to discuss answerswith their partner at the end of the activity, before checking themwith the class.

Answers: 1 Their energy and enthusiasm towards their subject istransferred to the students. 2 The writer also became disinterested inthe subject. 3 Yes, they have. Each subject has had some influence onthe writer’s post-school days. 4 It is an escape from his own world -something he can enjoy without thinking about anything else. 5 In lifeit is sometimes necessary to act in certain ways in certain situations tomake things work, e.g. an interview, a presentation, meeting newpeople, representing someone or something. 6 The writer was rathershy at school and didn’t speak up a lot in the class, so didn’t get thepractice at speaking. 7 It may be the only time in your life when youget to study exclusively with no other distractions. 8 natural feelingstowards something without having to think too much about it

2 Get students to compare the writer’s experience with their own.Are there any school subjects which have influenced them post-school? Encourage them to explain why to their partners. Getfeedback from various pairs.

Total English





1 What’s the correct definition for having nothing of a specific item left?

a run out on b run in of c run out of

2 What is the verb for giving someone something that you expect to be returned?

3 If you still need more of something, you can say,

a not be enough b not have enough c not do enough?

4 Unscramble the following anagram to reveal the word for unwanted material. Etsaw _______

5 If you are particularly pleased with what you have got for the money you spent, you say,

a good value on b good value in c good value for

6 Unscramble the following anagram to reveal the verb which describes the action of getting money from someone who dies. Itrehni ______

7 If a situation is just going to be too much trouble, we describe it as,

a not value the b not got the c not worth the

8 What is the verb to describe the money we get from working?

9 If you put your money in a bank account for the future you are,

A making b saving c spending

10 Unscramble the anagram to reveal the verb which describes the action of coming by money by not working for it (legally!) Amek ____

2 Think of five other words connected with wealth and write them below.

1 ___________

2 ___________

3 ___________

4 ___________

5 ____________

3 Describe each word to your partner without actually saying the word to see if they can guess the word.



TEACHER’S NOTES: Aim: to provide further practice of the verbs and phrases from the

lead-in page. This warmer is designed to be used in conjunction with unit 4.




Answers: 1 c run out of 2 lend 3 b not have enough 4 waste 5 c good value for 6 inherit 7 c not worth the 8 earn 9 b saving 10 make

2 Students have a freer activity where they choose their own words connected with wealth and write them down. They then decide how to describe this word without actually revealing it! Monitor to check that their descriptions are clear enough.

3 Ask students to take turns describing their words to their partner

without using the actual word they are describing. Go around the class to check how many words the students are guessing correctly. Ask students who have chosen challenging words to read their description to the class to see if anyone can guess it! Get feedback and encourage peer correction at the end.


Using ‘if’

1 Complete the second half of each of the following sentences using if andyour own ending. Make sure the verb is in the correct tense.

1 If I had the opportunity to sail around the world, …

2 If he gambles all his money on the horses, …

3 If I had had the chance, …

4 If we sort out our finances, …

5 If you find out about that course, …

6 If I had given out more brochures, …

7 If I’d had a substantial amount of money when I graduated …

8 Would you take a three-month trip somewhere if … ?

2 In pairs write a diary entry of 100 words. Imagine that you have justspent a day trying out a new sport which you considered to be a bit of arisk. (e.g. parachuting, skydiving, snowboarding, diving, surfing). Makenotes on the points in the box before you begin writing.

• How did you feel before the day started?• What were your first impressions when you arrived at the place to do

the sport?• What was your instructor like?• How successful were you at overcoming your fear?• What results did you get?• What was your overall impression at the end of the day? Would you

do this sport again?

Think about your style as you write. Look back to Ellen MacArthur’s diaryin your Student’s book, page 50 for reference.

3 In small groups take turns to read your diary entry out aloud. Ask forfurther information/clarification if necessary.


Using ‘if’

TEACHER’S NOTES:

Aim: to provide further practice of if and can do statement; write adiary entry. This worksheet is designed to be used in conjunctionwith unit 4.1.


1 Students consolidate their work on if clauses by completing the secondhalf of each of the sentences in their own way. Monitor as they work tocheck that they are writing the correct conditionals. Get students tocompare their sentences and to correct each other’s if necessary. Thenget a selection of answers from the whole class.

Possible answers: 1 If I had the opportunity to sail around the world,I would go in a very big boat with an experienced crew. 2 If hegambles all his money on the horses, he’ll have severe financialproblems. 3 If I had had the chance, I would have spent a seasonskiing in an Alpine resort. 4 If we sort out our finances, we’ll buy ahouse in the summer. 5 If you find out about that course, can youpass the information on to me please? 6 If I had given out morebrochures, I think I’d have had a better response. 7 If I had had asubstantial amount of money when I graduated, I’d have taken a yearout to travel. 8 Would you take a three-month trip somewhere if yourboss said you could take that length of time off work?

2 Students write diary entries imagining they have just completed a day oftraining for a sport they would normally not think of doing as it’s toorisky. Monitor to make sure they use the planning prompts to carefullyplan their 100 word diary entry and direct them to the Student’s Book,page 50 if necessary.

3 Regroup students so that two/three pairs are working together. Getstudents to read their diary entries to the group and encourage theothers to ask follow up questions. If there’s time at the end, ask somestudents to read their entries out to the class.


Obligations and explanations

1 Correct the mistake in sentences 1-8.

1 In our exercise class at the gym yesterday we all have to do stretchesbefore we started.

2 You’re suppose to tuck your feet under when you do a forward roll.3 You should have lean a little more forward to successfully do that

balance.4 If you would like my advice about this, and this may or may not be

right, you must go and talk to your boss.5 It really doesn’t matter. She has to come to the theatre if she doesn’t

want to.6 We must take holidays at Christmas in our office.7 I have to cut down on drinking coffee - it’s keeping me awake at night.8 We needn’t not go if you’re too tired.

2 How to do things! Choose two items from the box below and explainhow to do them.

ski make good coffee prepare for a long run diveplan a good essay manage your finances start a cargood pasta cook a curry revise for exams cook

Write four sentences below explaining how to do each thing.

Item 1: _______________________a)b)c)d)

Item 2: _______________________a)b)c)d)

3 In pairs, take turns to read your explanations to each other.


Obligations and explanations

TEACHER’S NOTES:

Aim: to provide further practice of expressing obligations and the cando statement; explain how to do something. This worksheet isdesigned to be used in conjunction with unit 4.2.



Answers: 1 In our exercise class at the gym yesterday we all had todo stretches before we started. 2 You’re supposed to tuck your feetunder when you do a forward roll. 3 You should have leaned a littlemore forward to successfully do that balance. 4 If you would like myadvice about this, and this may or may not be right, you should go andtalk to your boss. 5 It really doesn’t matter. She doesn’t have to cometo the theatre if she doesn’t want to. 6 We have to take holidays atChristmas in our office. 7 I must cut down on drinking coffee - it’skeeping me awake at night. 8 We needn’t go if you’re too tired.

2 Ask students to choose two things they feel happy explaining howto do. Tell them that they can choose something else if there isnothing relevant in the box. Encourage them to make some notesinitially and monitor to check that everyone has the language theyneed for their explanations. Refer students back to unit 4.2 in theStudent’s Book to look at the style required (imperatives and shortsentences). Get students to write four instructional sentences foreach item. Go around the class to monitor the activity and giveassistance if necessary.

3 In pairs, students take turns to read out their instructions.Encourage students to ask for further clarification whereappropriate. Get feedback from the class.


Being emphatic

1 Reorder the following sentences.

1 is he a reasonable such person I’m that sure work he’ll it out .

_______________________________________________________

2 very hardworking person very she a is .

_______________________________________________________

3 really was he possessive I and think was that they why out fell .

_______________________________________________________

4 performance her just was brilliant . Was so I of her proud .

_______________________________________________________

5 the it’s things essential I always that to run seem of out milk likebread and .

_______________________________________________________

6 wish I do they’d out sort problems their .

_______________________________________________________

7 find out they did yoga classes about .

_______________________________________________________

8 just was it perfect; couldn’t I for wished have better day a .

_______________________________________________________

2 Use the following six topics using as many of the words and phrases toemphasise as possible from the box below.

repetition (e.g. very, very) so, such, really, justIt is/was … which/that use appropriate form of ‘do’

1 your favourite restaurant2 the worst film you have ever seen3 your favourite sport4 the most beautiful city you have visited5 your worst job6 best film you have seen recently


Being emphatic

TEACHER’S NOTES:

Aim: to provide further practice of emphasis. This worksheet isdesigned to be used in conjunction with unit 4.3.


1 Ask students to unscramble the words to make completesentences. Monitor to check they are going in the right directionand give help if necessary. Elicit answers from students.

Answers: 1 He is such a reasonable person that I’m sure he’ll work itout. 2 She is a very, very hardworking person. 3 He was reallypossessive and I think that was why they fell out. 4 Her performancewas just brilliant. I was so proud of her. 5 It’s the essential things thatI always seem to run out of like milk and bread. 6 I do wish they’d sortout their problems. 7 They did find out about yoga classes. 8 It wasjust perfect; I couldn’t have wished for a better day!

2 Briefly review words and phrases used for emphasis from the boxso students are clear once again on how to use these. Then askstudents to discuss the six topics using as many of the differentphrases as possible. Monitor carefully to check that they are usinga variety but emphasise that they don’t have to use all thephrases, if there really is one phrase that they aren’t able to use.Get some more confident pairs to act out one of their discussionsto the class at the end.


Going the distance!

1 Complete sentences 1-12 using the words in the box below.

deep narrow height lower broad longlengthen deep short widen shallow low

1 I bought this skirt last week but think it’s too short. Can you________ it for me please?

2 If the pool is too ________, my daughter will be afraid and won’t goin.

3 My son is very tall. I’m going to measure him to find out his________.

4 She was so ________ in thought, she didn’t hear us come into theroom.

5 I find her a really ________-minded boss - she has an open mind onmost subjects.

6 Can you ________ these desk chairs? My legs only just touch thefloor!

7 I wish they’d ________ this country road - it can be very dangerousif a car passes you going fast.

8 I don’t see why we shouldn’t go ahead with that business plan - it’svery ________-risk.

9 At the moment I find it difficult to think too far ahead - this is just a________-term plan.

10 The only reason they like him is because of his powerful position inthe company and the fact that he’s rich - they’re a bit ________,aren’t they?

11 This taxi is taking ages - do you think he’s going the ________ wayround?

12 Their whole outlook is very ________-minded - they think everythingshould be a certain way and other ways are not right.

2 Write six sentences about risk using the verbs in the box below.

to shrink to extend to stretch to spreadto expand to be thrown in at the deep end


Going the distance!

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; distances anddimensions. This worksheet is designed to be used in conjunctionwith the vocabulary page, unit 4.


1 Tell students to first read the sentence and then choose the correctword from the box to fill each gap. Monitor to check they are goingin the right direction and give help if necessary. Elicit answers fromstudents and encourage peer correction..

Answers: 1 lengthen 2 deep 3 height 4 deep 5 broad 6 lower7 widen 8 low 9 short 10 shallow 11 long 12 narrow

2 Students look at the verbs and write a sentence connected withrisk using each verb. Then group the students into pairs and askthem to swap with each other to compare sentences. Get feedbackfrom the class so students hear as many examples as possible ofhow the verbs can be used. The answers below are possibilitiesthat can be used as prompts for students.

Possible answers: 1 If it says don’t put the shirt in the washingmachine, then don’t, as you’re risking it shrinking. 2 If they extend therunway of the local airport, they run the risk of upsetting the localcommunity as farming land and fields will be lost. 3 This beautifulforest stretches for over ten miles. If a new road is built through it,they risk spoiling a lovely nature spot. 4 If towns keep spreading, thenthere will be much less green space for people to enjoy. 5 Expanding acompany can be a risk as it involves more money being invested.6 Being thrown in at the deep end is OK for very confident people, butsometimes you run the risk of really upsetting people by doing this.

Total English



Looking back

1 Complete sentences 1-6 below using the words in the box below.

forgetful reminisce memory remindmemorable remember nostalgic

1 I love to ____________ about our childhood camping holidays. Theywere such fun!

2 Can you ____________ the last time we had a really good night out?3 I have a very clear ____________ of the time I spent living in Italy.4 We get very ____________ when the train goes through the town we

used to live in.5 I seem to be getting more and more ____________. Where did I put

my keys?6 Can you ____________ me to pay the phone bill please?

2 Interview two students using the questions in the table below. Make anote of their answers.

Student 1 Student 2Which part of your childhood do youmost like to reminisce about?

What is the most nostalgic film youhave seen?

Are there any smells or sounds thatalways remind you of your childhood?

Which of the following do youremember most clearly: first day atwork/college/uni/school? Why?


Looking back

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; memory. Thiswarmer is designed to be used in conjunction with unit 5.


1 Ask students to complete the sentences in the box. Monitor tocheck they are going in the right direction and assist if necessary.Elicit answers from the class and encourage peer correction.

Answers: 1 reminisce 2 remember 3 memory 4 nostalgic5 forgetful 6 remind

2 Students continue to focus on the past by doing this miniquestionnaire. Ask them to interview two students using theinformation in the table. Each question practices one of the newitems of vocabulary. Monitor to check that students are talkingalong the right lines and make note of any errors.

Then group students into pairs and ask them to report the resultsof the questionnaire to their partners. Get feedback from thevarious pairs and go over any corrections.


Appearances

1 Correct two mistakes in each of the following sentences.

1 I’m so use to the colour of my hair. I don’t really want to die it.

2 Didn’t she used to be a bit overweigt when she worked here?

3 I didn’t used to like clean-shaved men.

4 When we were little we would live in the country and I remember ourlovely next door neighbour who always looked taned.

5 I think he’s getting used the fact that he’s going a bit bold.

6 I’m use to my straigt hair now. I had it straightened at thehairdressers last week.

2 Describing appearances! Describe the following four people from yourpast and present. Include at least one word for each category; hair, face,build and general to describe each person.

Person Hair Face Build Generalyour favouriteteacher at schoolyour best friend

your ideal type ofman or womanyour boss at work

`

3 In pairs take turns to describe your four people. Ask each other questionsabout the descriptions.

4 Guess who! Who is your favourite film star of all time? In pairs taketurns to describe this person using the categories in Ex. 2 without sayingtheir name. Try to guess who the person is.


Appearances

TEACHER’S NOTES:

Aim: to provide further practice of used to/get used to/would as wellas the can do statement; describe appearances. This worksheetis designed to be used in conjunction with unit 5.1.



Answers: 1 I’m so used to the colour of my hair. I don’t really want todye it. 2 Didn’t she use to be a bit overweight when she worked here?3 I didn’t use to like clean-shaven men. 4 When we were little weused to live in the country and I remember our lovely next doorneighbour who always looked tanned. 5 I think he’s getting used tothe fact that he’s going a bit bald. 6 I’m used to my straight hair now.I had it straightened at the hairdressers last week.

2 Students practise describing the physical appearance of peoplefrom their past and present. Refer them back to the Student’sBook, page 64 to make sure they maximise use of new vocabulary.Monitor whilst they work to check that they are using the languagecorrectly and give assistance if necessary.

3 Group students into pairs and ask them to take turns to read theirdescriptions to their partner who then asks any questions theywould like to about each one. Get feedback from the various pairs.

4 Get students to describe their favourite film star to their partnerusing categories of hair, face, build and general. Make this into aclass activity. The first student reads out their description and therest of the class try to guess who it is, the second students doesthe same and so on until everyone has read out their description.


Memories

1 Complete sentences 1-10 using verbs to express ability.

1 I remember clearly that when I was five, I _________ ride my bike quitefast!

2 She hopes that she _________ dive by the end of the holiday.3 I _________ around Portugal quite confidently after living there for a year.4 He was delighted when at last he _________ to pass his driving test.5 They had been trying to grow organic vegetables for ages, and they were

delighted when they _________ in growing a whole crop of fruit andvegetables.

6 He _______ how ________ use a computer when he was six.7 I never was very _________ cookery.8 She really is quite _________ keeping in touch. She hardly ever writes or

phones.9 Do you think you _________ visit us later in the year?10 Did she _________ to arrange the school reunion?

2 Read the following extract about someone’s early memories and answerquestions 1-5.

School was good fun, but I always remember looking forward to the long summer holidays. Iused to spend most of the time outside playing with my friends and going off to places on ourbikes - making camps, eating ice creams and playing in the park. Yes, summer holidays werethe best. Going to college was fantastic, especially as you had to work so hard to pass theexams to get there. I was studying subjects that I enjoyed and having the opportunity to dolots of different sports and activities. I get quite nostalgic when I remember those carefreedays - meeting so many new people and having great fun at parties and social events…

1 What did the writer really look forward to every year?2 How were most of the writer’s summer holidays spent?3 Why did the writer feel pleased to have got in to a college?4 Which word is used to describe the ‘chance’ to do lots of different sports?5 How does the writer describe his days at college? What do you think this

means?


1 Do you remember the long summer holidays from school similarly to thewriter? What did you use to do?

2 What happened after you left school? Did you go to college/university/intowork? What kind of memories do you have of these early post school days?

3 Do you feel similarly to the writer that life before the world of work wasrelatively carefree?


Memories

TEACHER’S NOTES:

Aim: to practise and consolidate ways of expressing ability as well asthe can do statement; talk about memories. This worksheet isdesigned to be used in conjunction with unit 5.2.


1 Tell students to complete the sentences using words to expressability. Give students time to compare answers before elicitingthem from the class.

Answers: 1 could 2 ’ll be able to 3 was able to 4 managed to5 succeeded 6 knew how to 7 good at 8 bad at 9 ’ll be able to10 manage

2 Get students to read the short extract and then answer thequestions. Elicit answers from the class.

Answers: 1 the long summer holidays 2 outside having fun with hisfriends 3 because he had to work so hard to pass the exams to getthere 4 opportunity 5 carefree - good fun without too muchresponsibility or worry about anything else

3 Ask students to discuss the questions with each other. Monitor tocheck if they need any help. Get feedback from the class.


Talking about books and stuff

1 Complete sentences 1-6.

1 Although the book looked rather long, I …2 Even though the main character in the book was such an exciting

character, I …3 The author really needed to take a holiday in the middle of writing the

book, which was not convenient. However, …4 (A bookshop manager) Personally, I’m not at all keen on the subject of

this book and don’t know how customers will react. Nevertheless, I’ll …5 That book was a real page turner, but …6 I don’t really like that author, although I have to admit …

2 In pairs describe the different types of books in the box below.

Harry Potter books Bridget Jones books non-fiction historicalclassics biographies/autobiographies chic lit horror crime

3 Choose a book from one of the categories that you have read recently/awhile ago and make some notes about it under the following headings.

Plot:

Things I liked about the book:

Criticisms:

Favourite characters:

4 In pairs take turns to describe your books and ask further questions.


Talking about books and stuff

TEACHER’S NOTES:

Aim: to provide further practice of although/but/however/neverthelessand the can do statement; talk about books. This worksheet isdesigned to be used in conjunction with unit 5.3.


1 Tell students to decide on a logical way to finish each of the sentences.Monitor as they work to check that they are writing grammaticallyaccurate sentences. Give students time to compare their sentencesbefore eliciting them from the class. If needed, some possible answersare listed below.

Answers: 1 Although the book looked rather long, I decided to take it onholiday and try to read it. 2 Even though the main character in the book wassuch an exciting character, I really didn’t like him! 3 The author really neededto take a holiday in the middle of writing the book, which was not convenient.However, her editor knew the author had been working hard, so agreed to theholiday which would give the author a welcome rest. 4 (A bookshop manager)Personally, I’m not at all keen on the subject of this book and don’t know howcustomers will react. Nevertheless, I’ll buy some stock and put it on theshelves to give it a chance. 5 That book was a real page turner, but the endwas rather disappointing. 6 I don’t really like that author, although I have toadmit his books are very exciting.

2 Group students into pairs and ask them to describe more fully what typebooks each of these categories are. Monitor as they work and giveassistance if necessary. Elicit students’ answers and encourage peercorrection.

3 Get students to decide on a book from one of the categories in Ex. 2 andmake notes about it under the specified headings. Encourage students touse although/but/however/nevertheless at some point in their notes.

4 Students take turns to describe their book and their partner asks furtherquestions about it. Monitor to check that the discussion flows and thatlanguage is used correctly. Give feedback to the students at the end.


Themed time capsules

1 In pairs choose three topics from the box below that you are bothinterested in. Write them down in the space below the box.

football famous solo singers great films famous pop groupsfashion tennis popular holiday destinations famous authorseducation television; what do we like watching? leisure time

1 ________________ 2 ________________ 3 ________________

2 Imagine you are going to put current information on each of your chosentopics in a time capsule due to be opened in the next century.

In pairs choose six facts about each of the topics to include in your timecapsule.

Then exchange your ideas with the pair next to you so compare whatkind of information you have chosen for your time capsules.

3 Imagine you have found a time capsule one hundred years old in yourown country. It has been left by an adult in their twenties. What six factsdo you think the person will have left in the time capsule? Write yourideas in the capsule below.

4 Go around the class comparing the time capsules from Ex. 2 and Ex. 3.

The onehundred-year-old time capsule

1 ___________________________________

2 ___________________________________

3 ___________________________________

4 ___________________________________

5 ___________________________________

6 ___________________________________


Themed time capsules

TEACHER’S NOTES:

Aim: to provide further practice of the task from the communicationpage; making a time capsule. This worksheet is designed to beused in conjunction with unit 5.


1 Ask students in pairs to decide upon three topics/themes that theyfeel confident talking and writing about.

2 Tell them to choose what information relating to the twenty-firstcentury they are going to put in their time capsule. Monitor as theywork to check that they are being as expressive as possible. Getstudents to compare their ideas with another pair.

3 Tell students to cast their minds back a hundred years from today’sdate and imagine they have found a time capsule in their owncountry. What do they think will be in it? Get them started byasking the following questions.

• What type of food was enjoyed at this time?• What was the main industry in the country?• Were there any notable historical events taking place at this time?• How developed was the country at this point?• Did people travel much?• What was the main form of transport?• What was education like?

Students then imagine what could have been happening andincluded in a time capsule at that point and write down six facts.

4 Get students to mingle so that they can compare time capsules.Get feedback from the class.

Total English



Exploration

1 Read the extract below and then answer questions 1-10.

Around five years ago, I had an interesting job in London, but had been doing it for aroundten years and basically had itchy feet. I wanted to do something different. I consideredvarious options: leaving my job and retraining to do something else, trying to get apromotion or perhaps going off travelling as an independent traveller. I decided on the latter,and then enjoyed spending two months on deciding on my itinerary and booking flights. Mydirection was going to be east to start with; London to Bangkok in Thailand and then aroundthree months exploring that part of the world. I was then going on to Australia, and decidedto leave my ticket open for the next nine months so that if I really had been bitten by the travelbug, I could travel on to where ever I fancied! I must admit, after the routine and security ofmy job in London, I initially felt quite apprehensive about venturing forth into unchartedterritory. Would I experience culture shock? How would I feel travelling alone? I needn’thave worried as the trip turned out to be one of the best things I’ve ever done. At times I hadto pinch myself to check it really was me enjoying wonderful new cultures, friendships, timeto think and just wandering around new places. After Australia, I went on to South Americawhere I just loved the local cultures and the dramatic Andean scenery. Now I am back inLondon retraining to be a physiotherapist - a decision I made during my travels! This meansthat I’ll be able to do my new job anywhere in the world - fantastic!

1 Did the writer want to leave her job because it was boring? Explain your answer.2 What do you think the writer means by ‘retraining’?3 The writer refers to deciding on the ‘latter’. What does ‘latter’ mean?4 How did the writer enjoy the two months before her trip?5 What does the writer mean by leaving her ticket ‘open’ do you think?6 What were the writer’s feelings at first about venturing into uncharted territory?7 Why do you think the reader had to ‘pinch herself’ at times during her travels?8 In what way do you think the sort of travel that the writer enjoyed gives you time

to think?9 What did the writer like about South America?10 Why do you think the writer is so pleased that her new job can be practised

anywhere in the world?

2 Imagine that you are in a similar situation to the writer in Ex. 1. In pairsplan a round the world trip for a year and make notes on the following.

• which countries would you visit and why?• would you get any work whilst you travel?• would you travel independently?

3 In small groups compare and discuss your travel plans.


Exploration

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; exploring. Thiswarmer is designed to be used in conjunction with unit 6.


1 Students read the extract and then answer the questions. Checkanswers with the class.

Answers: 1 No, the job was interesting but the writer had itchy feet.2 Learning the skills and knowledge necessary to do another job.3 the last choice listed (in this case - travelling as an independenttraveller) 4 She enjoyed deciding on her itinerary (where she wasgoing to travel) and booking all her flights. 5 An open ticket is onewhere a person can decide on the routes/itinerary at a later date - theydo not need to decide before they start their travel. 6 She felt quiteapprehensive (anxious and worried) after the security of her Londonlife. 7 To check that it really was her enjoying these wonderful newtravelling experiences and not some figment of her imagination.8 Possible answers: Perhaps being away from everyday life andworries, leaves the mind more rested and less busy, and thus able tothink about things. Also the inspiration of new places can give peopleenergy to think about things connected with home or new ideas.9 local culture and stunning Andean scenery 10 She has evidentlybeen bitten by the travel bug! She can go and work in another countryif she wishes when she qualifies as a physiotherapist!

2 Place students into pairs and ask them to create a similar scenarioto the writer in the extract. They are going to take off work andtogether they decide on where they will visit and why.

3 Regroup students so two/three pairs are working together. Askeach pair to describe their travel plans and encourage the listeningpairs to ask extra questions. Get feedback from the groups.


Jungle adventure!

1 Complete sentences 1-8 using the verb in brackets in the correct tense;the Present Perfect or Present Perfect Continuous.

1 I __________ (camp) in the jungle for 6 weeks now and I still find itfascinating.

2 I __________ (be) inspired by the incredible scenery and wildlife.3 I can honestly say that this experience __________ (never/fail) to be

challenging! There is always something to keep your mind active!4 I __________ (worry) for a while now that our food and water

supplies are running low.5 My friend and travel companion __________ (just/return) from a short

trek where she saw the most wonderful waterfall.6 Although this is a wonderful experience, since last week we

__________ (look forward) to returning home.7 We __________ (have) a fantastic time in the jungle, but are now

feeling a little tired of travelling.8 My friend confided that she __________ (feel) daunted by the thought

of staying here for very much longer.

2 Choose one of the situations in the box and imagine you are there.

camping in the jungle with a group of fellow travellerson safariclimbing a 6,000 metre mountaindiving in the Australian Great Barrier Reef

Write an informal email to a friend explaining where you are and why,what you’ve been doing and how you’ve been feeling.

Use the notes on page 162 of the Student’s Book and also try toincorporate some of the words in the box below.

fascinated fascinating daunted daunting challengedchallenging petrified petrifying annoyed annoyingdisgusted disgusting inspired inspiring worried worrying


Jungle adventure!

TEACHER’S NOTES:

Aim: to provide further practice of the Present Perfect or PresentPerfect Continuous and the can do statement; write an informalemail. This worksheet is designed to be used in conjunction withunit 6.1.


1 Tell students they have to complete the sentences using the PresentPerfect or Present Perfect Continuous and the cues 1-8. If necessary dothe first one with them as an example. Check answers with the class.

Answers: 1 ’ve been camping 2 ’ve been 3 has never failed4 ’ve been worrying 5 has just returned 6 ’ve been looking forward7 ’ve had 8 ’s been feeling

2 Tell students to choose one of the situations listed and then writean informal email to a friend explaining where they are and why.Check that they know they should use the Present Perfect orPresent Perfect Continuous to describe what they've been doing.Encourage them to use the new vocabulary from unit 6.1 which islisted on the worksheet. Monitor to point out any opportunitieswhere students could use vocabulary or the appropriate tense. Givestudents time to compare their answers and correct each other’swork if necessary before getting some more confident student toread theirs out to the rest of the class.


Question time!

1 Unscramble the following words to make questions.

1 me tell you can the what weather’s like London in today ?2 like to I’d know I can whether a take direct from flight Bangkok to

Sydney ?3 said it who going was pour to today rain with ?4 go you did where in South America exploring ?5 take to going you are sun any lotion the to beach ?6 station train the where’s ?7 anyone me tell if can seen they’ve supermarket here near a ?8 did why you so annoyed get ?

2 Read the list of unusual places to visit in the box below.

Spotting wildlife in the Galapagos Islands (Ecuador)Cruise round the Antarctic Trekking in the Grand CanyonTrip to Ayers Rock Loch Ness in Scotland Great Wall of China

In pairs write a short description of one of the above unusual places tovisit. Describe the weather/wildlife and things to see/type of person thisplace would suit.

3 Plan six questions you could ask another pair about their place. Usedirect and indirect questions.

1 ___________________________________________________

2 ___________________________________________________

3 ___________________________________________________

4 ___________________________________________________

5 ___________________________________________________

6 ___________________________________________________

4 In groups take turns to describe your unusual place. Be prepared toanswer questions about your place.


Question time!

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; relationships. Thisworksheet is designed to be used in conjunction with unit 6.2.


1 Explain students need to unscramble the words to form direct andindirect questions. Monitor to check they are going in the rightdirection and give help if necessary. Elicit answers from students.

Answers: 1 Can you tell me what the weather’s like in London today?2 I’d like to know whether I can take a direct flight from Bangkok toSydney? 3 Who said it was going to pour with rain today? 4 Where didyou go exploring in South America? 5 Are you going to take any sunlotion to the beach? 6 Where’s the nearest train station? 7 Cananyone tell me if they’ve seen a supermarket near here? 8 Why didyou get so annoyed?

2 Students work together to choose one of the unusual places in thebox. Check that students know all of the places, and if any of themhave visited them. Tell them that they are going to use theirimagination to write a short description of their chosen place usingas much descriptive language from the key vocabulary section inthe Student’s Book, page 87.

3 Get students to plan six questions they could ask another pairabout one of the places. Encourage students to use a mixture ofdirect and indirect questions. Monitor as they work to check that allthe questions are grammatically correct.

4 Regroup students so two pairs are working together. Get studentsto take turns to describe their places and ask their questions. Getfeedback from the various groups at the end.


Making comparisons

1 Expand the following prompts to make complete sentences.

1 Austria/not big/Australia.

2 Can you/talk/bit/loud/please?

3 People/who emigrate/often/quite/lot/happier.

4 He/most/inspire/speaker/I/ever/listen to.

5 More people/move house/spring/winter.

6 Weather/more/changeable/Britain/than/Canary Islands.

7 I/be/more/worried about/see my daughter off/than/her actual trip.

8 He/enjoy/live abroad/much more/before.

2 Write down as much as you can about a place either in your owncountry/the world that you like to visit. Think about the following areas.

• weather• food• scenery• typical forms of transport• things to do

3 In pairs take turns to read your description to each other. Work togetherto write six comparative or superlative sentences comparing the twoplaces you have described.

1 _______________________________________________________

2 _______________________________________________________

3 _______________________________________________________

4 _______________________________________________________

5 _______________________________________________________

6 _______________________________________________________


Making comparisons

TEACHER’S NOTES:

Aim: to provide further practice of making comparisons and makingcomparisons about places and people. This worksheet isdesigned to be used in conjunction with unit 6.3.


1 Ask students to expand the sentence prompts to form fullsentences. Elicit students’ answers and encourage peer correction.

Answers: 1 Austria isn’t as big as Australia. 2 Can you talk a bitlouder please? 3 People who emigrate are often quite a lot happier.4 He’s the most inspiring speaker I’ve ever listened to. 5 More peoplemove house in the spring than in the winter. 6 The weather is morechangeable in Britain than in the Canary Islands. 7 I was/am moreworried about seeing my daughter off than her actual trip. 8 He enjoysliving abroad much more than before.

2 Students choose a place anywhere in the world or their countrythat they like to visit. Tell them to write a short description of thisplace using the suggestions as inspirations for content if they needto. Monitor whilst they work to check that their description issufficient in content and vocabulary to make comparisons withanother one.

3 Get students read their descriptions to their partner. Then in pairsstudents write six sentences using comparatives or superlatives tocompare the two places. Monitor whilst they work to check thatthey are using correct grammar. Ask students to read out theircomparative sentences to the class at the end of the activity.


Travelling and going places

1 Complete sentences 1-8 using expressions with go and your own words.

1 I can’t believe I’ve gone down with …2 She went to great lengths to make sure …3 I’m exhausted. I’ve been on the go …4 Can I have a go at …5 I really believe she’ll make a go of …6 I assume it goes without saying that …7 He went back on …8 They really went for …

2 a Travelling companions! Read the descriptions of the three types ofexploring holidays below.

A An organised group of travellers all climb a mountain in theAndes. The trip will take around a week there and back. Theweather conditions will get worse as the group get higher upthe mountain. The group will camp out most nights.

Travel companion:

B An organised coach tour exploring the west coast of NorthAmerica. There will be stops in Los Angeles, San Francisco andLas Vegas. There will also be a chance to fly over the GrandCanyon. Every night will be a different hotel and there will besome organised social events.

Travel companion:

C A cruise around the Antarctic on a fairly basic ship. Cabins arenot big and have wooden bunks. The sea on the way down fromSouth America will be quite rough, but there will be manyopportunities to see sea wildlife. Diet will be basic and mainlymeat and carbohydrates to ensure everyone can keep warm.

Travel companion:

2 b In groups discuss what type of travelling companion you think wouldbe ideal for each holiday. Make notes in the boxes in Ex. 2a.

3 Expand your notes to write a description of the ideal travelling companionfor each holiday.


Travelling and going places

TEACHER’S NOTES:

Aim: to expand the vocabulary and communication pages. Thisworksheet is designed to be used in conjunction with unit 6.


1 Get students to complete the sentences in their own words makingsure they are grammatically correct. Monitor while they work andgive help if necessary. Give students time to compare theirsentences before eliciting them from the class.

Possible answers: 1 I can’t believe I’ve gone down with a cold andsore throat again! I only had a cold two weeks ago. 2 She went togreat lengths to make sure that everyone kept secret from Peter thesurprise holiday she’d booked to Brazil. 3 I’m exhausted. I’ve been onthe go since six o’clock this morning without a break. 4 Can I have ago at snowboarding please? 5 I really believe she’ll make a go of hernew business venture. 6 I assume that it goes without saying that we’llgo diving on the Great Barrier Reef when we’re travelling in Australia?7 He went back on his word about the promised trip. We didn’t go inthe end. 8 They really went for it and tried as much as they could onthe adventure holiday.

2 Tell students to read the descriptions of the three different types ofexploring holiday before getting into groups. Ask students todiscuss what qualities the ideal travelling companion would havefor each holiday. Get students to make notes on each companion.

3 Either as a class activity or homework activity, tell students tosummarise the activity by writing up an ideal companion for eachholiday based on what their fellow students have said. Collect themat the end of class/next lesson for marking.

Total English



Excess extras

1 Read the clues and fill in the crossword.

1 23

45

67

8

Across:

1 if people are given too much they may become this4 a very big portion or size7 this is perhaps not necessary but good to have8 much more than is reasonable or necessary

Down:

2 something which is priced above what it should be3 spending a lot of money on things that are not necessary5 a story or idea that is just too ambitious or over the top6 a spending _ _ _ _ _ is usually fun if you’ve got the money

2 Use the answers in Ex. 1 to fill in the gaps in the sentences below.

1 I think that it's rather _________ to own lots of fashionable cars.2 It was very _________ of him to buy the children more bikes when they already

had some!3 It felt like such a _________ to have a hot shower after three days camping and

only washing in cold water.4 I'm starving. Can I have an _________ portion of fries please?5 His parents seem to give in to his every wish. He's very _________.6 These shoes are very expensive for what they are. They're definitely _________.7 That idea is just too unrealistic and _________!8 I had some spare cash, so I decided to go on a spending _________.


Excess extras

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; excess. This warmeris designed to be used in conjunction with unit 7.


1 This quiz is based on the key vocabulary from the Students’ Bookunit 7, page 89. Explain to students that all the words in thecrossword are connected with excess, and vocabulary that theyhave recently been introduced to. Students read the clues. Checkto see if there are any questions. Students then work on each cluefilling in the crossword. Monitor to check they are on the rightlines. When students finish, they compare their answers andspellings with their partner. Elicit answers from students.

Answers: 1 (Across) spoilt 2 (Down) overpriced3 (Down) extravagant 4 (Across) extra-large 5 (Down) far-fetched6 (Down) spree 7 (Across) luxury 8 (Across) excessive

2 Ask students to complete the sentences using the answers from Ex.1. Elicit students’ answers and encourage peer correction.

Answers: 1 excessive 2 extravagant 3 luxury 4 extra-large 5 spoilt6 overpriced 7 far-fetched 8 spree


Enjoying food!

1 Complete sentences 1-8 using the word/phrases from the box below.

a few much any great deal piece a little many some

1 You’ll need __________ saucepans to make the different sauces.

2 There aren’t too __________ bitter fruits in this fruit salad.

3 Add __________ mixed spice to the final mixture.

4 I’m going to have another __________ of this cake. It’s delicious!

5 There’s not a __________ of meat on the menu so you should be fine.

6 Is there __________ bread left in the basket?

7 Good, there’s not __________ salt in this soup.

8 There are __________ recipes in the book that include fish.

2 Choose the correct alternative in sentences 1-8 below.

1 How many banana/bananas are needed for this cake?

2 I love food/foods which is freshly cooked with locally grown produce.

3 Do you think there will be any accommodation/accommodations freetomorrow night?

4 I love chocolate/chocolates. The box of chocolate/chocolates that Jobought me were delicious!

5 Can you pass me those coffee/coffees please. I don’t usually likecoffee/coffees but this is wonderful!

6 I’d like some advice/advices about cooking pasta please.

7 Is there any informations/information available about organicallygrown food?

8 Call me any time/times. The time/times when my mobile phone isswitched off are rare!

3 Talk to your partner! Choose your favourite breakfast dish/in betweenmeal snack/sweet treat and tell your partner how it’s prepared. Do theylike the sound of it?!


Enjoying food!

TEACHER’S NOTES:

Aim: to provide further practice of countable/uncountable nouns aswell as the can do statement; describe how to prepare and cookdishes. This worksheet is designed to be used in conjunction withunit 7.1.


1 Tell students to complete each sentence with a word from the box.Elicit answers from the class.

Answers: 1 some 2 many 3 a little 4 piece 5 great deal 6 any7 much 8 a few

2 Tell students they have to choose the correct option. If necessarydo the first one with them as an example. Elicit students’ answersand encourage peer correction.

Answers: 1 bananas 2 food 3 accommodation 4 chocolate/chocolates 5 coffees/coffee 6 advice 7 information 8 time/times

3 Students choose a breakfast dish/snack/sweet treat and tell theirpartner how it is prepared. Monitor while they work to check thatthey use the correct language of instruction. Ask students to tellthe class about their small dish at the end of the activity.


More buying!

1 Rewrite the following sentences using the passive.

1 Can I get a discount of any of this furniture?Are ____________________________________________________

2 You mustn’t bid for anything before the auctioneer displays the item.Nothing ________________________________________________

3 You can collect a refund at the desk on the second floor.Refunds ________________________________________________

4 They haven’t found any bargains yet.No bargains _____________________________________________

5 Somebody might have bought the antique clock already.The antique clock _________________________________________

6 They didn’t end up haggling for anything at all!Nothing at all ____________________________________________

7 Do you sell clothes in this supermarket?Are ____________________________________________________

8 They are going to build a huge shopping centre just outside the towncentre.A ______________________________________________________

2 Read the information below.

You have just bought a new mobile phone and have found that a couple of itsfeatures do not work. When you try to save telephone numbers the phone willnot do this and the camera function does not work properly. The shop assistantwas very friendly and told you how easy to use the phone is, but the instructionbooklet is a hundred pages and aside from the two features that do not work,it’s taking you a long time to work out how the phone works.

In pairs write a letter of complaint to the phone company who are calledSokua. Use the notes on page 163 of the Student’s Book and the listbelow to check that you structure the letter correctly.

• briefly introduce your complaint• give details about the complaint and more in a further paragraph if

necessary• state what you would like the company to do


More buying!

TEACHER’S NOTES:

Aim: to provide further practice of passives as well as the can dostatement; write a formal letter of complaint. This worksheet isdesigned to be used in conjunction with unit 7.2.


1 Tell students to rewrite the sentences using passives instead of theactive form. Give students time to compare their answers beforeeliciting them from the class.

Answers: 1 Are discounts given on any of this furniture?2 Nothing must/can be bid for before the auctioneer displays the item.3 Refunds can be collected from the desk on the second floor.4 No bargains have been found yet. 5 The antique clock might havebeen bought already. 6 Nothing at all was haggled for in the end.7 Are clothes sold in this supermarket? 8 A huge shopping centre isgoing to be built just outside the town centre.

2 Students work in pairs to write a formal letter of complaint about afaulty mobile phone. Refer students to the Student’s Book, page163 book so they can recap on a model letter. Monitor whilst theywork to check that they are using suitably formal language and thestructure of their letter is correct. At the end of the activity thepairs swap with each other to compare their letters.


Getting things done!

1 Unscrambled the words below to form complete sentences.

1 my dog’s checked get teeth a year once I .

________________________________________________________

2 nails find your time manicured where you do to get ?

________________________________________________________

3 milk delivered I have my to door .

________________________________________________________

4 CD player week last had he fixed his .

________________________________________________________

5 did you painted house when get the ?

________________________________________________________

6 loft another get I’d converted to love our to room .

________________________________________________________

7 they having landscaped garden their are ?

________________________________________________________

8 tomorrow having my car I a serviced am .

________________________________________________________

2 Read the short sentence prompts below and then write full sentences todescribe how often you get or have these things done.

1 food shopping delivered to my house

2 my teeth checked

3 every part of my house cleaned

4 my shirts ironed

5 clothes delivered from a catalogue or the internet to my house

6 finances analysed to check I’m doing the right thing with my money

7 my breakfast made for me in the morning

8 a manicure, pedicure or relaxing treatment in a salon

3 Compare your answers to Ex. 2 responses, read them out to your partnerand compare how often you both get or have the above things done. Howdifferent are you?


Getting things done!

TEACHER’S NOTES:

Aim: to provide further practice of have/get something done as wellas the can do statement; talk about services. This worksheet isdesigned to be used in conjunction with unit 7.3


1 Tell students to reorder the sentences to make correct sentences.Monitor to check they are going in the right direction and give helpif necessary. Elicit answers from students.

Answers: 1 I get my dog’s teeth checked once a year. 2 Where doyou find time to get your nails manicured? 3 I have milk delivered tomy door. 4 He had his CD player fixed last week. 5 When did you getthe house painted? 6 I’d love to get our loft converted to anotherroom. 7 Are they having their garden landscaped? 8 I’m having mycar serviced tomorrow.

2 Students read the short prompts and then personalise them bywriting full sentences describing when or if they have or get thesethings done.

3 Ask students to compare their responses. Get feedback from thevarious pairs.


Making the most of prefixes

1 Find and correct the incorrect prefixes in sentences 1-14.

1 I’m feeling extraworked and underpaid at the moment. I really needa holiday!

2 Can you overheat this meal for me please? It’s a bit cold.

3 That lecturer really did drone on didn’t he? He didn’t really use anyintonation - a real relogue!

4 Are you feeling over-strong? Can you help me move this sofa please?

5 I felt very undercomfortable with that group of people - there was abad atmosphere.

6 I need a multilingual dictionary - I only want to look up English wordswith definitions in English.

7 That really was overnecessary. You didn’t need to do it at all.

8 I need a monopurpose phone - one that has an inbuilt camera andcomputer as well as the phone itself.

9 Could you overwrite this article please - the tone is too critical.

10 I think this meat is recooked - it tastes slightly raw.

11 There’s a monoannual newsletter - it’s published in January and thenanother in July.

12 Do you sell any extramedia products like CD-Roms and DVDs?

13 My daughter’s very slim - I’ll need the under-small size please.

14 I bumped into my un-girlfriend the other day. We actually got onquite well!

2 Choose one of the situations out of the following

• an awkward situation at work or college• a scene at a restaurant• a shopping outing• a sports situation of some sort

and prepare a short story to read out to your partner. Try to use at tenwords with prefixes from Ex. 1 and the box below.

oversleep underestimate ex-employee retrain bilingual multinational


Making the most of prefixes

TEACHER’S NOTES:

Aim: to provide further practice of prefixes from the vocabulary page.This worksheet is designed to be used in conjunction with unit 7.


1 Students correct one incorrect prefix in each sentence. Monitor asthey work to check if anyone has any questions. Elicit answersfrom the class.

Answers: 1 overworked 2 reheat 3 monologue 4 extra-strong5 uncomfortable 6 monolingual 7 unnecessary 8 multipurpose9 rewrite 10 undercooked 11 biannual 12 multimedia 13 extra-small14 ex-girlfriend

2 Students get a chance to freely use the words with prefixes bychoosing a topic from the list of four to relate either a true orfictional story to their partner. The only criterion is that they useten of the words with prefixes from Ex. 1 and the ones in the box.Monitor as they work to check that all students are writing storieswhich make sense, and also to help them with any language.Students then read out their story to their partner. If there is timeask some students to read out their stories to the class.

Total English



Talking about success


1 What do you think makes a best-seller book? List three things that you boththink are necessary, and give examples of best-sellers which contain thesethings.

2 Do you believe that fax machines, record players and typewriters have hadtheir day? Why?

3 Why do you think that businesses go under? Decide on three key reasonsthat you both agree on.

4 Do you think that people who always have a go at things are more likely tosucceed than those who tend to hold back and analyse whether or not tohave a go? Give three reasons for your answer.

5 At which point do you think it’s worth giving up after repeatedly failing anexam? Why?

6 Have you ever had to ask someone to do a job again because it wasn’t up toscratch? What happened?

7 Decide on six successful men/women and write a reason next to each one toexplain why you’ve chosen this person.

2 In small groups compare and discuss your answers to Ex.1. Ask the otherpair/student to justify their answers.


Talking about success

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; success. Thiswarmer is designed to be used in conjunction with unit 8.


1 This questionnaire is based on the lead-in page of the Students’Book, page 103; best-seller, succeed, go under, have had theirday, have a go, give up, up to scratch and helps contextualize thevocabulary. Go around the class to monitor correct use of thetarget language and give help if necessary.

2 Regroup the students so two pairs are working together. Get eachpair to explain their answers and encourage the others to askfollow up questions if necessary. Get feedback from the class.


People and their personalities

1 Complete sentences 1-6 in your own words. Make sure they aregrammatically correct.

1 She’s been getting up so late recently because she’s become such aparty animal! It’s time …

2 It’s such a beautiful day! I’d rather …3 The fridge is completely empty. I’d better …4 I think I’ve been a bit too easy-going. It’s time …5 They really are rather high maintenance. I’d rather …6 She always very proactive at the tennis club. I’d better …

2 Personality vocabulary quiz! In pairs guess the adjectives/phrases insentences 1-8.

1 This type of person is generally very relaxed and happy to do thingswith other people.

2 This person makes people laugh quite regularly and is able to see thecomic side of many situations.

3 It's doubtful you'll see this person up early after all the partying hedoes!

4 Unfortunately this person lets others do what they want and doesn'treally get a say.

5 This person can be difficult to completely please whatever the situationand often needs lots of attention

6 This person cleverly manoeuvres situations to their own advantage!

7 This person has very strong views on most subjects.

8 A person who generally always thinks of themselves first.

3 Use the vocabulary from Ex. 2 plus the new words and phrases from unit8.1 to describe what you think are typical characteristics of people in thefollowing professions. Work in pairs and use your monolingual dictionaryif necessary.

1 models

2 politicians

3 footballers

4 actors/actresses

5 nurses

6 artists


People and their personalities

TEACHER’S NOTES:

Aim: to provide further practice of it’s time/I’d rather/I’d better andthe can do statement; describe different types of people. Thisworksheet is designed to be used in conjunction with unit 8.1.


1 Students complete each sentence using the target language inwhatever way they like. Monitor to check that they are using targetlanguage correctly. Elicit a selection of answers from the class.

Possible answers: 1 She’s been getting up so late recently becauseshe’s become such a party animal! It’s time she went to bed a bitearlier! 2 It’s such a beautiful day! I’d rather we all went out to thebeach for the day than stay at home. 3 The fridge is completelyempty. I’d better go to the supermarket. 4 I think I’ve been a bit tooeasy-going. It’s time I became a bit more single-minded about what Iwant to do! 5 They really are rather high maintenance. I’d rather weput off seeing them at the moment. 6 She always very proactive at thetennis club. I’d better try and do something to help. I’ve been too busywith other stuff recently

2 Students work together on the personality quiz. Elicit students’answers and encourage peer correction.

Answers: 1 easy-going 2 witty 3 party animal 4 a doormat5 high maintenance 6 manipulative 7 manipulative 8 selfish

3 Students work in pairs using vocabulary from Ex. 2 and new wordsfrom unit 8.1 to describe character traits they think are necessaryfor the professions listed. Monitor to check whether they need anyhelp with language. At the end of the activity ask for class feedbackto compare how students perceive different jobs.


Reporting back!

1 Report statements 1-8 starting with the words given.

1 I really need a break now. I’m absolutely exhausted.She admitted _____________________________________________

2 Can you help me decorate my hall and lounge please. It’s turning outto be a huge job!He asked ________________________________________________

3 I’ll lend you the book as soon as I finish it. I know it’s your favouriteauthor!She promised _____________________________________________

4 You mustn’t forget to get your car serviced next week!He warned _______________________________________________

5 Can you bring the book on marketing into work tomorrow please?She reminded _____________________________________________

6 I’ve never felt so happy as when I won the ten thousand pounds. I wascompletely ecstatic!He told __________________________________________________

7 It’s going to be difficult for her to take part in this project. She wasdevastated about the last one being taken over by someone else.She explained ____________________________________________

8 It’ll mean such a lot to my family. I’m going to give it a try!She decided ______________________________________________

2 In groups discuss questions 1-5.

1 If you are watching a game of sport and there is someone winning, doyou ever feel sorry for the losing player/team and want them to win?

2 What do you think makes a tennis player like Roger Federer a winner?3 Do you think that football teams rely on their manager or their players

to win matches?4 Is personality important for the leaders of political parties to win

elections?5 Do you think that sometimes not winning a race or competition

strengthens competitor’s will to definitely win the next one?

3 In a new group report back the answers from Ex. 2. Use say, tell,explain, decide and admit wherever possible.


Reporting back!

TEACHER’S NOTES:

Aim: to provide further practice of reported speech and the can dostatement; report and describe what people say to you. Thisworksheet is designed to be used in conjunction with unit 8.2.


1 Ask students to rewrite the sentences using reported speech with theeight prompts. Monitor to check they are going in the right direction andgive help if necessary. Elicit answers from students.

Answers: 1 She admitted that she really needed a break becauseshe was absolutely exhausted. 2 He asked if I could help him decoratehis hall and lounge because it was turning out to be a huge job.3 She promised to lend me the book as soon as she had finished it asshe knew it was my favourite author. 4 He warned me not to forget toget my car serviced next week. 5 She reminded me to bring the bookon marketing into work the next day/tomorrow. 6 He told me thathe’d never felt so happy as when he won the ten thousand pounds.He was completely ecstatic! 7 She explained that it was going to bedifficult for her to take part in this project as she had been devastatedabout the last one being taken over by someone else. 8 She decidedto give it a try as it would mean such a lot to her family.

2 Students get further practice reporting back what their fellow studentshave said. Check that all students are clear on what the questions mean,and then place the students in groups of three/four. Students discuss thefive questions and make notes on the other students’ responses. Monitorto check that all students have the language to express their replies.

3 Give students time to check their written responses and remind them touse reported speech and the suggested reporting verbs where they can.Regroup the students so they are in new groups of three/four and givethem time to report their findings to each other. Monitor again to checkthat reported speech is being used correctly. Get feedback from thevarious groups at the end.


Hard or hardly?

1 Complete sentences 1-8 with hard/hardly and an extra word if necessary.

1 She must be very fit. She _________ seems to get tired.2 I tried really _________ to get her to change her mind, but she’s very

headstrong!3 Are you sure that this is the right place for the aerobics class? There’s

_________ here.4 Can you work out this logic problem for me? I think it’s quite

_________.5 There’s _________ near here to go cycling.6 We can’t cook a meal - there’s _________ in the fridge.7 I don’t think we’ll be able to plant the seeds today. The ground’s too

_________.8 Let’s go to the cinema. We _________ go out during the week.

2 Survey time! Find as many students as possible to ask questions 1-5 to.

1 Do you think that where possible students should try and take examsnormally taken at sixteen earlier? Why?

2 What kind of education do you think is advisable for children beforethey start school at the age of five or six?

3 How important is learning languages in today’s world? Why?4 Do you think that student’s performances should be judged only on

exams or course work as well? Why?5 What do you think is the ideal age for students to leave school?

Tips!• When you are answer the questions, remember to give your opinion using ‘I

believe/As far as I’m concerned’ and also remember to justify your opinion• When you are asking the questions remember to make notes of the answers

to each question to use when writing a report of your findings

3 Choose two of the questions to write a report on. Divide your report intoseparate paragraphs according to how much information you have foreach question. If necessary look at the writing bank on page 164 of theStudent’s Book before you start to revise how to write a report.


Hard or hardly?

TEACHER’S NOTES:

Aim: to provide further practice of hard/hardly and the can dostatement; write a report of survey findings. This worksheet isdesigned to be used in conjunction with unit 8.3.


1 Ask students to complete the eight sentences using hard/hardlyand an extra word if necessary. Monitor whilst they work to checkif there are any questions. Elicit answers from the class.

Answers: 1 hardly ever 2 hard 3 hardly anyone 4 hard 5 hardlyanywhere 6 hardly anything 7 hard 8 hardly ever

2 Get students to read the questions and check whether they needany clarification. Tell students to find as many students as they canto interview. Remind them to note down the answers to thequestions as advised in the Student’s Book, page 112. Similarly,remind them to use the 'how to' box as a reference on how to givetheir opinions when answering the questions.

3 Students choose two of the questions to write a report on referringto the writing bank model in the Student’s Book, page 164 ifnecessary. Be flexible on how many question answers are includedin the report. If students are enthusiastic they can report back onmore than two questions. Monitor as they work to check thatstudent's reports make sense and adhere to the suggested modelor set this exercise for homework. Collect the written work formarking at the end of the class or at the start of the next one.

.


Phrasal verb fun!

1 Unscramble the words to form ten complete sentences. There is a phrasalverb in each one.

1 up catch I don’t we’ll think because with them too ahead far they’re.2 away get you cheating with the in exams won’t!3 up with keep I couldn’t was he because too fast running him.4 new job that in she for put marketing in.5 up come I need to ideas original some this project for with.6 knows he he down cut needs fatty on foods to.7 always up I’ve to grandmother my looked.8 you the to forward awards looking tomorrow ceremony are?9 with she’s going his up behaviour put not to class in much for longer.10 night last make for up to dinner to out you take I’ll.


1 If you need to come up with new ideas for a project at home or work,where do you find is the best place for inspiration and thinking?

2 What do you think is the best way to make up for forgetting a closefriend or relative’s birthday?

3 If you have to be away from college or work for a period of time, whatdo you find is the best way to catch up with all your work?

4 When are you next planning to put yourself in for a promotion or anexam connected with a leisure activity?

5 What do you think is the best strategy for trying to keep up with aconversation in English when the speakers are speaking too fast?

3 Make a sentence as quick as you can! In pairs take turns to make asentence including one of the following phrasal verbs.

1 get away with2 cut down on3 look up to4 look forward to5 put up with

6 make up for7 come up with8 catch up with9 keep up with10 put in for


Phrasal verb fun!

TEACHER’S NOTES:

Aim: to practise further practice of phrasal verbs with three parts fromthe vocabulary page. This worksheet is designed to be used inconjunction with unit 8.


1 Ask students to unscramble each of the sentences containing aphrasal verb. They can work in pairs or alone and you can make itmore competitive by seeing which pair/individual finish(es) first ifyou like. Elicit answers from the students.

Answers: 1 I don’t think we’ll catch up with them because they’re toofar ahead. 2 You won’t get away with cheating in the exams! 3 Icouldn’t keep up with him because he was running too fast. 4 She putin for that new job in marketing. 5 I need to come up with someoriginal ideas for this project. 6 He knows he needs to cut down onfatty foods. 7 I’ve always looked up to my grandmother. 8 Are youlooking forward to the awards ceremony tomorrow? 9 She’s not goingto put up with his behaviour in class for much longer. 10 I’ll take youout to dinner to make up for last night.

2 Students practice speaking using phrasal verbs that were not usedin the discussion in the Student’s Book, page113. Monitor theirdiscussions to check whether they need extra language or not.Students then compare their answers with the pair next to them.Get feedback from the various groups.

3 Students quickly revise their command of the new phrasal verbs bytaking turns in pairs to make up a sentence using each phrasalverb. Monitor as they work to check for correct usage. Getfeedback from the various pairs.

Total English



Crime issues

1 Interview two students using the questions below and make notes oftheir answers.

Student 1 Student 2Who is your favourite crimewriter? Why?

What is your favourite crimeaction movie? Why?

Do you believe that house and caralarms act as a deterrent tothieves?

What is your view on speedcameras on the roads?

Do you think that virus protectionon computers can protect us fromcomputer hackers?

What things do you think thatcriminals should do in jail to helprehabilitate them?

How do you think lawyers manageto defend people they know areprobably guilty in court?

2 In pairs take turns to report back the answers from Ex. 1. How differentare the responses you both got?


Crime issues

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; crime. This warmeris designed to be used in conjunction with unit 9.


1 Students use this discussion activity as a means to discussdifferent aspects of crime more freely and as expressively as theycan. Check that all students understand all the questions and thenask students to go and find two other students to interview. Thequestions are loosely connected to some of the headlines in thelead-in. Monitor the activity at all times to make sure that studentsare able to express themselves fully.

2 Group students into pairs and ask them to compare their answers.Get feed back from the class.


Sequencing events

1 Complete sentences 1-6 using your own words.

1 After witnessing an incident of road rage, she …2 While carrying out his community service, he …3 Before meeting her client, the lawyer …4 On entering the courtroom, they …5 Having sued the company, they …6 After looking closely at the fingerprints, she …

2 Funny story time! Read the three titles to funny stories about criminalsand decide which one you'd like to write a story about.

Have you heard the story about the burglar that tried to steal all the moderngadgets from a house?

Have you heard the story about the burglar who was scared of dogs?

Have you heard the story about the eighty-five-year-old lady that scared off twoyoung men who wanted to steal her purse?

When you've decided on a story, make sure you include the points below.

• list all the important information to include• check that you know all the key vocabulary you want to use• introduce the story• keep the funny part until the very end• include the structures; Having + past participle and After + present

participle

Write your story using approximately 150-200 words.

3 In small groups take turns to read your story to each other. Whose wasthe funniest?


Sequencing events

TEACHER’S NOTES:

Aim: to provide further practice of sequencing devices and the can dostatement; tell a funny story. This worksheet is designed to beused in conjunction with unit 9.1.


1 Get students to read the first half of the sentence which uses assequencing device and then complete the second part in their ownway. Monitor while they work to check that they are all writinggrammatically correct sentences. Give students time to comparetheir sentences before eliciting some examples from the class.

Possible answers: 1 After witnessing an incident of road rage, sheimmediately went to the Police to report it. 2 While carrying out hiscommunity service, he had time to reflect and realise that there weremuch better things than a life of crime. 3 Before meeting her client,the lawyer found out as many facts about the case as possible.4 On entering the courtroom, they felt a real atmosphere ofanticipation. 5 Having sued the company, they at last felt they couldstart to rebuild their lives. 6 After looking closely at the fingerprints,she knew who the suspect was.

2 Students plan a funny story to write from the title prompts given.Tell students that the planning stage is important and they mustfollow the suggested tips carefully. Monitor them at this stage tosee if anyone needs your help with vocabulary or grammar.Students then write their story.

3 Place the students in groups of three/four. Tell them to take turnsto read the finished story out aloud to their group. At the end ofthe activity ask students to decide one the funniest story in theirgroup and get that student to read their stories out aloud to therest of the class.


Deductions

1 Complete each of the second sentences so they mean the same as thefirst using must/might/can’t have done.

1 I don’t think she’s written the whole essay out by hand. It’d be tootime-consuming.

She ______________________________________________ (write)2 There’s a possibility that this cake is home-made.

This ________________________________________________ (be)3 I’m sure that they booked their holiday at the last-minute.

They _____________________________________________ (book)4 It’s not possible that she accepted to work part-time.

She _____________________________________________(accept)5 There’s a chance she bought second-hand trainers and not brand-new

trainers to save money.She _______________________________________________ (buy)

6 I have no doubt that he only bought a one-way ticket.He ________________________________________________ (buy)

2 Read the following three scenarios and write three sentences for eachone speculating on what might, must and can’t have happened.

(a) The car was parked opposite a house with two cars parked in the driveway.Later in the morning, the owner of the car noticed that someone had reversed intothe side of her car and smashed the window and dented the door very badly.

(b) They left their picnic basket, towels and umbrellas on the beach whilst theywent into the sea and had a great swim. When they came back, the picnic basketwas completely empty but their towels and umbrellas were still there. Their walletsand handbags were also untouched.

(c) They arrived back at their house to find footprints up to the front door and thenround the back of the house. The doors had not been opened but one window wasopen. They went into the house and noticed that the kettle had just boiled and thebiscuit tin was empty. All their valuables were still there.


Deductions

TEACHER’S NOTES:

Aim: to provide further practice of past modals of deduction and thecan do statement; speculate about past events. This worksheetis designed to be used in conjunction with unit 9.2.


1 Students rewrite the second sentence to make it mean the same asthe first. Elicit students’ answers and encourage peer correction.

Answers: 1 She can’t have written the whole essay out by hand.2 This cake might have been home-made. 3 They must have bookedtheir holiday at the last-minute. 4 She can’t have accepted to work part-time. 5 She might have bought second-hand trainers and not brand-new trainers to save money. 6 He must have bought a one-way ticket.

2 Students read each of the scenarios and write at least threesentences for each scenario using must, might and can’t have.Monitor whilst they are writing their sentences to check they makesense and are grammatically correct. Students compare theiranswers with each other at the end. Ask for class feedback ifthere’s time.

Possible answers: (a) Someone from the house opposite might havereversed into the owner’s car. The person who reversed into the carcan’t have looked back before reversing. The owner of the car musthave been very upset. (b) The thief must have been hungry. Maybesomeone they knew might have taken some food. If it was a thief,he/she can’t have been desperate for money. (c) The intruder can’thave got in through the doors. The intruder might have just wanted acup of tea and a biscuit! The intruder must have entered the housethrough the window.


Relating to relative clauses

1 Add the missing word and any appropriate punctuation to the followingrelative clauses.

1 Did you see the documentary investigated fraud in a large companylast night?

2 Keira was working part-time in the office was a very single-mindedperson.

3 That's the road he witnessed the road rage incident.4 I saw that film I thought was fantastic last week.5 We met the girl played the central role in the play.6 I finally finished the task was extremely time-consuming last night.

2 In pairs write a relative clause for the following six people/things/places.

1 A thief2 Arthur Conan Doyle3 Dr Joseph Bell

4 A judge5 A court6 A dictionary

3 Guess who/what I am! Write about five people/things in the space below.

1 ____________________________________________________

2 ____________________________________________________

3 ____________________________________________________

4 ____________________________________________________

5 ____________________________________________________

Describe each person/thing to your partner without telling them what orwho it is. Use as many relative clauses as you can.


Relating to relative clauses

TEACHER’S NOTES:

Aim: to provide further practice of relative clauses. This worksheet isdesigned to be used in conjunction with unit 9.3.


1 Explain to students that there is a word missing as well as possiblepunctuation in the six sentences. Students fill in the word andpunctuation if appropriate for each sentence. Elicit answers at the end ofthe activity and encourage peer-correction.

Answers: 1 Did you see the documentary that/which investigated fraud in alarge company last night? 2 Keira, who was working part-time in the office,was a very single-minded person. 3 That's the road where he witnessed theroad rage incident. 4 I saw that film, which/that I thought was fantastic, lastweek. 5 We met the girl who played the central role in the play. 6 I finallyfinished the task, which was extremely time-consuming, last night.

2 Students work in pairs to write a relative cause for each of thepeople/places/things listed. Monitor as they work to check they arewriting accurate sentences. Elicit answers from the class.

Answers: 1 A thief is someone who takes things illegally which do not belongto them. 2 Arthur Conan Doyle is the man who/that created the crimedetective Sherlock Holmes. 3 Dr Joseph Bell was the doctor who/that inspiredArthur Conan Doyle to write the Sherlock Holmes stories. 4 A judge issomeone who presides over and manages the proceedings in a court. 5 Acourt is somewhere where people are trialled for crimes they are accused ofcommitting. 6 A dictionary is something that we use to look up new words.

3 Tell students to spend a few minutes writing short descriptions of fivepeople/things. Then, in pairs, students take turns to describe thesepeople/things without disclosing what/who are. Students should use asmany relative clauses as they can. Monitor to check they are usingrelative clauses, and prompt them to use them when you see they could.


It’s all in the headline

1 Complete the headlines using the words in the box below. Change theform of the word if necessary.

aid axe back quit clash drama key plea blaze bid

1 _____ required for earthquake hit zone2 Celebrity TV shows _____ after public viewing figures fall3 _____ mid field footballer out for the World Cup4 _____ from Green Party to multinationals to stop deforestation5 _____ at factory defies fire fighters6 Rival supporters _____ at cup final match7 _____ of Government minister’s love life unfolds8 UK’s leading shoe manufacturer _____ for Japanese footwear

company9 Top actor _____ role in new sci-fi movie because of bad atmosphere

on set10 Teachers _____ headmaster over controversial discipline rules

2 In pairs write a headline for each of the topics in the box below using oneof the words from the box in Ex. 1. The headline can be a real/invented.Be prepared to be able to explain the headlines.

Art Green issues Royalty Film and theatre

Football Celebrity Gossip Politics Finance

1 _________________________________________________

2 _________________________________________________

3 _________________________________________________

4 _________________________________________________

5 _________________________________________________

6 _________________________________________________

7 _________________________________________________

8 _________________________________________________

3 Exchange your headlines with another pair and read each other’s. Try topredict what each of the headlines is about. Were you correct?


It’s all in the headline

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; newspaperheadlines. This worksheet is designed to be used in conjunctionwith the vocabulary page, unit 9.


1 Get students to read the headlines and fill in the gaps with one ofthe new words from the box. Elicit students’ answers andencourage peer correction.

Answers: 1 aid 2 axed 3 key 4 plea 5 blaze 6 clash 7 drama8 bids 9 quits 10 back

2 Students work together and read each of the topics listed. Theythen create a headline for each of the topics incorporating one ofthe words from the box in Ex. 1. Monitor as they work to checkthat headlines make sense and encourage students to think aboutthe stories that could go with the headlines.

3 In small groups students take turns to read out their headlines tothe pair working with them who then work out what the headlinecould be about. Get feedback from the class at the end.

Total English



Matters of the mind

1 Complete the clues below then fill in the crossword.

2

1

3

4

5

6

7

8

9

Across:

1 She has a ________ fear of failure.3 To give up something you absolutely love demands a lot of ________ even if you knowit’s not good for you, e.g. smoking6 I woke up with an awful feeling of ________ that something bad was about to happen.8 Do you ever use your ________ sense to detect something unusual?9 A lot of people believe it is good to follow your ________.

Down:

2 Unfortunately car accidents often leave people ________.4 Are you good at using your powers of ________ to get people to do things?5 When you are nervous about doing something it can be a case of ________ over matter.7 As soon as the event happened she knew she’d seen it before?


1 How important do you think intuition is when you first meet someone?2 Make a list of five things which would demand incredible willpower to give up.3 How do you react to someone who has very good powers of persuasion?4 ‘I tried to overcome my fear of spiders with a mind over matter approach, but

I still looked at the little black insect in the corner of the room and wasterrified!’ How do you think we can use mind over matter in situations wherewe have a phobia about something?


Matters of the mind

TEACHER’S NOTES:

Aim: to practise and consolidate key vocabulary; the power of themind. This warmer is designed to be used in conjunction withunit 10.


1 This quiz is based on the key vocabulary from the Students’ Bookunit 10, page 131. Explain to students that all the words in thecrossword are connected with the power of the mind, andvocabulary that they have recently been introduced to. Studentsread the clues. Check to see if there are any questions. Studentsthen work on each clue filling in the crossword. When studentsfinish, get them to compare their answers and spellings in pairs.Elicit answers from the class.

Answers: 1 (Across) subconscious 2 (Down) unconscious3 (Across) willpower 4 (Down) persuasion 5 (Down) mind 6 (Across)premonition 7 (Down) Déjà vu 8 (Across) sixth 9 (Across) intuition

2 Students discuss the questions with each other to get furtherpractice of using the new vocabulary and phrases from unit 10’slead-in. Monitor as they work to check if they need any extra helpwith language. Students compare their answers with the pair nextto them at the end of the activity. Get feedback from the class.


The power of persuasion

1 Complete sentences 1-10 using the correct form of the verb in brackets.

1 Can you remember __________ (tell) Mina about the new advertisingcampaign please?

2 Do you remember much about __________ (grow up) in the north ofScotland?

3 I regret __________ (inform) you that your company has not got themarketing contract.

4 She really regretted __________ (speak) so harshly to her brother.

5 He tried __________ (snowboard) when he was in the Alps.

6 Could you try __________ (find) my file please?

7 We stopped __________ (rent) out our holiday villa a few years agobecause we spend so much time there ourselves.

8 I stopped the car __________ (take) a short break as I was feelingtired.

9 If you go on __________ (speak) to me like that, you can leave!

10 After university, she went on __________ (become) a successfulmarketing manager.

2 Complete sentences 1-10 using gerunds/infinitives and your own words.

1 Nowadays, I really miss ___________________________________

2 At the moment one of the things I enjoy ______________________

3 If at all possible, I always avoid _____________________________

4 I quite often decide _______________________________________

5 I regularly seem _________________________________________

6 I would never promise ____________________________________

7 I persuaded (someone) ____________________________________

8 If a friend is upset I try to advise him/her ______________________

Compare your sentences with a partner. Ask each other questions aboutwhat you have written.


The power of persuasion

TEACHER’S NOTES:

Aim: to provide and consolidate the use of verbs which can takegerunds and infinitives as well as verbs which take eithergerunds or infinitives. This worksheet is designed to be used inconjunction with unit 10.2.


1 Ask students to fill in the correct form of the verb in brackets;gerunds or infinitives. Tell students this exercise is testing them onverbs which can take both gerunds and infinitives. Elicit students’answers and encourage peer correction.

Answers: 1 to tell 2 growing up 3 to inform 4 speaking5 snowboarding 6 to find 7 renting 8 to take 9 speaking 10 to become

2 This is an opportunity for students to personalise the use ofgerunds and infinitives with certain verbs in a freer way. Studentscomplete each sentence using a gerund or infinitive and alsoexpressing their own view/experience. Monitor while they work tocheck if there are any questions and that students are writingaccurate sentences. Ask students to swap with each other and askeach other questions about what they have written. Get feedbackfrom the various pairs.


Do they regret it?

1 Complete the second sentence so it means the same as the first.

1 Why don’t you do more exercise and get fit?If you do more exercise ____________________________________

2 Eva whispered so quietly that nobody could hear her.If Eva hadn’t whispered so quietly ____________________________

3 If you come with an adult, we can let you in.As long as you ___________________________________________

4 Cars remain reliable if you service them regularly.If you __________________________________________________

5 I might get a bonus and then I’ll be able to go to Australia.If I got a bonus, __________________________________________

6 If our manager doesn’t mind, you can host the meeting here.You can host the meeting here, ______________________________

7 He spoke his mind so directly that a lot of people were upset.If he hadn’t spoken his mind so directly _______________________

8 I may have a word with her and try to sort out our problems.If I had a word with her ____________________________________

2 In pairs write three different ‘if’ clauses which relate to three differentscenarios below.

(a) She set off late for work and got stuck in a traffic jam. She ended up speaking hermind to another driver and having a bit of an argument. When she got to work she foundout she had missed her tea break and had to have a glass of water at her desk.

(b) He was never very good at keeping secrets so he blurted out the surprise birthdayparty they’d arranged for their mother. They were going to a beautiful Greek Island for aweek and staying in a lovely villa. They hadn’t asked their mother what type ofaccommodation she liked. Although a villa was fine she preferred the facilities in hotels.She also didn’t like swimming in the sea which was going to be the main activity.

(c) She just couldn’t decide which university city to choose. She didn’t visit any of the cities butread about them in books and on the internet. She wanted somewhere with lots of parks as wellas good nightlife and cultural activities. She didn’t want anywhere too cold. A city with a goodvariety of restaurants was very important to her. Her final choice was a great university but shewas disappointed that there were hardly any parks and very little cultural activities in the town.


Do they regret it?

TEACHER’S NOTES:

Aim: to practise and consolidate if structures. This worksheet isdesigned to be used in conjunction with unit 10.3.


1 Tell students to complete the second sentence to mean the sameas the first. Elicit students’ answers and encourage peer correction.

Answers: 1 If you do more exercise, you’ll get fit. 2 If Eva hadn’twhispered so quietly people might have been able to hear her.3 As long as you come with an adult we can let you in. 4 If you servicecars regularly, they remain reliable. 5 If I got a bonus, I’d go toAustralia. 6 You can host the meeting here as long as our managerdoesn’t mind. 7 If he hadn’t spoken his mind so directly a lot of peoplewouldn’t have been upset. 8 If I had a word with her, I’d try and sortout our problems.

2 Students read each of the scenarios and write three if clausesabout them. Tell students that they can be as imaginative as theywant - whatever spring to their mind from the scenario as long asit is grammatically correct. Monitor as they work in pairs andcorrect any mistakes as well as noting down any interesting thingsstudents have written. Try to encourage students to use a mixtureof First, Second, Third and Mixed Conditionals. Get students tocompare their sentences before asking for class feedback. Read outthe interesting sentences you noted down.


Troublesome words!

1 Correct the misspelt word in sentences 1-22 below.

1 Do you think we’ll be able to get any acommodation in Madrid at this time of year?2 A good idea would be to start at the begining.3 I can’t beleive that we’re finally here!4 The weather’s so changable at the moment isn’t it?5 I’m definately going to the concert.6 No dout that someone will turn up tonight.7 Their having a great time in the Bahamas according to their postcard.8 They’re are a lot of people in the swimming pool.9 There car broke down yesterday.10 There was a really wierd atmosphere at the party.11 I don’t know weather we’ll go or not at the moment.12 The whether has been so bad recently.13 If you’re sucessful in your attempt, you’ll be rewarded.14 We’d like two seperate rooms please.15 I don’t usualy go to the gym at weekends, so this weekend is an exception.16 He spoke to the doctor who referred him to a psycologist.17 There are a lot of foreiners in that particular resort.18 That was such a grate way to celebrate getting your degree!19 Could you great me some cheese for the pizza please?20 The inteligence they received helped lead them to the criminals.21 She was told it was time that she took responsability for her actions.22 There are some fantastic restarants in the town centre - they’re all reasonably

priced too.

2 In pairs take turns to test each other on all words which were misspelt inthe quiz.


Troublesome words!

TEACHER’S NOTES:

Aim: to provide further practice of spelling correctly commonlymisspelt words from the vocabulary page. This worksheet isdesigned to be used in conjunction with unit 10.


1 Students can work in pairs or alone. Tell them to correct thespelling mistake in each sentence. Elicit answers from the class.

Answers: 1 accommodation 2 beginning 3 believe 4 changeable5 definitely 6 doubt 7 they’re 8 there 9 their 10 weird 11 whether12 weather 13 successful 14 separate 15 usually 16 psychologist17 foreigners 18 great 19 grate 20 intelligence 21 responsibility22 restaurants

2 Students use the corrected misspelt words to test each other.Monitor whilst they work and note down any that seem to be oftenmisspelt still. Call these out at the end of the class for students tospell out to the class.

Total English

DVD Transcript

Upper-Intermediate


Total English Upper Intermediate DVD Transcripts

Unit 1 – Good relations

Mr. Nickleby: I know something of that hand. My brother’s dead. Thewidow of both children were in London. Confound them!

Man servant: Anything else you want?Mr. Nickleby: Not now. I must go out.Man servant: That’ll cost you a pretty penny.Mr. Nickleby: I can’t keep them. They must find something. If they won’t

do it for themselves, I shall!Mrs Nickleby at home girl?

Maid: What name?Mr. Nickleby: Nickleby.Maid: Mrs Nickleby, here’s Mr Nickleby.Nicholas: Uncle Ralph? Good morning, Sir.Mr. Nickleby: Nicholas, I suppose?Nicholas: Yes, SirMr. Nickleby: How do you do ma’am. You must bear up against sorrow

ma’am. I always do.Mrs. Nickleby: Mine was no common loss.Mr. Nickleby: It was no uncommon loss ma’am. Husbands die everyday.

Wives also.Nicholas: And brothers too, Sir.Mr. Nickleby: Yes Sir, and puppies and pug dogs likewise. When my wife

died ma’am, many years ago, I learned …er… to survive thecalamity. Doubtless you will do the same. Well ma’am, youwere saying in your letter there is nothing left, humm, andyou spent what little you had coming all the way to Londonto see what I can do for you.

Mrs. Nickleby: I’d hoped you might do something for your brother’schildren. It was his last wish.

Mr. Nickleby: I don’t know how it is; but, whenever a man dies withoutproperty he seems to think it gives him the right to disposeof other people’s.And this is Kate. What sort of work is your daughter fittedfor?

Mrs. Nickleby: She was the cleverest girl in a school of twenty-five or wasit fifty-five? Well anyway………

Mr. Nickleby: We must try and get you apprenticed. And you, have you


ever done anything?Nicholas: No, sir.Mr. Nickleby: I suppose you are willing to work?Nicholas: Course I amMr. Nickleby: Then listen. This caught my eye this morning. You may

thank your lucky stars. An able assistant wanted. Annualsalary - fifteen pounds. There, let him get that and hisfortune’s made.

Kate: But it’s so far away mama!Mrs. Nickleby: Sssh Kate. Nicholas, I wish you would say something.Nicholas: If I am fortunate enough to be appointed Sir, what’ll

become of my mother, my sister?Mr. Nickleby: In that case, but not otherwise, they’ll be provided for by

me.Nicholas: Then I’ll do anything you wish.Mr. Nickleby: I’m very pleased to hear it.


Unit 2 – Dream career

I’m Lindsay Pressdee. I run Child Clothing which is a clothing company. Weproduce a range of urban sportswear. I started it in June 96 when I wastwenty-four and um the highlight so far has been when we were in Top Shopon Oxford Circus.

I’m gonna be showing at a trade show, er… later this year, which means thatI’ll be dealing directly with large department stores, stores all over the world.I always wanted to be a fashion designer since I was a little girl makingclothes for my Sindy dolls. It’s a hard business to break into, but I think ifyou’re prepared to work hard, and you’re really young, you’ve got energy,and you’ve got fresh ideas, that there is potential to make it with the bigboys.

There’s lots of pros and cons to running your own business. ‘Cos I set up onmy own, I end up spending four days a week on my own in my studio, so itactually can get quite lonely and requires loads of self-motivation just to getout of bed in the morning some days. So that’s not the greatest point, andeveryone thinks it’s wonderful to run your own business, but it’s actuallyreally hard work.

When I left school, I ended up doing a degree in fashion and came to Londonto do that, and then I got as much experience as possible. I had lots ofSaturday jobs in clothes shops and then I worked in the industry so I couldget a good view of what it was I was getting into. Being young in thisbusiness is actually a real advantage because you have better ideas andyou’re creative. I have a notebook that I carry round with me all the timebecause you never know when you’re gonna come up with a new idea andyou just need to remember it and put it down.

I feel very privileged that I get to do what I wanted to do with my life.There’s not many people that get to do that. Not many of my friends do. Andeven though they earn more money than me now, I know that I’ve got loadsof potential for the future, and so that’s what I’m looking forward to.


Unit 3 – Film hereos

TRAILER ONE:

Narrator: Journey to a magical time when demons and heroes battled forthe golden treasures and human spoils of forgotten kingdoms.

Villain: Kill! Kill him…

Narrator: Thrilled with the story of a legendary super hero who fights allthe torments of hell to save the woman he loves from the world’smost powerful sorcerer.

She was once a beautiful princess and now Sinbad must do theimpossible to save her. This is Sinbad’s greatest adventure. Theseventh voyage of Sinbad.

See the dance of the cobra woman and feel her deadly slitheringembrace. See the spectacular battle between Cyclopes and thefire breathing dragon. The incredible magic of Dynarama.Recreate the enchanting breathtaking adventure that could neverbe told before - The seventh voyage of Sinbad.

TRAILER TWO:

Narrator: Judah Ben Hur! The prince who became a slave and dared theevil might of a conqueror.

Ben Hur: I tell you, the day Rome falls, there will be a shout of freedomsuch as the world has never heard before.

Narrator: Quintas Arias was a stern enemy.

Quintas: Why did you save me?

Narrator: Yet when Ben Hur saved his life, he became a staunch andgrateful friend. There was the beautiful Esther for whose loveBen Hur defied an empire. There was Massala, the power man.Once Ben Hur’s boyhood friend. Now his deadliest enemy.

Massala: You, me and your mother and sister will die today!

Narrator: And there was the lusty Sheik Ilderim, ruler of a wild exotic land!All that you have read about Ben Hur! All that you have heardabout Ben Hur is surpassed by the actuality.


Unit 4 – Ellen MacArthur

Narrator: In 2005, Ellen MacArthur completed her solo round the worldvoyage in under seventy-two days breaking the previous recordby thirty-three hours. Her boat was a multi-million pound sailingmachine full of space age technology. She proved that it was thefastest racing yacht ever built but what does it take to be thefastest solo sailor in the world?

Ellen: I think we should have a chance of breaking the record but it’sgonna be very, very close, and it all depends on how long thisbreeze we’ve got with us at the moment stays.

Narrator: The Bombay Globe Round the World race in 2001 prepared herwell. She had to be the navigator, captain and crew. She had tobe strong both physically and mentally and she had to be able tofix everything from ropes to computers. In the Southern Ocean,she had to repair a broken mast during a storm.

Ellen: I’m away from home and I ache all over. I’m just exhausted.

Narrator: But the Southern Ocean remains special to her.

Ellen: It’s the most beautiful place in the world and most of the timethere’s no land there, there’s nothing. Somehow it’s not likeyou’re a tiny dot in the middle of a massive ocean becauseyou’re so close to it, you’re so with it. It’s as if it’s looking afteryou and it’s quite strange, even in the storms, the sea was justbeing the sea. It wasn’t as if it was attacking me or y’know, youimagine a big storm as if it’s you against the ocean, and it neverever felt like that, not once.

Narrator: For solo sailing, absolute fitness is essential. Physical strengthcan make the difference between life and death. To give herenough energy, Ellen needs 6,000 calories and twenty vitaminpills a day. To keep the weight on the boat to a minimum, sheonly eats freeze dried food.

Ellen: For sure I’ve not slept for more than fifteen-twenty minutes at atime. The first night I think I must have got fifteen minutes


sleep, and I think, today this morning I must have slept for halfan hour as well outside in the cuddy, so I’m going to try andsleep as much as I possibly can today.

Narrator: Sleep is a luxury. Ellen has learnt to sleep in ten minute burstsand to get by on only two hours sleep a day. A solo sailor needsskill, determination, courage and strength. Ellen MacArthur hasproved she has them all.


Unit 5 – Home Road Movie

Son: It wasn’t the sort of thing to boast about, but our Dad was anexpert on bus timetables. Family holiday rovers, weekendseaside specials, he knew everything. We even had a bus stopoutside our house. Other families had cars. Luckily for us, Dadhad a problem. You see holiday rover tickets are about averagesized families, but there were too many of us to be average.

News spread quickly about our top performance sports car. Itwas brilliant.

Dad: Emergency items, red triangle, fire extinguisher…

Son: We held our breaths while Dad, RAF trained prepared for ourfirst flight.

Dad: Oh, blanket and coffee flask….

Son: Anticipation mounted as the car manual was read from cover tocover.

Dad: Power on, first check, second check, back left indicator, backright indicator. Mmm, onboard entertainment. Aah, wipers… Ohwell, here we go…

Children: 5,4,3,2,1!

Dad: Oh James Last or Tia on the razz?

Children: Yeah!

Son: No longer restricted to zone 3 of the local buses, our Dad tookus on motoring holidays of a lifetime.

Dad: Ah, stunning Arc de Triomphe, built in 1836 to celebrate thevictory of …… the world’s tallest building… built in 1931……at eighty-nine hundred feet you can see for forty-five miles…


Son: With Europe as our playground we immersed ourselves in itcultural capitals.

Dad: Now that is impressive. A fully integrated transport system. Ifonly we could have that at home.

Children: Go on Dad, you can overtake him! Yeah!

Son: For each new holiday, Dad would answer our every need, alwayswith a brilliant Ronco car accessory. The electric cooker andfridge provided exotic cuisine. We were totally self-contained. Afamily with everything. Even our arrival in a new campsite wouldraise eyebrows. Fellow campers were impressed with whatBritish Camping Technology could offer.

Despite the occasional setback we still knew that our Dad and hisfantastic car were the best. Together we travelled ever upwardstowards the Utopia of modern family motoring.

Dad: Little bit more to the left….Smile!

Son: We had reached the top

Children: We’re going to the top of the mountain!Brilliant! Look!

Son: He didn’t know it couldn’t last.

Children: Dad do we have to have Radio Two? Please, why can’t we haveRadio One? It’s the top forty! Dad, why can’t we have RadioOne?

Son: We’d grown up and it finally dawned on us Dad hadn’t bought ahigh performance car. In fact we’d spent every holiday driving ata safety conscious, law abiding thirty m.p.h. And it wasn’t justthat our car was getting old. We were beginning to realise thatthe captain perhaps wasn’t the best driver on the road. So, tohelp him out, we all made high pitched engine noises when heforgot to change gears. Thinking back, I guess my Dad found itquite stressful driving.


Dad: Just a little rest……just a little peace and quiet.

Son: Dad was retired now and spending most of his time bringing thecar back to its former glory. Ready for our next family summerholiday.

As years passed his answer to family life was becoming everharder to maintain. And when my mother died it must haveseemed an impossible task. Each year there was one less brotheror sister as college and travel took them away, but still he wasout there struggling to get the family car back onto the road.

Dad, Dad, where are you? The taxi’s here. My train’s at 12:30.I’ll give you a call next week.

Even though Dad continued to work on the car, he no longer hadthe courage to lift up the bonnet. If he had, he would haverealised that the engine was now a solid lump of rust.

Dad! I’m off!

My Dad’s last journey wasn’t in his car, but alone on abus…….and it was only after his death that we discovered thateven though the car hadn’t moved for ten years it had alwaysbeen taxed and insured. Our Dad was always ready for the nextgreat summer holiday.


Unit 6 – Bhutan

MichaelPalin: Bhutan is a tiny pebble squeezed between the great rocks of

China and India. Mostly mountain and forest, it has few roads, soI’m walking up to Jomolhari which borders on Tibet. My guide,Doji wears national costume as men are expected to in thiscountry. I favour the international dishevelled look. There’s roomto move here. Bhutan is the size of Switzerland with a populationof little more than a million. It has one of the strictestenvironmental policies in the world. More than a quarter of thecountry’s national park not even fallen wood can be gatheredwithout permission. It’s a country jealous of its independenceruled by a much loved King whose declared policy is grossnational happiness before gross national product. The influenceof Buddhism is everywhere like this dramatic cliff top hermitage.

Of all the holy spots that crop up all over the town, what’s sospecial about this one?

Legend claims it was founded by a saint, Guru Rinpoche, whorode here on a tigress twelve hundred years ago and turnedhimself into something so nasty that the evil spirits fled and leftthe valley to Buddhism.

Bhutan has taken deliberate steps to keep tourist numbersmanageable. Visitors have to pay a minimum of 200 dollars aday even if you’re staying in a tent.

There’s a main road through the centre of the town.

Doje: Yes, there’s a main link through the centre of the town linkingeast to west.

MichaelPalin: Yeah…

Bhutan is conditioned mentally and physically by the Himalaya.Mountain ranges split the country into a series of steep valleyseach with their own character and often their own climate. Onthe other side of this 10,000 foot pass, we leave the snowbehind.


Unit 7 - Vikings

Narrator: Swords clash as men and women obsessed with reliving the pastmeet on the battle field. They are living as Vikings and Saxonsused to at Old Sarum, an ancient fort in England. These peoplearen’t just satisfied with reading history books - when they puton their armour they become like real warriors. So what makesthem go to such extremes?

Viking 1: I decided to be a Viking because I’ve had a long interest inhistory and war-gaming and warfare really. Um, and, I metsomeone a few years ago who pointed me in the right direction.Somebody handed me one of the weapons and I grinned. Um,and then I haven’t looked back.

Viking 2: I got into this because of my love of history and um… it’s just agood way of dressing up at the weekends.

Viking 1: Er… this is a controlled environment, and it’s um, so we can playfight. It’s a bit of a game, it’s nice to win but when it boils downto it, we want to do it again so we try not to hurt each other.Er… we’re very conscious of safety.

Narrator: These people are called re-enactors. They show modern visitorshow their ancestors used to live, about a 1,000 years ago.

Viking 3: We’ve set up a Viking village, firstly for our own entertainmentcos this is what we like doing, but we’re trying to bring history tolife, for members of the public and educate them and entertainthem at the same time. Cos we all feel that history is fun andenjoyable.

Narrator: Each person takes on the role of a character from the dark ages.

Saxon: I’m actually a Saxon within the Viking Society. We have, wehave Saxons, Vikings, even Celts um….it’s a period that I’vealways been interested in …um and it’s just a way of carrying onthat interest, sort of y’know, rather than just reading’, you canbe it, you live the life rather than just read it, or watch it on thetelly.

Narrator: The re-enactors perform ancient stories called The Norse Sagas.


Viking 3: I got into it because it’s fun, get to travel around the country,meet lots of interesting people. Er… Hit them with swords. Youget a lot of exercise out of it, a lot of personal satisfaction. Idon’t have any problem myself changing from character backinto modern personality. I find it easy to compartmentalise mylife, so if I change back… but there are some people I know thatdo seem to take it a bit far. Er… they stay in costume all the timeor maybe just a part of the costume. There was some woman Iknew years ago who would always insist on wearing her Vikingshoes.

Narrator: The people here are determined to make their medieval camp asauthentic as possible. Even the children become historicalcharacters.

Viking 4: It’s just loads of fun. We get to dress up, I mean, OK, you dohave to make your own clothes but that’s fun as well, and thekids all have a whale of a time. As you can see, all the childrenare playing and everybody just has so much fun. It’s a great wayto spend a weekend to be honest.

Viking 5: As a blacksmith I’m one of the few craftsmen who makes hisown tools and pretty much everybody else’s tools as well.Blacksmith’s tools have not changed since the Bronze Age.They’ve always been like this. Viking tools are the same asmodern smith’s tools. I enjoy the camaraderie, the friendliness,cos you sit round the fire in the evening eating great food, chatand relax.

Viking 6: I like the history associated with the Dark Ages. To me, they’renot as dark as what everyone thinks they are. Um…I’ve alwaysenjoyed British history but I wanted to know what the Vikingswere about and I found this group and I enjoy it.

Narrator: Things may look peaceful in the camp, but the Vikings andSaxons are always ready to fight. They put on their helmets,take up their weapons and march to the battle field. No longertwenty-first century accountants, builders or shop keepers butfierce warriors in a bloody war.


Unit 8 – The secrets of success

The Milliner: My name’s Joseph Köln. I’m a couture milliner. I makehats for some of the biggest names in fashion here inLondon, also Paris, Milan, New York. I’m twenty-six. I’malready financially successful but I’ve never been in itfor the money. I love what I, work, what I do, I’m verypassionate about my work. Nobody else is gonna makeyou a millionaire. Concentrate on your concept, youridea, your vision and make it work. Stay passionate andyou will be successful.

The WebConsultant: My name’s Shara Vickers. I own a website design

consultancy, Cortella Ltd and we’ve been going for twoand a half years now. Our estimated turnover is£200,000 and my advice to anybody who is starting upa business and has some really good ideas is go and seea professional body who deal with start up businessesand they’ll help you put your ideas into action!

The QuantitySurveyor: My name is Roger Elliott. I’m twenty-five years old and

a quantity surveyor. Since leaving school eight yearsago, I worked for somebody else. Last year I decided toset up my own business. It’s important to rememberwhatever career you choose you don’t have to work forsomebody else.

The Card Maker: My name is Joanna McKinley and I run the Giant CardCompany. I’ve had the business now for three years,and I’ve an annual turnover of £70,000. My advice toyou is a good business is a good idea.

The StreetPerformers: Hello, my name’s Kate and I’m Naomi. We run a

company called Creative Feature. We specialise in streettheatre, in masks and stilts. And we’ve been going sinceJune ‘94. We’ve been very lucky and very successful.


We’ve performed all over the UK and Europe, at theDome and Buckingham Palace, and our top tip is chooseyour business partner very carefully!

The IndianTakeaway Owner: My name is Majou Islam. I’m twenty-six years old. I

own the Bombay Spice in Brixton. I used to be aGraphic Designer, but I never wanted to earn a salaryfor the rest of my life. So today I’ve opened my ownbusiness which happens to be an Indian takeaway. I’vegot the right market for myself and it was the rightthing for myself. I had a little bit of experience. I wentout and done my market research on it. Today I canclearly say my takeaway is doing excellent. My adviceto you is know your customer.

The InternetEntrepreneur: My name is Ben Way. I’m young entrepreneur of the

year and I run a website called WaySearch.com. Istarted WaySearch.com about six months ago when Ireceived multi-million pound venture capital funding.That wasn’t my first project. When I was fourteen, Istarted up my own company and the reasons for thatwas because I was dyslexic everyone told me I couldnever read or write or do anything with my life, so Idecided to go and prove them wrong. So my advice toyou is don’t give up. You will find your own skill one dayand you will do well, so always believe in yourself.


Unit 9 - The Bullion Robbery

Bank manager: And um, here’s the order for tomorrow’s consignment.Somewhat larger than I expected. £212.

Bank clerk: That won’t worry me, sir.

Bank manager: Dependable to the last. I’m going to miss you Holland.

Bank clerk: Very kind, sir. I shall always have the happiest memoriesof the dear old bullion office.

Bank manager: Has Mr Abercrombie spoken to you about your holiday?

Bank clerk: Yes, sir. I’m going to Paris.

Bank manager: Paris eh? You’re stepping out Holland. Wonderful isn’t it,what a little extra money will do?

Bank clerk: Yes, it’s going to make a big difference to me…

211, 212 … Ah, Mr Richards - your deposit will be returnedin the usual way. As soon as the gold enters the bank.

At your post sir.

[Van bell rings]Did you see that car?

Driver 1: Yes, sir… a Police Car.

Bank clerk: What?

Driver 1: Nothing to be afraid of there, Sir. Bloke was a copper.

Bank clerk: It’s probably some trick. It’s probably some trick. I’m sureit’s the same car that followed us the other day.

Driver 1: You want me to go and look round the corner, sir?

Bank clerk: Yes.


Cyclist: You got a flat tyre there mate!

Bank clerk: Help, help!

Driver 2: Help, help Police!

Driver 1: What’s up?

Driver 2: The van, the van - they pinched the van!

Policeman: Hello all cars from M2 GW. This is number 4 and itbegins… maroon coloured van, LJ L6 38, containing bullionvalue one million pounds stolen from the vicinity of QueenVictoria Street.


Unit 10 – Yes, Prime Minister

JH = Jim Hacker (new elected Prime Minister)G = Godfey (TV producer)GA = Government aidMA = Make-up artist

JH: Let us be abundantly clear about this. We cannot go on payingourselves more than we earn. The rest of the world does not owe us aliving. We must be prepared to make sacrifices … and who wrote thisrubbish?

GA: You did, Prime Minister. It’s one of your old speeches.

JH: How was that Godfrey?

G: Um… excellent Prime Minister, um… one thing, will you be wearingthose glasses?

JH: Well, what do you think?

G: Well, it’s up to you obviously. With them on, you look authoritative andcommanding. With them off you look honest and open. Which do youwant?

JH: Well, really, I want to look authoritative and honest.

G: It’s one or the other really.

JH: What about starting with them off and then putting them on …

G: That just looks indecisive.

JH: I see…

GA: What about a monocle?

G: Let’s just leave them off for the moment shall we?

JH: Anything else?

G: Um, well, your face is a bit wooden.

JH: Wooden?

G: Only, only when you’re speaking. Um, you see in normal speech, youmove your head and eyebrows and cheek muscles and so and so. Don’tlet the tele-prompter turn you into a zombie OK?

JH: Defence expenditure, one of the areas which this Government will be


examining closely. It may be that we can achieve the same.

G: Prime Minister, that’s just a little bit too much. Could we just talk aboutyour appearance for a moment? What will you be wearing?

JH: What do you suggest?

G: Well, dark suit represents traditional values.

JH: Fine, dark suit.

G: On the other hand, a light suit looks business like.

JH: Well, what about a lightish jacket with a darkish waistcoat?

G: I think that would look as though you’d got an identity problem.

MA: Excuse me Prime Minister. Godfrey, could we have word about make-up? Are you happy about the grey hair or shall we darken it?

G: No, no that’s fine.

MA: And the receding hairline?

JH: Receding what?!

G: High forehead. And could you try to make the …er…, do somethingabout the eyes? Make them look less close set.

MA: Bags underneath … cheeks … nose is still a problem.

JH: Problem?!

G: No… just a lighting problem Prime Minister. Very large, …um… shadow.

MA: Teeth of course. Could you smile Prime Minister?

G: Yes…

Total English

Film Bank Key

Upper-Intermediate


DVD Answer Key


Unit 1 – Good relations

11 Students’ own answers 2 (1) Uncle Ralph and Nicholas (2) Nicholas, Kateand their mother (3) Nicholas’s mother (4) Uncle Ralph

21 His brother is dead and his widow and her two children are in London. 2The widow and her children. 3 ‘Bear up against loss’. 4 She hoped thatRalph/Mr. Nickleby would do something for his brother’s children. 5 Ralphwants Kate to become an apprentice. 6 Ralph proposes that Nicholasbecome a school assistant. 7 Provide for Nicholas’s mother and sister.


DVD Answer Key


Unit 2 – Dream career


2a The correct order is:

do a degree in fashion 5

set up business on her own 4

carry a notebook around 7

have lots of Saturday jobs 6

show her designs at a trade show 1

have a glamorous lifestyle x

earn less money than her friends 8

deal directly with large department stores 2

make clothes for her Cindy dolls 3

b she doesn’t mention ‘have a glamorous lifestyle’


DVD Answer Key


Unit 3 – Film hereos


2/3The Seventh Voyage of Sinbad: 1, 5, 6, 7, 9Ben-Hur: 2, 3, 4, 8, 10


DVD Answer Key


Unit 4 – Ellen MacArthur

11D 2A 3C 4B

2A 1 Ellen MacArthur 2 Sailing single-handedly around the world in recordtime. 3 16th October 2005B 1 Neil Armstrong 2 Being the first man on the moon. 3 1969C 1 Sir Edmund Hillary 2 first man to climb Mt. Everest 3 1953D Amelia Earhart / first woman to fly solo across the Atlantic / 1932

31 72 days: In 2005 Ellen MacArthur completed solo, her round-the-worldvoyage, in seventy-two days, beating the previous record by thirty-threehours. 2 Kingfisher: the name of her boat 3 the Southern Ocean: where shehad to repair a broken mast and what she thinks is the most beautiful placein the world 4 6000 calories and twenty vitamin pills: what Ellen has eachday to give her enough energy 5 fifteen minutes: how much she slept on thefirst night of her voyage.


DVD Answer Key


Unit 5 – Home Road Movie


21 Dad was an expert on bus timetables. 2 Dad bought a car because thefamily was too big to get a ‘Holiday Rover’ ticket. 3 Their holidaydestinations by car were all over Europe. 4 Dad drove the car at thirty mph.5 When Dad forgot to change gear, the children used to make high-pitchedengine noises. 6 After Dad retired, he would spend a lot of time ‘bringingthe car back to its former glory’. 7 The children left home to travel or go tocollege. 8 Dad’s last journey was on a bus.

3Example answer:The story of a shy and awkward father who desperately wanted the familycar to make him a better parent.


DVD Answer Key


Unit 6 – Bhutan


2/31 A 2 B 3 A 4 A 5 B 6 B 7 B 8 A 9 B


DVD Answer Key


Unit 7 - Vikings



31 All mentioned except ‘it’s a way of making money’ 2 They don’t try to hurteach other ‘because they want to be able to do it again’. It’s just ‘play-fighting’ for fun. 3 entertainment and education (for themselves and thepublic) 4 A woman who keeps her Viking shoes on all the time 5 They maketheir clothes 6 Blacksmiths’ tools now are exactly the same as they were inthe days of the Vikings 7 Accountants, builders and shopkeepers


DVD Answer Key


Unit 8 – The secrets of success

11 a card maker, a milliner, street performers


3The correct order is:

I did some market research on it 6

I’ve an annual turnover of £70,000 4

Always believe in yourself 7

I’m very passionate about my work 1

Last year I decided to set up my own business 3

We’ve been going for two and a half years now 2

We’ve been very lucky and very successful 5

41 passionate 2 help 3 boss 4 idea 5 partner 6 customer 7 give


DVD Answer Key


Unit 9 - The Bullion Robbery


21 F, 212 2 T 3 T 4 F, That he has a flat tyre. 5 F The van driver gets out tolook at his tyres. 6 F, Queen Victoria Street 7 T



DVD Answer Key


Unit 10 – Yes, Prime Minister


21 a pair of glasses: on = authoritative and commanding; off = honest andopen2 a face (like Jim Hacker’s): rather wooden in front of the camera, withoutthe natural movement of head, facial muscles etc.3 a suit: dark = traditional values; light = businesslike4 hair on head (like Jim Hacker’s): his grey hair is fine5 close-set eyes: they need to look a little less close-set6 a nose (like Jim Hacker’s): a problem because of the large shadow


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